Reflecting on Wisdom

Reflecting On Wisdom PSY 220 March 9, 2013 Colleen Moore Reflecting On Wisdom The attributes that are commonly associated with wise people are: Reasoning Ability, Sagacity, Learning from Ideas and the Environment, Judgment, Expeditious use of Information and Perspicacity. Reasoning Ability is the uncommon ability to look at a problem and solve it through good logical reasoning ability, by applying knowledge to particular problems, by integrating information and theories in new ways, and by possessing a huge store of knowledge.Sagacity is the keen understanding of human nature, thoughtfulness, fairness, good listening abilities, knowledge of self and placing value on the advice and knowledge of others. Learning from Ideas and the Environment places value on ideas, is perceptive, and learns from others’ mistakes. Judgment has good sensible judgment at all times, takes a long-term rather than a short-term view, and thinks before acting and speaking. Expeditious use of Information learns and retains information from experience (both mistakes and successes), willingness to change one’s mind based on new experience.Perspicacity Demonstrates perceptiveness, intuition, ability to see through things, read between the lines; and discern the truth and the right thing to do. (Bumgardener & Crothers, 2009) A person I believe would be wise would be Jesus Christ. Jesus Christ who is known from the Bible as the son of God. (II Samuel 7:12-14 King James Bible) Jesus had all six of the characteristics named in the above paragraph. Jesus who was the son of God was sent to the world to save the world to teach the gospels and to help save the world from sin. For God so loved the world, that He gave His only begotten Son, that whosoever believeth in Him should not perish, but have everlasting life† (John 3:16 King James Bible). Jesus went to many cities throughout his life preaching the gospels and healing the six, casting our demons and raising the dead. Any per son who believed that Jesus was the son of God and had enough faith would be healed. (John 4:43-54 King James Bible) Jesus was a very wise man because he studied the gospels, he spent many hours in prayer, and he also went to the tabernacles to learn and to preach and to heal those in need of healing. Mark 1:21-28, Luke 4:31-37) Jesus was a very compassionate man and when people who had the faith would cry out to him for healing he would heal them because their faith was very strong. An example of this would be when Jesus had left the city of Jericho he had a mass following of people traveling with him when they had come upon two blind men. The blind men heard the crowd and asked what was going on and once they were told they had cried out to Jesus to not pass them by and to please heal them of their blindness.The crowd that was following Jesus tried to rebuke them because they figured the blind men weren’t worthy enough for a healing or they just did not want the blind men t o bother Jesus, but the blind men cried out to Jesus in persistence because they believed and had the faith to know that Jesus could heal them, Jesus then called out to the blind men and asked what they wanted and they had said they wanted their eye sight back, so Jesus seeing that they had the faith told them to arise and that because of their faith they were healed and could see again. Once the Blind men were healed they followed Jesus and were glorifying God. Mark 10:46-52; Luke 18:35-43 King James Bible) Jesus was wise in the ways that he taught his parables. For example in (Luke 10:25-42 King James Bible), a man who was an expert in the law decided to test Jesus by asking him â€Å"Teacher, what must I do to inherit eternal life? † Jesus then said to the man, â€Å"What is written in the law? How do you read it? The man answered â€Å"Though shalt love the Lord thy God with all thy heart, and with all thy soul, and with all they mind; and they neighbors as thyself. Jes us then said to the man â€Å"Thou has answered right: this do and thou shalt live.Again the man wanted to justify himself so he asked Jesus â€Å"Who is my neighbor? † Jesus then replied to him with a story about a man who had come from Jerusalem to Jericho and ran into some thieves who stripped the man of his clothes and beat him half to death and then left. The man who had been beaten lay on the ground and had been passed by two people who looked at him and left without helping the man. A third man â€Å"The Good Samaritan† came by and saw the wounded man on the ground and had left but came back with supplies to clean the wounded man and bandage him up. Then the Good Samaritan took him to an inn to take care of him.The next day the good Samaritan man got up and before he left, he gave the inn keeper money and told the inn keeper and told him to take care of the wounded man and that any extra money that the inn keeper has to use he will repay him once he returns. Th en once Jesus was finished with the story he said to the man who was and expert in the law â€Å"Which now of these three, thinkest thou, was neighbor unto him that fell among thieves? â€Å" The man then said â€Å"He that shewed mercy on him. † Then Jesus said â€Å"Go and do thou Likewise. † One of the attributes I believe I have fully developed would be Judgment.I may not always use the best judgment at all times, but I feel that my judgment is usually sensible and thought out as sensible as I can make it. When something comes up that I have to use my judgment for, I try to sit and think it through as much as possible to find the best possible outcome for the solution. I feel that I would need to fully develop all of the attributes discussed in chapter 10 of the reading. These are things that every person has to learn throughout their lives and will continue to develop through the years. Reference (Bumgardener & Crothers, 2009) (King James Bible) Reflecting on Wisdom Reflecting on Wisdom Student Name PSY 220 Due Date Teacher Reflecting on Wisdom In life it seems that we always told to take advice from grandpa because he has lived a long time and is wise. Grandpa is the go to person for when we have a life issue. My grandfather is a very wise man. He has learned lessons from life instead of just thinking he was getting punished. He always tells us grandkids and great grandkids that everything happens for a reason; a reason to learn from. My grandfather’s name is Vernon and he is in his late 80’s. Grandpa always has a reason behind everything he does.He always helps us by talking through our problems with a logical and reasoning view. Grandpa has always helped me to look at both sides of possibilities and apply things that I already know to the situation before making a decision. Grandpa always has listened to what we have to say and he isn’t against taking advice from the younger generation. He always says that he values our i nput and he will store it in his knowledge bank for future reference. Grandpa is very humorous along with being logical, he always seems to be able to make light of most situations and can help us look at it from a humorous side of we end up making a bad decision. Normally, because we didn’t go to grandpa about it before hand. ) The best advice I have ever gotten from my grandfather is, when you are making a decision think about 6 months from now, or even 6 years, what is the outcome from both sides; and can you learn from your choice either way? Throughout his years grandpa has always held a positive mind frame and laced life with humor, he always asks what we learned even if we faced a consequence. I believe that my grandfather is one of the wisest men in the universe.Grandpa always learns and uses past knowledge before making a decision. Grandpa always had been there it help us with his wisdom and knowledge of life’s great lessons, he has also helped us to install s ome of the characteristics that will make us wise one day (Baumgardner and Crothers, 2009). Grandpa has installed in us the ability to use our knowledge and our past mistakes to make our decisions. I think that I have encompassed a lot of this from my grandfather. I have learned to look at the mistakes of my sisters and adjust my choices to not make the same mistakes.For example all 3 f my older sisters were teen moms. They all are in their late 20’s, early 30’s and have 4 kids each. They all struggle care for their families, they all are divorced at least twice. I have learned from their mistakes and I am the first in my family to finish high school and not have a child to take care of. I love my daughter and I am thankful that I got my career started before having her, now I know that I can give her the life she deserves without depending on government assistance for simple things such as housing and food, like my sisters.I see their struggles every day and I know th at it is hard on them to only be allowed to spend so much a month on food, or to only be able to live in a home approved by the government. I think that I still have a long way to go before I become a wise person, but I do think I am on my way. In the six attributes of a wise person; I have the ability to reason. I look at a problem and think about what the things I have learned from other problems and knowledge I have. I have an understanding of human nature, but I am still learning a lot about myself.I have learned through grandpa that no advice is bad advice, because someday you just might need it. There is always a chance to learn about various things in the environment and from people around you. Always keeping an open mind and opened ears helps with picking up knowledge that we would not get otherwise. I also believe that I have very sensible judgment and I always think about things before I make a decision. I always know the positive and negative outcome and if I can learn so mething valuable either way. I have the ability to learn from others experiences and from my past experiences.I also am never set in my decision; I am open to reconsidering my choices. The one thing I am working on is being able to read between the lines. My grandpa says you can tell a lot about how a person feels or the situation they are in if you can see through what they are saying and what they really mean. This is something that I am not quite great at yet. Maybe I never will be, but it is always worth a try (Baumgardner and Crothers, 2009). . References Baumgardner, S. R. and Crothers, M. .K. (2009). Positive psychology. Upper Saddle River, NJ: Prentice Hall. Reflecting on Wisdom Reflecting On Wisdom PSY 220 March 9, 2013 Colleen Moore Reflecting On Wisdom The attributes that are commonly associated with wise people are: Reasoning Ability, Sagacity, Learning from Ideas and the Environment, Judgment, Expeditious use of Information and Perspicacity. Reasoning Ability is the uncommon ability to look at a problem and solve it through good logical reasoning ability, by applying knowledge to particular problems, by integrating information and theories in new ways, and by possessing a huge store of knowledge.Sagacity is the keen understanding of human nature, thoughtfulness, fairness, good listening abilities, knowledge of self and placing value on the advice and knowledge of others. Learning from Ideas and the Environment places value on ideas, is perceptive, and learns from others’ mistakes. Judgment has good sensible judgment at all times, takes a long-term rather than a short-term view, and thinks before acting and speaking. Expeditious use of Information learns and retains information from experience (both mistakes and successes), willingness to change one’s mind based on new experience.Perspicacity Demonstrates perceptiveness, intuition, ability to see through things, read between the lines; and discern the truth and the right thing to do. (Bumgardener & Crothers, 2009) A person I believe would be wise would be Jesus Christ. Jesus Christ who is known from the Bible as the son of God. (II Samuel 7:12-14 King James Bible) Jesus had all six of the characteristics named in the above paragraph. Jesus who was the son of God was sent to the world to save the world to teach the gospels and to help save the world from sin. For God so loved the world, that He gave His only begotten Son, that whosoever believeth in Him should not perish, but have everlasting life† (John 3:16 King James Bible). Jesus went to many cities throughout his life preaching the gospels and healing the six, casting our demons and raising the dead. Any per son who believed that Jesus was the son of God and had enough faith would be healed. (John 4:43-54 King James Bible) Jesus was a very wise man because he studied the gospels, he spent many hours in prayer, and he also went to the tabernacles to learn and to preach and to heal those in need of healing. Mark 1:21-28, Luke 4:31-37) Jesus was a very compassionate man and when people who had the faith would cry out to him for healing he would heal them because their faith was very strong. An example of this would be when Jesus had left the city of Jericho he had a mass following of people traveling with him when they had come upon two blind men. The blind men heard the crowd and asked what was going on and once they were told they had cried out to Jesus to not pass them by and to please heal them of their blindness.The crowd that was following Jesus tried to rebuke them because they figured the blind men weren’t worthy enough for a healing or they just did not want the blind men t o bother Jesus, but the blind men cried out to Jesus in persistence because they believed and had the faith to know that Jesus could heal them, Jesus then called out to the blind men and asked what they wanted and they had said they wanted their eye sight back, so Jesus seeing that they had the faith told them to arise and that because of their faith they were healed and could see again. Once the Blind men were healed they followed Jesus and were glorifying God. Mark 10:46-52; Luke 18:35-43 King James Bible) Jesus was wise in the ways that he taught his parables. For example in (Luke 10:25-42 King James Bible), a man who was an expert in the law decided to test Jesus by asking him â€Å"Teacher, what must I do to inherit eternal life? † Jesus then said to the man, â€Å"What is written in the law? How do you read it? The man answered â€Å"Though shalt love the Lord thy God with all thy heart, and with all thy soul, and with all they mind; and they neighbors as thyself. Jes us then said to the man â€Å"Thou has answered right: this do and thou shalt live.Again the man wanted to justify himself so he asked Jesus â€Å"Who is my neighbor? † Jesus then replied to him with a story about a man who had come from Jerusalem to Jericho and ran into some thieves who stripped the man of his clothes and beat him half to death and then left. The man who had been beaten lay on the ground and had been passed by two people who looked at him and left without helping the man. A third man â€Å"The Good Samaritan† came by and saw the wounded man on the ground and had left but came back with supplies to clean the wounded man and bandage him up. Then the Good Samaritan took him to an inn to take care of him.The next day the good Samaritan man got up and before he left, he gave the inn keeper money and told the inn keeper and told him to take care of the wounded man and that any extra money that the inn keeper has to use he will repay him once he returns. Th en once Jesus was finished with the story he said to the man who was and expert in the law â€Å"Which now of these three, thinkest thou, was neighbor unto him that fell among thieves? â€Å" The man then said â€Å"He that shewed mercy on him. † Then Jesus said â€Å"Go and do thou Likewise. † One of the attributes I believe I have fully developed would be Judgment.I may not always use the best judgment at all times, but I feel that my judgment is usually sensible and thought out as sensible as I can make it. When something comes up that I have to use my judgment for, I try to sit and think it through as much as possible to find the best possible outcome for the solution. I feel that I would need to fully develop all of the attributes discussed in chapter 10 of the reading. These are things that every person has to learn throughout their lives and will continue to develop through the years. Reference (Bumgardener & Crothers, 2009) (King James Bible)

