Atypical Childhood Social Behavior and Phthalates, BPA Essay -- Medica

The Article describes how endocrine disruptors can produce childhood social impairment and more specifically the effects of bisphenol A (BPA) and phthalates exposure during pregnancy produces autistic-like social behaviors in children. The specific social behaviors that occur from phthalates and BPA exposure are difficult interpersonal and social awareness skills. Phthalates and BPA, the independent variable, are endocrine disrupting compounds (EDCs). The EDCs interfere with the body’s hormones which are critical to brain development (Braun, 2011). Changes to hormone levels during pregnancy can lead to brain change that can alter childhood behavior. BPA and phthalates are consumer products used in plastics, food can linings, food packaging, cosmetics, personal care products and vinyl plastics. Other studies have found that animals exposed to BPA and phthalates before birth have altered behavior; also, collaborating research shows that same effect in humans (Miodovnik, 20 11). Additional studies also show a connection between these chemicals and hormonal signaling. According to this article 137 mothers and their children were observed over a span of nine years by Mt. Sinai School of Medicine in New York City (Braun, 2011). These mothers came from varying ethnic backgrounds and came from a lower income area of New York City. These women also were of lower education although a majority of them increased their education levels by the end of this study. The ages of the women were fairly evenly distributed from 20- 30 years of age for the majority of the participants (Miodovnik, 2011). This sampling of woman is representative of their target population because of the varying ages and ethnicities that were used and also those ... ...per it would have given more credence to the research without adding any length to the article. If I had to add anything else to this article I would have liked to have seen some of the supporting research added to the content of the article; because, whenever you support your writing with other people’s work it always adds credence to what you are stating, it is the staple of peer review. Also this media article did not include any type of graphics and it would have been nice to see the scatter point graph included in this article as it does a good job of showing the natural increase in atypical behaviors as the levels of EDC’s increased. Works Cited Braun. (2011, april 06). Enviromental Health News. Retrieved from www.enviromentalhealthnews.org. Miodovnik, A. E. (2011). Endocrine disruptors and childhood social impairment. NueroToxicology, 261-267.

