Final exam Coursework Example | Topics and Well Written Essays - 1000 words

Last test of the year - Coursework Example Money related leases are alluded to as long haul obligations and are remembered for the monetary record while working leases are alluded as working costs and can be barred from the accounting report (Needles and Powers, 2012). II). Promoting of leases and related resources have a few advantages. Utilization of long haul leases guarantees that installment is come up with all required funds as concurred since there is no cancelation of the understanding. Likewise, the installment time frame is nearly the equivalent with the helpful existence of the benefit. It likewise furnishes the resident with the alternative of purchasing the advantage at an ostensible incentive at end period because of the understanding (Needles, and Powers, 2012). A drawn out rent costs not exactly a transient rent and doesn't require prompt installment as rental installment is deducted in full for charge purposes. Utilization of momentary rent anyway permits the danger of possession to stay with the lesser and the rent time frame is shorter than the helpful existence of the benefit (Needles, and Powers, 2012). Rents anyway have different hindrances which incorporate the accompanying. There must be installment of intrigue paying little heed to the monetary situation of the organization. Furthermore the financing costs are fixed and don't think about the monetary state of the firm. Notwithstanding, over the top rent increment the danger of investors subsequently diminishing the offer costs (Needles, and Powers, 2012). 3). Premium cost ought to be deducted from the working incomes. The University of Le Verne M.B.A is correct. As indicated by Brigham and Earnhardt (2013), premiums ought not be remembered for computing incomes of a venture. This is on the grounds that the undertaking incomes are limited by hazard engaged with the expense of capital enthusiasm being consumption. The expense of financing a venture may either be as intrigue cost, obligation financing, or profits from investors. Barring cost, for example, premium cost in the count of incomes may appear to be counter-intuitive yet it is

Cafeteria Food Essay Example for Free

Cafeteria Food Essay A few people imagine that school cafeterias ought to be required to give low-fat as well as veggie lover lunch choices to oblige the government’s dietary rules, yet all understudies don't eat the equivalent. In my article about cafeteria food, I will clarify what understudies need in their food. I will likewise share the preferences in the food and what we can do to improve it. Cold pizza, half-cooked burgers and earthy colored lettuce sounds dreadful. Numerous understudies from various states and areas need to manage that consistently at their schools. The food from the cafeterias used to be acceptable, with a sweet flavor, yet over the most recent couple of years the food had taken an alternate flavor, a flavor that can't go on without serious consequences by the understudies. The understudies need a superior quality in their food, don’t they? It’s time for a change, a change to food, so understudies can be fulfilled while their eating, a change to food that can be extremely justified, despite all the trouble. Truly, we understudies pay cash to the locale consistently and this is what we get? It’s time for a change. Everyone realizes that eating well was from the past. In any case, presently understudies and not really just understudies eat cheap food like McDonalds or Taco Bell. Presently everyone does, which can be a decent and a terrible thing. The progressions of the food’s taste has made numerous understudies to not eat at school, or even made understudies to bring lunch, and this indeed makes the school lose cash. Truth be told is the loss of cash making the school give understudies low quality food? On the off chance that the schools would serve understudies food from places like Pizza Hut and Subway I can ensure that most or all understudies would eat at the cafeterias and it would profit to both school and understudies. These kinds of nourishments would be so incredible to have in schools, however sadly the locale and the administrations have made a move and unjustifiably, they have set down laws that restrict these nourishments in the schools. They have settled these laws since they need us as understudies to eat healthy, however on the off chance that they need to keep us solid, for what reason would they say they are giving us food with an awful and awful taste? Likewise, with these laws they keep understudies like me away from eating a lot of â€Å"junk† food since they can cause weight. Yet, do they continue giving us food that isn't even worth the measure of cash our folks provide for the administration consistently? In the event that they were the ones who eat the entirety of the awful food given by the cafeteria they would of become weary of eating cold pizza and uncooked burgers with earthy colored lettuce simply like we the understudies do. Taking everything into account, we as a whole comprehend what the administration and the educational system is attempting to do with this good dieting program. They need to advance good dieting propensities with an end goal to forestall heftiness. In spite of the fact that nourishment is significant, understudies feel that there is a superior method to have solid food without destroying the taste. In this way, with an end goal to keep understudies solid and leave with their stomachs fulfilled we should all meet up to understand that we are the ones that need to endure the school day with the food.

Blog Archive MBA Career Advice Admit Your Mistakes!

Blog Archive MBA Career Advice Admit Your Mistakes! In this weekly series, our friends at MBA Career Coaches will be dispensing invaluable advice to help you actively manage your career. Topics include building your network, learning from mistakes and setbacks, perfecting your written communication, and mastering even the toughest interviews. For more information or to sign up for a free career consultation, visit www.mbacareercoaches.com. Cliches are clichés for a reason. Here is one that is frequently invoked and entirely true: you will learn from your mistakes. Indeed, this tired old cliché is a professional inevitability, because you don’t possess all necessary knowledge right now. You will try, fail and learn, but the learning will only come to you if you can admit your mistakes, both to yourself and others. Denying mistakes will stifle your growth and could do considerable damage to your relationships with those around you. Imagine you made a simple error â€" you zigged instead of zagging. Zagging was definitely the right way to go, but you didn’t know â€" how could you have known? You zigged. Your boss stops in and inquires as to why you zigged. Surprised, you start to explain why zigging was the right course, but both you and he know zigging was absolutely not the right course. He starts to pursue your reasoning â€" why are you still defending the choice to zig, which was so clearly wrong? You take it further. He takes it further. You don’t give up and keep defending zigging with flawed logic. Frustrated and confused, he walks away. You haven’t admitted that you went the wrong way, but he knows it and now he regards you as stubborn and worries that the mistake will repeat itself, because you don’t consider it as such. Now, imagine that you made an error. You zigged instead of zagging and you know that zagging was the right way to go. Your boss comes by and asks why you chose to zig and you tell him it was an error and you explain your flawed reasoning. He works through your thought process, shows you where you went wrong and teaches you how to avoid the same error in the future. You thank him. He says, “No problem.” You have a clear conscience and new skills and he knows that you are determined to get better. Then, next time, you zag and he is thrilled. You are both happier and you have a new skill. It all seems really simple, but the zag scenario doesn’t come easily to a lot of people. Being forthright about being wrong can seem risky, but the bigger the stakes, the more disarming admitting an error can actually be. In fact, studies have shown that doctors who admit errors in dealing with patients causing death are less likely to be sued than those who refuse to take responsibility. The odds are, your stakes will be a lot lower in a typical MBA profession. Consider owning up to errors large and small â€" just do your best to make them only once. Share ThisTweet MBA Career Advice

Historic Rulers of the Netherlands

The University Interscholastic League Of Texas Essay

INTRODUCTION The University Interscholastic League – commonly referred to as the UIL - facilitates academic, athletic, and music competitions for elementary and secondary schools across the state of Texas. The University of Texas at Austin started the UIL in 1910 as two separate organizations, the Debating League of Texas High Schools and the Interscholastic Athletic Association. In 1913, the organizations merged and became what is known today as the University Interscholastic League, commonly referred to as the UIL. The UIL oversees the following academic competitions: Accounting, Calculator Applications, Computer Applications, Computer Science, Current Issues Events, Editorial Writing, Feature Writing, Headline Writing, Literary Criticism, Mathematics, News Writing, Number Sense, Ready Writing, Science, Social Studies, Spelling Vocabulary, CX Debate, Lincoln-Douglas Debate, Informative Speaking, Persuasive Speaking, Poetry Interpretation, Prose Interpretation, One-Act Play, and Film. The UIL also facilitates competitive athletic competitions from the district level to the state level for secondary schools in the following sports: Team Tennis, Cross Country, Volleyball, Football, Swimming Diving, Wrestling, Basketball, Soccer, Tennis, Golf, Track Field, Softball, and Baseball. The final category of UIL organized events is music competitions: Marching Band, Concert Sight-Reading Contests, State Wind Ensemble, and the Solo-Ensemble Contest. The League has aShow MoreRelatedSenator Juan And The Texas State Senate Essay730 Words   |  3 PagesSenator Juan â€Å"Chuy† Hinojosa The Texas State Senate has 14 standing committees , 1 subcommittee and one select committee. The following committees are part of the field that the Texas State Senate are in charge to discuss during session in order to better regulate the conditions of the state. Administration, agriculture, Water Rural Affairs, Business Commerce, Criminal Justice, Education, Finance, Health Human Services, Higher Education,Intergovernmental Relations, Natural Resources Read MoreThe Full Time Administrative Staff At Ut Carries Out The Daily Procedures Of The Uil Essay1375 Words   |  6 PagesMEMBERSHIP IN LEAGUE, which ends with Section 15: Mandatory Suspension and Subchapter E: ORGANIZATION AND ADMINISTRATION, which begins with Section 20. Sections 16-19 do not appear in the document at all. SHARED VALUES The fundamental value of the UIL, going as far back as 1910, is to serve the community of Texas students by enriching their educational experience with extracurricular activities. The core values of the UIL are summarized in their statement of purpose: The University Interscholastic LeagueRead MoreAthletic Director1166 Words   |  5 Pagesathletic director (commonly athletics director or AD) is an administrator at many american colleges and universities, as well as in larger high schools and middle schools, who oversees the work of coaches and related staff involved in intercollegiate or interscholastic athletic programs (ehow.com). They are in charge of an athletic department at a high school, college or university and at some colleges, the athletic director may hold academic rank. They are usually considered to be full-timeRead MoreFaith And The American Of The Philippines1096 Words   |  5 PagesFaith Daniel is a forty-six-year-old denizen of Montgomery, Texas of Chinese descent. Even though Faith was born in the Philippines, she is profoundly influenced by her Chinese ancestry. Her ancestors moved from China to the Philippines due to a World War. She has three sisters. Faith is a certified teacher with teaching experience in the private school sector. Impressively, she can verbalize English, Mandarin, French, and dactylology. The Chinese culture places more value on male children becauseRead MoreA Study On Faith And The United States Of The Philippines1227 Words   |  5 PagesFaith Daniel is a forty-six-year-old Chinese female resident of Montgomery, Texas. Faith was born in the Philippines. However, she is profoundly influenced by her Chinese ancestry. Faith has three sisters. Faith has a teaching degree and has taught in the private school sector. She can speak English, Mandarin, French, and knows sign language. Her ancestors moved from China to the Philippines due to a World War. Male children are valued more in the Chinese culture than females because malesRead MoreSchool District Adminstration4672 Words   |  19 PagesCapetown High School [pic] Taking a Bite out of Education!!! Cougar ISD Capetown High School 1979 Shoreside Drive Capetown, Texas 73911 Principal- Scott Thomison Assistant Principal- Guillermo Altamirano Academic Counselor- Travis Cole Athletic Director- Mike Nelson Health Fitness- Matt Tarbutton Counselor- Emilio Luna IT- John Kenna Mascot- Sharks School Colors- Navy Blue and White Motto- Taking a Bite out of Education! Mission Statement: To provide all learners with