Linguistic Research Essay

When does language begin? In the middle 1960s, under the influence of Chomsky’s vision of linguistics, the first child language researchers assumed that language begins when words (or morphemes) are combined. (The reading by Halliday has some illustrative citations concerning this narrow focus on â€Å"structure. †) So our story begins with what is colloquially known as the â€Å"two-word stage. † The transition to 2-word utterances has been called â€Å"perhaps, the single most disputed issue in the study of language development† (Bloom, 1998). A few descriptive points: Typically children start to combine words when they are between 18 and 24 months of age. Around 30 months their utterances become more complex, as they add additional words and also affixes and other grammatical morphemes. These first word-combinations show a number of characteristics. First, they are systematically simpler than adult speech. For instance, function words are generally not used. Notice that the omission of inflections, such as -s, -ing, -ed, shows that the child is being systematic rather than copying. If they were simply imitating what they heard, there is no particular reason why these grammatical elements would be omitted. Conjunctions (and), articles (the, a), and prepositions (with) are omitted too. But is this because they require extra processing, which the child is not yet capable of? Or do they as yet convey nothing to the child—can she find no use for them? Second, as utterances become more complex and inflections are added, we find the famous â€Å"over-regularization†Ã¢â‚¬â€which again shows, of course, that children are systematic, not simply copying what they here. Chomsky’s Influence Research on child language was behavioristic in the years that preceded Chomsky’s critique of Skinner, and his publication of Syntactic Structures: â€Å"though there had been precedents for setting problems in the study of child language acquisition at a more abstract, cognitive level by continental scholars–most notably, Roman Jacobson (e. g. , 1941/1968)–much of the research on child language acquisition at midcentury was influenced to a greater or lesser degree by the highly concrete, behaviorist orientation of B. F. Skinner and others. Two events were of major important in the change from behaviorist to cognitive thinking in research on child language. The first was Chomsky’s classic review (1959) of Verbal Behavior, Skinner’s major book-length work on the learning and use of language; the second Handout for Psy 598-02, summer 2001 Packer Two-Word Utterances 2 was the detailed longitudinal study of the acquisition of English by three young children conducted over a 17-month period by Roger Brown and others in the early 1960s (Brown, 1973). † Ritchie, W. C. , & Bhatia, T. K. (1999). Child language acquisition: Introduction, foundations, and overview. In W. C. Ritchie & T. K. Bhatia (Eds. ), Handbook of child language acquisition, (pp. 3-30). San Diego: Academic Press, p. 3-4 note 2. â€Å"A child who has learned a language has developed an internal representation of a system of rules† (Chomsky, 1965, p. 25). The psychologist’s task, it follows, is to determine what the child’s rules are. â€Å"The linguist constructing a grammar for a language is in effect proposing a hypothesis concerning the internalized system† (Chomsky, 1968, p.23). Up to the 1950s, people simply counted characteristics such as sentence complexity, proportion of grammatical utterances, etc. After Chomsky, the search was on for child grammars, assumed to be universal. Roger Brown’s Research In 1956 Roger Brown heard Chomsky for the first time, speaking at Yale. In 1962 he began a five-year research project on children’s language at Harvard University. The historical significance of Brown’s laboratory at Harvard can hardly be exaggerated. The names of students and colleagues who worked with Brown pop up all the time, to this day, in psycholinguistic research: the list includes Jean Berko Gleason, Ursula Bellugi, David McNeill, Dan Slobin, Courtney Cazden, Richard Cromer, Jill de Villiers, Michael Maratsos, Melissa Bowerman, Eleanor Rosche, Sue Ervin (now Ervin-Tripp), Steven Pinker. Brown set out to write grammars for each of the stages of language development, by looking at the distribution of forms and construction patterns in spontaneous speech. In most cases the data allow for more than one  grammatical description. â€Å"The description to be preferred, of course, is the one that corresponds to the way the speaker’s linguistic knowledge is structured, the one that determines the kinds of novel utterance he can produce or understand, how he constructs their meanings, and what his intuitions are about grammatical well-formedness† (Bowerman, 1988, p. 28) â€Å"Every child processes the speech to which he is exposed so as to induce from it a latent structure. This latent rule structure is so general that a child can spin out its implications all his life long†¦. The discovery of latent structure is the greatest of the processes involved in language acquisition, and the most difficult to understand† (Brown & Bellugi, 1964, p. 314) Brown collected samples of spontaneous speech from three children, given the pseudonyms Adam, Eve, and Sarah. The corpus of collected data can be found in the Packer Two-Word Utterances 3 CHILDES archive. Eve was visited from age 18m to 26m, Adam from 27m to 42m, Sarah from 27m to 48m. Dan Slobin described the project: â€Å"We paid close attention to the auxiliary system and to word-order patterns, because these had played a central role in Syntactic Structures. We kept track of sentence types—affirmative, negative, and questions—in which use of auxiliaries and word order would vary. Linguistic growth was assessed in terms of things to be added to childish sentences to make them adult-like: the additions of omitted functors (inflections, prepositions, articles, and the like) and transformational operations. We did not categorize utterances in terms of communicative intent—that is, in terms of semantics or speech acts or extended discourse skills—and so we did not look for growth in terms of additions or enrichment of such abilities. Our central concern was with syntax and morphology, with some later interest in prosody. We worried about such questions as whether child grammar was finite state or transformational, and whether syntactic ‘kernels’ were the first sentence forms to appear in child speech† (Slobin, 1988, p. 11). Mean Length of Utterance This simple measure of syntactic complexity was introduced by Roger Brown. Table 7. Rules for calculating mean length of utterance and upper bound (Brown, 1973, p. 54) 1. Start with the second page of the transcription unless that page involves a recitation of some kind. In this latter case start with the first recitation-free stretch. Count the first100 utterances satisfying the following rules. 2. Only fully transcribed utterances are used; none with blanks. Portions of utterances, entered in parentheses to indicate doubtful transcription, are used. 3. Include all exact utterance repetitions (marked with a plus sign in records). Stuttering is marked as repeated efforts at a single word; count the word once in the most complete form produced. In the few cases where a word is produced for emphasis or the like (no, no, no) count each occurrence. 4. Do not count such fillers as mm or oh, but do count no, yeah, and hi. 5. All compound words (two or more free morphemes), proper names, and ritualized reduplications count as single words. Examples: birthday, rackety-boom, choo-choo, quack-quack, night-night, pocketbook, see saw. Justification is that no evidence that the constituent morphemes function as such for these children. 6. Count as one morpheme all irregular pasts of the verb (got, did, went, saw). Justification is that there is no evidence that the child relates these to present forms. 7.  Count as one morpheme all diminutives (doggie, mommie) because these children at least do not seem to use the suffix productively. Diminutives are the standard forms used by the child. 8. Count as separate morphemes all auxiliaries (is, have, will, can, must, would). Also all catenatives: gonna, wanna, hafta. These latter counted as single morphemes rather than as going to or want to because evidence is that they function so for the children. Count as separate morphemes all inflections, for example, possessive {s}, plural {s}, third person singular {s}, regular past {d}, progressive {ing}. 9. The range count follows the above rules but is always calculated for the total Packer Two-Word Utterances 4 transcription rather than for 100 utterances. The title of Brown’s 1973 book, summarizing of a decade of research (his own and other people’s), was A First Language: The Early Stages. A follow-up was planned, describing the â€Å"later† stages, but never written. What is this book about? â€Å"It is about knowledge; knowledge concerning grammar and the meanings coded by grammar†¦. The book primarily presents evidence that knowledge of the kind described develops in an approximately invariant form in all children, through at different rates. There is also evidence that the primary determinants of the order are the relative semantical and grammatical complexity† (58) Here is an early attempt to write a â€Å"syntactic† grammar of two-word speech, first describing only 89 observed utterances (Table 4), then going â€Å"beyond the obtained sentences to the syntactic classes they suggest (Table 5) (Brown & Fraser, 1964, pp. 59, 61): Packer Two-Word Utterances 5 Brown’s Two Main Findings Two main findings are described in A First Language. 