Chance within the play Romeo and Juliet Essay

George Aberto once said â€Å"above anything else, fate is what brings lovers together.† In Shakespeare’s play, Romeo and Juliet, fate, chance, and coincidence are all important to the development and eventually the conclusion of this tragedy. Without these three closely related themes the play would not have been able to make it out of the first act. These themes are pivotal to the development of the play and there are many instances where this is very obvious. These themes play a part in the feud between the Capulets and the Montagues, the invitation of Romeo to the ball, and the death of the two lovers, Romeo and Juliet. For as long as the two families, The Capulets and The Montagues, can remember, they have both been at war with each other and held an â€Å"ancient grudge† (Prologue). The purpose and goal of this feud is never revealed thus it must be assumed through the Prologue that their hatred is solely based on tradition from past generations. This feud is visible within the first line of Act 1 Scene 1 where Sampson, a servant of the Capulet family says that he will â€Å"not carry coals† (1.1.1). He says this in talking to another servant, Gregory, about how he will not be humiliated by a Montague servant. This allows the audience to see the importance of the feud between the Capulets and the Montagues. Romeo, a Montague, and Juliet, a Capulet, meet and fall in love at the ball in Act 1 Scene 5. This is visible in Romeos dialogue â€Å"O, she doth teach the torches to burn bright! / It seems she hangs upon the cheek of night / Like a rich jewel in an Ethiop’s ear.† (1.5.46-48). It is chance that Romeo’s true love happens to be part of the family he was brought up to hate. Romeo is aware that Juliet is a Capulet but Juliet is not aware that Romeo is a Montague and even though the feud between the families is existent, fate takes its course and allows enough time for Juliet to fall in love with Romeo. Therefore, once Juliet learns that Romeo is a Montague, she has already fallen in love with Romeo and she cannot turn back now. This is one of the most important examples of fate in the play because if she had known that Romeo was a Montague she would have never pursued a relationship with him and the rest of the play would have never turned out the way it had. Romeo and Juliet’s relationship begins at the Capulets house during the ball  without Juliet knowing that Romeo is a Montague although the fate involved in getting Romeo to the ball is just as important as Juliet not knowing Romeos last name because if Romeo would not have gone to the ball then he would have never met Juliet and fallen in love with her. It all starts with one of the Capulets servants in the streets of Verona with a list of the different guests which are invited to the ball. This list contains the names Mercutio, Tybalt, and Rosaline among others. The servant which is given the list is not able to read and this is another example of fate because once Benvolio learns that Rosaline is going to be at the ball he decides that him and Romeo will attend. Benvolio wants to â€Å"Compare her face with some that I shall show / And I will make thee think they swan a crow.† Meaning that he will bring Romeo to the ball to show that a comparison of Rosaline with other girls will make a difference and possibly relieve his sadness and love for Rosaline. This is also fate because if Rosaline was not invited, Benvolio didn’t create a plan, and if the servant would have been able to read then Romeo would have never been invited and he would have never met Juliet. The meeting of the two lovers is important although the death of the two lovers is probably one of the most important roles fate plays in the play. The first instance where fate makes its mark leading up to the death of the two lovers, Romeo and Juliet, is when the Prince banishes Romeo from the city of Verona for the death of Tybalt. The Prince reacts to the situation by saying that â€Å"for that offence / Immediately we do exile him hence.† This gets the ball rolling on the events that will lead to the two lovers death. After Romeo flees on the recommendation of Benovlio, Romeo finds himself hiding out in Friar Laurance’s Cell and then in Mantua. The next event which fate is involved in is the idea of Juliet faking her death so that she is not required to marry Paris. Friar Laurence devises a plan which he tells Juliet in Scene 1 of Act 4 as they are both talking in the Friar’s cell. He tells her to: Hold, then; go home, be merry, give consent To marry Paris: Wednesday is to-morrow: To-morrow night look that thou lie alone; Let not thy nurse lie with thee in thy chamber: Take thou this vial, being then in bed, And this distilled liquor drink thou off, (4.1. 91-96) These lines explain everything she must do so that she does not have to marry Paris and can be with Romeo instead, although he has forgotten to tell her one thing. That one thing is that the Friar has not told Juliet to tell Romeo that she is going through with this plan, faking her death. Friar Laurence realizes this and sends Friar John to give Romeo, who is hiding in Mantua, the message of his plan. What happens next is a perfect example of chance and coincidence. Right as Friar John is preparing to deliver the message an outbreak of the Plague occurs in the city of Verona and Friar John â€Å"could not send it,–here it is again,- / Nor get a messenger to bring it thee, / So fearful were they of infection† (5.2.14-16). Therefore this causes Romeo to not receive the message of the Friar’s plan but instead he receives news of Juliet’s death so it then becomes a race to the tomb, in which Juliet was placed, to stop Romeo from seeing Juliet dead. So Friar Laurence â€Å"Now must I to the monument alone; Within three hours will fair Juliet wake†(5.2.25-27) . Fates second last appearance in the play occurs Romeo arrives at the tomb first, before the Friar, and he sees Juliet, his love, â€Å"dead†. If the Friar would have arrived first, Romeo and Juliet would have never killed themselves and they would have been able to live together but that was not the case and it led to the suicide of both lovers. The final appearance of fate occurs after the lovers death and it is the end of the feud between the two families. It was fate for the lovers to die and resolve this feud. Fate, Chance, and Coincidence play an extremely pivotal part of the development of the play as well as the ending and without them the play would have turned out anything like it had and it would have never gotten  out of Act 1. The feud between the Capulets and the Montagues, Romeo’s invitation to the ball, and the death of the two â€Å"star-crossed† lovers which led to the end of the feud between the two families are all examples of how fate was able to sway the development of the story so it would lead to the death of Romeo and Juliet, â€Å"For never was a story of more woe /Than this of Juliet and her Romeo†.