The Impact Of Global Warming On The Earth - 900 Words

Title: The Impact of Global Warming Purpose Statement: To inform my audience about how global warming is impacting the earth. Central Idea: Data shows that all throughout history, the temperature of our planet has changed over and over again for natural reasons. Holli Riebeek, education and outreach specialist at NASA, stated that these changes are due to small shifts in the Earth’s orbit and the Sun’s energy levels varying throughout time. Today, unfortunately, with the average temperature of the earth rising more than 1.1 to 1.6 degrees Fahrenheit since between 1906 and 2005 according to Riebeek, Earth’s climate is being endlessly changed by something called the greenhouse effect. The planet’s animals, our weather, and our future is in†¦show more content†¦i. This causes heavy precipitation to occur, resulting in massive floods. ii. Devastating and stronger tropical storms and hurricanes are also becoming more common along coastal regions as ocean temperatures, air temperatures, and water levels rise. b. Fires have always been a healthy part of the ecosystem, according to scientists. i. With more extreme dry conditions in some parts of the world, there is much higher chance of severe wildfires occurring. 1. Complete devastation of huge areas of land. c. The article Global Warming and Extreme Weather from the National Wildlife Federation stated that these extreme wildfires are a massive threat to wildlife. i. Animals that are living in an area impacted by a wildfire have a small chance of escaping. II. Ecosystem a. Many aquatic animals and plants are being greatly impacted by global warming. i. Some bodies of water are starting to get too warm for fish and plants to sustain life there. 1. According to Deanna Coon, more than 20 percent of the Earth’s freshwater fish have already become extinct, endangered, or threatened due to global warming. b. Warm weather is also causing plants to flower earlier in the season. i. Animals that migrate need to find food earlier, thus leaving a gap between when they find food and actually migrate. c. One specific animal that has been a concern for many scientist and other people is the polar bear. i. Since much of the sea ice has melted due to global