1. The â€Å"Semantic Look† of Stage I Speech First, that the organization of early word-combinations cannot be described in purely syntactic terms. Brown and his coworkers quickly had to change direction. Syntactic descriptions didn’t suffice. That’s to say, Stage I constructions couldn’t be satisfactorily explained either as â€Å"telegraphic† speech, or in terms of â€Å"pivot-open† grammar. Telegraphic Speech One of the first ways of characterizing 2-word utterances was to say that they omitted â€Å"function words,† such as articles, auxiliary verbs, inflexions, prepositions, and the copula (is). The words that are spoken tend to be nouns, verbs, and adjectives, and their order tends to resemble the order in what one presumes the adult sentence would be. These characteristics make early utterances sound like telegrams. But inflections are omitted too, and these are free in telegrams. And a few functors such as more, no, you and off are found. More important problems are that this description uses adult categories. And it doesn’t explain the productive character of children’s two-word utterances. Pivot-Open grammars Martin Braine suggested that children have simple rules they use to generate two-word utterances. Each pair of words selects one from a small set of words—called â€Å"pivots†Ã¢â‚¬â€that occur in many utterances, and always in a fixed position (either the first word, or the second). For example, â€Å"Allgone† is a first-position pivot: allgone egg, allgone shoe, but not shoe allgone. A second-position pivot â€Å"off†: shirt off, water off, etc. The choice of the second word is more â€Å"open. † Packer Two-Word Utterances 6 But â€Å"the rules simply do not fit the evidence; pivot words do occur in isolation, pivots occur in combination with one another, sentences longer than two-words are fairly common in I, and there is distributional evidence which indicates that more than two word-classes exist† (Brown, 1973, p. 110). Brown and his colleagues noted that adults â€Å"expand† children’s utterances. These expansions don’t seem effective in teaching the child anything new (Cazden, 1965). But they do provide important clues to the researcher. If one assumes that adult expansions are generally accurate interpretations of the child’s utterance, then pivot-open grammars are inadequate because they underestimate the child’s knowledge. (Both would simply be described as O + O. ) For example, Lois Bloom showed that when one attended to context the utterance mommy sock was used by her child in two different ways. The first could be glossed as â€Å"It’s mommy’s sock,† while the second could be glossed â€Å"Mommy is putting on your sock. † A pivot-open grammar would not be able to distinguish these two. From Non-Semantic (Lean) Grammars to Semantic (Rich) Grammars So Brown and his co-workers started instead to describe two-word utterances in semantic terms. They employed a process that Lois Bloom called â€Å"rich interpretation†: using all the contextual information available to infer what the child meant by an utterance. As Lois Bloom said, â€Å"evaluation of the children’s language began with the basic assumption that it was possible to reach the semantics of children’s sentences by considering nonlinguistic information from context and behavior in relation to linguistic performance. This is not to say that the inherent ‘meaning’ or the child’s actual semantic intent was obtainable for any given utterance. The semantic interpretation inherent in an utterance is part of the intuition of the child and cannot be ‘known’ with authority. The only claim that could be made was the evaluation of an utterance in relation to the context in which it occurred provided more information for analyzing intrinsic structure than would a simple distributional analysis of the recorded corpus† (Bloom, 1970, p. 10). The result was the identification of a small set of basic semantic relations that the children’s utterances seems to be expressing. The eight most common of these are summarized in the following table (cf. Brown, p.193-197): â€Å"Major Meanings at Stage I† Two-Word Utterance mommy come; daddy sit drive car; eat grape mommy sock; baby book go park; sit chair cup table; toy floor my teddy; mommy dress Semantic relation expressed agent + action action + object agent + object action + location entity + location possessor + possession Packer Two-Word Utterances 7 box shiny; crayon big dat money; dis telephone entity + attribute demonstrative + entity It seems that children when they first combine words talk about objects: pointing them out, naming them, indicating their location, what they are  like, who owns them, and who is doing things to them. They also talk about actions performed by people, and the objects and locations of these actions. Brown suggested that these are the concepts the child has just finished differentiating in the sensorimotor stage. This kind of semantic characterization of children’s speech continues in current research. For example, the following table is redrawn from Golinkoff & Hirsh-Pasek, (1999, p. 151. ) The terminology differs a little, and Recurrence and Disappearance have been added (or at least were not in Brown’s â€Å"top eight†), but other than this the picture is the same. Two-Word Utterance Mommy sock Probable meaning expressed Possessor-possessed or Agent (acting on) an object Recurrence Disappearance or Nonexistence Action on object Agent doing an action Object at location Object and property Naming Possible gloss â€Å"That’s Mommy’s sock† or â€Å"Mommy, put on my sock† â€Å"I want more juice† â€Å"The outside is allgone† (said after front door is closed) â€Å"(Dad) is throwing the toy chicken† â€Å"The car is going† â€Å"The sweater is on the chair† â€Å"The dog is little† â€Å"That is Susan† or â€Å"Her name is Susan†. More juice! Allgone outside Throw chicken Car go Sweater chair Little dog That Susan What Grammar to Write? How to represent the knowledge that underlies children’s utterances viewed in these semantic terms? What kind of grammar can one write? Brown (1973) reviewed several possibilities are concluded that â€Å"No fully explicit grammar proves to be possible† (p. 244). Bloom wrote essentially syntactic grammars, which however included information necessary to give an appropriate semantic interpretation. Schlesinger (assigned reading) wrote a semantic grammar. Antinucci & Paresi (optional reading) wrote a grammar that included some pragmatic information too. The following is a grammar for one of the three children Bloom studied: it â€Å"consists of (1) the phrase structure, (2) lexico feature rules, and (3) transformations (Bloom, 1970, pp. 67-68): Packer Two-Word Utterances 8 Packer Two-Word Utterances 9 Criticism of Interpretive Analysis An interesting criticism of these semantic analyses was made by Howe in 1976. Howe noticed a lack of consistency across semantic categorization of two-word utterances by Bloom, Slobin, Schlesinger and Brown, and suggested that the identification of semantic relations actually tells us more about adult interpretation of children’s speech that is does about what the child has in mind. â€Å"Overall, the existence of contradictions between the categories presented in Table 1, the fact that some of the categories are not always mutually exclusive and the fact that it is hard to demonstrate that some of the so-called ‘semantic’ distinctions are more than syntactic alternatives for expressing the same meaning, make it unlikely that Bloom, Brown, Schlesinger and Slobin have produced an adequate categorization of the meanings common to the speech of children at the beginnings of word combination or indeed of adults†¦. [A]ll four writers tacitly assumed that the two-word utterances of young children always express a meaning adults might express using these words and hence their aim was to specify which of the meanings adults might express occur in the first word combinations† (Howe, 1976, p. 34). Howe asserted that (as she later put it) â€Å"there was no evidence that children at the beginning of word combination recognize a world containing agents, locations, and so on† (Howe, 1981, p. 443). It is interesting to read the next rounds of this debate: Bloom, Capatides, & Tackeff (1981), Golinkoff (1981), and Howe’s reply (1981). Bloom is witheringly derisive (and seems to miss the point of Howe’s article), Golinkoff is more constructive. Howe accepts Golinkoff’s suggestion that non-linguistic data will show us how a child understands their situation, and she concludes that so far the research shows â€Å"that children do not discover that language encodes roles [played in actions and states of affairs, as distinct from entities involved in actions and states of affairs], until some time after their first word combinations† (451). But I  think there’s a larger point here that I’ll explore in class. Brown’s conclusions about Stage I Brown drew the following conclusions about Stage I: â€Å"The Stage I child operates as if all major sentence constituents were optional, and this does not seem to be because of some absolute ceiling on sentence complexity. In Stage II and after we shall see that he operates, often for long periods, as if grammatical morphemes were optional. Furthermore, the child’s omissions are by no means limited to the relatively lawful omissions which also occur in adult speech. He often leaves out what is linguistically obligatory. This suggests to me that the child expects always to be understood if he produces any appropriate words at all. And in fact we find that he would usually be right in this expectation as long as he speaks at home, in familiar surroundings, and to family members who know his history and inclinations. Stage I speech may then be said to be well adapted to its communicative purpose, well adapted but narrowly adapted. In new surroundings and with less familiar addresses it would  Packer Two-Word Utterances 10 often fail. This suggests that a major dimension of linguistic development is learning to express always and automatically certain things (agent, action, number, tense, and so on) even though these meanings may be in many particular contexts quite redundant. The child who is going to move out into the world, as children do, must learn to make his speech broadly and flexible adaptive† (Brown, 1973, p. 244-245). 2. The Acquisition of Grammatical Morphemes in Stage II  The second major finding that Brown reported in A First Language was that â€Å"a set of little words and inflections begins to appear: a few prepositions, especially in and on, an occasional article, an occasional copula am, is, or are, the plural and possessive inflections on the noun, the progressive, past, and third person present indicative inflections on the verb. All these, like an intricate sort of ivy, begin to grow up between and upon the major construction blocks, the nouns and the verbs, to which Stage I is largely limited† (Brown, 1973, p.  249). Brown found that the 14 of these grammatical morphemes of English that he selected for detailed study were acquired in a fixed and universal order. These are the grammatical morphemes we discussed in an earlier class: affixes like –s, -ed, {PAST}, and small function words like on, in, the. We’ve already noted that these morphemes are omitted from the first word-combinations. Brown studied the way they are gradually added to a child’s speech. This takes place in what he called Stage II. The child begins to explicitly mark notions such as number, specificity, tense, aspect, mood, using the inflections or unbound morphemes. Of course, Brown was studying only three children, but the finding of invariant order has stood up when larger numbers of children have been studied. For example, de Villiers and de Villiers (1973) replicated his finding with a sample of twenty-one children. Brown offered evidence that the order of their acquisition was determined by their linguistic complexity. (That’s to say, the number of features each of them encoded.) (Though he noted too that children differ greatly in their rate of acquisition of these morphemes. ) Order 1. 2/3. 4. 5. 6. 7. 8. 9. 