MIS Degrees A Versatile Option for Business Majors

Management information systems (MIS) is an umbrella term for computerized information process systems used to manage business operations. Students with an MIS major study how companies and individuals can use systems and the generated data in decision-making processes. This major differs from information technology and computer science because there is more of a focus on people and service through technology.   What Is a Management Information Systems Degree? Students who complete a program with a major in management information systems earn a management information systems degree. Most business schools and colleges offer an MIS major at the associates bachelors, masters, and doctorate levels. Associate Degree in Management Information Systems: An associates degree with a specialization in management information systems  is not a common degree, but you can find some schools that award an MIS degree at the associates level. This is an entry-level degree program that typically takes two years to complete.Bachelor Degree in Management Information Systems: A bachelors degree in management information systems is the common starting point for students who want to major in this field. Some students also choose to earn a Bachelor of Business Administration (BBA) degree with a major in MIS. Both programs take three to four years to complete.Master Degree in Management Information Systems: A specialized masters degree in management information systems is a popular option for individuals in this field. Many schools also offer an MBA program with a concentration in MIS. Program length can vary but typically ranges from 11 months to two years. An 11-month program is considered an acc elerated program and may not be available at some schools.  Ph.D. in Management Information Systems: A Ph.D. is the highest degree that can be earned in the management information systems field. Alternately, students can earn a Ph.D. in Business Administration with a specialization in MIS. Programs usually take at least four years to complete if not more. This degree should be reserved for students who want to work in research or go on to teach at postsecondary schools (i.e. colleges and universities). Other degree options include 3/2 programs, which result in a bachelors degree and a masters degree in management information systems after five years of study, and dual degrees that result in an MBA/MS in MIS. Some schools also offer undergraduate, graduate, and postgraduate MIS certificate programs. Do I Need a Management Information Systems Degree? You do need a degree to work in most jobs in the management information systems field. MIS professionals are the bridge between business and people and technology. Specialized training in all three of these components is essential. A bachelors degree is one of the most common degrees among MIS professionals. However, many individuals choose to pursue additional education at the masters level to qualify for more advanced positions. A masters degree can be especially helpful for people who want to work in consulting or supervisory positions. Individuals who want to work in research or teach at the university level should pursue a Ph.D. in management information systems.   What Can I Do With a Management Information Systems Degree? Business majors with a degree in management information systems have knowledge of business technology, management techniques, and organizational development. They are prepared for a wide range of careers. The type of job that you can get is very dependent on the level of your degree, the school you have graduated from, and previous work experience in technology and management fields. The more experience you have, the easier it is to get an advanced job (such as a supervisory position). The following is just a sample of some of the jobs in the management information systems field. Business Analyst: A business analysts uses  analysis to help improve an organizations efficiency and effectiveness.Computer Systems Analyst: A computer systems analyst uses  analysis to design, develop, or improve computer systems and solutions for organizations.Database Administrator: As the name suggests, a database administrator creates, administers, and maintains databases, such as information or financial databases, for organizations.Information Security Analyst: An information security analyst analyzes, monitors, and protects an organizations computer networks and systems from cyber attacks.Web Developer: A web developer designs, creates, improves, and maintains websites and web application for individuals and organizations.

Genetics

Sir I And His Archbishop Of Canterbury William Laud

In 1637 Charles I and his Archbishop of Canterbury William Laud demanded that the new English Book of Common Prayer be used in Scotland as well as in England. In this move to achieve uniformity between the Scottish and English churches Charles created huge amounts of anxiety and anger in the Scottish people- many of whom were Presbyterian and strongly anti-Catholic. The Scots feared that the Kirk would be Anglicized with Charles and Laud’s Armenian and revolted against this religious policy. The Scottish rebellion can be viewed as sowing the seeds for civil war in England by 1642 by fracturing that delicate and fragile union of the Three Kingdoms created by James I. However, there other factors which must be considered when looking at the†¦show more content†¦The ‘Long Parliament’- a direct result of events in Scotland, was disastrous for Charles. Pym and the rival faction took the opportunity provided by the ‘Long Parliament’ to pass the â⠂¬ËœGrand Remonstrance’- a list of grievances against the king. Charles was also forced to execute Thomas Wentworth, 1st Earl of Stafford and William Laud. The execution of Wentworth left a vacuum for royal authority in Ireland leading to the Irish rebellion in 1641. The historian John Morrill highlights the significance of the ‘Long Parliament’ in that Charles would no longer have the freedom to conduct his preferred ‘Personal Rule’ and therefore managers of the Parliament ‘set their sights high’ - rightfully anticipating great change from it. Therefore, the Scottish rebellion clearly had a huge impact on Charles’s rule. His authority and royal prerogative was diminished when he was forced to call a Parliament that listed grievances against him. An allegiance was forged between the English Parliamentarians and Scottish Covenanters who were both strongly anti-papist and anti-Catholic which alienated Charles. Conrad Russell believes that we cannot say the civil war was a result of long-term causes, rather it was the result of a short-term failure to solve a political crisis and he places emphasis on the idea that it was the closely intertwined nature of the Three Kingdoms that led to civil war. Russell states ‘there are more senses than

