Rapid Migration Test

Rapid Migration Test The RMT involves subjecting a 4-inch (102- mm) diameter by 2- inch (51-mm) thick saturated samples to an external electrical potential to force chlorides ions to migrate into the specimens (NT BUILD 492 1999). To account for varying concrete resistances, the initial current flow through the specimen is measured and the applied voltage is adjusted accordingly. The samples are fit into silicone rubber sleeves where one of the sides of the specimens is immersed in a 0.3 N NaOH (1.2% NaOH) solution and the other side to a 10 percent NaCl solution. After a specified duration, the samples are removed and axially split into two pieces. A depth of chloride penetration is determined in one half of the specimen using a colorimetric technique; spraying silver nitrate solution on the freshly cut surface. The originally proposed method called for the concrete sample to be exposed to a voltage gradient for 8 hours, after which the specimen is sliced and sprayed with an indicator for chlorides, AgNO3 to determine the depth of chloride penetration. This time period makes the procedure difficult to fit into a normal working day of a laboratory. Consequently, Tang and Nilsson revised their method to use varying voltages and test durations depending upon the initial current measured (NTBuild 492). This improved test was standardized as a Nordtest procedure. The standardized method NTBuild 492 still presented further problems. The most critical is the extended time duration of the test (as long as 4 days in some cases) and the wide range of applied voltage that must be used. A simplified testing protocol was developed in which the effect of several different voltages and test durations were evaluated (Hooton, Thomas and Stanish 2001). Based on the results of their research, a fixed test duration of 18 hours was selected, with a varying applied voltage. The voltage selected for the test is based on the initial current values for that sample under a 60-volt potential. The new proposed voltage values were selected to avoid chloride breakthrough that would occasionally occur in the NTBuild 492 procedure 2.2.6   SURFACE RESISTIVITY TEST USING THE FOUR-POINT WENNER PROBE (FM 5-578) Concrete conductivity is fundamentally related to the permeability of fluids and the diffusivity of ions through a porous material (Whiting and Mohamad 2003). As a result, the electrical resistivity can be used as an indirect measure of the ease in which chlorides ions can penetrate concrete (Hooton, Thomas and Stanish 2001). The resistivity of a saturated porous medium, such as concrete, is mainly measured by the conductivity through its pore solution (Streicher and Alexander 1995). Two procedures have been developed to determine the electrical resistivity of concrete. The first method involves passing a direct current through a concrete specimen placed between two electrodes. The concrete resistance between the two electrodes is measured. The actual resistance measured by this method can be reduced by an unknown amount due to polarization at the probe contact interface. The second method solves the polarization problem by passing an alternating current (AC) through the sample. A convenient tool to measure using this method is the four -point Wenner Probe resistivity meter (Hooton, Thomas and Stanish 2001). The set up utilizes four equally spaced surface contacts, where a small alternating current is passed through the concrete sample between the outer pair of contacts. A digital voltmeter is used to measure the potential difference between the two inner electrodes, obtaining the resistance from the ratio of voltage to current (see Figure 5). This resistance is then used to calculate resistivity of the section. The resistivity Ï  of a prismatic section of length L and section area A is given by: Ï = A.R L where R is the resistance of the specimen calculated by dividing the potential V by the applied current I. The resistivity Ï  for a concrete cylinder can be calculated by the following formula: Ï€ .d 2 1 V â‹… Ï  = 4 L I where d is the cylinder diameter and L its length (Morris, Moreno and Sagà ¼es 1996). Assuming that the concrete cylinder has homogeneous semi-infinite geometry (the dimensions of the element are large in comparison of the probe spacing), and the probe depth is far less than the probe spacing, the concrete cylinder resistivity Ï  is given by: V Ï  =(2.Ï€ .a)â‹… I where a is the electrode spacing (see Figure 5). The non-destructive nature, speed, and ease of use make the Wenner Probe technique a promising alternative test to characterize concrete permeability. Current Applied (I) Potential Measured Concrete Surface a a a (V) to be Tested Equipotential lines Current Flow Lines Figure 5. Four-point Wenner Probe Test Setup. Results from Wenner Probe testing can vary significantly if the degree of saturation or conductivity of the concrete is inconsistent. Techniques to achieve more uniform saturation, such as vacuum saturation or submerging in water overnight, can be performed in the laboratory. However, the laboratory pre-saturation procedure still presents some inconsistencies. The known conductivity of the added solution changes when mixed with the ions (mainly alkali hydroxides) still present in the concrete pores after the drying process (Hooton, Thomas and Stanish 2001). To overcome this problem, Streicher and Alexander (1995) suggested the use of a high conductivity solution, for example 5 M NaCl, to saturate the sample so that the change in conductivity from the ions remaining in the concrete is insignificant.