10. Morpheme present progressive prepositions plural irregular past tense possessive copula uncontractible articles regular past tense third-person present tense regular Example singing; playing in the cup; on the floor books; dolls broke; went Mommy’s chair; Susie’s teddy This is my book The teddy; A table walked; played he climbs; Mommy cooks Packer Two-Word Utterances 11 11. 12. 13. 14.  third-person present tense irregular auxiliary uncontractible copula contractible auxiliary contractible John has three cookies She was going to school; Do you like me? I’m happy; you are special Mommy’s going shopping Brown examined each utterance is see whether it required any of these morphemes to make it fully grammatical by adult standards, attending to both linguistic and nonlinguistic context. E. g. , when the child points to a book and says that book, Brown inferred that there should have been a copula (‘s or is) and an article (a). Then he checked how many of these obligatory positions for each morpheme were actually filled with the appropriate morphemes at each age. Acquisition—defined as the age at which a morpheme is supplied in 90 percent of its obligatory positions—was remarkably constant across Brown’s three subjects. Why did Brown study these morphemes? Presumably because they are at first omitted. But more importantly, he was trying to test the hypothesis that children are taught grammar by adults. And Brown found that frequency of exposure (in adult speech) was not a predictor. For example, adults used articles more frequently than prepositions, but children acquired these in the opposite order. Brown suggested that linguistic complexity does predict acquisition. The morphemes differ in both semantic complexity (the number of semantic features encoded) and syntactic complexity (the number of rules each requires). For example, the copula verb encodes both number and temporality. These two types of complexity are highly correlated, so they cannot be teased apart, but in either case they predict order of acquisition. The other important change that occurs in Stage II is that, as utterances grow in complexity, the child begins to combine two or more of the basic semantic relations from Stage I: Adam hit ball = agent + action + object = agent + action, plus action + object The Other Stages of Language Acquisition Each of the five stages that Brown distinguished is named for the linguistic process that is the major new development occurring in that stage (â€Å"or for an exceptionally elaborate development of a process at that stage† p. 59). Thus we have: Packer Two-Word Utterances 12. Stage I. Semantic Roles & Syntactic Relations. MLU: 1. 0 – 2. 0 agent, patient, instrument, locative etc. expressed (in simple sentences) by linear order, syntactic relations, prepositions or postpositions. Stage II. Grammatical Morphemes & the Modulation of Meaning. MLU: 2. 0 – 2. 5 Stage III. Modalities of the Simple Sentence. MLU: 2. 5 Next the child forms transformations of simple declarative sentences: yes-no interrogatives, question request, negation, imperative. During the earlier stages children use intonation to mark different sentence modalities. Now they begin to use morphosemantic devices to mark negatives, questions, and imperatives. Stage IV. Embedding of Sentences One simple sentence will now become used as a grammatical constituent or in a semantic role within another sentence. Stage V. Coordination of Simple Sentences & Propositional Relations Sentences are linked together with connector words. Individual Differences Brown also noted some individual differences among Adam, Eve, and Sarah. Two of the children combined V with N, and also used N for possession: eat meat, throw ball, mommy sock. But the child third combined V (or objects of possession) with pronouns: eat it, do this one, my teddy. These two strategies were found by other researchers too. Catherine Nelson called them pronominal & nominal strategies (they have also been called â€Å"holistic & analytic†; â€Å"expressive & referential†), and noted that they could be seen in one-word utterances also: some children tend to produce single-word utterances that are nouns, other children tend to use social or personal words such as hi, bye, and please. Subsequent research has explored the connections between these strategies and later development, cognitive style, and input differences (cf. Shore, 1995. Individual differences in language development, Sage). However, these strategies converge over time. By MLU=2. 5, sentence subjects (agents) are typically pronominal, and predicate objects (patients) are typically nominal. Packer Two-Word Utterances 13 Directions After Brown By the mid-1970s grammar-writing was dying out. Incorrect predictions had discouraged researchers, as had the problem of indeterminacy: the fact that more than one grammar could be written. Interest was growing in other considerations: in the role of semantics; in cognitive precursors to syntax, and to language in general; in mother-child interaction; and in the pragmatic uses to which early speech is put. In the view of some people, linguistic structures and operations became neglected. 1. How Does the Child go from Semantics to Syntax? We’ve seen that Brown’s research found that the grammar of children’s early word combinations was better described in semantic than in syntactic terms. If this is so, how does a child make the transition from a semantic grammar to the adult grammar? Researchers continue to argue about this. Steven Pinker (1984, 1987) suggests that children use semantics to enter the syntactic system of their language. In simple â€Å"basic sentences† the correspondence between things and names maps onto the syntactic category of nouns. Words for physical attributes and changes of state map onto verbs. Semantic agents are almost always the grammatical subjects of sentences. This semantic-syntactic correspondence in early utterances provides a key to abstract syntactic categories of grammar. Paul Bloom has argued that children actually are using syntactic categories from the start, and he cites as evidence for this the fact that children will they place adjectives before nouns but not pronouns: big dog but not: * small she Some linguists have offered a syntactic description of Stage I utterances. They argue that at this stage children merely have a lexicon and a limited set of phrase structure rules in deep-structure. They lack functional categories such as INFL (inflectionals) and COMP (complementizers). No transformations exist at this stage: instead, elements of the deep structure are assigned thematic (i. e. semantic) roles to yield the surfacestructure. And they have proposed that the lack of grammatical subjects in Stage I utterances reflects the default setting of a â€Å"null-subject parameter. † (Since in languages like Italian and Spanish a subject is optional. ) Lois Bloom (1990b) has suggested that children simply have a more limited processing capacity at this age. Sentence subjects are often provided by context, and so can be safely omitted. Dan Slobin has proposed that â€Å"children create grammars in which clearly identifiable surface forms map onto basic semantic categories† (1988, p. 15). Packer Two-Word Utterances 14 For example, locative prepositions—in, on, under—are omitted in early child speech. They are used earlier in languages when they are encoded more saliently—as noun suffixes or as postpositions following nouns. At the same time, there is a common order of emergence across languages: simple topological notions of proximity, containment and support (in, on, under, next to), with locative relations embodying notions of perspective (back, front) always later. Slobin infers that â€Å"conceptual development provides the content for linguistic expression, while linguistic discovery procedures are necessary for working out the mapping of content according to conventions of particular languages† (p. 15). Slobin has looked carefully at the English grammatical morphemes—and their equivalents in other languages—to see how they are used before they are completely acquired (by Brown’s 90% criterion). He finds that children generally use the morphemes systematically, though their use is still â€Å"incomplete† by adult standards. For example, a Russian child applied the accusative inflection only to nouns that â€Å"were objects of direct, physical manipulation, such as ‘give,’ ‘carry,’ ‘put,’ and ‘throw,’ omitting the accusative for less manipulative verbs such as ‘read’ and ‘see. ’† Children will â€Å"organize systems of pronouns and case inflections; but, to begin with, children will organize these various forms to express particular, child-oriented speech functions† (p. 18). They are using the resources of the adult language to mark distinctions that are salient to them. Slobin has also proposed some â€Å"universal language-learning principles. † These are an attempt to explain observed cross-language regularities in order of acquisition. â€Å"According to Slobin, the child has certain concepts, based on cognitive growth, that are expressed through the language system. Using certain principles of acquisition, the child scans the language code to discover the means of comprehension and production† (Owens, 2001, p. 214-215). 1. Pay attention to the ends of words 2. Phonological forms of words can be systematically modified 3. Pay attention to the order of words and morphemes 4. Avoid interruption and rearrangement of linguistic units 5. Underlying semantic relations should be marked overtly and clearly 6. Avoid exceptions 7. The use of grammatical markers should make semantic sense Knowledge of Verb syntax Lois Bloom asserts that learning the argument structure of verbs, and the syntactic differences for different thematic relations is the foundation for acquiring a grammar. Verbs play a central role in further multiword utterances. Opinions differ, however, on how knowledge of verb syntax is acquired. Bloom suggests that the first verbs are those that name actions (do, make, push, eat). Nouns and pronouns take thematic roles (agent, object) in relation to these actions. Bloom says that this implies that children’s â€Å"theories† of objects, space, and causation are important here. Packer Two-Word Utterances 15 A few all-purpose verbs—â€Å"pro-verbs†Ã¢â‚¬â€are used for most early sentences. E. g. , do, go. With these, verb argument structures, verb inflections, and Wh-questions are learned. Subsequently, the child adds the syntax for negation, noun- and verb-inflection, and questions. And then moves on to embedded verb phrases (â€Å"drink [Mommy juice]†) 2. From Semantics to Semantics Language involves a great deal of categorization. â€Å"The forms of language are themselves categories, and these forms are linked to a vast network of categorical distinctions in meaning and discourse function† (Bowerman, 1988, p. 28-29).