Engage in Personal Development Essay Sample free essay sample

1. 1 Describe the responsibilities and duties of ain work function. As a voluntary Teaching Assistant/Classroom assistant I have worked difficult to set up professional relationships with the Teachers and lasting TA’s which in bend has resulted in me being treated and respected as one of the squad by them and the students I work with. Within my function I help supply support to the instructors by fixing effectual acquisition environments. helping the students to make their full potency by guaranting the environment is kept clean. tidy and safe. My chief responsibilities and duties are to choose and fix learning resources appropriate to the lesson and where needed adapt the resources to run into the person or group’s demands. During the lessons I clarify the aims and look into the needed sum of support to be given along with the undertaking distinction to run into all abilities and monitor/record student response and advancement throughout the undertaking. It is of import as a Teaching Assistant to listen carefully to the students and promote their thoughts and sentiments to assist them go strong independent scholars by reacting to them suitably. promoting them and maintaining them on the right path to accomplish the propensity aim. Within the function of Teaching Assistant/Classroom assistant I carry out observations on behavior and assist the students to do the right picks in their actions while besides describing any relevant concerns to the appropriate individual. As a Teaching Assistant you play an built-in portion in the twenty-four hours to twenty-four hours running of the schoolroom by transporting out administrative responsibilities as required by the instructor including roll uping. collating information. filing and run offing leting the instructor to pass more clip actively learning. As a Teaching Assistant/Classroom assistant you besides play a cardinal function in supplying comfort and immediate attention for minor accidents. disturbances and complaints every bit good as escorting and oversing in out of school activities such as working to the church for terminal of term service. trips to the theater. Library and Beach The function of a Teaching Assistant is an all-around experience and one that all ows you to reflect. develop and turn in function every twenty-four hours. 1. 2 Explain outlooks about ain work function as expressed in relevant criterions. Depending on your occupation function will depend on which set of occupational criterions you have to adhere to and therefore in bend the outlooks they so place upon you and your function. The Training and Development bureau have National Occupational Standards for Supporting Teaching Learning. These criterions enable schools to accommodate. alteration and better support staff accomplishments to guarantee all kids are given the chance to accomplish and win. The National Occupational Standards are based on the functions and duties of support staff in today’s schools and can be used in a assortment of ways to help Recruitment. Performance reviews. Training and Development and Career patterned advance. As a voluntary Teaching Assistant/ Classroom assistant I am still expected to adhere and follow to these criterions when working as a Volunteer Teaching Assistant. The outlooks set out are that I will come into a category environment and supply suited and appropriate support to the instructor and kids leting effectual instruction and acquisition to take topographic point which links to the National Occupational Standard STL 1 an illustration of how I contribute to this is when Readers workshop takes topographic point first thing in the forenoon. On geting in the category I agree with the Teacher which group I will be working with and the complexness of the undertaking and the sum of support to be given leting the kids to derive the most from this lesson. Throughout these Sessionss and any other lessons I assist with I observe how the kids interact. engage in an activity and the sum of support that has been given and feed this information back to the Class Teacher or Full Time TA. When volunteering as a Teaching Assistant/Classroom Helper I ever have the children’s well-being at the head of my head and take anything that may do possible injury or harm to them every bit good as intervene when they are making something that may do injury associating to STL 3 ( CCLD 202 ) of the National occupational Standards. An illustration of when I have done this is when a kid was swaying back on the chair legs I intervened and asked them to halt as the old twenty-four hours a kid had been making the same thing and put the chair down on to the Teachers pes by accident. Besides within my function I promote and contribute to positive relationships associating to STL 20 ( CCLD 301 ) of the National Occupation Standards. I do this by guaranting that I use appropriate verbal and non-verbal communicating accomplishments. respond positively to all those I work with handling them with the same regard that I would wish to be treated with while staying professional. These are m erely some of the cardinal outlooks of my occupation function outlined in the National Occupational Standards but my ain outlook is to present a high degree of attention and support across the course of study to guarantee that all kids are given the right support. counsel and encouragement to carry through and accomplish their possible. Undertaking 2 2. 1 Explain the importance of brooding pattern in continuously bettering the quality of service provided. â€Å"Reflective pattern is the capacity to reflect on actions so as to prosecute in a procedure of uninterrupted larning therefore affecting us to pay critical attending to the practical values and theories which inform every twenty-four hours actions by analyzing pattern reflectively and reflexively† En. wikipedia. org/wiki/reflective. pattern. Brooding pattern is imperative in any occupation as it helps guarantee that service bringing is kept high and uninterrupted and this is indispensable when working with kids as their fortunes. environments and larning advancement continually changes E. g. some kids may pick up a Numeracy subject of Measure really. really rapidly and so happen a subject to make with Time a little more ambitious and holding carried out a brooding session on this can help you in your support function following clip to assist guarantee the acquisition demands of the kids are adequately supported. By continually reexamining. reflecting and bettering your attack to work benefits you as the practician and more significantly the kids as by transporting out brooding pattern you are besides guaranting you are assisting to provide for every child’s single demands. Kolb’s Experimental Learning rhythm supports the cardinal demands of brooding pattern and the importance it plays in personal developmen t. Kolb’s rhythm involves: 1. Concrete experience- doing/having experience within your function. 2. Brooding observation- reviewing/reflecting on your experiences. 3. Abstract conceptualisation- concluding and larning from your experiences. 4. Active Experimentation- Planning/trying out what you have learned. Idu. Leedss. Ac. uk/Kolb D. A ( 1984 ) By utilizing Kolb’s rhythm or similar theories as a tool for your brooding procedure you will non merely travel frontward in your ain thought but it will besides enable you to back up your co-workers at the same clip. In decision when reflecting on your public presentation be it on your ain. Colleagues or you Line Manager you should be honest with yourself and those you work with and more significantly evaluate successes every bit good every bit failures as the later will be what drives you love of acquisition of acquisition every bit good as aid guarantee that a high criterion is continually delivered within your function. 2. 3 Describe how ain values. belief systems and experiences may impact working pattern. Everyone has different values. beliefs and penchants. What you believe in. what you see as of import and what you see as acceptable or desirable is an indispensable portion of who you are. The manner in which you respond to people is linked to what you believe in. what you consider of import and what involvements you. You may happen you respond positively to people who portion your values and less heartily to people who have different precedences. When you develop friendly relationships. it is natural to pass clip with people who portion your involvements and values. However. the professional relationships you develop with people you work with are another affair. As a voluntary Teaching Assistant/Classroom Helper I am required to supply the same quality of support for all. non merely for those who portion my positions and beliefs. This may look obvious. but cognizing what I need to make and accomplishing it successfully is non the same thing. Working in the a school environment I am bound to come across people whose positions I do non hold with. and who neer seem to understand my point of position. Awareness of differences. my reaction to them and how they affect the manner I work is a important portion of personal and professional development. If I allow my ain penchants to rule my work with people. I will neglect to execute to the criterions of the Codes of Practice for kid attention workers set out by the UK regulation organic structures. All the codifications require child attention workers to esteem and advance people’s single positions and wants. An illustration of where positions and beliefs differ is late we had person desiring to run an after school activity of Yoga but some parents felt that this didn’t tantrum in with the Christian ethos of the school and so as a Parent. a voluntary Teaching Assistant and a Parent Governor it was indispensable that I kept an unfastened head and maintain my ain val ues and beliefs to myself to guarantee that I remained professional at all times. Undertaking 3 3. 1 Evaluate ain cognition. public presentation and understanding against relevant criterions. It is of import in any occupation to measure your ain cognition. public presentation and understanding against your occupation description and any other relevant criterions that apply to your function. Measuring your cognition can be done in a assortment of ways from annual assessments with your Line director. reexamining your Personal Development Plan at regular intervals and guaranting that the ends you set yourself are Smart – Specific. Measureable. Achievable. Realistic and Relevant and Targets that can be achieved in a Timely mode. holding informal confabs with co-workers and maintaining brooding histories of activities you have undertaken to assist highlight countries of development. I have included one of my Brooding diaries as an illustration as it highlights an country of development and action I was traveling to take to better my cognition and apprehension. As a voluntary Teaching Assistant/ Classroom assistant measuring my cognition and public presentation is somewh at harder but looking at the Job function I would state these are the cardinal things to come out of ain rating of my cognition. public presentation and apprehension: 1. Achieve the Level 3 Diploma Supporting Teaching and Learning in Schools by guaranting I complete the assignments to a high criterion. 2. Continue to derive valuable experience in the function of Teaching Assistant volunteering in a assorted Year groups to assist enhance and spread out my cognition and apprehension of the course of study. 3. Transport out relevant CPD to make with Numeracy and Literacy to guarantee I can give the highest degree of support to the kids I work with. 4. Derive farther cognition and apprehension of working with kids with particular demands. These ends are based on self-reflection and holding read the National Occupational Standards which are designed to enable you to heighten and develop your public presentation every bit good as lineation the cardinal demands of what they need to cognize and understand I would foreground the followers as countries of personal development. 1. STL6. STL25 and STL26 Support literacy and numeracy activities – I am able to help and give appropriate congratulations and encouragement to the kids but feel I need to develop farther my cognition and apprehension of methods used in numeracy today E. g. Partitioning for add-on and phonics for literacy to guarantee that when working with the kids I deliver the right degree of support and counsel leting them to accomplish their possible. 2. STL37. STL38- Having worked on a figure of occasions with kids who have SEN I feel this is an country I would wish to research and develop farther cognition and apprehension to let me to guarantee that when working with them in group state of affairss or 1 to 1 I give them the best chance to acquire the most out of their learning experience at that minute in clip. These are merely a few countries of Professional Development I have highlighted myself from mentioning to the National Occupational Standards but personally experience that acquisition is a rhythm and you can ever larn and develop new accomplishments guaranting that you deliver the highest degree of support to the Teachers and more significantly to the kids. Undertaking 4 4. 1 Identify beginnings of support for planning and reexamining ain development. Working as a voluntary Teaching Assistant/Classroom assistant I don’t have entree to the same chances for planning and reexamining ain development and so hence I have to be more proactive and guarantee that I personally reflect on my strengths and failings and seek professional counsel and support from appropriate co-workers when I feel or see it is needed. E. g I was late assisting in a letters and sounds lesson and was unsure of the methods they used which resulted in me traveling off and transporting out farther research on the Dfes web site for the Letters and Sounds resource book the TA was utilizing to back up the session and assist me personally gain a better apprehension of the nomenclature used throughout the session. ( see attached brooding diaries ) . Presently in my function as a voluntary Teaching Assistant/ Classroom assistant I chiefly acquire feedback from the category Teacher and Fulltime Teaching Assistant by talking with them at appropriate times to see how I did and what I could hold done better to acquire more out of the kids I was working with and this has enabled me to turn and develop more assurance in the function. Besides while I am on the class I will seek support and counsel from my college assessor who will give me concise and constructive feedback through ocular observations carried out and action points on how to develop my pattern as a Teaching Assistant every bit good as speak to my college coachs who can assist me be after my professional development for the hereafter. E. g I have already spoken to my coach about possibly come oning on to the Foundation Degree in Teaching and Learning or even utilizing my old background of measuring and going an assessor to assist other people desiring to prosecute a calling as a Teaching Assistant. Other beginnings of support I can utilize to assist chum up and reexamine my personal development is the CPD subdivision on the Bournemouth Council Website which allows you to entree classs relevant to your chosen field so for my ain personal development I have shown involvement in Early Old ages. Teaching Assistant CPD and as a Parent Governor CPD courses that will assist me understand the primary instruction system better. Undertaking 5 5. 1 Evaluate how learning activities have affected pattern. Learning activities take topographic point in a assortment of ways from INSET yearss. Classroom pattern. Meetings. go toing CPD classs laid on by Training Agencies. Councils and the schools themselves. In the function of a Teaching Assistant be it voluntary or in a paid place you will ever come across chances that will assist you develop professionally. Within St Luke’s CE Primary School Full and Part clip employed TA’s have the chance to set about the Diploma in Supporting Teaching and Learning every bit good as have entree to specialist classs such as working with kids with Autism. The activities you undertake will assist you turn and develop in your function and will assist put the foundations of your Personal Development Plan for the hereafter as it enables you to reflect and highlight countries of strength and countries of development. Attending the Level 3 Diploma Supporting Teaching and Learning in schools and volunteering in the school has enabled me to turn in my function of voluntary Teaching Assistant/ Classroom Helper edifice up my assurance in my capablenesss which has resulted in me deriving Relief paid work as a Teaching Assistant at the school. 5. 3 Show how to enter advancement in relation to personal development. Recording advancement in relation to personal development is an indispensable portion of your function as it helps highlight accomplishments made towards aims outlined in your personal development program. It besides helps to place new cognition spreads and countries to be developed to assist better your public presentation within a function. It is of import when transporting out any professional development that you keep any paperwork and notes from the classs as it can be used at a ulterior day of the month to update your advancement and heighten your cognition and apprehension of that country. The class stuff is besides a good manner of demoing how you have developed within your function and actions you have taken to go more competent and stronger. E. g. I have attended in the past Core Curriculum classs for Literacy and Numeracy to develop my apprehension of how the course of study is laid out and how grownups in this instance can come on from a Level 1 to a Level 2. When set abouting any Personal Development you should ever do a record of the course/ making and maintain a brooding history of what you gained from it so that you can mention to it in the hereafter when using for occupations or publicity this can be done on your Curriculum Vitae. in the format of a Word papers or if you are registered to the Institute of Learning you can maintain an online record of CPD taken to assist maintain you occupationally competent within your function. Below is an illustration of a Personal Development Plan and how you could enter advancement made. Time Scale| Development| Review|September 2012| Commence Level 3 Diploma Supporting Teaching and Leaning| Course has been started and am doing good advancement to day of the month –Oct 2012| December 2012| Continue remaining on path with college assignments. Derive farther experience within the function of TAApply for TA roles| Have fallen somewhat behind but take to be back on Path by terminal of January – 31/01/2012On traveling Have gained a Relief function at St Lukes CE Primary –Dec 2012| March 2013| Have got myself up to day of the month with all College Assignments. Get booked on a First Aid course| | Mentions Baker. B. Burnham. L ( 2010 ) Supporting Teaching and Learning in Schools ( Primary ) En. wikipedia. org/wiki/reflective. pattern Idu. Leedss. Ac. uk/Kolb D. A ( 1984 ) Brooding Journal Name: Kirsty AtfieldDate and Time: 19/11/2012 9-12 Session Aims: Reading Workshop. Numeracy. Phonics. DT The chief points I have learnt from this session are: The session this forenoon was really enlightening as I helped the kids in a assortment of undertakings working in little groups and besides on a 1:1 footing. The Reading Workshop Activity involved the 5 kids I was working with make a Graffiti Board where they had to pattern composing the words Said. So. Do. Like. Some. Come and Have in any form. coloring material or design they chose and it was interesting to see that how throughout the undertaking their assurance grew in the fact of traveling off from composing in a consecutive line. I enjoyed the Numeracy session which was based around sequencing and this involved a batch more unfastened inquiring with the group of kids I was working with along with congratulations and encouragement as they all knew what they were making but some found it more ambitious than others. Phonicss was a existent oculus opener today and the session that has stood out for me as I learnt something knew and look frontward to developing my cognition and apprehension of Phonemes farther. DT was an interesting session as some of the kids merely got stuck in and others got side tracked from the undertaking at manus so I truly had to be argus-eyed and guarantee that they were all acquiring the aid they needed every bit good as being actively involved in the edifice of their vehicle as some would hold merely left it to me to construct! How I could develop my practical accomplishments as a consequence of this session: Ensure that I am confident in the activity/task that is being delivered to the kids and don’t be afraid to inquire for farther elucidation to assist guarantee that we are all singing from the same sheet. Derive farther apprehension of the Phoneme method. How I could develop my cognition and apprehension as a consequence of this session: †¢Research the letters and sounds website.†¢Research Letterss and Sounds book dfes web site.†¢Develop apprehension of Phoneme’s†¢Every Child Matter brush up cognition I already have. Brooding Journal Name: Kirsty AtfieldDate and Time:20/11/12 9-12 Session Aims: Reading Workshop. Numeracy and Phonicss The chief points I have learnt from this session are: Following on from the session I helped in yesterday we once more started with the Readers Workshop and once more I helped another group of kids use their creativeness making a graffito board utilizing the words See. Make. Down. Like and Have. This undertaking today was somewhat easier as I had illustrations that I could pull upon to give the kids an thought of what needed to be done and this helped them and they enjoyed the undertaking and experimenting with different manners of composing such as Bubble and Spikey authorship. Phonicss workshop was once more a follow on session and review of Phonemes once more looking at the dual missive sounds ng. ch. Ar. er†¦ . . working as a whole group and utilizing their white boards we worked our manner through a serious of words to look into their apprehension and linked the accomplishment into their reading. Numeracy was today an hr long where the category was split into 2. One half went into the ICT suite to play on Education metropolis and Number games while the other half of the category stayed and practiced numeration in 10s. The category activity involved utilizing a figure square and a practical ocular activity to assist their apprehension of numbering in 10s ( index fingers one higher and lower than the chosen figure and spider mounting up and down for 10s ) and because they worked so difficult we finished the session with a merriment figure game. The ICT subdivision of the numeracy session allowed the kids to pick the figure activity game they wanted to play on while besides developing their assurance of utilizing a computing machine. How I could develop my practical accomplishments as a consequence of this session: Ensure that I am confident in the activity/task that is being delivered to the kids and don’t be afraid to inquire for farther elucidation to assist guarantee that we are all singing from the same sheet. Practice the Phoneme method myself to guarantee it is to the full embedded. Eg Chip has 3 sounds and Car has 2 sounds Bit Car This is because the Ch. Ar are one sound non C A R or C H I P. Other illustrations are ee. oo. igh. nanogram. Er. Ur How I could develop my cognition and apprehension as a consequence of this session: †¢Gain farther apprehension of cardinal phases of development. †¢Look at extra resources that can be used to assist maths development. †¢Education City and sounds website.