Case Study Of Severe Behavioural Problems Education Essay

Child X is in the Year One category of a Primary School which is close to her place. Child X is one of eight kids, some live with their aunty and the remainder live in the same house with their female parent and male parent. The kid ‘s male parent is a dual leg amputee, his first leg was removed before Child X was born and since Child X was born he has had the other leg removed, every bit good as a pollex. The female parent is out most eventides socializing with friends and leaves the kids at place with the male parent. They moved onto a local council estate merely as Child X was born, they moved from another council estate in the country. There is small everyday in the house, packed tiffins non being made, tubing of chip given to the kid for their dinner etc. Home reading books are non given to take place as they are non brought back or are brought back damaged. Social Services are to a great extent involved with the household every bit good as the staff at school. There is a batch of inquiry over the hygiene of the kids, frequent caput lice, same leotardss etc for the whole hebdomad. Attendance and promptness of the kid are above norm with Child X being in school or on clip 18 out of 20 five yearss which is above the norm for the category. There is no fright in Child X, effects do non work, the instructor confirmed this ; detailing effects that have been tried in the yesteryear. Child X has numeracy aid every twenty-four hours where a group of six kids are taken out to a little schoolroom and are given excess support with their work. This besides happens on a Monday where they are taken for societal skills/ raising. There is no parental engagement with the kid ‘s school work, when the reading book was allowed place it was non read and besides prep, when given, is non brought back, there should be no inquiry as to stationary non being available as the kids are provided with pencils, gum elastics and coloring crayons. Steer, 2009, â€Å" Evidence suggests that parental engagement in the early old ages helps a kid develop secure fond regards, assisting them to set up personal and learning accomplishments. Parents demoing involvement in their kid ‘s instruction by speaking to them on a regular basis about thei r advancement appear to hold a considerable consequence their result. † ( Steer, 2009, pg 54 ) As this does non go on with Child X there is a clear apprehension as to why Child Ten is demoing limited to minimum patterned advance during school. It is besides apparent that this has besides affected the attachment bond with the kid, with no accomplishments being transferred from the parents to Child X. Observations in the schoolroom aid to understand the kid more as it is possible for the perceiver to see what the triggers are with the kid. Assorted observations were done on the kid at assorted times ; the observations are included in the appendix. The first of the observations was of Child X during a rug activity ( Appendices A ) with the category, 28 kids and four grownups. The kid was observed during the lesson speaking out of bend, non seting their manus up, even though there is a posting reminding the kids to set their manus up. Rogers and McPherson, 2008, pg 12, suggests that a posting be used, â€Å" A ocular posting cue can help kids ‘s short term memory here. The posting is displayed on the board, able to be seen by all kids. It illustrates how kids have their manus up ( without naming out or clicky fingers. ) † Although this method does work with the other kids in the category, it does non work with Child X ; the posting was seeable to the kid during the lesson. During the lesson the kid was besides swaying backwards and forwards on the rug which was interrupting the kids that wanted to larn. The 2nd observation was whilst the kid was playing with a little sum of kids ( Appendices B ) during this clip the kid was observed non fall ining in conversation with the other kids, even though this was to the full expected and encouraged from myself. Under the Independent reappraisal of the primary course of study Rose, 2009, pg 77, suggests that kids are to be taught a scope of societal and emotional accomplishments this is because these accomplishments are used a great trade in the instruction of the kids and their development. Besides during the observation the kid snatched from another kid and was really aggressive when making so this could be to make with competition and attending seeking at place, â€Å" A common description of such nuisance or attention- seeking behavior is: They fidget, tap swayers, pencils or pess, whistling or sing showily, swing on chair tipped perilously rearward, roam around the room, crawl about under desks, bit others ‘ books and pencils. â⠂¬  ( Cooper, 1999, pg 165. ) Child X displayed a batch of these behaviors during this clip ; this could be to make with the sum of kids in the house and the competition. During the observation of the kid during play clip during their dinner hr ( Appendices C ) Child C was observed to be looking dark and disquieted whilst coloring in with her friend when another kid come over to the tabular array to color in. Duffy, 2003, pg 15 describes how a kid is seen to be saturnine, disengaged and bemused this is because a kid ‘s choler has been curbed. Child X was besides observed to preferring to stay entirely, on the quietest tabular array, the kid besides stated that they prefer to and make play on their ain at place. Harmonizing to Schaefer and O'Connor1994, pg 396, â€Å" The lone wolf kid is more frequently on of the younger kids in the household. This kid is born into a household system with no topographic point to suit. This kid cowers from the behavior of the troubled kid and withdraws into a universe of phantasy, books and animate beings. † This is appropriate as Child X is amongst seven other kids and is amongst the youngest of the kids with two other kids being younger. There is once more an apprehension that this could be because Child X has to attending seek and be amongst a batch of competition at place so now shadows from others in order to no hold to make so. However this is non good for her instruction, â€Å" Classmate support, friendly socializing with schoolmates is believed to act upon pupils ‘ satisfaction with school because it may foster the demand for relatedness. In add-on to beef uping the bonding between pupils, positive pupil interaction may foster pupils ‘ demand for competency and liberty through a shared focal point on larning activities. † Danielsen, 2009, pg 305 if Child X defers from socializing with other kids so the satisfaction with school is degraded and the acquisition is so decreased. During the observation of the kid before traveling place ( Appendices D ) the most imperative behavior that was observed was the ceaseless reverie before traveling place, this was