Israel and Palestinian Conflict Essay Example | Topics and Well Written Essays - 2500 words

Israel and Palestinian Conflict - Essay Example But for the last 100 years the Palestinians have brought immigration, exclusion and armed occupation, followed by an extensive and difficult journey of autonomy (Carter, 36). A group of people in Europe chose to settle in Palestine in the late 1800s. They were known as Zionists, they represented an extremist minority of the Jewish population (Shlaim, 37). They wanted to create a Jewish homeland. Before settling in Palestine, they had also considered locations in Africa and the America. In the beginning, this colonization did not create many problems but as more and more Zionists immigrated to Palestine the situation went out of order as many of them had the wish of taking over the land for a Jewish state. Ultimately, fighting broke out and this aggression resulted in increasing rate of violence. This Jewish immigration to Palestine had gained number after Hitler's rise in power along with Zionist activities and thus conflict rose (Klein, 32-37). The United Nations Special Commission on Palestine (UNSCOP) (Aruri, 15) recommended dividing Palestine into an Arab state and a Jewish state and hence called Jerusalem to be put under international administration. The plan gave a complicated proposal, divided the land into two approximately equal portions through zigzag borders. The UN General Assembly approved the plan on 29th November 1947 as UN Resolution (Carter, 69-73). The resolution was supported by both the US and the Soviet Union, and particularly by the US President Harry S. Truman. Various factors were the reason of Truman's decision to support partition, including family politics and intense Zionist lobbying (Klein, 17). The Jews accepted the UN decision, but the Arabs rejected it (Aruri, 40-46). There are two principal issues present at the heart of this growing conflict. First and foremost problem is trying to sustain a racially privileged state which has unavoidably threatening effect, above all when it is mainly of foreign origin. During the 1948 war, 75 0,000 Palestinians were aggressively expelled from their inherited homeland and converted them into refugees (Carter, 97-99). In spite of contributing 96 percent of total population, refugees which were Muslim and Christian are forbidden from returning to their homes in this self-proclaimed Jewish state. The villages were devastated by them completely or confiscated their lands, orchards, houses, businesses and personal possessions for the use of the Jewish population. This systematic discrimination is giving rise to number of other conflicts (Aruri, 101-114). Secondly, the cold-blooded activities of Israel, that is: its persistent military operation, amputation of land in the West Bank and trying to gain control of Gaza, are exceedingly tyrannical. Consequently Palestinians have negligible control over their lives. More than 10,000 Palestinian including men, women, and children are captives in Israeli prisons where brutality, physical violence, harassment and torture are common (Ar uri, 77-83). Only few of them are able to get a chance of a rightful trial. All Palestinian borders external as well as even internal are controlled by Israeli forces. Israeli forces break in almost daily. Innocent people are searched,

Irony Essay Example | Topics and Well Written Essays - 750 words

Irony - Essay Example The widow was pretending to mourn her husband’s death but in the real sense she was very happy that she was free at last. The other part that irony was really brought out was when she died on realizing that her husband had died. â€Å"The Story of an Hour† brings out irony to a great extent. Mrs. Louise Mallard had a heart problem which made it hard for Josephine, her sister to comfortably tell her of her husband’s death. Josephine learned about the news from Richards who was the first to learn about the death of his friend. He had received the news earlier in the office when the railroad tragedy came in. Richards asked Josephine to break the news to her because she was her sister (Chopin, n.pg).. Mallard was among the people communicated to have died during the disaster. Josephine and Richards were hesitating to tell Mrs. Mallard that her husband was dead because she was suffering from heart disease. They feared that this news would kill her from a heart attack, traumatize her or could not be able to handle the news. Nevertheless, Josephine delivered the news to her sister. Surprisingly, her respond to the horrible news of her husband’s death was as that of a freed bird. This was exactly the opposite of what they expected her to respond. Mrs. Mallard accepted the news unexpectedly fast and locked herself in her room to be on her own. This was ironic too because she just sat comfortable and looking through the window ad never shed tears or got sick as expected. This shows that she was relieved to learn of her husband’s death. The news of, however, left her feeling free and happy that her husband was no longer around (Chopin, n.pg). She did not even bother to enquire what exactly happened which is unexpected and rare behavior to most people who have been left by their loved ones. Her heart was beating fast because of joy and not because of worry. According to Chopin (n.pg), She was thinking about her life in freedom and she felt that

Integrative Customer Relationship Management Program for Royal Mail Essay

Integrative Customer Relationship Management Program for Royal Mail Group - Essay Example However, because of the challenges associated with the industry and this particular company itself. Parcel Force is in dire need of establishing a new source of competitive advantage. The pathway chosen to achieve this objective is the Customer Relationship Management Plan. (Smith, 2008) Customer Relationship Management is particularly necessary owing to the fact that the overall UK consumer has become more informed about what he or she is looking for in the postal service sector. Additionally, competition has heightened tremendously within this arena especially given the fact that postal services have become deregulated. Part of the reason for these occurrences is the advent of technology. Electronic dissemination of information has made the market and industry scene for Parcel Force to become quite competitive. On top of the latter, consumers now want faster delivery of their goods and are also looking for quality in service provision. (PA Consultant group, 2008) Given all the latter issues, there was a need to reorganize this company so as to provide excellence in service provision. Part of this reorganisation process is the creation of a three year long strategic plan that will be centred on creating a long term goal of success for this particular company. ... If the latter company sticks to the gaols of this program, then it may make it very difficult for other groups to try and imitate them. 3.0 Vision, Mission, Corporate Objectives 2.1 Vision "to create the most reputable and efficient mail service provider in the United Kingdom through focus on the consumer." 2.2 Mission "to enable all the consumers achieve their personal objectives through provision of sound and efficient solutions by Parcel force" 2.3 Corporate Objectives The corporate objectives will be covered under three major objectives; The company will focus upon expanding its current market. While the UK has a relatively positive image to the issue of postal services, it is imperative to reach those few numbers that are not using this service currently. The second objective will be providing quality services through greater innovation. In other words, technology will be a key factor in improving these matters. The last objective will reflect on the profitability of the latter company as a business enterprise - this means that the company will be one of the most profitable companies in the postal sector. (is4profit, 2008) 4.0 Situational Analysis 4.1 Macroeconomic analysis The UK mail service has been directly associated with growth in the population. This is largely because a rise in population means a larger customer base. However, the economy has embraced a lot of emailing thus diminishing the rate of growth of mails. On top of the latter issues, the UK economic situation is such that there is a direct relationship between mail growth volumes and Gross Domestic product level. Statistics have shown that the amount of mail volumes in the United Kingdom usually increase or decrease at

Attitudes Essay Example | Topics and Well Written Essays - 500 words

Attitudes - Essay Example rtising and its influencing power behind essential decisions that made impact on children’ buying habits, such as what they like and what next they willing to look. This is how advertising changes children’s likes and dislikes, when they get educated by pure attraction in which message is pretty much focus, concise, and to the point. Let’s have a look at the case study what advertising can do to make it (No turn into Yes). Children are the most powerful influence in the parent’s buying life cycle; this is what Mac Donald’s the most successful fast food chain describes about the children buying habit and the choices they make between their primary and secondary. Macdonald’s advertising mission is to deliver quality food with full ranges of meal designed & packaged in rich quality, but especially for Kids, from the age of (5 – 10) in which the key attraction is magical Clown, behind the story board, which appeals the children to divert their attention towards not what actually they want as a primary need Such as (food intake), which turns in to secondary needs such as (quality food with a fun). McDonald’s had increased their market share with double the number’s in the past recent years due to increase in popularity amongst the children by offering kids meals, and fun meal with the ingredients suits the best along with the attractive packaging with a welcome gift (toy), which turns their face in to smile while experiencing the jumping castle or the kids play area so that the parent’s can experience the peaceful meal with a quality of food. Don’t claim to be the market leader just because your BIG, it will lead you to defeat you never know your competitor claim to be even more bigger then you are, always’s be the leader in the category and by remaining number in peoples mind. (Phillip Kotler Marketing Guru) Children’s are the most sensitive element in the parent’s life, parents think of food they look for quality food, that not just

Risk and Threats of Cloud Computing Services Research Paper

Risk and Threats of Cloud Computing Services - Research Paper Example In spite  of the varied horizon  being  offered by the cloud computing services, most of the enterprises are skeptical about the safety of the cloud environment and are less willing to take the risks.  Ã‚  In order to maintain the  clientage  and market competitiveness, cloud service providers must learn from the managed service provider (MSP) model to  guarantee  secure services to their clients along with increasing  virtualization  service  efficiencies, (Foster, 1998). Further, the  companies  that are opting for cloud services are unaware of the unidentified risks existing  within  the cloud environment. The ability of the cloud computing model to offer its clients/users to utilize the service provider’s applications which run on a cloud model infrastructure and these applications can be accessed by a number of clients through a system interface, for example, a Web browser, web-based email system. The user is free of responsibilities such as to manage the infrastructure, web servers, operation management and applications, data storage server maintenance, and network application tasks. b.  Platform as a Service (PaaS):  The cloud computing  PaaS  model offers the user the facility to deploy itself on the computing infrastructure which is built according to the user related applications with the help of programming languages like Java, Net, etc.). As already stated before, the user does not have to manage the infrastructure of the cloud computing service, but the user has full