Gullivers Travels Essays - Gullivers Travels, Houyhnhnm, Yahoo

Gulliver's Travels Swifts Gullivers Travels is without question the most famous literature to emerge from this 18th century Tory satiric tradition. It is the strongest, funniest, and yet in some ways most despairing cry for a halt to the trends initiated by seventeenth-century philosophy. In Book IV, we discover how Gullivers journey into a discovery of what man is becomes a journey into madness. We encounter, here, a cruel attack on man. This is an attack using two of the most striking literary metaphors for man: the Houyhnhnms and the Yahoos. The first are beings in every way like horses except for their possession of absolute reason; the second are creatures bearing an uncanny resemblance to man except for their animalistic brutality. Swifts use of these creatures, Houyhnhnms and the Yahoos, as an approach to the problem of the nature of man, has attracted more critical attention than has any other part of his work. Now, the first important question to ask of any satirist is how he or she achieves the necessary comic distortion, which transforms the familiar into the ridiculous. And Swifts main technique for achieving this--and a wonderful technique for satire--is the basic plot of science fiction: the voyage by an average civilized human being into unknown territory and his return back home. This apparently simple plot immediately opens all sorts of satiric possibilities, because it enables the writer constantly to play off three different perspectives in order to give us the reader a comic sense of what is very familiar. It can do this in the following ways: If the strange new country is recognizably similar to our culture, then comic distortions in the New World enable the writer to satirize the familiar in a host of different ways, providing, in effect, a cartoon style view of our world. If the strange new country is some sort of utopia--a perfectly realized vision of the ideals often proclaimed but generally violated in our world--then the satirist can manipulate the discrepancy between the ideal New World of the fiction and the corrupt world we live in to illustrate repeatedly just how empty the pretensions to goodness really are in our world. However, the key to this technique is generally the use of the traveler, the figure who is, in effect, the readers contemporary and fellow countryman. How that figure reacts to the New World can be a constant source of amusement and pointed satiric comment, because, in effect, this figure represents the contact between the normal world and the strange New World of either caricatured ridiculousness or utopian perfection. We can see Swift moving back and forth between the first two techniques, and this can create some confusion. For example, in much of Book I, Lilliput is clearly a comic distortion of life in Europe. The sections on the public rewards of leaping and creeping or the endless disputes about whether one should eat ones eggs by breaking them at the bigger or the smaller end or the absurdity of the royal proclamations are obvious and funny distortions of the court life, the pompous pretentiousness of officials, and the religious disputes familiar to Swifts readers. At the same time, however, there are passages where he holds up the laws of Lilliput as some form of utopian ideal, in order to demonstrate just how much better they understand true reasonableness than do the Europeans. In book II, he does the same: for most of the time the people of Brobdingnag are again caricatured distorted Europeans, but clearly, the King of Brobdingnag is an ideal figure. This shift in perspective on the New World is at times confusing. Swift is, in effect, manipulating the fictional world to suit his immediate satirical purposes. It is easy enough to see what he is doing, but it does, in some sense, violate our built-up expectations. Just how are we supposed to take Lilliput and Brobdingna--as a distorted Europe or as a utopia or what? This lack of a consistent independent reality to the fictional world which he has created is one of the main reasons why Gullivers Travels is not considered one of the first novels (since one of the requirements of a novel, it is maintained, is a consistent attitude

Write A Journal Reflection After You Read An Article That I Will

Write A Journal Reflection After You Read An Article That I Will Write A Journal Reflection After You Read An Article That I Will Upload. (The Course Topic Is – Book Report/Review Example Building on Reflective Practice: Becoming ‘real’ Aboriginal teachers Becoming ‘real’ Aboriginal teachers: attending to intergenerationalnarrative reverberations and responsibilitiesThe article written by Young, et al. (2010) proffered issues pertinent to the narrated stories on the experiences of six Aboriginal teachers: Brenda, Mary, Jennifer, Jerri-Lynn, Khea, Lucy and Lulu as they pursued higher education in Canada and delved into research work. The intergenerational narrative reverberations were used intermittently throughout the discourse to manifest stories told of each teacher’s experiences that remain part of the cultural, historical, social events that shaped their personal and professional development. The remarkable comments noteworthy of the author’s contentions were the discriminations felt by the teachers against White people. One teacher’s perception of prejudice encompassed being discriminated likewise by their own people as the teachers were classified as ‘not fitting’ in any world, further rendering their own respective families as ‘not normal’. More profoundly revealed were the perceived inequality in terms of having no permanent contracts given to Aboriginal teachers; no allocated classroom space; stereotyping schools that encourage the participation and attendance o Aboriginal students and teachers as ‘not as strong’, ‘not as good’, or ‘not as qualified’. Through their stories, as revealed through their points of views and narrated professionally through their perspectives, the aim was to reveal the continued experience of â€Å"being excluded or silenced by dominant historical, institutional and social narratives positioning them as not ‘real’ teachers† (Young, et al., June 2010, p. 288).The authors effectively relayed oppression continued to be imposed by society, specifically coming from a sector (the academ e) that is expected to possess the knowledge and understanding of according equality in instructions and treatment. Through the points of views of Aboriginal teachers who, despite these challenges and odds, remained determined and persistent to improve their craft and hone their personal and professional skills, their stories now become part of the education’s history acknowledging the responsibilities of the academic community to recognize the need to change for the better.ReferenceYoung, M., Chester, J.-L., Flett, B. M., Joe, L., Marshall, L., Moore, D., et al. (June 2010). Becoming real Aboriginal teachers: attending to intergenerational narrative reverberations and responsibilities. Teachers and Teaching: theory and practice , Volume 16, Number 3, 285-305.

Compare and contrast Durkheims and Marxs analysis of Punishment in Essay

Compare and contrast Durkheims and Marxs analysis of Punishment in Modern Society - Essay Example According to the paper  punishment can be referred to as something that is painful. Punishment is something unpleasant imposed by an authority on an offender because of some wrongdoing. The purpose of punishment is to give justice to the victim and to discourage other people from following the same action in the future. If there is no authority involved then the action is more of a revenge than or an act of hostility rather than a punishment.This paper highlights that  Durkheim introduced two concepts. Firstly, societies evolved from mechanical (simple and non-specialized) to organic (complex and specialized). In a mechanical society people think and behave alike, and have the same goals. As a society becomes organic, its work becomes more complex, and the people are independent and impersonal. Secondly, he made a surprising argument that anomie would be worse in times of prosperity than in times of recession. His argument was that as prosperity increases, desires increase. At th e same time, traditional rules have lost their authority. Individuals cannot find their place in the society without clear rules to help them.  In the long run, criminals and crimes are a necessary part of the society for its evolution and development of law and morality. Therefore, in this sense it is useful. Not only does it help in differentiating between right and wrong, but it also has a vanguard quality. According to Durkheim, crime can appear as an anticipation of the morality to come.  

Discuss what skills might be required from managers to cultivate and Essay - 1

Discuss what skills might be required from managers to cultivate and foster creativity and innovation in workforce. Use examples to illustrate your discussion - Essay Example It is only by realigning its goals and its operations to the changing economic conditions that an organization can continue being successful. In this regard, it reaming that managers should be competent with regard to managing change, bit within the organization and the change without the organization in order to remain competitive. These laws explain how acts by individual people with self interest lead to foreseeable results in the market. The laws define how competition is as a result of the individual people trying to achieve their own self interests. This competition then acts as the basis on which products are availed to the society. Competition, according to these laws creates a regulatory environment where the producers will have to confine themselves within these rules that come naturally from the competition forces, or they will be thrown out of the market. These producers are only motivated by profit and the only thing that can draw the boundary on how much they will exploit the society is Competition. Competition, according to Adam smith, does more than just regulate these producers, it pushes them towards meeting the society’s needs by forcing them to continually innovate products and goods that the society wants. Through this mechanism of Competition, the society subconsciously allocates, and reallocates the means of production to suit its needs. This leads to what Adam Smith referred to as the self regulating properties of the market. The constant need for economic growth leads to the need for constant change. Economic growth is a basic need in any society because the society wants to be able to meets its new needs to survive. As the society grown in terms of numbers, new challenges arrive and they must be dealt with. For instance, with increased population, more resources such as food, is required to keep the society fed. This would require better ways to produce food,

Financial Information Systems Essay Example for Free

Financial Information Systems Essay INTRODUCTION Financing is the important function of every business organizations, Computer based financial information systems(FIS) support financial managers in decisions concerning. The financing of business, the allocation and control of financial resources. What is finance ? Finance is the art and science of managing money. Virtually all individuals and organisations earn or rise money and spend or invest money. Finance is concerned with the process, institutions, markets and instruments involved in the transfer of money among and between individuals, business and governments. Major FIS Categories Include Cash investment management Capital budgeting Financial forecasting Financial planning Cash Management Collect information on all cash receipts and disbursements with in a company on a real time or periodic basis. This helps the business to deposit or invest excess funds more quickly. for cash flow forecasts. to determine cash collection programs and alternative financing or investments strategies with forecasted cash deficits or surplus. Online Investment Management Helps to financial management The process of buying, selling, or holding each type of security so that an optimum mix of securities is developed that minimizes risk and maximizes investment income for the business. Capital Budgeting Process of evaluating the profitability and financial impact of processed capital expenditures. Techniques in capital budgeting Payback Period (PBP) Net present value (NPV) Internal rate of return (IRR) Spreadsheets are heavily used for this process incorporates present value analysis of expected cash flows and probability analysis of risk to determine the optimum mix of capital. Financial Forecasting Planning Financial forecasts concerning to †¦ Economic situation Business operations Type of financing available Interest rates Stock and bond prices Software’s used in FIS 1.Sage Accpac ERP Sage Accpac ERP offers the freedom of choice, seamless integration, high performance, and reliability that forward-thinking companies rely on to increase profitability and gain competitive advantage. Advantages Completely Web-Based Easy To Use and Customize Total Investment Protection Designed for Global Business Hundreds of Industry-Specific Solutions 2.SAP The e-commerce functionality in the SAP ® Business One application will help you bring your business to the public with a set of Web design tools that enable you to build and customize your online store. Create an online catalog where customers, salespeople, and partners can easily access your  products. Manage everything from taxes to inventory to pricing through a Web-based interface, all synchronized with SAP Business One. 3.Greentree Greentree’s main users are medium sized businesses, but it is also successfully used by many larger organizations. The Green tree product is seamlessly scalable to support the whole spectrum of businesses from a small team to many hundreds of users. Features: Greentree is built around a core financial system, with seamless integration across distribution, job costing, manufacturing etc. The modular design will enable to implement a basic financial solution and add modules as the business grows or grows in complexity, or install a complete business management package from the outset. Greentree delivers both Windows-based and Linux-based software 4.Microsoft Dynamics AX Designed for mid-size and larger companies, It is a multi language, multicurrency enterprise resource planning (ERP) solution. Its core strengths are in manufacturing and e-business, and  it includes strong functionality for the wholesale and services industries. includes applications for financial management, customer relationship management, supply chain management, human resource management, project management, and analytics. It integrates with widely-familiar Microsoft products such as Microsoft SQL Server, BizTalk Server, Exchange, Office, and Windows. Employees can work with tools that they’re already familiar. Financial Management Microsoft Dynamics AX delivers a range of financial capabilities for companies to consolidate accounts with subsidiaries or distribution centres, no matter where they are located. 5.SAP Business One SAP Business One provides you with instant access to your critical business information – when you need it to run your business. This comprehensive application covers all your core operations, giving you keen insight, so you  can confidently make informed business decisions. Features: All aspects of business become more agile, including administration, customer relationship management, operations, distributions, and financials. Helps in Accounting and Financials, Budgeting, Banking, Financial Reporting, Customer Relationship Management (CRM), Business partner management.

