Explain the Sequence and Rate of Each Aspect of Development Essay Example for Free

Explain the Sequence and Rate of Each Aspect of Development Essay Holistic development: The first month Physical development The gross motor skills that the baby of 0-1 month old will develop is that the baby lies supine (on his or her back) and the fine motor skills will be the baby turns his or her head towards the light and stares at bright or shiny objects. Communication and language development Babies need to respond to sounds, especially familiar voices. And babies need to share language experiences and cooperate with others from birth onwards. From the start babies need other people. Intellectual development Babies explore through their senses and through their own activity and movement. Touch From the beginning babies feel pain. Sound Even a new born baby will turn to a sound. The baby might become still and listen to a low sound, or quicken his or her movements when he or she hears a high sound. Taste The baby likes sweet tastes, e. g. breast milk. Smell The baby turns to the smell of the breast. Sight The baby can focus on objects 20cm away. Emotional and social development A baby’s first smile in definite response to carer is usually around 3-6 weeks. Also the baby often imitates certain facial expressions. This is showing that the baby is starting to develop being able to respond to different things. Holistic development: from one to four months Physical development Some of the gross motor skills that the babies develop from four to eight weeks are: the baby can now turn from side to back, and can also lift its head briefly from the prone position. Some of the fine motor skills that the babies develop from four to eight weeks are; the baby turns its head towards the light and stares at bright or shiny objects. Some of the gross motor skills the baby develops form eight to twelve weeks are; when lying supine, the baby’s head is in a central position and it can also lift its head and chest off a bed in prone position, supported on forearms. Some of the fine motor skills the baby develops from eight to twelve weeks are; the baby moves his or her head to follow adult movements and the baby watches his or her hands and plays with his or her fingers. Communication and language development From four to eight weeks the baby recognises the carer and familiar objects, makes non-crying noises such as cooing and gargling and then moves on to often sucking or licking its lips when he or she hears the sound of food in preparation. From eight to twelve weeks the baby is still distressed by sudden loud noises and often sucks or licks its lips when he or she hears the sound of food in preparation. Intellectual development The baby recognises differing speech sounds and by three months the baby can even imitate low or high pitched sounds. Emotional and social development The baby will smile in response to an adult and the baby enjoys sucking. Then the baby shows enjoyment at caring routines such as bath time. Holistic development from four to six months Physical development Some of the gross motor skills; the baby is beginning to use a palmar grasp and can transfer objects from hand to hand. It is very interested in all activity and everything is taken to the mouth. Some of the fine motor skills; the baby now has good head control and is beginning to sit with support. It can roll over from back to side and is beginning to reach for objects. And when supine the baby plays with his or her own feet. Communication and language development The baby becomes more aware of others so he or she communicates more and more. As the baby listens, he or she imitates sounds he or she can her and reacts to the tone of someone’s voice. For example, the baby might become upset by an angry tone, or cheered by a happy tone. Intellectual development By four months the baby reaches for objects, which suggest they recognise and judge the distance in relation to the size of the object. The baby prefers complicated things to look at from five to six months and enjoys bright colours. The baby also knows that he or she has one mother. The baby is disturbed if he or she is shown several images of his or her mother at the same time. The baby realises that people are permanent before they realise that objects are. Emotional and social development The baby shows trust and security and has recognisable sleep patterns. Holistic development from six to nine months Some of the gross motor skills; the baby can roll from front to back. He or she may attempt to crawl but will often end up sliding backwards. Also the baby may grasp their feet and place them in his or her mouth. Some of the fine motor skills; the baby is very alert to people and objects. The baby is beginning to use a pincer grasp with thumb and finger, and can transfer toys from one hand to the other and looks for fallen objects. Communication and language development Babble becomes tuneful, like the lilt of the language the baby can hear. They become to understand words like ‘up’ and ‘down’, raising their arms to be lifted up and using appropriate gestures. The baby may also be able to repeat sounds. Intellectual development The baby understands signs, e. g. the bib means that food is coming. From eight to nine months the baby shows that he or she knows objects exist when they have gone out of sight, even under test conditions. This is called the concept of object constancy, or the object permanence test (Piaget). The baby is also fascinated by the way objects move. Emotional and social development The baby can manage to feed him- or herself using his or her