Articles Article Example | Topics and Well Written Essays - 750 words

Articles - Article Example From the comment, I think the 60% fall in oil will make larger companies to suffer because OPEC is likely to give up some market share. In addition, the smaller shale companies are likely to collapse because in the long run they will run into huge losses for operating below the breakeven point. The collapsing oil prices will lead Russian into economic recession because of their worsening financial condition. Basically I think it is the free market that prevents monopoly from forming. Monopolies that are often seen as free market monopolies are not actually monopolies because the fee market often prevents individuals from cornering the market. A free market does not allow coercive monopolies because it is open to all and not for only one company. There is always someone else or another company that is willing and/or capable of making the same product for lesser or the same price. Coercive monopolies can be given to the free market agents by government legislation, for instance franchise business for only a specific group of people, however, the government can interfere incase such people are exploiting the market. Monopolies do not exist in a free market because it has unrestricted competition. However, monopolies can be granted by only the regulation by the government. Patents only restricts the use of the inventor’s invention but does not prevent others from coming up with almost a similar invention. For instance, the fact that Coca Cola has patented its Coke brand has not prevented PepsiCo from inventing Pepsi cola. Income brackets have created divisions of classes that have inequities and disparities income due to barriers created by society, however there is considerable income mobility. I think there is income mobility but the individuals do not notice it easily due to the relative value of money because as income rises, the prices of products also rise. In

Assessment in the Mental Health Setting Essay Example | Topics and Well Written Essays - 2000 words

Assessment in the Mental Health Setting - Essay Example Assessment is the first stage of the nursing process and begins with the collection of information about a patient (Hinchliff et al, 2003). In a broad sense, assessment is the foundation of nursing care and is a continuous process that nurses apply in their delivery of care (Ryrie and Norman 2010). Barker (2004) also identifies assessment as an estimation of a person’s character, and as a â€Å"decision making process based upon the collection of relevant information, using a formal set of ethical criteria, that contributes to an overall estimation of a person and his circumstances†. However it has been suggested that mental health nursing profession should integrate the broad principles of recovery approach into every aspect of nursing practice including that of assessment (DH 2006). Furthermore, a number of standardised assessment tools has been developed to support nurses further in fulfilling their professional task in clinical measurement and also in providing â₠¬Å"a general outline or the presentation of the person at a particular point in time† (Barker 2004). This essay will now identify, using evidence-based practice, a formal assessment tool used in the assessment of a patient in an acute inpatient assessment ward during a recent clinical placement. Relevant references will be cited to support statements and conclusions; appendices will also be provided to give a sample of the assessment tool used during the placement. In accordance with the Nursing & Midwifery Council’s Code of Professional Conduct (2002) guidelines, certain parts of this original essay such as the patient history will be omitted to maintain confidentiality and protect anonymity. The setting is an acute inpatient ward and a mixed gender unit. It provides a safe environment for assessment, treatment and therapeutic work helping to secure the full spectrum of mental health conditions designed to promote recovery as stated by the Department Of Health (2006). In this essay, I will pay attention to the use of the assessment instrument: Becks Depression Inventory (BDI). This inventory is basically composed of a series of queries conceptualized to measure the intensity and severity of patients with a diagnosis of mental health disorders (Polgar, 2003). The long form covers 21 questions which are meant to evaluate a specific symptom manifest among people with depression. The shorter form is composed of seven questions and is meant to be carried out by primary care givers (Polgar, 2003). This assessment tool was originally meant to evaluate and monitor depression among patients in the mental health setting and is now widely used as a measure and evaluation tool for patients with potentially depressed symptoms. I am fully aware of ethical issues on consent and so I gained a valid and informed consent of the patient in accordance with the NMC provisions (2002, section 3). The patient was made aware that this work would be confidential (NMC, 200 2, section 5). To protect her identity, she will be referred to as Helen in this paper. Helen is 65 years old and was diagnosed with bipolar disorder. She is currently in the acute mixed gender ward for assessment and treatment. For the past several years she has been admitted on and off into the ward similarly for depressed symptoms, and sometimes for manic symptoms. Rationale in selecting one type of assessment tool Using one type of assessment tool is crucial to the delivery of nursing care. The single assessment process applied to the patient helps to ensure that â€Å"older people’s needs are accurately assessed without needless duplication across different agencies†

Fashion business management Essay Example | Topics and Well Written Essays - 1500 words

Fashion business management - Essay Example Owing to the complex dynamisms of the fashion industry, many investors have steered clear of this investment, considering it as a high risk venture, which is only given consideration by companies at later stages of their development and growth, while only very few, most predominantly individual-based ventures, are engaged in the fashion business as start-ups (Giacobello, 2000 p44). To this end, it becomes significantly essential for any individual interested in the fashion business to commit themselves to understanding all the dynamics associated with the industry, before any engagement, either as investors or managers of fashion businesses. Therefore, this discussion seeks to analyze fashion business management, with a view to establishing the sourcing strategies, as well as the cultural considerations that requires to be made, for the fashion businesses that seek to operate within the global market place. The cardinal rule for any business has always been to know the customer (Blaszczyk, 2008 p23). This rule serves to guide business in the manner of operations, requiring that the sole reason for which a business is established is to serve its customers, through understanding their needs and satisfying them. Thus, for a fashion business, the sourcing strategies are pegged on the needs of the customers, which has to do with the quality that the customers are interested in, the range of prices they can afford and able to pay for the fashion products, as well as the time within which the customers need to be supplied with the products (Gale & Kaur, 2004 p18). Thus, to fulfill the above customer requirements, a fashion business merchandiser require applying the following strategies: The fashion business is characterized by demand fluctuations, where a certain type or style of apparels or clothing could be highly demanded in a certain season, and later the demand for the same turns to be very low (Han, 2003 p33). Thus, owing to the

Culture identity Essay Example for Free

Culture identity Essay What is culture identity? Culture identity is appreciation and understanding of literature and who or what a person is, identical sameness and distinctive character. It also means what you are and how you live. In this essay I am going to write about Search for my Tongue by Bhatt and Hurricane hits England by Grace Nichols. I have chosen them because they use a mixture of poetic devices, which makes the poem lively and entertaining to read. Firstly the poem Search for my Tongue is about her feeling abandoned and heart-rending because she went to a place where she forgot how to speak her mother tongue while speaking the foreign language, which is upsetting for her since she is blissful about speaking her mother tongue. She also tells us in the poem about her experiences and what she has been happening to her. I know this because she uses a range of words for e.g. lost and spit this makes me think that she is losing her memory of how to speak her own language, as this is shameful for her because her mother tongue is part of her identity. She is also trying to get rid of the foreign language as she described it as spit. The word spit creates an image of someone trying to get rid of something ugly in their mouth. Then again in the last part of the poem she is feeling glad and back to being natural because her mother tongue grew back in the night. I know this because she quotes it pushes the other tongue aside this line is effective because it makes me feel that she is joyful of getting the chance to speak her language other than the foreign language. The poem Search for my Tongue uses a variety of different language devices for e.g. she states grows longer, grows moist and grows strong veins the poet used repetition so that she can keep the pace going and the rhythm run smoothly and that she just started a new life as she described it in order. However she also uses personification. I know this because she exclaims it ties the other tongue in knots this makes me think that the tongues are combating it out with each other just to tie each other in knots. This is effective for the reader because it engages with the reader so they can be involved in the poem. The poet also uses imagery words so she can catch a picture straight away in the readers mind. I know this because she quotes it grows back a stump of shoot. This makes me think of the tongue capturing the language as fast as a gunshot. Secondly the poem Hurricane hits England by Grace Nichols is about her feeling alienated from life in England and that it took a hurricane to bring her back closer and remind her of her memories. The poet is feeling petrified and dominant.  I know this because she quotes fearful and reassuring. This makes me think that she is very afraid of whats going to happen to her that she stayed awake half the night, on the other hand she is ready to defend and strike anyone.  This is effective because it makes the reader continue to read until he/she finds out what happened at the end. The poem Hurricane hits England uses a wide range of techniques for e.g. she uses lots of rhetorical questions for e.g. she quotes tell me why you visit an English coast? This means that she is trying to tell the hurricane why did it visit her land and not someone elses. She is also trying to say that did she do anything bad that frustrated the hurricane. This is effective because she does not want an answer however she wants the reader to think of the answer while they are reading it which will make it more interesting to read. The poet also uses similes. I know this because she quotes what is the meaning of trees falling heavy as whales. This means that the hurricane was so physically powerful that when a tree fell it was as heavy as a whale. This line is effective because it makes the reader imagine what would have happened if millions of trees fell which would have killed so many people and destroyed so many homes.  The similarities of the two poems are not quite the same because in the content the two poems talk about the culture identity and about their new place. In the language they use imagery and metaphors however in the structure most of the lines are laid out in paragraphs. The differences between the two poems. In the content Search for my Tongue is about language and Hurricane hits England is about the environment. In the language the poem Search for my Tongue uses personification. I know this because she quoted it ties the other tongue in knots. She also used repetition. I know this because she quoted grows moist, grows longer and grows strong veins. In Hurricane hits England the poet used rhetorical question. I know this because she quotes o why is my heart unchained? The poet also used similes. I know this because she quotes trees falling heavy as whales. In the structure Search for my Tongue is laid out in lines and paragraphs however the poem Hurricane hits England is just laid out in paragraphs and stanzas.  In conclusion I think Search for my Tongue is better because some of the words are in different language, which is interesting to find out and it uses lots of language devices. The poem Hurricane hits England is full of rhetorical questions, which makes it boring and it makes the reader think a lot.