The Evolution of Capital Punishment Essay -- Death Penalty

The Evolution of Capital Punishment Ever since there has been crime, there has been punishment. One form of punishment that has existed since the beginning of society is capital punishment. As crime and societies have evolved over time, so have capital punishment, its forms, and its reasons for use. Capital punishment is defined as the execution or death for a capital offense. (Hill & Hill 1995: 75) A capital offense is defined as being any criminal charge that is punishable by the death penalty. (Hill & Hill 1995: 75) A capital offense usually means that no bail will be allowed. Capital punishment has existed since the earliest civilizations such as the ancient Greeks, Romans, and even the English have existed. Death sentences were not only carried out centuries ago, but they were also given out as sentences in formal courts. In ancient Greece, the death penalty was ordered for what are known as minor crimes in modern day living. The rules of Rome were not much more merciful to say the least. Starting a fire or even disturbing the peace after dark could fuel such a verdict as death by fire or worse. And finally in England, there were over 200 offenses that could be punishable by death. (Landon 1992: 9) The English, were in fact, the main reasons as to why the death penalty exists in America. Capital punishment became a very important part of the written rules at the time of the first wave of colonists that arrived in America. The rules varied from colony to colony although the rules remained quite similar all the same. (Landon 1992: 10) The death penalty in very early America was the end result of a murderous conviction the majority of the time although it was put to use for many other crimes. Due to the fact that there was no separation of power between the church and the American government and the fact that a simple accusation could cost somebody their life, the 8th and then later on, the 14th amendments were created. The 8th amendment states that â€Å"Excessive bail or fines and cruel punishment are prohibited. Excessive bail shall not be required, nor excessive fines imposed, nor cruel and unusual punishments inflicted.† The 14th amendment then states that â€Å"All persons born or naturalized in the United States, and subject to the jurisdiction thereof, are citizens of the United States and of the State wherein they reside. No State shall make or... ...t is awfully convenient to be able to go both ways on such a subject. It is fascinating to be able to notice the evolution of such an important subject in our history and how it is still changing. It is worth noting that the death penalty is not simply the most serious criminal punishment there is to offer, but is has and is still a social, moral, and legal problem in society. It was a problem 200 years ago and still is today. It is a subject that all people most likely will not be able to come to an agreement on, but it is one that will continue to evolve so all we can do for now is watch and see. Bibliography 1.  Ã‚  Ã‚  Ã‚  Ã‚  Hill, Gerald N., and Kathleen Thompson Hill. Real Life Dictionary of the Law. Los Angeles, General Publishing Group, Inc., 1995 2.  Ã‚  Ã‚  Ã‚  Ã‚  Zimering, Franklin E., and Gordon Hawkins. Capital Punishment and the American Agenda. Cambridge, Cambridge University Press, 1986 3.  Ã‚  Ã‚  Ã‚  Ã‚  Berns, Walter. For Capital Punishment: Crime and the Morality of the Death Penalty. New York, Basic Books Inc., 1979 4.  Ã‚  Ã‚  Ã‚  Ã‚  Landon, Elaine. Teens and the Death Penalty. Hillside, Enslow Publishers, 1992 5.  Ã‚  Ã‚  Ã‚  Ã‚  Herda, D.J. Furman v. Georgia. Springfield, Enslow Publishers, 1994

Batman: the Dark Knight Film Analysis

Batman: The Dark Knight Batman: The Dark Knight directed by Christopher Nolan is non-stop action thriller that continually did the unexpected. The film is based off of the original Batman comic book but additionally changes the perception of the everyday world as good to naturally bad. Throughout the movie, Batman stands for honesty and goodness while the Joker is a symbolism of chaos and evil. Both sides are forced to make quick-witted decisions in order to stop the opposing vigilante from doing his desired work. The citizens of Gotham are put in the heart of this circumstance and feel obligated to go against their values to stop the chaos. Numerous people habitually pursue their dreams and values but often become blinded from their true intentions by the world they exist in. To understand the circumstance the citizens of Gotham are placed in we must first understand each side they are being pulled from. First is the good side, represented by Batman/Bruce Wayne and played by Christian Bale. He stands for everything good and has one personal rule as a superhero that prevents him from killing any person. Batman believes the law must punish the immoral so he stays in the shadows of the night. The law depends on Batman to do the work they legally cannot do. So Batman makes it possible for the law to easily come across these criminals even when they run beyond national borders. These unlawful acts committed by Batman are easily looked past due to bright light always surrounding him. There are many scenes in which the lighting shows the goodness of Mr. Wayne. His underground office wear all his superhero work is done has a ceiling purely of bright white lights. No other part in the movie has this much lighting. Also, the bright Batman light on top of the building is a symbol of good around the city. When the light is shinning many criminals second guess crimes they have always committed. Furthermore, Bruce Wayne is always looking through the windows in his home that radiate with natural light. Batman’s suit may be completely black but this is in order to be a stealth hero through the night. When looking closer at these night time scenes each one consists of Batman standing in the darkness but always with a very bright light somewhere nearby. Secondly is the bad side, represented by the Joker and played by Heath Ledger. From first sight of the Joker you know he is wicked. He wears a purple suit coat, green vest, green tie, and a patterned gray shirt. His hair is always a mess and black make-up surrounds his eyes. These are all dark colors but they are not to hide in the darkness of the night such as Batman’s outfit. He is not trying to hide; he wants to prove people how evil he really is. The Joker also has a piercing voice that is not forgotten combined with an evil laugh that shows his true ecstasy. He has no limits and thrives to do the unexpected just to see how people will react. Christopher Nolan begins this movie with ordinary people wearing a Joker mask while they are robbing a bank. Each member of this mob is shot after they do their part of their job until the real Joker becomes the last one standing. This first scene in the film is pure evil and captivates the audience quickly although I believe the director is trying to create early signs of symbolism. These ordinary men believe if they wear this Joker mask they are some how something they never could be on their own. The next scene also symbolizes something similar to the robbery scene but on the opposite side of the spectrum. The mob is meeting when all of a sudden multiple want-to-be batmen try to engage in the action to stop the wickedness. They too are wearing costumes and masks just like Batman’s creating a clear relation between the outfit and super human power. The real Batman even states at the end of this scene when asked what is the difference between him and the other phony batmen, â€Å"I am not wearing hockey pads! † Early in the film it is evident people are trying to be something they are not causing themselves pain and in even some cases death. If the fake batmen wouldn’t have worn that attire they would have never stood up to the mob and created the clash that the real Batman was forced to fix. The abilities of the two vigilantes in the city captivated many people and they starting forgetting who they really were. The city in Gotham is in chaos. They no longer know what they stand for and are starting to wonder if fighting evil is, in fact, creating more evil. One man who stands strong even when the public is second-guessing is Harvey Dent played by Aaron Eckhart. He is the new district attorney and is respected by the entire city for stopping corruption all over the town. He is a clean-shaven man with blonde hair and blue eyes who presents himself as a very proper man. This mise en scene proves that this man is a good man. If he were unshaven, had dark eyes, and dark hair it would be hard to consider him a truly good man. The director realizes this may not be true with everyone but it is a typical stereotype in our society today. As the movie goes on the enemy, who is forcing him to second-guess his values, tests him time and time again. Being an honest man is no longer putting criminals away; they are always one step ahead. By the end of the film, the Joker crushes Harvey’s values and blinds him from what his true goals were in life. His two-sided face shows this visually after being burned in the explosion. Also, Harvey has a coin with a head printed on both sides. This coin never can land on tails but Harvey claims to people, â€Å"I make my own luck†. This symbolizes his values and how he believes he can accomplish anything at this point in the movie. After an explosion kills his girlfriend, he reclaims the coin but one side of the coin is now completely black. Harvey at this point, mad at the world, flips the coin to put others life up to chance. He no longer says he will make his own luck; the coin flip is now up to chance. The worldly things in life ruined Harvey to the point that he becomes better off dead. Once the noblest man in the city, Harvey Dent becomes caught between choosing the law or his own way in order to bring to an end wrongdoings. Alongside Harvey are the commissioner and the city police department. They too are uncertain of how to stop the turmoil in the city of Gotham. They are put directly in the middle between choosing Batman’s side or the Joker’s side, which is pure evil but made very appealing through his trickery. Members of the police department are overwhelmed with life and corruption floods through them. Some could use an extra few dollars here and there to have the easy way out but they failed to realize that taking shortcuts would always catch up to them in the end. The once good cops of Gotham soon can no longer be trusted due to the Joker blinding their true values. Not only are the once good people of Gotham confused, the mob is also. Due to all the imprisonment of mob leaders there wasn’t anyone â€Å"on top† of the streets. Criminals no longer knew whom they were working for or what they were working for. This is visually shown in the movie when the Joker burns all of the money that had been stolen by the mob earlier. He claims the money is not what brings the mob together; it is the brutality and wrongdoing throughout the city. The entire movie is filled with a confused mob. Even from the beginning the mob does not know what to do with their money or what criminal action to take next. The greatest visual symbolism in the movie is the Joker’s mask. It is often mistaken that â€Å"good† is happiness when really the evil is hiding underneath. The Joker’s makeup is white symbolizing purity and good along with his smile that is scarred into the sides of his lips. All the pain the Joker is feeling inside is covered by this phony smile and pure colored face. He even states an example of this when describing how he got the scars of his face, â€Å"why so serious? The Joker does not know who he really is or what he is trying to do. He is in confusion just as the rest of the city. Another illustration of visual symbolism is the boat scene toward the end of the movie. There are two ships, Liberty and Freedom, each having a completely different set of individuals. In this scene the director portrays the natural human and the confusion in each o f us. Did they not blow up the other ship because they cared for others or were they scared for their own sake? This proves once again that this city is in confusion and is blinded from the chaos that is happening. Luckily there were a few people who stood up for their values at this critical time and proved to everyone else that values will stand the test of time if you stay true to them. Each character in this movie had goals and values, whether it was to take crime off the streets, create chaos, or just be a good human being. When things didn’t go as planned or as usual these characters became tested to do what was right. Many fell to what they never wanted to be while Batman stayed strong throughout time. In the scene where Batman and the Joker are in the interrogation room and Batman is ready to kill. It is not an accident that the lighting is so bright. It reminds Batman what he stands for even in the darkest times and keeps him from breaking his one and only rule. He could have ended everything there with one punch but knew taking the short cut would not pay off in the end. This is what makes Batman the true superhero of the movie. We must put our wants and needs behind what is right in many situations in life in order to truly reach our goals. Bibliography Nolan, Christopher, Dir. Batman: The Dark Knight. Dir. Christopher Nolan. † Warner Bros: 2008, Film.