besides observed at other times, this affects their acquisition, â€Å" Similarly, a kid ‘s reverie, passiveness and under- public presentation in the schoolroom could be dissocialise behaviour, or the consequence of limited intelligence and failure to grok due to traumatic, nervous tract disorganization. † ( Hughes and Archer, 2003, pg 137 ) The woolgathering demands to be looked at in order to derive some schemes to control this and heighten Child X ‘s acquisition in the schoolroom and encouragement intelligence. Child X was observed during their mathematics lesson which was in a little schoolroom with six other kids ( Appendices E ) during this lesson the kids are given a biscuit if they have non eaten, Child X misled the instructor by stating that they had non eaten even though they had. Lewis and Saarni, 1993, pg 93 describe the behavior of the kids when they lie about nutrient, â€Å" Children are non stupid nor are they foolish. After merely one or two interactions like this, the kid discovers that if she admits to eating the cooky she will be punished. She lies to avoid the penalty. † Child X lied to avoid the penalty of eating a biscuit when she had already eaten. The childhood experiences have affected Child X ‘s societal and emotional development in a terrible manner, which is imperative to their acquisition and development, â€Å" Childhood is a important phase in physical, rational and psychosocial development, so kids with mental wellness jobs can fight with their instruction, societal accomplishments, general wellness and friendly relationships. † ( Honeyman, 2007, pg 39 ) Child X is amongst a larger than mean household and this could impact her societal and emotional accomplishments for a assortment of grounds, as described by Lask and Lask, 1982, pg17, â€Å" The most likely accounts are than in big households the parents have less clip to pass with each kid and so may supply less stimulation and instruction. Further, big households tend to be more disorganised, and so both verbal interchange and subject could be inconsistent and baffled. Finally, strife and inharmoniousness in big households are more likely. † As Child X is portion of a large household there is less clip for the parents to pass clip with her, which is decreasing the opportunity for societal interaction between parents and kid. This is besides impacting the kid ‘s behavior as subject is more than probably kept to a minimal due to chaos in the house as there is a deficiency of modus operandi. Jardine, 2008, [ Online ] explains that a kid who is raised in a larger househol ds benefits with their societal and emotional accomplishments this is because they learn new accomplishments, â€Å" Children from larger households get into fewer battles, and are better at doing and maintaining friends. Through holding siblings, kids learn empathy, squad playing, satisfaction postponement, time-management and how to decide differences. † As Child X is in a bigger household so she should hold learnt emotional and societal accomplishments that will profit her in her educational scene and in her approaching life. Chid X has besides grown up with her male parent being a dual leg amputee, this certainly will hold effected her emotional development in a positive manner, Rogers believes that holding a parent who is disabled strengthens a kid ‘s emotions, â€Å" Some kids with a handicapped parent were asked what strengths they got from holding a handicapped parent and the responses included doggedness and inventiveness. † ( Rogers, 2005, pg 71 ) Child X will hold built the emotional accomplishments to be able to persist in things she does as she will hold seen her male parent do so with his disablement. However it is unknown for Child X to demo the accomplishments of inventiveness in the schoolroom where there has been a batch of chance to make so. However Byng-Hall considers that kids who live with a handicapped parent may bottle up a batch of choler and may show it at any clip, â€Å" A kid might get down to show the feelings of the handicapped parent or those of the parent who mi ght now experience trapped by their handicapped spouse. A kid may give blowhole to the choler, defeat, and depression which are his or her household ‘s every bit good as his or her ain. † ( Byng- Hall, 1998, pg 266 Having observed and worked with Child X for many months I believe that Byng- Hall is right with the emotions of the kid being angry and defeated, this is due to many possibilities of lost chances due to the male parent being in a wheelchair and the evident deficiency of the female parent in the eventide. These feelings are halting Child Ten from developing both emotional and in her instruction. Not merely have Child X ‘s earlier and current experiences effected her emotional and societal development they besides are impacting her acquisition whilst in the schoolroom. The first 1 is the nutrition of the kid, no breakfast is given usually and when it is ; it usually consists of a package or tubing of chip non part controlled. This is impacting Child X ‘s acquisition in the schoolroom as deemed by Gurian, Henley and Trueman, 2001, pg 86 â€Å" If a five twelvemonth old is under emotional emphasis, she has great trouble commanding herself or larning. If she is under emotional emphasis, the same is true. † As Child X has no breakfast some yearss this could be a factor into the deficiency of acquisition and in-put from the kid. However Child X does sometimes hold a breakfast of chip or Sweets which is under some contention with some practicians believing that kids holding fast nutrient for their breakfast additions their consequences when making scrutinies, cou ld this hike their acquisition in the schoolroom every bit good, â€Å" When given a pre-exam, fast-food tiffin, which contained eight per cent more Calories than usual, the kids ‘s classs were, on norm, seven per cent higher for maths and history, and four per cent for English. † ( Hoe, 2005, [ online ] ) There is a figure of statistics that show that devouring fast nutrient does assist to better a kid ‘s scrutiny consequences, nevertheless this would non be approved by the regulating organic structures for kids to eat fast nutrient everyday to better consequences. This is because there is much research into the apprehension that eating fast nutrient and nutrients which contain high Numberss of additives are factors towards a kid ‘s behavior, â€Å" Diets high in processed nutrients are doing bad behavior and larning troubles in kids, scientists have warned. They claim debris nutrient stops the encephalon from working decently, taking to underachievement a nd a host of upsets. † Hope, 2005, [ online ] During some of the observations Child X was seen to be twenty-four hours woolgathering during the rug work and on occasion during independent work and at place clip Brandell describes how certain types of kids can on occasion ‘go