fingers. They are now more wary of strangers, sometimes showing stranger fear. For example if a stranger comes close to the baby and it moves away towards another person, this shows that the baby is fearful of strangers and gains security from the person it moves to. Also the baby might show distress when his or her mother leaves. For example if the mother leaves the room and the baby starts crying, then this shows that the baby feels insecure when the mother is out of sight. Holistic development from nine to twelve months Physical development Gross motor skills; the baby will now be mobile- may be crawling, bear-walking, bottom shuffling or even walking. The baby can sit up on his or her own and lean forward to pick things up. Also the baby may crawl upstairs and onto low items of furniture and may even bounce in rhythm to music. Fine motor skills; the baby’s pincer grasp is now well developed and he or she can pick things up and pull them towards him or her. The baby can poke with one finger and will point to desired objects. They can also clasp hands and imitate adults’ actions. Communication and language development The baby can follow simple instructions e. g. kiss teddy. Word approximations appear e. g. ‘hee haw’ to indicate a donkey, or more typically ‘mumma’, ‘dadda’ and ‘bye-bye’ in English speaking contexts. Also the tuneful babble develops into ‘jargon’ and the baby makes his or her voice go up and down just as people do when they talk to each other. Intellectual development The baby is beginning to develop images. Memory develops and the baby and remember the past. The baby can anticipate the future. This give it some understanding of routine daily sequences, e. g. after a feed, changing, and a sleep with teddy. Also the baby imitates actions, sounds, gestures and moods after an event is finished, e. g. imitate a temper tantrum he or she saw a friend have the previous day, wave bye-bye remembering Grandma has gone to the shops. Emotional and social development The baby enjoys songs and action rhymes, still likes to be near to a familiar adult but will also play alone for long periods of time. Spiritual aspects of a baby’s development Even a tiny baby experiences a sense of self, and values people who are loved by them. Spiritually is about the developing sense of relationship with self, relating to others ethically, morally and humanly and a relationship with the universe. The baby can drink from a cup with help, and shows definite likes and dislikes at mealtimes and bedtimes. Also the baby will start to cooperate when being dressed and likes to look at him- or herself in a mirror (plastic safety mirror). Holistic development from one to two years Physical development Gross motor skills (15 months); the baby probably walks alone now, with feet wide apart and arms raised to maintain balance. He or she is likely to fall over and often sit down suddenly. The baby can also probably manage stairs and steps, but will need supervision. Gross motor skills (18 months); the child walks confidently and is able to stop without falling. The child can also kneel, squat, climb and carry things around with him or her. Fine motor skills (15months); the baby can build with a few bricks and arrange toys on the floor, can hold a crayon in palmar grasp and turns several pages of a book at once, and can also point to a desired object. Fine motor skills (18 months); the child can thread large beads, build a tower of several cubes and uses a pincer grasp to pick up small objects. Communication and language development The child begins to talk with words or sign language, and by 18 months, the child enjoys trying to sing as well as to listen to songs and rhymes. Action songs (e. g. ‘pat-a-cake’) are much loved. Intellectual development The child understands the names of objects and can follow simple instructions, the child also learns about other things through trial and error. Emotional and social development The child begins to have a longer memory and develops a sense of identity (I am me). Also the child expresses his or her needs in words and gestures and enjoys being able to walk, and is eager to try to get dressed – ‘Me do it! ’ Holistic development from two to three years Physical development Gross motor skills; the child is very mobile, can run safely and can climb up onto furniture. The child can walk up and downstairs, usually two feet to a step. The child then moves on to being able to jump from a low step, walk backwards and sideways and can stand and walk on his or her tiptoes and stand on one foot. In my workplace all of the children this age are able to do all of these things. But the girls are all more developed than the boys. For example, with have a boy that is three years of age, and a girl that’s the same. The girl is able to write her name, speak fluently, help other children who aren’t as well developed as her and she even tells me when someone is doing something wrong. Whereas the boy can hardly speak yet, and when he does no one can understand what he’s saying. Michael Gurian, a noted educator and author, has shown through research that â€Å"hard-wiring and socialized gender differences affect how boys and girls learn. † Simply put, male and female brains are equal but different. â€Å"Boys use the right hemisphere more, and girls the left,† (Gurian, M. 2007) Fine motor skills; the child can draw circles, lines and dots using preferred hand. The child can pick up tiny objects using a fine pincer grasp. The child then moves on to being able to build tall towers of bricks or blocks and can control a pencil using thumb and first two fingers (a dynamic tripod grasp).