Maltreatment and diabetes - Free Essay Example

Sample details Pages: 26 Words: 7702 Downloads: 6 Date added: 2017/06/26 Category Health Essay Type Research paper Did you like this example? Study Rationale The primary goal of this study is to conduct an empirical investigation of the association between an early life stressor such as childhood maltreatment and subsequent diagnosis of Type II diabetes in adulthood. This study will specifically explore if a relationship exists between the type and severity of childhood maltreatment encountered and participants diabetes-related quality of life. To provide a context for the current study, background literature focusing on two dimensions that have received considerable attention in the psychological literature is first thoroughly reviewed: definition and effects of childhood maltreatment and the biopsychosocial aspect of Type II diabetes. Don’t waste time! Our writers will create an original "Maltreatment and diabetes" essay for you Create order The current studys purpose, hypotheses, method, and data analytic strategy will then be proposed. Background Information Childhood Maltreatment Childhood maltreatment refers to, any act or series of acts of commission or omission by a parent or other caregiver that results in harm, potential for harm, or threat of harm to a child (Centers for Disease Control [CDC], n.d., para. 1). In their report, Child Maltreatment Surveillance, Leeb, Paulozzo, Melanson, Simon, Arias (2007) defined acts of commission as deliberate and intentional use of words or actions that cause harm, potential harm, or threat of harm to a child. Examples of acts of commission include physical, sexual, and/or psychological abuse. Acts of omission, on the other hand, are the failure to provide for a childs basic physical, emotional, or educational needs or to protect a child from harm (Leeb et al., 2007). Thus, acts of omission include physical, emotional, medical, or educational neglect, the failure to supervise or insufficient supervision, and/or exposure to a violent environment. According to the most recent publication by the U.S. Department of H ealth and Human Services (USDHHS) on childhood maltreatment, an estimated 905,000 children were determined to be victims of abuse or neglect (USDHHS, 2006). Specifically, 64.2 percent of child victims experienced neglect, 16.0 percent were physically abused, 8.8 percent were sexually abused, and 6.6 percent were emotionally or psychologically maltreated. The report suggests that rates of victimization by maltreatment type have fluctuated only slightly during the past several years. The long-term consequences of child maltreatment are significant and include the risk of alterations of brain structure and function, sexual risk taking behaviors, eating disorders, suicidal intent and behavior, lower self-esteem, adjustment problems, internalizing problems (i.e. anxiety and depressive disorders), externalizing problems (i.e. personality disorders and substance abuse), adult trauma, continuation of intergenerational violence and/or neglect, and developmental and cognitive disabilities (Anda, Felitti, Bremner, Walker, Whitfield, Perry, Dube, Giles, 2006; Arata, Langhinrichsen-Rohling, Bowers, OFarrill-Swails, 2005; Bardone-Cone, Maldonado, Crosby, Mitchell, Wonderlich, Joiner, Crow, Peterson, Klein, Grange, 2008; Johnson, Sheahan, Chard, 2003; Kaplow Widom, 2007; Kaslow, Okun, Young, Wyckoff, Thompson, Price, Bender, Twomey, Golding, Parker, 2002; Lewis, Jospitre, Griffing, Chu, Sage, Madry, Primm, 2006; Medrano, Hatch, Zule, Desmond, 2002; Smith, 1996; Sobsey, 2002; Taft, Marshall, Schumm, Panuzio, Holtzworth-Munroe, 2008). A consistent relationship between abuse history and poorer overall health has also been demonstrated in a stratified, epidemiological sample of both men and women within the United States (Cromer and Sachs-Ericsson, 2006). Childhood Maltreatment and Physical Health Problems A consistent dose-relationship between abuse history, poorer overall health, and sustained losses in health-related quality of life has been well established (Cromer Sachs-Ericsson, 2006; Golding, 1994; Corso, Edwards, Fange, Mercy, 2008). Childhood sexual abuse has been associated with physical complaints such as migraine, irritable bowel syndrome, fibromyalgia, and chronic pain (Goldberg, Pachas, Keith, 1999; Goodwin, Hoven, Murison, Hotopf, 2003; Ross, 2005; Walker, Keegan, Gardner, Sullivan, Bernstein, Katon, 1997). Furthermore, using data from the National Corbidity Study, a nationally representative general population study, Arnow (2004) found that abused children were likely to have pelvic and musculoskeletal pain as adults, and utilize health care services at a greater proportion in adulthood. However, a major limitation of these studies is exclusion of emotional and/or psychological abuse experienced in childhood. Additionally, results regarding the incidence of types of childhood maltreatment and diabetes have been mixed. Diabetes Diabetes is a chronic disease characterized by the deficiency or resistance to insulin, a hormone needed to convert sugar, starches and other food into energy needed for daily living. As such, insulin deficiency compromises the body tissues access to essential nutrients for fuel or storage. According to the American Diabetes Association (ADA), there are 23.6 million children and adults in the United States, or 7.8% of the population, who have diabetes, many of which unaware that they have the disease (ADA, n.d., para. 2). Diabetes occurs in two primary forms. Type I diabetes is characterized by absolute deficiency and typically occurs before the age of 30. Type II diabetes, however, is typified by insulin resistance with varying degrees of deficiencies in the bodys ability to secrete insulin. Sedentary lifestyle and diet have been linked to the development of Type II diabetes. Other risk factors for this type of diabetes include obesity, pregnancy, metabolic syndrome, and variou s medications. Physiologic and emotional stress has also been thought to play a key role in the development of Type II diabetes specifically. Prolonged elevation of stress hormones, namely cortisol, glucagon, epinephrine, and growth hormone, increases blood glucose levels, which in turn places increased demands on the pancreas. Such stress ultimately leads to the inability of the pancreas to keep up with the bodys need for insulin and high levels of glucose and insulin circulate in the bloodstream, setting the stage for Type II diabetes (Diseases, 2006). Role of Stress in the Onset of Diabetes Animal Studies Researchers have found that both a history and presence of existing stressors play a significant role in the onset and course of diabetes. Through the use of animal studies, researchers have been able to prospectively test the influence of stress on both types of diabetes. For example, Lehman, Rodin, McEwen, and Brinton (1991) investigated whether an environmental challenge promoted the expression of diabetes in bio-breeding rats. Researchers introduced a triad of stressors to the animals over a 14-week period, including rotation of the cage, vibration, and restraint in individual containers. They found that the administration of these stressors repeatedly increased the likelihood of the rats developing Type I diabetes as indicated by elevated blood sugar levels (Lehman et al., 1991). One of the first observations that stress could contribute to the expression of Type II diabetes was made during metabolic studies of the native North African sand rat (psammonys obesus). Once fed with laboratory chow and allowed to become obese, the North African sand rat will eventually develop Type II diabetes in response to an environmental stressor (Surwit, Schenider, Feinglos, 1992). Notably, Mikat, Hackel, Cruz, and Lebowitz (1972) administered an esophageal intubation of saline in an effort to control the dietary intake of the sand rat. This tube feeding resulted in an alteration of glucose tolerance and precipitated the onset of Type II diabetes in these rats. Similar research was done on the genetically obese (ob/ob) mouse, which is used as a prototype of Type II diabetes in humans because of its pattern of obesity, hyperinsulinemia, hyperglycemia, insulin resistance, and glucose intolerance (Surwit, Feinglos, Livingston, Kuhn, McCubbin, 1984). To study the effects of environmental stress and sympathetic nervous system arousal on plasma glucose in ob/ob mice, Surwit et al. (1984) designed two experimental conditions. In the first condition, 15 ob/ob mice were shak en in their cage at a rate of 200 strokes per minute for five minutes. In the second condition, 16 ob/ob mice were injected with epinephrine bitartrate, a chemical whose effects mimic those of the stress response. Plasma glucose levels in mice from both conditions were found to be significantly elevated. The researchers concluded that environmental stress was partially responsible for the expression of the diabetic phenotype in this animal model of diabetes. Role of Stress in the Onset of Diabetes Human Studies Data gathered on the impact of life events on Types I diabetes in a human sample has yielded inconsistent results. An early study by Grant, Kyle, Teichman, and Mendels (1974) examined the relationship between the occurrence of life events and the course of illness in a group of 37 diabetic patients. Using Holmes and Rahes Schedule of Recent Events (SRE), a scale in which 43 significant recent life events are assigned a numeric value of life change units as a measurement of life stress, Grant et al. (1974) found that of the 26 participants who had a positive correlation between undesirable life events and illness, 24 had a positive correlation between undesirable events scores and diabetic condition. This data suggests that negative events were primarily responsible between life events and changes in diabetic condition since the inclusion of neutral and positive events did not increase the magnitude of the correlations. Despite the significant results, this study had a number of lim itations, including the utilization of a small sample size, difficulty in establishing reliable criteria for assessing subtle changes in the diabetic condition, lack of sufficient time to elapse between assessments for significant life changes to occur, and the lack of delineation of the types of diabetes studied (i.e. Type I vs. II). However, in a more recent meta-analysis, Cosgrove (2004) found no evidence to support the hypothesis that life events cause or precipitate Type I diabetes. Using an electronic and manual literature search of appropriate key words (namely, diabetes and depression, diabetes and depressive, diabetes and life events, diabetes and stress) in the literature up to July 2003, Cosgrove (2004) aimed to establish whether there might be a link between depression, stress, or life events and the onset of Type I diabetes. A total of nine papers were found from the electronic and manual search. It was concluded that when the number and severity of life events was c ompared to controls in all nine reviewed studies, no differences were detected in the diabetics (Cosgrove, 2004). Though data from small, older studies and large, randomized studies showed that early losses in childhood increase the risk of developing Type I diabetes, no evidence was found to support the hypothesis that life events cause or precipitate this diagnosis. Meta-analyses with more recent studies have not been found studying the relationships between stressful life events in both types of diabetes. As such, it is unknown whether links have since been found by other researchers. More consistent evidence was found supporting the notion that stressful circumstances precipitate Type II diabetes. In their study of environmental stress on Type II diabetics, McCleskey, Lewis, and Woodruff (1978) measured glucagon and glucose levels on 25 patients who were undergoing elective surgery, a physical stressor. Ten samples were obtained during pre-operative, intra-operative, and post -operative periods for each patient. It was found that throughout the sampling period, diabetic patients had two times the amount of glucagon (a hormone produced by the pancreas that stimulates the increase of blood sugar levels) in their body compared to their non-diabetic counterparts (McCleskey, Lewis, Woodruff, 1978). This effect was also found in Pima Indians, who have an approximately 60% chance of eventually developing Type II diabetes, compared with 5% of the Caucasian population (Surwit, Schenider, Feinglos, 1992). The effects of a simple arithmetic task on blood glucose levels were studied in both Caucasian and Pima Indian samples. Surwit, McCubbin, Feinglos, Esposito-Del Puente, and Lillioja (1990) found that blood glucose