into ‘ a reverie and non pay attending to what is go oning, â€Å" For illustration misss tend to hold more jobs with attendings and may prosecute in reverie, may hold trouble treating information and following waies, or may be diffident and withdrawn. Girls with hyperactivity can by and large be hyper talkative. † ( Brandell, 2010, pg 303 ) Brandell looks at the procedure of woolgathering as a symptom of a kid with ADD or ADHD, and that the kid will be slow at treating the information. However Fries, 2009, [ Online ] believes that kids who do reveries are in fact intelligent and imaginative, â€Å" For the most portion, kids are natural, fecund, and happy woolgatherers, and the procedure plays an of import function in their development l ives. Too frequently, nevertheless, parents and instructors are speedy to label reverie as a symptom of an Attention Deficit Disorder or the mark of a shirker in the devising. A new survey finds that â€Å" positive-constructive † reverie, even when heavy in form, is non related to psychological upsets as some have antecedently thought, but instead is a normal activity that reflects the woolgatherer ‘s inventive inclinations and enjoyment of woolgathering. † When detecting Child X woolgathering she seemed to be in a happy reverie instead than a chilling or withdrawing dream. However as with Brandell Child X displays jobs with attending, finds it hard to follow instructions and can look to be withdrawn when around other kids. French friess on the other manus has looked at this on a more neuro-scientifical manner instead than diagnostically. There is there neuroscience theory of a kid ‘s behavior and so there is besides the fond regard theory which does impact the manner a kid behavior and learns in the schoolroom. â€Å" Harmonizing to fond regard theory our first relationship with our carers acts as a womb-to-tomb templet, modeling and determining our capacity to come in into, and maintain, successful subsequent relationships with household, friends and spouses. It is believed that these early and powerful experiences with the people who foremost looked after us will determine our long-run emotional well-being. † ( Hall, 2007, [ online ] ) Having observed and worked with Child X for some clip it has come to my cognition that she does hold symptoms of reactive fond regard upset these being, † Young kids may look withdrawn and passive. They may disregard others or react to others in uneven ways. Some may look excessively familiar with aliens and touch or cleaving to people they ‘ve merely met. Ho wever, they lack empathy for others. Their behavior comes across to others as needy and strange, unlike the normal friendliness of kids. Other symptoms of reactive fond regard upset in kids can include the undermentioned: inability to larn from errors ( hapless cause-and-effect thought ) larning jobs or holds in acquisition, unprompted behavior, unnatural address forms, destructive or barbarous behavior † ( Bower, 2010 [ online ] ) Child X displays many of these symptoms in the schoolroom, this could be a factor to the behavioral issues that have happened in the schoolroom. Even though attachment upsets are produced during the early phases of a kid ‘s life, it stays with them throughout their life and affects the people that they meet from instructors, foremans friends and future spouses. As Child X ‘s male parent was in and out of infirmary during the early portion of her childhood, there was small bond formed with both Child Ten and her male parent, which could hold a large impact on the kid ‘s instruction. However Bowlby implies that the primary health professional and the individual most receptive to making a bond is the female parent, â€Å" The implicit in premise of Bowlby ‘s Maternal Deprivation Hypothesis is that continual break of the fond regard between baby and primary health professional ( i.e. female parent ) † Simply Psychology, 2010, [ online ] Even though a male parent can lend to the upbringing of the kid, Bowlby believes that male parent is non a chief subscriber and so is non a primary health professional and so will non organize a bond and her fond regard and behavior will be challenged throughout her life. However upon looking at the behavior of Child X farther, their behaviour tantrums more with a kid who has Avoidant upset fond regard. â€Å" Extreme shyness, particularly while confronting a new state of affairs, hypersensitivity to unfavorable judgment, rejection and other negative appraisal, Avoidance of societal every bit good as occupational interaction and activities, particularly if they require interpersonal contact, Low self-pride, ego abhorrence and a sense of insufficiency and lower status, Fantasying about the state of affairss that they normally avoid in world, Keeping a certain distance even in confidant relationship, for the fright of being ridiculed. † Bora, 2010, [ on-line ] Child X shows many of these behaviors in the schoolroom and other environments in the school with a assortment of people within the environment. The avoidant fond regard is imperative to the deficiency of parents that were and are around whilst Child X is turning up, the male parent being i n infirmary and the female parent socialization, there is besides a figure of other kids who may take up a batch of attending from both parents. As we as organizing an fond regard with their health professional, Learning Theories, 2010, [ on-line ] understands that kids need a assortment of different facets fulfilled in their life to develop in life and in their instruction such things are, for the kid to hold a sense of worth, achievement, and regard for others and belongings it besides includes attention for others, familiarities and ownerships, etc. There are many other demands that are needed for the kid to take a successful and content life and instruction, upon looking at the demands Child Ten seems to be unfortunate to non run into them all, such as holding a sense of worth and non taking ownership of their ain work which is indispensable in their instruction. However as this country of demands is at the top of the ‘pyramid ‘ it could be seen as Child X has non progressed to that degree, although it is possible that she may non come on with limited to no construction in her place life the safety needs country are non being met as this requires way and permanency, with no organisation and the parents being in and out of the house the kid may non derive a sense and apprehension of this. On the other manus there is besides and understanding that each kid starts at the underside and must come on through each phase singly, though some of the demands do consequence some of the other demands and so they can run into these accordingly which Maslow believes should non go on, so is this truly the best theory to look at and for educational leaders to follow? It is more realistic to look at the consequence that