International Business Essay -- International Business Management

International Business Question No 1: Describe the four basic levels of international business activity.Do you think any organization will achieve the fourth level?Why or why not. Question No 2: For each of the four globalization strategies, describe the risks associated with that strategy and the potential returns from that strategy. __________________________________ Answer for question No 1: The four general levels of international buisness activity are: 1.  Ã‚  Ã‚  Ã‚  Ã‚  Domestic business 2.  Ã‚  Ã‚  Ã‚  Ã‚  International business 3.  Ã‚  Ã‚  Ã‚  Ã‚  Multinational business 4.  Ã‚  Ã‚  Ã‚  Ã‚  Global business. Domestic Business: Is the one that acquires all of its resources and sells all of its products ot services within a single country.(8/143) Interational business: Is the one that is based primarily in a single country but acquires some meaningful share of its resources or revenues (ot both) from othe countries. (8/143) Multinational business: The one that has a worldwide marketplace from which it buys raw mateials, borrows money, and manufactures its products and to which it subsequently sells its prducts.(8/143) Global business: Is the business that transcends national boundaries and is not committed to a single home country.(8/143) In my opinion there is no opportunity for a business to achieve this level of Iinternationalization.The reason is that all business in all over the world are controled by the government which are committed.There is no way for a business ...

Dramatic Intentions Essay

The play ‘A Midsummer Night’s Dream’ is complex on various levels. Comedy is a key level of complexity. I would focus on comedy associated with slapstick, this would aid in the development of my key dramatic intention of a victim theme. Examples of this theme can be found throughout the play but I am going to concentrate on Act 3 Scene 1. This is the scene were the mechanicals enter the wood. I feel slapstick would help aid the other comedy elements in this scene. Bottom’s misuse of language, wit and physical comedy will also feature highly in this scene. When staging the play, I would use an apron stage; this would establish a closer actor/audience relationship. It would also allow me to use a backdrop, yet bring the action nearer to the audience. This would also help create a more intimate atmosphere and aid in creating tension. My backdrop would be dark, using, browns, olive greens and black. I would use these colours in the form of huge tree trunks with olive green leaves; the black would fill the gaps and help create the idea of night. This would also add to the tension, as the mechanicals would be anxious of entering the wood. For the lighting, I would have it simple yet effective. I would wash the thrust in plain white, with a slight yellow/straw colour. I would want this to remain quite dim, but bright enough so that the audience could still see the action. With this lighting the actors are in the middle of the light, then surrounded by darkness, this would also help create tension as it would symbolise how the actors don’t know what surrounds them, and can only see in the area which they are rehearsing. To light the backdrop, I would use, batten floodlights to give a dim, but general wash. I would use green and purple; these colours would represent the fairy world, magic and a fantasy element, as the light is not from a natural source. I would have my mechanicals dressed in browns. I would use different browns but keeping them all similar. I think of the mechanicals as being dressed rather scruffily to represent their class and place in society. Bottom however would be dressed slightly differently. I would have Bottom in a suit, with a different jacket and trousers. I think this would convey his trait of his false sense of seniority. The other mechanicals, although wearing trousers and shirts, would wear brown, smocks/cloaks as no characters other than Bottom and Quince distinguishable from the group. There would be a suspended ‘fairy bed’ for Titania in the middle of the stage. This allows her to be onstage, but away from the action so she is not noticed until needed. I would highlight her presence with a pink light on her. The suspended platform would be draped in white material with flowers interwoven. This shows how she relates to nature. In the begging of Act 3 Scene 1 when the mechanicals enter, I want to establish some tension, but then break it suddenly with comedy. To do this, when the scene is set, I would have to actors walk on together huddled in a group. Bottom would be at the front of the group, leading the way. Although he is leading he would be cautious. The actor would keep his facial expression smirking nervously, with his eyes always moving and searching. The remaining mechanicals would look petrified and hold onto each other desperately, constantly looking round and moving closer together for reassurance. To help with the tension, I would add sound effects of twigs snapping when stepped on, and animal noises such as an owl. When the characters hear these sounds, they would look round with complete terror on their face and move on, slightly quicker then before. As the actors reach the thrust, they would form a rough line, and then push Bottom forward, then running forward to him when realising they have no one at the front. All the characters’ speech would be delivered rather nervously, but Bottom although nervous, would speak in an authoritive tone. When discussing the killing scene and the lion scene, the characters would be taking it very seriously, not considering the fact that they lack the experience or talent to fool the audience. Although this would not get an audible response from the audience i. e. a laugh, this would be designed to entertain the audience because of the characters’ nai veti. ‘†¦ that I Pyramus, am not Pyramus, but Bottom the Weaver’ The audience would find this particularly amusing when the actors sit to rehearse their play. While they are concerned they will be too convincing, Bottom and Flute both pronounce words wrong and must be corrected. To emphasise the word misuse from Bottom ‘†¦ For there is not a more fearful wild fowl, than your living lion†¦ ‘ and ‘ †¦ saying thus, or to the same defect†¦ ‘ the characters would have a puzzled look on their faces as Bottom continued their speech. The fact that no character corrects may show their ignorance or respect for him. Through out the scene up to ‘Come sit down every mother’s son†¦ ‘ the characters would be nervous but at this line they would become more easy in their surroundings, yet still nervous. This then helps with the irony of what happens next. As the characters become less afraid, puck enters unseen; the audience then know something comic will come soon. I find interpreting Puck as being dark and manipulative helps enforce the slapstick comedy in this scene, as he chooses victims for his amusement. I see Puck as small in height, mainly due to the way he walks, crouching low to the ground. He has very dark eyes but the white of his eyeballs stand out brilliantly. Puck has a tendency to rub his hands, which gives him a sinister air. With his line when Pyramus exits ‘†¦ I will to thee appear†¦ Puck: A stranger Pyramus than e’er play’d here†¦ ‘ the audience know Puck has selected Bottom as his victim and wait to see how he will amuse himself. When Bottom and Puck enter again would use slapstick for the mechanicals reaction. Bottom would enter from behind the actors so the audience could react first, Bottom would then deliver his line confidently, and over acting. The mechanicals then recoil towards the wings, falling over each other, the faces displaying the same fear the audience saw at the beginning of the scene. With Bottom left on his own, he becomes very nervous. The stage would then transform and I would add a slight purple wash on the thrust of the stage by using maybe a par can or single flood. This shows the audience that there’s a change in atmosphere and prepares them for something to happen. When Bottom nervously sings the bed would lower. There is irony in Titania’s line ‘What angel wakes me from my flowery bed? ‘ The audience know Titania has the juice on her eyes and that to her she is being serious. I would again use the word play in Bottom’s song ‘†¦ and dares not answer nay’ on nay the character would whiney like a donkey. This is wit and should make the audience to laugh, as it is visual also. In conclusion, I am using comedy to amuse and entertain the audience, but also it helps with the theme of victims when using slapstick. I find that when comedy if I use it to it’s full potential and bring the comedy to a high, the following scenes would have a greater impact on the audience. The following scene is Demetrius scorning Helena, which if performed well can bring the audience to a low. The scene could be so moving, the audience feel guilty for laughing at and enjoying the previous scene. The audience could then relate to the victims in the play, as they would feel that they have been a victim of guilt themselves. This is what I would hope the audience would get from my performance.