was consistently higher during and following the stressful task in ten of 13 Pima Indians, concluding that altered glycemic responsivity to behavioral stressors anticipates the development of Type II diabetes in individuals who are genetically pred isposed to the disease (Surwit et al., 1990). Results from The Hoorn Study further illustrated the effects of stress on Type II diabetes. Mooy, De Vries, Grootenhuis, Boutner, and Heine (2000) analyzed data from a large population-based survey of 2,262 adults in the Netherlands upon which the researchers were able to explore whether chronic stress is positively associated with the prevalence of Type II diabetes. Analysis of data confirmed their hypothesis; a high number of rather common major life events that are correlated with chronic psychological stress, such as death of a spouse or relocation of residence, were indeed found to correspond to a significantly higher percentage of undetected diabetes (Mooy et al., 2000). Because the study was conducted in the Netherlands on a Caucasian, middle-aged population, it is uncertain whether these findings are generalizable to other demographics in different geographic regions. Childhood Maltreatment and Diabetes Thus far, with the exception of one study, the research discussed has demonstrated a positive correlation between a variety of recent or current environmental stressors, such as anesthesia, surgery, cognitive tasks, death of a loved one, and other significant losses, and the onset of Type I and/or II diabetes in animals and human beings. However, the literature is somewhat limited as to the relationship between a past environmental stressor, namely childhood maltreatment, and Type II diabetes in adulthood. Numerous researchers examined the prevalence of medical problems in abused populations and have reported that diabetes is one of the most common health conditions among those who have experienced maltreatment. For example, using data drawn from the National Comorbidity Study conducted in the early 1990s, Sachs-Ericsson, Blazer, Plant, and Arnow (2005) examined the independent effects of childhood sexual and physical abuse on adult health status in a large community sample of 5 ,877 men and women. Sachs-Ericsson et al. (2005) found that childhood sexual and physical abuse was associated with the one-year prevalence of serious health problems for both men and women. Specifically, participants who experienced any form of childhood abuse were more likely to report having a medical condition, including AIDS, arthritis, asthma, bronchitis, cancer, diabetes, high blood pressure, kidney or liver disease, neurological problems, stroke, gastrointestinal disorders, or any other serious health problem (Sachs-Ericsson et al., 2005). Though data from this epidemiological study likely represents the U.S. demographics, a number of limitations exist. Specifically, the researchers did not report the prevalence of each disorder endorsed and thus, the actual incidence of diabetes in the population sample is unknown. Furthermore, Sachs-Ericsson et. al (2005) did not look at additional forms of maltreatment, such as verbal abuse, emotional abuse, and neglect. Similarly, Wal ker, Gelfand, Katon, Koss, Von Korff, Bernstein, and Russo (1999) found a significant association between childhood maltreatment and adverse adult health outcomes. In particular, the researchers administered a survey to 1,225 women randomly selected from the membership of a large HMO in Washington State. Results indicated that women with childhood maltreatment histories were more likely to have an increased number of physician-coded ICD-9 diagnoses, grouped together as high blood pressure, diabetes, dermatitis, asthma, allergy, acne, and abnormal menstrual bleeding. Though the group of women in this study who reported threshold levels of sexual maltreatment had the poorest health outcomes, a major limitation of this study is the uncertainty as to whether additional forms of maltreatment were concomitantly experienced. Specifically, the authors do not establish whether sexual abuse solely was the cause of poorer health or is largely due to multiple forms of maltreatment in girls who were not properly protected in their early families. Moreover, Walker et al. (1999) do not differentiate between types of diabetes. Gender differences have been established in the association between physical abuse in childhood and overall health problems in adulthood. Analysis of data from 16,000 individuals interviewed in the National Violence Against Women Survey found that female abuse victims were at greater risk for health problems than their male counterparts (Thompson, Kingree, Desai, 2004). Furthermore, women with maltreatment history tend to have more distressing physical experiences, have an increased number of physician-coded diagnoses, and were more likely to engage in multiple health risk behaviors, including obesity a significant risk factor associated with Type II diabetes (Trickett, Putnam, Noll, 2005; Walker, Gelgand, Katon, Koss, Von Korff, Bernstein, Russo, 1999). Moreover, sexual assault history throughout ones lifespan was also associated with chronic di sease (i.e. diabetes, arthritis, and physical disability) in a sample of women from Los Angeles (Golding, 1994). Conversely, in their sample of 680 primary care patients, Norman, Means-Christensen, Craske, Sherbourne, Roy-Byrne, and Stein (2006) found that the experience of trauma significantly increased the odds of arthritis and diabetes for men, while trauma was associated with increased odds for digestive disorders and cancer in women. Although the data suggests that childhood maltreatment is related to adverse health outcomes in adulthood, they do not address as to why associations differed by gender. Analyzing data from the Midlife Development in the United States Survey (MIDUS), Goodwin and Weisberg (2002) sought to determine the association between childhood emotional and physical abuse and the odds of self-reported diabetes among adults in the general population. Their results revealed that self-reported diabetes occurred in 4.8% of its representative sample of 3,032 adul ts aged 25-74 years. Childhood abuse was associated with significantly increased odds of self-reported diabetes, which persisted after adjusting for differences in socio-demographic characteristics and mental health status (Goodwin Weisberg, 2002). Moreover, individuals who specifically reported maternal emotional abuse and maternal physical abuse had significantly higher rates of diabetes (Goodwin Weisberg, 2002). Furthermore, data gathered from a sample of 130 patients (65 abused, 65 non-abused controls) drawn from an adult primary-care practice in a small, affluent, predominantly Caucasian community in northern New England revealed that patients with a history of victimization were more likely to report diabetes or endorse symptoms of this illness than non-abused participants (Kendall-Tackett Marshall, 1999). Specifically, four patients in the abused group reported diabetes, with none in the control group. Interestingly, those patients in the abused group did not have a sig nificantly higher family history of diabetes than those in the non-abused group and a higher percentage of patients in the abused group reported having three of more symptoms than did those in the control group. Kendall-Tackett and Marshall (1999) assert that although only four people identified themselves as having diabetes, this number should be interpreted in the broader context of incidence of diabetes in the general population. Nonetheless, this finding could have been due to chance and many of the symptoms endorsed could have been related to other diseases (Kendall-Tackett Marshall, 1999). Additional limitations include the failure to differentiate between the types of abuse endured and the use of a non-empirically validated measure to gather data. Furthermore, the researchers did not specify which type of diabetes the participants were diagnosed with and did not indicate the severity of the disease. Data from the Adverse Childhood Experiences Study (ACE), however, found a lternative results. Researchers Felliti, Anda, Nordenberg, Williamson, Spitz, Edwards, Koss, and Marks (1998) mailed questionnaires about adverse childhood experiences to 9,508 adults who had completed a standardized medical evaluation at a large HMO in California. It was found that abuse and other types of household dysfunction were significantly related to the number of disease conditions, with the exception of diabetes. Specifically, when those who had experienced multiple forms of childhood maltreatment were compared to those with no experiences, the odds-ratio for the presence of diabetes was a non-significant 1.6 (Felliti et al., 1998). The researchers believe that their estimates of the long-term relationship between adverse childhood experiences and adult health are conservative. Specifically, it is likely that, consistent with well-documented longitudinal follow-up studies, that reports of childhood abuse were underestimated due to the premature mortality in persons with mu ltiple adverse childhood exposures (Felliti et al., 1998). Similarly, in a sample of 1,359 community-dwelling men and women aged 50 years or older, Stein and Barrett-Connor (2000) found no relationship between sexual assault history in participants lifetime and reported rates of diabetes. Rather, a history of sexual assault was associated with an increased risk of arthritis and breast cancer in women and thyroid disease in men (Stein Barrett-Connor, 2000). In this study, the researchers posit that the possibility of response bias is a major limitation. Namely, Stein and Barrett-Connor (2000) consider the likelihood that previously assaulted respondents have a greater tendency to visit doctors, leading to the increased opportunities for health conditions to be detected. Additional limitations include the lack of consideration for other types of abuse encountered in childhood. The Link between Childhood Maltreatment and Diabetes The above findings provide support for the hypothesis that childhood maltreatment may be associated with increased likelihood of the diagnosis of a medical condition, with the inclusion of diabetes in some studies. An essential question posed by this observation is by what mechanisms are adverse childhood experiences linked to health risk behaviors and adult diseases? A number of researchers have found that psychological stress, in particular, has been associated with the onset of Type II diabetes. This impact of stress on the etiology and course of Type II diabetes can be considered via the metabolic pathways by means of obesity and/or activation of the hypothalamic-pituitary-adrenal (HPA) axis, the gene-environment interaction, and the correlation of coping with diabetes and stressors. The stress response is a physiological coping response that involves the HPA axis, the sympathetic nervous system, the neurotransmitter system, and then immune system. There is growing evidence that victims of various forms of abuse and stressors often experience biological changes, particularly in the neuroendocrine system implicated in the stress response, as well as the brain (Glaser, 2000; Goenjian, Pynoos, Steinberg, Endres, Abraham, Geffner, Fairbanks, 2003; King, Mandansky, King, Fletcher, Brewer, 2001; McEwen, 2000). The HPA axis is the primary mechanism studied in the literature on the neurobiology of stress and is estimated through the non-invasive measurement of cortisol in saliva samples. During psychological stress, cortisol is elevated beyond normal levels in response to adrenocorticotropic hormone from the pituitary, mobilizing energy stores, and facilitating behavioral responses to threat (Diseases, 2006). In the presence of prolonged stress, especially in which the individual has difficulty coping, this physiological response may occur to an atypical extent and prove harmful. Dienstbier (1989) asserts that prolonged and/or extreme stress can create a vic ious cycle of pathology, as individuals with a history of abuse may become even more vulnerable in the face of new victimization because they become threat-sensitized, resulting in either an over- or under-reaction of the HPA system to new stressors. As Vaillancourt, Duku, Decatanzaro, Macmillan, Muir, and Schmidt (2008) cite, this process is best illustrated by Cicchetti and Rogoschs (2001) study of maltreated children attending a summer day camp. These authors found that in comparison to non-abused children, children who had been both sexually and physically abused, in addition to emotionally maltreated or neglected, exhibited higher morning cortisol levels, whereas a subgroup of children who had only been physically abused exhibited lower levels. Recent