Bowlby ‘s fond regard theory has on a kid ‘s instruction, life and behavior as the manner a kid builds relationships holds a great trade of duty on the manner a kid ‘s life is structured. This is because if a kid feels loved and safe in their environment they feel content there is no demand for the battle or flight response as they are comfy in their life. Looking at the theory of Maslow ‘s hierarchy of demands there is jobs and defects with the manner a kid understands and develops those accomplishments and many of the accomplishments learnt throughout a homo ‘s life are needed during the earl phases and throughout the educational development phase. Looking at Child X ‘s behavior there is an apprehension that it has effects on her instruction and societal development within school. Child X has legion behavioral jobs nevertheless there are four imperative behaviors that are impacting her instruction. The first of these is the deficiency of regard and apprehension of the world that her behavior has effects whether it is good or bad ; Child X does non respond to effects whether it involves remaining in a playday or the loss of ‘golden clip ‘ . The school besides hosts a traffic visible radiation system ( Appendices F ) which does non ensue in set uping Child X ‘s behavior. Child X besides has behavioral issues when making rug work within the whole category, behavioral issues during this clip are ill-disciplined as the work done at this clip help the kid ‘s independent work subsequent to the rug work. If Child X is acting in a hard manner it is deflecting herself from larning every bit good as the other kids who are besides sat on the rug, besides the instructor ‘s attending is focused on her instead than other kids who may be fighting with understanding the work. The behavior that besides affects Child X ‘s acquisition is the attending seeking from the kid from both the instructor and the instruction helper ‘s in the category. After looking into the affair of the attending seeking it has come to my cognition that the behavior of Child X could besides be related to enduring from Attention Deficit Hyperactivity Disorder ( ADHD ) Mellor and Weymont, 1997, pg 19 discusses the indicants of a kid with ADHD, â€Å" As a really unsmooth manner of separating the two we can concentrate on the hyperactivity facets of ADHD and attending seeking. The kid who displays a great trade of activity in the category as a manner of obtaining attending will about surely be happy to settle to work rather calmly with the instructor 1:1. If the kid continues to fidget and travel all the clip and you suspect ADHD discuss this with your particular needs co-ordinator and school medical officer. † However Child X will fidget when working one to one with a instructor it is no different to those who have acceptable behavior in the schoolroom so ADHD will non be a immense factor in the schemes that will be attempted with Child X. The concluding important behavioral issues is the deficiency of socialization accomplishments from Child X with the other kids, the societal accomplishments are needed for the kids to develop in their educational scene this is verified by an article by Garner, 2001, [ online ] which states, â€Å" Teachers ‘ leaders warn that a turning figure of students are geting for their first twenty-four hours at school without the societal accomplishments they need to acquire by. David Hart, the general secretary of the National Association of Head Teachers, said: â€Å" I ‘m non in the least surprised about the figures. They show primary school caputs are holding to cover with a turning figure of kids from dysfunctional households, and it is clearly non sensible to maintain students in school who are damaging the instruction of others. † The societal accomplishments are needed from each kid to guarantee that there are no dissensions in the category and that the kids can set about merely group treatments without impacting the instruction of the other kids. Child X has great trouble keeping friendly relationships and upholding and holding a position during treatments with the other kids in the category, which in many ways is doing schoolroom rifts which are taking to the instructor taking clip out of a lesson to discourse the issues and effects of such clangs. Now that we have defined the behavioral issues of Child X and the effects on her instruction, it is now clip to look at the schemes that could be used within the educational scene which can so besides be used at place I shall look at these in a critical manner looking at how they could be seen more as a hinderance instead than a aid to her instruction. The first scheme I shall look at is the deficiency of consequence that countenances have in Child X, nevertheless Porter, 2008, pg 9 believes in a strategy which does non affect rebuke or inducement for kids ‘s behavior in the schoolroom. She believes that kids should be taught behavior as such like a normal course of study lesson in the schoolroom, utilizing the same methods and resources as you would for any other lesson. On the other manus Wagner, 2002, pg 85 illustrates how wagess can excite kids in the schoolroom, â€Å" Children like wagess, which keep their enthusiasm and willingness steady, † Like Wagner I do belie ve that wagess help to enthuse and promote the students to act in the right mode, but as seen with Child X such wagess do non change the manner in which she behaves. Child Ten does hold fostering on a Monday with a Particular Support Assistant along with five other kids, upon treatment with the SSA it is evident that Child X is doing slow patterned advance, but is finally doing advancement, this could be the method of learning kids good behavior that Porter was proposing to make instead than wagess and penalty. One scheme that has been research to battle the behavioral issues whilst Child X is making rug work, with the remainder of the category ; is tactically disregarding the kid. Rogers, 2007, pg 144 examines the usage of tactically disregarding the kid, â€Å" Tactically disregarding each pupil who calls out while reacting to those utilizing the custodies up regulation. Tactical ignoring is merely helpful if the pupils really sense that the instructor is conveying a message about selective attending to allow behavior. † Ignoring the naming out of Child X may trip her to set her manus up when she wants to reply or inquire a inquiry ; on the other manus tactically disregarding a kid can be seen as a negative in the schoolroom as Westwood explains, â€Å" While it is common to see the frequence of unwanted behavior in a kid as something to cut down, it is more positive to see the non- disruptive ( appropriate ) behaviors as something to honor and therefore addition. It is a aureate regulation to be much more positive and encouraging than be critical and negative in interactions with pupils. † ( Westwood, 2002, pg 73 ) Westwood examines how instead than merely disregarding the awkward behavior as Rogers suggests making, instructors should unite this with positive remarks and praising the kid for the right behavior. Wagess could besides be used, but as examined earlier Child X does non respond to wagess in the schoolroom. There are many schemes to contend the attending seeking behavior that Child X shows such as, â€Å" 1. Give the pupil a place of duty in the schoolroom and promote him/her to put a good illustration for others ( e.g. , go throughing out documents ) .2. Post a chart in the forepart of the room defining the regulations to be followed when reacting. For illustration: 1. Raise your manus if you wish to speak. 