Relationship between obesity and type 2 diabetes.

Relationship between obesity and type 2 diabetes. Diabetes and obesity have been highest in the most serious threats in worlds health. Diabetes is now one of the serious chronic diseases which have affected many of the Australians as it is the sixth highest cause of the death by disease in Australia (â€Å"Type 2 Diabetes and Obesity still on the Rise† 2007). It is caused by the constant increase in the blood glucose level in the body due to the inability to either produce or properly use insulin, which lead to many complications which can be acute and long term (Greenbaum Harrison, 2008, pg. 1). According to the recent data, it has been shown that the prevalence of diagnosed diabetes has been doubled from the last studies. This disease and it complications were found to 8% of the total burden of disease in Australia in 2003 such as person with diabetes is at twice at the risk of developing cardiovascular, eye and kidney disease (Australian Institute of Health and Welfare, 2008). This article is mainly based on the data from 200-08 National Health Survey conducted by the Australian Bureau of Statistics. It involves type 2 diabetes related factors such as demographics, medical history, height, weight, smoking, and physical activity. In 2007-08, national health survey estimated that 818,200 people or 4% of the population have been diagnosed with diabetes which excludes gestational diabetes (Australian Government: Department of Health and Ageing, 2009). By comparing this data with data from 2004-05, it has been increased by 0.5% that is number of people reporting to have diabetes is increased from 700,000 to 818,200 (Australian Bureau of Statistics, 2010). Recent national data indicate that with every one diagnosed case, there is one undiagnosed case (Australian Institute of Health and Welfare, 2008). Type 2 diabetes is the most common type of diabetes as people diagnosed with diabetes, 88% reported to have this type 2 diabetes where as only reported to have type 1 diabetes. The other 2% left was not being diagnosed with particular type of diabetes. Even though there is increase in number cases of developing this disease, there is also improvement in early detection of this disease and people are living longer (Australian Government: Department of Health and Ageing, 2009). There are more cases of type 2 diabetes since 2004-05 survey, it increased from 83% to 88% in total diagnosed diabetes. Type 2 diabetes increases in obesity and physically inactive lifestyles, and with the age. Diabetes is more prevalent among Aboriginal and Torres Strait Islander peoples as compared to non-Indigenous people. Demography does play a role in diabetes prevalence as it was least prevalent among people born in north-west Europe (2.7%) as compared to people born in southern and central Asia (8.7%). Be ing overweight and lack of physical activity can increase the risk of developing type 2 diabetes (Australian Bureau of Statistics, 2010). The majority of diabetes is classified into two types that is type 1 which is insulin dependent diabetes and second is type 2 which is insulin independent diabetes. Type 1 diabetes can be defined as an autoimmune destruction of pancreatic beta cells which slows or stops the production of insulin in the body. Type2 diabetes can result from insulin resistance that is inability to use insulin properly or insulin deficiency that is inability to produce adequate amount of insulin in the body (Type 2 Diabetes and Obesity Research, 2007, p. 1). This type 2 diabetes is responsible for 85-90% of all diabetes (Greenbaum Harrison, 2008, pg. 1). Due to the inadequate insulin production, body could convert sugar which is present in the blood in the energy needed for that body. After eating, body need insulin which is produced by pancreas to transport sugar from the blood into the cells and also to inhibit the production of glucose produced in liver. When inadequate insulin is produced by the bod y, glucose is overproduced by the liver which stays in the blood. This cause high blood sugar level which damage blood vessels and body organs (â€Å"Diabetes Type 2† n.d.). Type2 diabetes can be caused by both genetic and environmental factors. Some genes can cause impaired insulin production in the body and family history can also increase the risk of developing diabetes. Other lifestyle factors such as poor diet, obesity and lack exercise can also cause diabetes. Obesity is the most common factor which is found in most the people suffering from type2 diabetes (â€Å"Diabetes Type 2† n.d.). Obesity defined as having body mass index greater than 30 kg/m2. Obesity is the major risk factor for the type2 diabetes that is more is the body mass index (BMI) greater is the risk of diabetes which is also associated with hypertension, cardiovascular disease and hyperlipidaemia (Marks, Coyne, Pang, 2001). As per the research 90% of the people suffering from diabetes are obese or overweight (World Health Organization, 2005). As per researched statistics, over 7 million Australians adults were obese in 2004-2005. Obesity is a serious health problem which is mainly influenced by various risk factors such as heredity, diet, and lack of exercise. Type 2 diabetes cases in 2009 versus Body Mass Index Data sourced from (â€Å"Australian National Diabetes Information Audit and Benchmarking†, 2009, pg. 139). This graph above shows the increase in the prevalence of type 2 diabetes with an increase in Body Mass Index (BMI) that is BMI greater than 30 is at the highest risk of developing diabetes type 2. Insulin resistance Insulin resistance refers to metabolic abnormality state in which body cells become insensitive to insulin. Inability of cells to utilise insulin to enhance glucose uptake by muscle and adipose tissue can lead to high blood glucose level. This insulin resistance is mainly associated with abdominal obesity and high blood pressure (Dolson, 2010). This insulin resistance can be both genetic and acquired. Impairment in insulin receptor signal transduction pathways can decrease the biological response to insulin which will ultimately affect glucose uptake and increase in blood glucose (Surampudi, Kalarickal Fonseca, 2009, p.218). Acquired insulin resistance is associated with obesity which can result from circulating free fatty acid that disrupt insulin signal pathways and resists insulin action to transport glucose in muscles which cause type 2 diabetes. (Guilherme, Virbasius, Puri Czech, 2008, p.367). There are more factors which are involved such as fat distribution, genetic susceptibility and some metabolic problems. Fat distribution Body fat can be divided into two parts, first is subcutaneous fat which accounts 80% of the total body fat where as other 20% is visceral fat which lies within thorax, abdomen and pelvis (Langin et al, 2009). This visceral fat is the main contributor to the problems such obesity. This visceral fat increase the production of adipocytokines, which cause the inflammation and insulin resistance and also reduce the secretion if insulin sensitizing adipocytokines. Hepatic and muscle insulin resistance can be caused by the increased amount of free fatty acids in the portal and systemic circulation system (Bays et al, 2004). Study revealed that distribution of the abdominal fat is more effective in diagnosing diabetes than the total abdominal fat. Through CT scanning, they found that the diabetics had greater amount of intra-abdominal fat than non-diabetic groups with the mean difference of 14.1 cm3. Stieler and Yelland (2009) elaborates that the abdominal fat within the peritoneum layer is more common with diabetic patient that non-diabetic patients. Free fatty acids Lipolysis refers to breakdown of triglycerides into free fatty acids which is more frequent in visceral tissue than the subcutaneous fat. When fat mass increases, it increases the rate of lipolysis which is more common in obese people and those with type 2 diabetes. These free fatty acids stimulate gluconeogenesis and can lead to insulin resistance and also reduce the insulin secretion. The ability of ÃŽ ² cells to secrete sufficient insulin so as to compensate insulin resistance in the individual to maintain their normal blood glucose level will help to determine that whether the person will remain insulin resistant with normal glucose level or will the person develop type2 diabetes (Whitmore, 2010, p.880-881). Adipocytokines Adipose tissue in the body helps for the fat storage which increases insulin sensitivity by secreting large amount of cytokines and other related hormones. Bays et al (2004) states that in type2 diabetes, due to the reduced secretion of adipocytokines and increased production of inflammatory cytokines can cause adipocyte dysfunction. To prevent this dysfunction, it is important to control cytokines in the body system. As per Dewan Wilding (2005), these hormones can be controlled by reducing body weight/mass. Adipose tissue plays an important role in balancing glucose level in the body in both normal and disease body state. It helps to secrete appropriate level of adipokines which influence metabolism in the whole body and neuroendocrine control of the behaviours related to feeding. It also helps to store lipids as adipose triglycerides which reduce the harmful effects of both circulating free fatty acids and ectopic triglycerides stores. In the normal body, adipocytes help to synthesise and store triglycerides during feeding whereas in fasting stage, it help to hydrolyse and release triglycerides as free fatty acids and glycerol. In most lean individuals, insulin sensitivity and glucose uptake is normal in skeleton muscles. In obese body, deposition of triglycerides increases due to high caloric intake which cause adipocytes enlargement. Due to this enlargement, adipocytes continue to store further triglycerides even in fasting stage. As the adiposity increases, it affects adequate funct ioning of adipocytes as endocrine cells. The development of inflammatory state in adipose tissue due to large amount cytokines secreted by adipocytes can cause insulin resistance. Accumulated triglycerides in the form of long chain in skeleton muscles disrupt normal metabolic and secretory function of these tissues. Due to prolonged high caloric intake can cause inflammatory response which ultimately leads to adipocyte dysfunction (Guilherme, Virbasius, Puri Czech, 2008, p.368-369). Prevention/ management of Type 2 diabetes Poor dietary habits decreased physical activity and obesity can increase the risk of developing diabetes as it affects insulin action or secretion in the body system. Therefore it is important to control the unwanted weight gain. To address the significant growth of type 2 diabetes and to lower its risk, Council of Australian Governments announced the Prevention of type 2 diabetes program in April 2007. To address risk for type 2 diabetes, health practitioners use Australian type 2 diabetes risk assessment tool (AUSDRISK) which help to prioritize people with high risk of developing this diseases. Some of the other program which assists in prevention of type 2 diabetes is lifestyle modification program (Australian Government: Department of Health and Ageing, 2010). Australian type 2 diabetes risk assessment tool (AUSDRISK) which will help to get a score from the question related to ones life. If a person scores more than 12 points in AUSDRISK, than that person may have undiagnosed type 2 diabetes or is at high risk of developing this disease (Australian Government: Department of Health and Ageing, 2010). Lifestyle modification programs help participants to make positive lifestyle changes which include diabetes risk factors, nutrition advice and education, goal setting for weight loss, energy balance, physical activity goals and encouraging participants to self-monitor their progress (Australian Government: Department of Health and Ageing, 2011). National health survey, 2007-08 showed that 61.4% of the Australian population are either overweight or obese in which 25.6% of males and 24% of females were classified as obese (Australian Government: Department of Health and Ageing, 2010). It is not possible to change specific risk factors like age and genetic background but it still possible to minimise the risk of developing this disease by maintaining healthy weight, healthy eating such as eating plenty of vegetable, fruits and high fibre cereal products every day, and by increasing physical activity. Type 2 diabetes is strongly linked to obesity as recent data showed that 80-90% of people diagnosed with type 2 diabetes are over-weight or obese. International studies revealed that regular physical activity of at least 30 minutes and 5-7% of weight loss can reduce the risk of developing diabetes by 60% (â€Å"Type 2 Diabetes and Obesity still on the Rise† 2007). This weight loss can reduce the risk of related comorbidities such as cardiovascular diseases, sleep apnoea and obesity-related malignancy by improving blood glucose level and blood pressure. People with type 2 diabetes will need to work 50% more than non-diabetic people to lose weight it can be a slower process as compared to general population and will be more difficult for the obese patient suffering from type 2 diabetes (Whitmore, 2010, p.881). Using pharmacotherapy for obesity like orlistat that works well by blocking the hydrolysis of dietary triglycerides and inhibit fat absorption. Bariatric surgery can also be one of the option for the patient with BMI more than 35 kg/m2 (Whitmore, 2010, p.884-885). Conclusion Obesity and type 2 diabetes are strongly linked as obese person is at the higher risk of developing type 2 diabetes than the normal person with the healthy weight. Healthy weight, healthy eating and regular physical activity will improve insulin sensitivity, blood glucose level and the other health related issues such as cardiovascular risk factors. Weight management will the best way to reduce the risk of developing this disease. By using the AUSDRISK and diabetes related programs initiated by Australian government will help to prevent type 2 diabetes.