What Causes Conflict Between Adolescents and Their Parents Free Essays

Introduction Conflicts in the family are usually considered as an undesirable symptom of a problem that need to be solved by family members. 1 In the family relationships, the parent-adolescent relationship represents an involuntary association, an imbalance of power and resources, and an obligation for the parent to function as caregiver. 2 While the presenting problem with most families is obviously parent-adolescent conflict. We will write a custom essay sample on What Causes Conflict Between Adolescents and Their Parents or any similar topic only for you Order Now Adolescence is a period of increasing parent-child conflict and conflicts are thought to be rife and common during this development phase. In the puberty, Parents have the totally different interpretations of the conflicts against adolescents. Parents notice the disagreements caused from morality, personal safety and conformity concerns while adolescents consider them as personal choice. 4 This piece of work deals with the question what causes conflict adolescents and their parents. In the first part various issues causing the conflicts in families are introduced. Building upon this, the next chapter concentrates on the analysing the reasons. And a final conclusion of the piece of work is given in the third part. 1. Cf. Samuel Vuchinich (1999) : p. 79 2. Daniel J. Canary,William R. Cupach,Susan J. Messman (1995) : p. 52 3. Cf. Lynn H. Turner,Richard L. West (2006) : quoted according to Riesch, Jackson, Chanchong, (2003) : p. 150. 4. Cf. Lynn H. Turner,Richard L. West (2006) : quoted according to Smetana (1989) : p. 150. 2 Occurrence and Issues of Conflict Owing to that family members share the communal resources and so much time, conflicts are normative and inevitable. As the expressive form, usually family conflicts between parents and adolescents will behaved in a variety of ways like whining, complaining, yelling, crying to arguing, screaming and swearing, which ranged from giving up halfway during the chores to quarrelling and even fighting. 6 Those activities are undesirable in family harmony, everyone wants to live in a warm and so what should be done is to search for the reasons and then analyse them. The disagree ments and conflicts between parents and teenagers can be numerous and diverse. Difficulties associated with marital conflict or personal problem of individual family members lead to variable conflicts. 7 Ten main content categories which lead to conflicts were concluded and defined in Table 1 and the percent frequency of each part is given by Table 2. 8 (Tables are given in the Appendix) From these tables one can easily get the conclusion that doing chores, interpersonal relations, regulating activities and personality characteristics lead to conflicts the most frequently, accounting for 18%, 17%, 12% and 12% respectively. In addition, another research indicated that conflicts about chores and interpersonal relationships were more difficult to resolve than those about personal style. 9 5. Cf. Chris Segrin,Jeanne Flora (2005): quoted according to Sillarset al (2004) :p. 88 6. Cf. Russell A. Barkley, Christine M. Benton (1998) :p. 10. 7 Cf. Arthur L. Robin,Sharon L. Foster (2003) : p. 227 8. Megan R. Gunnar,W. Andrew Collins(1988) :p. 95. 9. Cf. Lynn H. Turner,Richard L. West (2006) : quoted according to Smetana, Yau, Hanson, (1991) : p. 151 On the other hand, parents pay much more attention to adolescents` behavioral style, whereas the adolescents considered the restrictions on their interpersonal relationship as the chief issue leading to the conflicts. 10 Analysis the Reason The different values between parents and adolescents actually exist regarding to the tiny issues as discussed above and the differences always cause the disagreements. 11 During the adolescence, many adolescents refuse to accept the values and standpoints emerged by their parents. Disagreements related to different values finally develop into intense conflicts when both the two sides can not tolerate the other`s behaviour any more. 12 Recently, more attempts have been tried to explain the parent-adolescent conflict. The theory of transformation of family patterns of interaction is emphasized. 13 The theory illustrates that several years have been costed for parents and their children to establish an acceptable pattern of interaction, however, during the puberty of period, both the parent-adolescent relationships change because parties` evelopment, not just one side14. The adolescents are bound to get changes in both psychological and physical aspects. To be more specific, they begin to 10. Cf. Megan R. Gunnar,W. Andrew Collins (1988) :p. 94. 11. Cf. Patricia Noller,Victor J. Callan (1991) :p. 49 12. Cf. Clarence J. Mann,Klaus Gotz (2006) :p. 110 13 Raymond Montemayor (1983):quoted according to Morton, Alexander, Altman (1976) :p. 84 14 Cf. Daniel J. Canary,Wi lliam R. Cupach,Susan J. Messman (1995) quoted according to Smetana 4 (1988) : p. 60 demand increasingly independence and less restriction. On the same time, they cultivate new cognitions and expectations as getting more contact to the society. 15 For the alteration mentioned, the former balance is certainly to be broken. Then the whole family members are going to endeavor to learn from their experiences in their patterns of communication , made a decision if they should adopt or change the family models and form an adjustment of the family system in order to achieve new equilibrium. 16 During this deconstruction and reconstruction 17 procedure poor communication easily brings on conflicts. 15 Cf. Daniel J. Canary, William R. Cupach, Susan J. Messman (1995): p. 59 16 Cf. Peter M. Kellett,Diana (2001) : p. 152 17 Cf. Raymond Montemayor (1983):quoted according to Boszormenyi-Nagy (1973) :p. 84 5 Conclusion The family are, for most of the adolescents, the communicative context in which they learn how conflict should and should not be done. The conflict permeate everyday communication in family experiences become powerful guideposts for how one can avoid and solve conflicts throughout one`s daily life. Some of the common reasons cited for parent-adolescent conflict are chores, interpersonal relations, regulating activities and personality characteristics. A lack of understanding and empathy between parents and adolescents is likely to disrupt family harmony and lead to conflict. It is easy to conclude that early adolescence is more stressful than late adolescence because parents are establishing new guidelines and parameters regarding to acceptable and unacceptable behaviour. Conflicts will not abate until the pubertal maturation and change of relationship are complete, typically by late adolescence. The final result is the eternal change in the relationship that the adolescents are permitted to take participation in family communication as an adult. 18 18 Cf. Anita L. Vangelisti (2004) :p. 35 6 Bibliography Samuel Vuchinich (1999) : Problem solving in families: research and practice Daniel J. Canary, William R. Cupach, Susan J. Messman (1995): Relationship conflict Lynn H. Turner,Richard L. West (2006) : The family communication sourcebook Chris Segrin,Jeanne Flora (2005) : Family communication Russell A. Barkley, Christine M. Benton (1998) : Your defiant child: 8 steps to better behavior Arthur L. Robin, Sharon L. Foster (2003) : Negotiating Parent-Adolescent Conflict: A Behavioral-Family Systems Approach Megan R. Gunnar,W. Andrew Collins(1988): Development during the transition to adolescence Patricia Noller,Victor J. Callan (1991) : The adolescent in the family Clarence J. Mann,Klaus Gotz (2006) : Borderless business: managing the far-flung enterprise Raymond Montemayor (1983): Parents and Adolescents in Conflict: All Families Some of the Time and Some Families Most of the Time Peter M. Kellett,Diana G. Dalton : Managing conflict in a negotiated world Anita L. Vangelisti (2004) : Handbook of family communication 7 Appendix Table1 :Definition of ten main content categories leading to conflicts Table2 :percent frequency of ten main content categories leading to conflicts Table 1 8 Table two 9 How to cite What Causes Conflict Between Adolescents and Their Parents, Papers