2. Wait to be called on. 3. Listen while others talk. 3. Delegate the pupil a particular undertaking of involvement and allow him/her show the study to the class.4. Ignore the pupil ‘s raging remarks, but give congratulations when the pupil describes his/her existent accomplishments. † ( Teacher Vision, 2010, [ online ] ) Again concentrating on the instructor is to disregard the behavioral jobs from the kid ; there is a farther issue with this, which may take to the kid ‘s behavior exasperating, â€Å" Likewise, merely disregarding kids ‘s early riotous beh avior and offending is linked to continued and more serious piquing over clip. † ( Cipriani, 2009, pg 162 ) As Cipriani suggests the bad behavior should be made clear to the kid that it is un-acceptable behavior ; this will do clear that such behaviors will non be tolerated in the schoolroom. The concluding behavioral issue that needs farther intercession is the deficiency of societal accomplishments displayed by Child X, presently there is in topographic point a particular session where Child X is taken out of the category to travel to a raising group with some other kids, this last for an hr and it helps kids to heighten their societal and anger direction accomplishments. There are studies which show that kids in a raising group have their societal accomplishments and life accomplishments dramatically improved, â€Å" The input is intense – congratulations and encouragement are changeless – and the wagess are high. The London borough of Enfield has had raising groups since 1981, and now has 13, which it supports with preparation. A survey here in the Nineties showed that 83 per cent of kids who had been supported in a raising group were able to later map in the schoolroom without extra aid, compared to merely 55 per cent of kids with similar jobs who had non had the raising group experience. † ( Wiles, 2007, online ) There are beaming statistics at that place to inform those of the great aid that kids in a raising group receive, nevertheless there is histories of the raising groups increasing the bad behavior of the kids, â€Å" There are for illustration, studies of really hard raising groups which really reach a crescendo of bad behavior before quieting down and consolidating † ( Barnes, 1999, pg 103 ) As the raising session is in the early phases, it would be more beneficially to let Child X to go on in the categories and supervise her betterment and development. There are future developments in the schoolroom go arounding around the societal accomplishments country harmonizing to OECD, 2010, pg 213 â€Å" I remember being really impressed at the clip by the fact that instructor trainees in pattern learning non merely has to hold a curricular and didactic apprehension of how they were traveling to learn but besides needed to demo an elaborate and good developed program about how they were traveling to work with a specific diverse category to heighten societal coherence in the schoolroom and to learn pro societal values and societal accomplishments. † The writer has seen trainee instructors in other states larning how to affect societal accomplishments into their instruction and to use any available resources. There are programs to convey such instructions over to England in the approaching old ages ; this would let kids such as Child X to derive and spread out such accomplishments whilst in the schoolroom instead than for them to be taken out of the schoolroom. Having observed Child X at assorted occasions and produced a instance survey, it was effortless to happen out the behaviors that were unacceptable. It was besides looked into as to how Child X ‘s early life experience have effected and go on to consequence her instruction and her societal and emotional development. There was besides the research into how Bowlby ‘s fond regard theory could hold besides made Child X ‘s behaviour improper and explicate the deficiency of societal accomplishments. Having been able to understand the consequent behaviors displayed by Child X it was so gettable to develop schemes that could be used in the schoolroom to assist discourage the behavioral issues ; this was done in a critical manner. After looking at the schemes critically it was clear that there was no definite scheme to assist Child X, although there are future developments into instructors being able to affect societal accomplishments into course of study lessons. Bibliography Positive behavior Barnes, R ( 1993 ) Positive Teaching, Positive Learning Oxon: Routledge Bora, C ( 2010 ) ‘Avoidant Personality Disorder Symptoms ‘ Buzzle Available from: hypertext transfer protocol: //www.buzzle.com/articles/avoidant-personality-disorder-symptoms.html [ Accessed 6th April 2010 ] Bower, J ( 2010 ) ‘Reactive attachment upset of babyhood or early childhood ‘ Encyclopaedia of Mental Disorders Available from: hypertext transfer protocol: //www.minddisorders.com/Py-Z/Reactive-attachment-disorder-of-infancy-or-early-childhood.html [ Accessed 4th April 2010 ] Brandell, J ( 2010 ) Theory & A ; Practice in Clinical Social Work ( 2nd Ed ) London: Sage Publications Byng- Hall, J ( 1998 ) Rewriting Family Scripts: Improvisation and Systems Change Oxon: Guildford Press Cipriani, D ( 2009 ) Children ‘s Rights and the Minimum Age of Criminal Responsibility: A Global Perspective Surrey: Ashgate Publishing Cooper, P ( 1999 ) Understanding and back uping kids with emotional and behavioral troubles London: Jessica Kingsley Publishers Danielsen, A ( 2009 ) ‘School- related societal support and pupils ‘ perceived life satisfaction. ‘ The diary of Educational Research Vol.102 No.41 March/April pp 303-318 Duffy, W ( 2003 ) Children and mourning ( 2nd Ed ) London: Church House Publication French friess, A ( 2009 ) ‘How Daydreaming Helps Children Process Information and Explore Ideas ‘ Psychology Today Available from: hypertext transfer protocol: //www.psychologytoday.com/blog/the-power-daydreaming/200910/how-daydreaming-helps-children-process-information-and-explore-ide [ Accessed 3rd April 2010 ] Garner, R ( 2001 ) ‘Children aged four expelled for deficiency of societal accomplishments ‘ Independent Available from: hypertext transfer protocol: //www.independent.co.uk/news/education/education-news/children-aged-four-expelled-for-lack-of-social-skills-617205.html [ Accessed 6th April 2010 ] Gurian, M Henley, P and Trueman, T ( 2001 ) Boys and Girls Learn Differently: A Guide for Teachers and Parents London: Wiley Hall, J ( 2007 ) ‘Attachment: Supporting immature kids ‘s emotional well-being ‘ Teaching Expertise Available from: hypertext transfer protocol: //www.teachingexpertise.com/articles/attachment-supporting-young-childrens-emotional-wellbeing-2358 [ Accessed 3rd April 2010 ] Hoe, L ( 2005 ) ‘Brain nutrient does n't hold to be fast ‘ Telegraph Available from: hypertext transfer protocol: //www.telegraph.co.uk/health/dietandfitness/3316517/Brain-food-doesnt-have-to-be-fast.html [ Accessed 3rd April 2010 ] Honeyman, C ( 2007 ) ‘Recognising mental wellness jobs in kids and immature people ‘ Paediatric Nursing Vol. 19 No. 8 October pp 38-44 Hope, J ( 2005 ) ‘Junk nutrient diet makes kids severely behaved ‘ Daily Mail Available from: hypertext transfer protocol: //www.dailymail.co.uk/health/article-347122/Junk-food-diet-makes-children-badly-behaved.html [ Accessed 3rd April 2010 ] Hughes, D and Archer, C ( 2003 ) Trauma, fond regard and household permanency: fright can halt you loving London: Jessica Kingsley Publishers Jardine, C ( 2008 ) ‘The bigger the household the better, says Cassandra Jardine ‘ Telegraph Available from: hypertext transfer protocol: //www.telegraph.co.uk/education/3356892/The-bigger-the-family-the-better-says-Cassandra-Jardine.html [ Accessed 2nd April 2010 ] Lask, J and Lask, B ( 1982 ) Child Psychiatry and Social Work London: Routledge Learning Theories ( 2010 ) ‘Maslow ‘s Hierarchy of Needs ‘ Learning Theories Available from: hypertext transfer protocol: //www.learning-theories.com/maslows-hierarchy-of-needs.html [ Accessed 6th April 2010 ] Lewis, M and Saarni, C ( 1993 ) Liing and misrepresentation in mundane life New York: Guildford Press Mellor, N and Weymont, D ( 1997 ) Attention Seeking: A Practical Solution for the Classroom London: Sage Publications OECD ( 2010 ) Educational Research and Innovation Educating Teachers for Diversity Bedfordshire: OECD Printing Pound, L ( 2008 ) Young kids ‘s behavior: Practical attacks for health professionals and instructors ( 3rd Ed ) Sydney: MacLennan & A ; Petty Publishers Rogers, B ( 2008 ) Behaviour Management A whole school attack ( 2nd Ed ) London: Sage Publications Rogers, B and McPherson, E ( 2008 ) Behaviour direction with immature kids important first stairss with kids 3-7 old ages London: Sage Publications LTD Rogers, J ( 2005 ) The Disabled Woman ‘s Guide to Pregnancy and Birth ( 2nd Ed ) London: Demonstrations Rose, J ( 2009 ) Independent Review of the Primary Curriculum: Concluding Report Nottingham: DCSF Publications Schaefer, C and O'Connor, K ( 1994 ) Handbook of Play Therapy: Progresss and inventions London: Wiley Printing Simply Psychology ( 2010 ) ‘Bowlby Attachment Theory ‘ Simply Psychology Available from: hypertext transfer protocol: //www.simplypsychology.pwp.blueyonder.co.uk/bowlby.html [ Accessed 6th April 2010 ] Steer, A ( 2009 ) Learning Behaviour: Lessons Learned A reappraisal of behavior criterions and patterns in our school. Nottingham: DCSF Publications Teaching Ideas ( 2010 ) ‘Traffic visible radiations ‘ Available from: hypertext transfer protocol: //www.teachingideas.co.uk/more/management/trafficlights.htm [ Accessed 9th April 2010 ] Teacher Vision ( 2010 ) ‘Classroom Management Strategies ‘ Teacher Vision Available from: hypertext transfer protocol: //www.teachervision.fen.com/classroom-management/behavioral-problems/26200.html # 8 [ Accessed 9th April 2010 ] Wagner, A ( 2002 ) Worried No More: Aid and Hope for Anxious Children New York: Lighthouse Publishing Inc Westwood, P ( 2002 ) Commonsense Methods for Children with Particular Needs: Schemes for the Regular Classroom ( 4th Ed ) London: Routledge Falmer Publishers Trickeries, H ( 2007 ) ‘Nurture groups: Can they forestall bad behavior in the schoolroom? ‘ Independent Available from: hypertext transfer protocol: //www.independent.co.uk/news/education/schools/nurture-groups-can-they-prevent-bad-behaviour-in-the-classroom-401454.html [ Accessed 9th April 2010 ]

Charlie Hedbo

The two men killed twelve people, which inch duded the editor Stephan Char bonnier, seven other employees, and wounded eleven others. This was France's deadliest terrorist in at least two decades. More than 700,000 people took to the streets across France in tribute to the p people killed by Salamis extremists.The slogan in French â€Å"Jew sues Charlie† (â€Å"l am Charlie†) was widely used following the January 7 attack on the magazine, as people showed their support. Almost 40,000 people were seen holding up signs that read, â€Å"I am Charlie† with a large banner in the front of the e rally saying, â€Å"We are all Charlie†. Charlie Hoped will release its first issue since the attack Wednesday ay, January 13, but only a few hundred copies of the first printing are set to reach the United States ova err the next few days.This issue was created by the surviving employees using equipment and workspace e provided by other companies. It is set to print near ly one million copies, which is much greater t an its normal 60,000 copies. If necessary, there is an option in place to print two more million copies Editorship Gerard Board told reports: â€Å"We are happy to have done it and ha app to have been able to do it, to have achieved it.It was tough. The front page†¦ Was com placated to put together, because it had to express something new, it had to say something relating to the event that we had to deal with. † The front cover of the issue is said to be a Islamic male holding up a sign that reads their slogan, â€Å"Jew Sues Charlie†. The magazine's lawyer, Richard Malta, said yesterday (January 1 3):

The Five Habits Of Highly Effective People - 1326 Words