Printer Security Understanding Health Data Security And...

Understanding Health Data Security and Print Infrastructure Although printer security is often overlooked, there are several steps healthcare IT managers can take to properly secure their printer ecosystem. By Mario Doss HP For those who may not see the urgency in printer and software upgrades let me point out how the last two years have seen several high profile, costly health data security breaches from some major healthcare organizations including Anthem Healthcare, Premera Blue Cross BlueShield, Excellus BlueCross BlueShield and UCLA Health System. These examples have served to highlight the importance of Printer security for healthcare organizations and please don’t forget that the Equifax Breach was due to Software upgrades†¦show more content†¦In addition, deploy printers with features that can provide a base layer of self-protection, such as the ability to detect and recover from an intrusion. IT organizations should also ensure that they are procuring their printers and print services from vendors that support industry standards such as Common Criteria, FIPS 140-2, HIPAA, NIST 800-53 and ISO 27001. Prevent unauthorized user access to confidential documents Documents left in the output tray present one of the most common risks associated with print security. In healthcare settings especially, these documents often contain confidential patient information that can easily be accessed, misplaced or discarded. This exposure to private patient information, financial statements, and other proprietary data puts an organization at risk of an immediate breach. Implementing a pull printing or pin printing solution can help prevent this type of unauthorized access by requiring a user to authenticate at the printer before a document starts printing. HIPAA compliance means not just preventing authorized access to patient information records, but also being able to document who has access to those records. When it comes to printing documents, an access management solution can be used to enforce IT policies about who can print what as well provide an audit trail, if needed. Implement aShow MoreRelatedEssay about Applied Reserach Course Project3581 Words   |  15 PagesApplied Research Course Project Radames Ramirez RRamirez14@my.keller.edu MIS589 – Networking Concepts and Applications Instructor: Lynn Risley 3/10/2016 MIS589 Project Milestone 0Proposal Draft | Cloud infrastructure ServicesKaiser Permanente Hospitals | Prepared by: Radames RamirezDate: 03/03/2016 | Approved by: | 1. 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