Essay about Analyzing Chilrdren Child Observation Essay Example For Students

Essay about Analyzing Chilrdren: Child Observation Essay Children are some of the most interesting creatures on Earth. At any moment they may do something that makes you laugh. The next moment they may do something that makes you want to crawl under your seat in embarrassment. That’s what drew me to them. I’m around adults all day and all night since starting college. I wanted to sit and observe God’s most precious creation in action. My mother-in-law’s home was the most obvious choice for my observation. She keeps several children, including my sixteen month old son, in her home daycare business. All of the children who are kept there are little boys ages three or under. I chose Friday, August 28, 2009 to analyze how the children interact not only with each other, but also with their environment. Upon beginning my initial observation, there were six children playing on my mother-in-law’s front porch. When I walked up to the porch, the children greeted me with the usual, â€Å"Hey Mr. Jeff.† I replied with, â€Å"Hi boys, what are you doing today?†(Boyd). The boys did not have a clue that I was about to embark on a quest for knowledge about them, but one of them did ask me, â€Å"What are you going to do with that pencil and paper?† As I started to take notes, Reid, age 7 months, was in the stroller on the porch. Karson, my sixteen month old, was pulling on the gate, Gage and Austin both there, were sitting on the top of a container and were pretending to cook me some lunch. Brayden, the other three year old was sitting in one of the rocking chairs. As I looked down at my paper and then looked up again it was as if the whole scene was changed in an instant. Karson had ventured off to the rails on the porch and had managed to stick his head through them, turn his head to the side. .in the road and saying some other lingo that only he is able to interpret. In sitting here watching these children for only an hour I have pondered many ideas about how children communicate, how they build relationships, how they play and interact with other children of the same gender and age. Child psychologist Kenneth N. Condrell, Ph.D. states in his book Wimpy Parenting from Toddler to Teen, at this age the average toddler is a whirlwind of activity, and everything is an adventure. The world is all brand new to them and they don’t know where to begin. Toddlers are free spirits and since they are still babies everything is smelled and tasted. They have not interest in toilet training, and forget self-control, because toddlers have no conscience yet. They operate on the pleasure principle: if it feels good and it is fun, they want to do it (Condrell).