I chose Liberty University for its combination of a nurturing, Christian atmosphere and its advanced, up-to-date resources. These positive attributes extend to the Honors Program with the addition of a challenging academic curriculum. I am in pursuit of the best version of myself and that version is at the Liberty Honors Program. Stephen Covey’s The 7 Habits of Highly Effective People, as the title suggests, outlines exactly what one needs to do to be an effective person. I hope to gain each of these seven habits from an Honors Program Education at Liberty University: be proactive, begin with the end in mind, first things first, think win-win, seek first to understand then to be understood, synergy, and sharpen the saw. Covey’s first†¦show more content†¦Katie Bell from the class of 2011 wrote, â€Å"My boss later informed me that my ability to do research and write as demonstrated by my thesis is what landed me the position.† Liberty Honors is always in structing students in preparation for their futures. I hope to take on Liberty’s mission as well as find a new vision. Covey’s third habit is called first things first. No one can do everything; I have to prioritize. Liberty University as a whole has an emphasis on faith and teaches its students how to make God a priority. I hope to gain that same mindset and practice. From the honors program the priority I hope to learn is on my academics. With a heavier and more challenging workload I will have to learn how to prioritize my studies more than I already do. From my well-qualified teachers and ambitious peers I plan to learn study skills and habits. Taylor Webb wrote, â€Å"I developed close friendships with other honors students and faculty, who pushed me to study harder and smarter.† Webb and his fellow students knew the importance of studying and pushed each other to focus on it. These are the types of relationships and skills I hope to develop through the Lib erty Honors Program. Covey’s fourth habit, think win-win, is all about interacting with others. This habit is particularly important to me because I have grown up in a household ofShow MoreRelatedThe Five Habits Of Highly Effective People1164 Words   |  5 PagesIn his book, The Seven Habits of Highly Effective People, Covey (2004) states, Management is efficiency in climbing the ladder of success; leadership determines whether the ladder is leaning against the right wall (pg. 101). As one climbs the ladder of success, their achievements are in the hands of the individuals they manage. With today’s complex and rapidly changing health care, the role of the manager is reliant on nurse leaders in creating success in continuous quality improvement and patientRead MoreFive Habits Of Highly Effective People846 Words   |  4 PagesGoals of a Leader in Healthcare Staffing One of the 7 habits of highly effective people is to begin with the end in mind. When I learned this habit a few years ago I implemented this thought process not only in my personal life but more importantly my professional life. I know where I want to end, and that is running my own staffing company generating millions in revenue for my family versus for someone else. In order to accomplish this there are goals that I will need to achieve over the next 2-3Read MoreThe 7 Habits of Highly Effective People, authored by Steven Covey Book report in APA format1160 Words   |  5 PagesThe 7 Habits of Highly Effective People Stephen Covey authored the book, The 7 Habits of Highly Effective People, to offer his expert, professional, and personal insight of seven habits, or traits, exhibited by effective people. While outlining the seven habits, he emphasizes that each previous habit is the building block for the next. He also shows how all the habits are tied together to effectively transition through the growth stages of dependence to independence to interdependence to becomeRead MoreThe Habits Of Authentic Leadership1534 Words   |  7 PagesHabits of Authentic Leadership Stephen R. Covey has authored numerous leadership and personal growth books. This paper focuses on the book titled â€Å"The Seven Habits of Highly Effective People† and its relation to the theory of authentic leadership as well as its application to nursing practice. All seven of the habits are valuable to nursing practice, enabling nurses to become more effective leaders and care providers. The habits applying to authentic leadership principles that will be discussed areRead More Seven Habits Of Highly Effective People Essay1073 Words   |  5 Pages THE 7 HABITS OF HIGHLY EFFECTIVE PEOPLE The 7 Habits of Highly Effective People was written by Stephen R. Covey in 1989. This book has been on the National Best Seller list for over 200 weeks. Many people have attended Covey’s seminars on the subject. Many companies have required top executives to read this book including AT amp; T, Dow Chemical, Ford, Deloitte and Touche, Marriott, Xerox and Ritz Carlton Hotels. This book proposes that there are seven habits that can be learned to improveRead MoreThe 7 Habits Of Highly Effective People By Stephen R Covey772 Words   |  4 PagesIn the book, â€Å"The 7 Habits of Highly Effective People†, Stephen R Covey writes about the seven habits that can change your life forever. As the title suggest, he does this by providing the reader with easy to remember statement that when explained, have a very deep meaning behind them. The Habit that this paper is going to focus on is habit 2. The paper will analyses this habit by explaining what it means, examples of people who lived with this mindset, what the authors personal experience is. InRead MoreThe 7 Habits Of Highly Effective Teens1746 Words   |  7 PagesToday was the first day of the 2016 Emerging Leaders program and discussed being proactive, the first step of the 7 habits of highly effective teens. We learned about how trying new things will help in becoming a successful leader. This is important for me as I am very reluctant to try new things, and if I tried new things more often, I will improve my leadership skills. We were also showed the difference between being reactive and practice and the idea that a stimulus creates a choice to a responseRead MoreHabits Of Highly Effective People By Stephen R. Covey1672 Words   |  7 PagesSummary of Main Points in 7 Habits of Highly Effective People This book on 7 Habits of Highly Effective People was written in 1989, is still a great book today. Stephen R. Covey talked about great habits that we need to encrypt in our daily living to be effective at work, home and as a person. He explained how the habits is based on developing our independence. The first habit he talked about was being proactive in our lives. To be proactive we need to have self-awareness of our actions. We needRead MoreSolving Intercultural Communication Problems1447 Words   |  6 Pagesdance better with some people and worse with others. We also enjoy ourselves more with particular partners. There is always someone who leads and someone who follows; both roles are important and it is clear which is which in an actual dance. The practice of speaking and listening within intercultural business contexts is fundamentally the same as in this dance example. All of us know the dance steps of requests, offers, promises, declarations and opinions, which are the five main dance steps ofRead MoreThe 7 Habits Of Highly Effective People Essay1357 Words   |  6 PagesThe 7 habits of highly effective people The seven habits of highly effective people by Stephen Covey is a self-help book for all kind of people.It is based on personal experiences and it gives us tips or suggestions for how to better our lives.Many of us want to be effective in our lives and one day we hope to achieve our goals,but we are not willing to analyze our own standards.Covey uses real life examples as well as his own experience to uncover a life full of prosperity.Furthermore, he gives