evidence suggests that increased cortisol concentrations may contribute to the prevalence of metabolic syndromes, such as Type II diabetes. For example, in their assessment of 190 Type II diabetic patients who volunteered from a population study of 12,430 in suburban Germany, Oltmanns, Dodt, Schultes, Raspe, Schweiger, Born, Fehm, and Peters (2006), sought to assess the relationship between diabetes-associated metabolic disturbances and cortisol concentrations in patients with Type II diabetes. The target population comprised of men and women born between 1939 and 1958 who completed a postal questionnaire about their health status. Results demonstrated that in patients with Type II diabetes, those with the highest cortisol profiles had higher glucose levels and blood pressures (Oltmanns et al., 2006). Their findings suggest that HPA axis activity may play a role in the development of Type II diabetes-associated metabolic disturbances. Cartmell (2006) proposes a model by which this may occur. Namely, high levels of cortisol decreases metabolism of glucose and increase mobilization and metabolism of fats. This decreased metabolism of glucose contributes to increased blood glucose levels. Furthermore, increa sed blood fat levels contribute to insulin resistance. This increase level of blood glucose and fats are characteristic symptoms of diabetes (Cartmell, 2006). Researchers Chiodini, Adda, Scillitani, Colleti, Morelli, Di Lembo, Epaminonda, Masserini, Beck-Peccoz, Orsi, Ambrosi, and Arosio (2007) extended the literature by studying HPA axis secretion of cortisol and chronic diabetic complications. An evaluation was conducted on HPA activity in a sample of 117 Type II diabetic patients with and without chronic complications and in a sample of 53 non-diabetic patients at a hospital in Italy. Chiodini et al. (2007) found that in diabetic subjects without chronic complications, HPA axis activity was comparable with that of non-diabetic patients, whereas in diabetic subjects with chronic complications, cortisol level was increased in respect to both diabetic subjects and control subjects. Though the design of their study did not look for a cause-effect relationship, Chiodini et al. (200 7) purport that higher levels of cortisol, either due to a constitutive HPA axis activation or secondary to a chronic stress condition, may predispose an individual to the development of chronic diabetic complications. Type II diabetes is now a well-recognized syndrome characteristic of hyperglycemia, insulin resistance, obesity, dyslipidemia, and hypertension (Sridhar Madhu, 2001). One theory that purports the biological plausibility of a stress-diabetes association has been formulated by Swiss researcher, Dr. Per BjÃÆ'Â ¶rntorp. BjÃÆ'Â ¶rntorp (1997) postulated that stress could be responsible for sympathetic nervous system activation, hormone abnormalities, and obesity. This theory states that perceived psychological stress with a defeatist or helplessness reaction leads to an activation of the HPA axis. This in turn results in endocrine abnormalities, including increased cortisol and decreased sex steroid levels that disrupt the actions of insulin. In addition, this horm onal imbalance causes visceral adiposity, which plays an important role in diabetes and cardiovascular disease by contributing to the development of insulin resistance (Cartmell, 2006). Researchers of The Hoorn Study described above tested BjÃÆ'Â ¶rntorps theory and found only partial support (Mooy et al., 2000). Specifically, the accumulation of visceral fat did not seem to be the major mediating factor between stress and diabetes and fasting insulin concentration, which is an approximation of insulin resistance, was not higher in the individuals in their sample who had experienced more stressful events. Study Significance The significance of this study is its potential to provide medical practitioners with information regarding the impact of past psychosocial factors, such as childhood maltreatment, on the current physical health of Type II diabetics. Diabetes and its complications affect a significant portion of the United States population and has become the fifth leading cause of death in the country (Florida Department of Health, 2008). As researchers continue to look for the cause(s) of diabetes and methods to treat, prevent, or cure the disorder, it is vital that practitioners take a holistic and comprehensive approach to assessing the diabetics life. As long as abuse and other potentially damaging experiences in childhood contribute to the development of risk factors, then these childhood exposures should be recognized as the basic causes of morbidity and mortality in adult life (Felliti et al., 1998). Major limitations of past literature include lack of specificity of type of diabetes, famil y history, and self-reported diabetes without data on physiological measures. In addition to replication, future studies should include detailed studies on diabetes-type, a ruling-out of serious medical conditions that could potentially act as confounds, and identify maltreatment subtypes experienced. This study aims to uncover a relationship between childhood maltreatment and adult physical health, namely with Type II diabetes, so as to assist with screening and intervention. If doctors caring for adults who suffer from a medical condition associated with diabetes are unaware of this relationship, they will neither obtain early maltreatment history nor make appropriate patient referrals leading to higher health care utilization and poorer outcomes (Arnow, 2004; Springer, Sheridan, Kuo, Carnes, 2003). Research Questions and Hypotheses This study aims to answer the following questions: Is a history of childhood maltreatment associated with diabetes-related quality of life? If so, is a decrease in diabetes-related quality of life associated with an increase in the types of childhood maltreatment experienced? It is hypothesized that the more types of abuse endured during childhood (i.e. physical, emotional, and/or sexual, neglect, and/or the witnessing of family violence), the more chronic and severe an individuals diabetes will be and the greater impact of their illness on their reported quality of life. Method Participants Data will be collected from individuals with Type II diabetes, recruited from psychiatric practices located in Plant City and Tampa, Florida. Participants will be recruited from these sites due to likelihood that patients receiving psychiatric care have a history of childhood maltreatment. Participants will be included in the study if they are aged 40 and older, as non-insulin dependent diabetes appears after this age. Participants will be excluded from the study if they have additional existing physical conditions which may negatively impact their quality of life, as discussed in the Measures section. A projected sample size of 100 total participants has been chosen, using a sample size calculation provided by a statistics consultant. Procedure Details regarding the study will be posted in the form of a flyer (Appendix D) in the waiting rooms of the psychiatric practices. Patients interested in participating in the study will inform the front office staff, who will provide the prospective participant with a packet including informed consent and all measures. Specifically, the informed consent will include the purpose of the research, the procedures to be followed, risks and discomforts as well as potential benefits associated with participation, and alternative procedures or treatments, if any, to the study procedures or treatments. Once potential participants have read the consent document, have their questions are answered, and agree to participate in the research, the informed consent document will be signed, dated, and stored in a secure location. Participants will then be asked to fill out the questionnaires either in the waiting room or in a more private location of the office as they wait for their appointment. Once completed, participants will place the questionnaires in an attached blank envelope and placed in a collection box. A notation will be made in their chart signifying that they have completed the study so as to avoid duplicates. Potential subjects will also be given a copy of the informed consent document so they can carefully review the document and discuss the research with the significant others and/or physician and develop questions to ask at their next psychiatric appointment and subsequent meeting with the researcher. Measures Once informed consent has been obtained, each participant from either group is to complete a demographics questionnaire, as well as two measures that explore maltreatment in childhood and diabetes quality of life. These measures are to be self-administered and anonymous. The demographics questionnaire (Appendix A) will inquire about participants age, height, and weight. This information will be used to obtain a measure of their body mass index (BMI). The BMI provides a standardized measure, and thus, reliable indicator of body fatness for most people and is used to screen for weight categories, such as obese, that may lead to health problems (CDC, n.d., para. 2). Since obesity is known to be a significant predictor leading to poorer quality of life (Sundaram, Kavookjian, Patrick, Miller, Madhavan, and Scott, 2007), it is important for the purposes of this study to exlude those participants who fall into this weight categories so as to avoid confounding variables. The demographic s questionnaire will also include exclusionary criteria consisting of a variety of chronic physical conditions. In their research on comorbidity of chronic diseases, Rijken, van Kerhof, Dekker, and Schellevis (2005) note that the presence of multiple comorbid conditions complicates the question how a specific disease is related to quality of life and other outcome variables. It has been found that arthritis, osteoarthritis, cardiovascular diseases, chest pain, stroke, respiratory diseases, and cancer significantly reduces the quality of life in patients with Type II diabetes (Bowker, Pohar, Johnson, 2006; Maddigan, Feeny, Johnson, 2005; Miksch, Hermann, Rolz, Joos, Szecsenyi, Ose, Rosemann, 2009; Rijken et al., 2005; Stone, Khunti, Squire, Paul, 2008; de Visser, Bilo, Groenier, de Visser, Meyboom-de Jong, 2002). Therefore it is vital for patients with these comorbid conditions to be excluded from the present study so as to accurately ascertain the impact of childhood maltreatme nt on their diabetes-related quality of life. Maltreatment status is to be measured using the Childhood Trauma Questionnaire (CTQ; Bernstein et al, 2003; Scher et al., 2001). The CTQ is a self-report instrument that consists of five subscales assessing emotional, physical, and sexual abuse, as well as emotional and physical neglect. Rather than duration and intensity of traumatic experiences, the extent of the maltreatment is measured using a score that is calculated for each subscale and reflects the total number of items endorses. Each subscale score is categorized into four groups: none or minimal, low to moderate, moderate to severe, and severe to extreme (Bernstein and Fink, 1998). The CTQ has been well validated in both clinical and non-clinical populations. Furthermore, it has excellent reliability (.70-.93) for all subscales, with the lowest reliability for physical neglect and the highest for sexual abuse (Bernstein and Fink, 1998; Paivio and Cramer, 2004). The Diabet es-39 questionnaire (D-39; Appendix C; Boyer Earp, 1997) specifically asks patients to indicate the impact of items on their quality of life and elicits responses that reflect the individual burden of diabetes and its impact on the overall life of the patient. The instrument consists of 39 items and covers five dimensions of the patients lives: energy and mobility (15 items), diabetes control (12 items), anxiety and worry (4 items), social burden (5 items), and sexual functioning (3 items). Reliability of the D-39 instrument as measured by Cronbachs coefficient alpha ranged from 0.82 to 0.93. In a review of health outcome measures for diabetes, Garratt, Schmidt, and Fitzpatrick (2002) note that this instrument has good evidence for reliability, and internal and external construct validity. Proposed Data Analytic Strategy To measure the degree of relationship between childhood maltreatment and diabetes-related quality of life, two continuous variables, the Pearsons product moment correlation coefficient r will be calculated. The coefficient of determination, or r2, will also be calculated so as to ascertain how much of the variability (if any) in diabetes-related quality of life is explained by the variability in childhood maltreatment. 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