The Orthodontic Tooth Movement Health And Social Care Essay

The Orthodontic Tooth Movement Health And Social Care Essay Orthodontics tooth movement is achieved by delivering a constant controlled force to the teeth. The duration of the force applied is the key factor for successful tooth movement rather than the force magnitude. The aim of the orthodontics treatment is to achieve good occlusion with minimal side effects. Several factors should be considered during the orthodontic treatment such as force type, force magnitude and the duration of treatment to avoid the undesirable effect. Proffit have defined the orthodontic tooth movement as a biological response due to the changes in the physiological equilibrium of the dentofacial complex when an external force is applied. Theories of orthodontic tooth movement Teeth are positioned in harmony with the oral environment to maintain their position. The applied forces will cause histological changes during teeth movement. These forces will cause bone resorption on the pressure side and deposition on the tension side, most importantly that the capillaries remain patent on the compressed side to allow cell proliferation and avoid the formation of hyalinized zone On the other hand bone formation will occur at the tension side due to the increased periodontal ligament width and the proliferating fibroblast and osteoprogenitor cells. Osteoblast will be formed from the proliferated osteoprogenitor and will deposite osteoid and result in bone formation.( systematic review) Several theories have been proposed to explain orthodontics tooth movement. The main theories are : Biomechanical theory The biomechanical theory is mainly based on experiments and cellular response observation explaining the biological events during orthodontic tooth movement. The earliest evidence supporting the role of Prostaglandin in orthodontic tooth movement was provided by Hang (Hang et al 1976). He noticed that mechanical distortion of the cell membrane in a culture dish will increase the synthesis of Prostaglandin. Later Harrel supported these finding in his in vitro. Harrel showed that mechanical distortion will generate Prostaglandin and cyclin adenosine monophosphate (c AMP).HARREL 1977 Other researchers ( rodan et al 1975, davidaritch and shanfield 1975) have found that mechanical distortion will cause changes in the intracellular nucleotides changes. The biomechanical theory was based on these finding and proposed that mechanical strain of the cell membrane will activate the cell signaling cascade. Initially phospholipase A2 will be activated which will initiate the metabolism of arachidonic acid. The leukotrienes and the Prostaglandins will be synthesized in response to the metabolism of Arachidonic acid. The synthesis of Prostaglandin will increase three time after five minutes. The Prostaglandin then activates the G proteins receptors on the cell membrane which will initiate a second messenger signaling cascade causing a cellular response leading to bone remodeling. Yamasaki provided further evidence to support this theory by designing a three phase split mouth study to investigate the effect of administrating Prostaglandin on orthodontic tooth movement. One side was injected with Prostaglandin and the contra lateral served as the control. Phase one involved the movement of the upper first premolar buccaly. The rate of tooth movement was doubled on the injected side when compared to the control side. Phase two involved retraction of the canine into the upper first premolar space using sectional contraction loops. The findings were similar to phase one. The third phase involved the retraction of the canine with the routine mechanics. The rate of movement was 1.6 faster on the injected side than the control side. No adverse effects were recorded in the gingiva or the alveolar bone. Yamasaki et al 1984 piezoelectric theory This theory proposes that the pressure applied to the tooth will be transferred to the adjacent alveolar bone which will respond by bending and causing small electrical current produced by electrons being transferred from deformed crystal structure to another. The electrical current will activate the osteoclast and osteoblast and result in bone remodeling required for tooth movement (mcdonald 1993) This theory was supported by Baumrinds split mouth study on rats. Baumrind showed that the tooth crown will displace ten times more than the reduction of the periodontal ligaments on the pressure side. The difference in the amount of displacement between the crown and periodontal ligament has lead to the assumption that the alveolar bone deflects more readily than the periodontal ligament. Considering the amount of crown deflection and the periodontal ligament changes, it can be concluded that lower forces can be used to produce bone deflection which will create changes in the periodontal ligaments.(baumrind 1969) Several studies on animals and human investigating an endogenous electric signals, bioelectric potential, showed that the application of low voltage direct current will modify the bioelectric potential and cellular activity causing faster tooth movement when compared to a control group.(giovanelli s à ¢Ã¢â€š ¬Ã‚ ¦.ref 9 p324) Davidovich showed that by applying electrical current ( 15  µ amps) combined with force of 80 g will enhance bone resoprtion near the anode and bone deposition near the cathode when compared to the control.( Davidovich et al 1980) Heller and Nanda demonstrated that periodontal ligaments are less likely to undergo tensile strain or transfer the force directly to the alveolar bone.( Heller and Nanda 1979) Piezoelectric signals characterize by a fast decay rate even if the force is maintained as the crystals will remain stable. If the force was removed the crystal will return to the original shape and an equivalent signal and opposite in direction will be created. The role of stress generated signals during normal mastication is well documented in the literature in maintaining the alveolar bone. On the other hand, the constant orthodontic forces will create a brief signal which will not create a prominent stress generated signals. These signals have little if anything to do with tooth movment.Profit text book Pressure tension hypothesis Classic hypothesis proposed by Oppenheim, Sandstedt and Schwarz based on histological research. This theory proposes that tooth movement will occur in the periodontal ligaments and the collagen fibers will create a pressure and tension sides transferring the applied forces to the adjacent alveolar bone. The forces should be less than the capillary blood pressure to maintain the blood flow and avoid bone necrosis. On the pressure side, the periodontal ligament will display disorganization and the cell replication will decrease in response to the vascular constriction. On the tension side the periodontal ligament will be stretched and increase the cell replication. Baurmrind 1969 report showed statistically significant increase in cell replication during tooth movement and there was a reduction in collagen formation rate on the tension and pressure side. Heller and Nanda (1979) interfered with the collagen function and metabolism by administrating lathyritic agent beta aminoproprionitrile and showed that normal tooth movement will occur in periodontal ligaments with disrupted collagen fibers. Their findings demonstrated that periodontal ligaments are less likely to undergo tensile strain or transfer the force directly to the alveolar bone. Bone bending Orthodontic tooth movement phases Once the orthodontic force is applies to the tooth the bone remodeling process will begin. During the first six to eight days there will be an initial period of rapid movement due to the periodontal ligaments compression and tooth displacement within the periodontal ligament. The blood supply will be reduced or cut off producing hyalinized zone; a vascular cell free zone. In the second phase; the lag phase; tooth movement will be minimal or will stop completely due to the hyalinized zone. On the histological level Retain ( 1957, 1960) have reported that the a vascular cell free zone will be formed even with minimal force and the a vascular cell free zone will occur more with short roots. The lag in tooth movement varies between four to twenty days according to the applied force; with light forces the lag phase will be relatively short and it will increase with heavier forces. The periodontal ligaments will reorganize to remove the hyalinized zone by phagocytosis; foreign body gaint cells, macrophages, fibroblast and pre-osteoclasts will be recruited from the neighboring undamaged alveolar bone marrow cavities and the periodontal ligaments. Once the avascular cell free zone is removed tooth movement will commence again; the last phase. Tooth movement usually begins forty days after the initial force application. Recent study by Von Bohl demonstrated that the hyalinized zone will be formed during the last phase and it is more frequent with high forces and have no effect on orthodontic tooth movement at this stage as the bone remodeling process will continue at a certain rate independently from the force magnitude. Von Bohl concluded that the formation of a vascular cell free zone is apart of the orthodontic tooth movement process. His report supported the pervious finding of Owman moll et al 1996 and Vas leeuwen 1999 Orthodontic force magnitude Orthodontic forces can delivered through the use of fixed appliances, removable appliances , TAD, extra orally such as head gear à ¢Ã¢â€š ¬Ã‚ ¦etc.to achieve the desired tooth movement different force magnitude will be required. The recommended forces are: bodily movement tipping intrusion extrusion