Organisational Design & analysis Case Study Example | Topics and Well Written Essays - 2000 words

Hierarchical Design and investigation - Case Study Example Associations accordingly will in general endeavor at creating more prominent interests just as an incentive to the clients with the end goal of adequately controlling the interior business exercises and acquire serious advantages recognized in the outside business condition. In addition, it very well may be seen that the advertisers likewise center after assessing diverse strong instruments and systems so as to upgrade the degree of acquiring better control of the hierarchical strategies alongside achieving a serious situation in the wildly developing business condition (Stahl and Voigt, 2006). Stressing the current marvel of intensity alongside changing patterns in the worldwide business condition, the essential target of this report is to show and examine significant issues looked by Google Inc. (Google) identifying with its hierarchical culture alongside its plan. The conversation of this report will likewise concentrate on recognizing the significant issues of Google that the org anization looked from the given contextual investigation and dissecting them through defending distinctive hypothetical points of view successfully. Brief Description of Google Inc. is generally known for its quick change in the worldwide web based promoting based industry. The organization is notable as one the main and commanding organizations spend significant time in overall web based items or administrations. The organization is essentially prestigious for web based publicizing alongside ‘search’ promoting innovation which empowered it to accomplish predominant situation in the separate business. Google was built up by the couple named Sergey Brin and Larry Page in 1996 and was joined in 1998 (Google, 2013). Since its rise in the worldwide web based registering business condition, it has been evidently seen that the organization has increased a transformational development through fusing a more extensive scope of spearheading items or administrations. According to the current day setting, Google will in general offer arrangement of items and administrations including on the web efficiency programming, for example, email, office suites alongside other more extensive person to person communication administrations. In addition, the association renders web perusing applications connected with photograph altering apparatuses and texting administrations that empower the organization to accomplish a prevalent serious position. Likewise, as per the current situation, Google additionally offers compelling telecom gadgets and online video sharing internet based life applications, for example, YouTube to its worldwide clients (Google, 2012). Comparable to the hierarchical culture, it has been seen that Google will in general join remarkable authoritative culture which makes the organization more serious than its opponents in the separate business. The association consolidates an uncommon hierarchical culture which altogether mirrors a satisfactory stage that empowers the representatives to pick up their absurd information through improving, testing alongside hazard taking activities. It has been obviously seen from the hierarchical procedure or configuration winning in Google that it will in general advance the intrinsic intensity of the laborers and wants to fabricate a profitable workplace. Additionally, the slip-ups of the workers having a place with Google are utilized as the essential component encouraging the organization to pick up its possibilities as far as

Plato And Forms Essays - Platonism, Form Of The Good,

Plato And Forms Platos Forms The impact that Plato, the Greek scholar conceived in 427 BC in Athens, has had since the commencement of theory has been grand. In addition to other things, Plato is known for his investigation of the crucial issues of regular science, political hypothesis, mysticism, religious philosophy and hypothesis of information; a significant number of his thoughts turning out to be changeless components in Western idea. The premise of Platos reasoning is his hypothesis of Ideas, or convention of Forms. While the idea of Forms is basic to Platos theory, over long periods of philosophical examination, it has been hard to comprehend what these Forms should be, and the reason for their reality. While looking at Platos frames and assessing the hypothesis, a few ends have end up being hazy and unanswered. Notwithstanding, the convention of Forms is fundamental to Platos reasoning. Plato went to his perspective on the Forms dependent on two premises: first, that information can't get through the fa culties; and second, we do by and by figure out how to know things in arithmetic, for example. Plato had confidence in two universes; the experimental domain of solid, recognizable items known through tangible experience, and the reasonable domain of great and everlasting Forms. As per Plato, the experimental domain isn't genuine, as tangible articles are not totally genuine. Convictions got as a matter of fact of such articles are consequently ambiguous and inconsistent, though standards of arithmetic and reasoning, found by inward, rationalistic contemplation on the Forms, comprise the main genuine information. Such natural, solid things as trees, human bodies and creatures, which can be known through the faculties, are only shadowy, flawed duplicates of their Forms. For each sense object in the exact world, there is a relating flawless Form. These Forms are nonphysical, perpetual, everlasting, and imperceptible. How at that point, you may solicit, can one ever know about the Form s on the off chance that they can't be known by sense discernment? Plato responds to this inquiry by expressing that the Forms are known in thought. They are the objects of thought, consequently, at whatever point you are thinking, you are considering Forms. A significant point to note about the Forms is the possibility of perpetual quality. The Forms are everlastingly perpetual. A significant standard of Platos hypothesis of information was that every single certifiable object of information be portrayed without logical inconsistency. Hence, in light of the fact that all items saw by sense experience change, a statement can be made that such articles one after another won't be valid sometime in the not too distant future. Since what is completely genuine must, for Plato, be fixed, perpetual, and constant, he recognized the genuine with the perfect domain of being instead of the observational universe of turning out to be. This all prompts Platos inescapable dismissal of observation . The genuine meaning of observation is, the view that holds sense recognition to be the sole wellspring of human information (Jones, 369). Clearly this view is profoundly contradictive with Platos hypothesis of Forms. He felt that recommendations got from tactile experience have, probably, a level of likelihood; they are not sure. Unadulterated information may just be gotten from certain, changeless realities. The contention is actually that not exclusively do the things we see change, yet so do the conditions where we see them. Take this model, for example. If I somehow happened to hold some hot espresso in my left hand and a cool lager in my right, and afterward place two hands into a tub of tepid water, that equivalent tub of water would feel cold to one side hand, and warm to the correct hand. In addition, things should frequently appear to be changed to me than they do to any other person, for the conditions of others are once in a while equivalent to mine. We are likewise at risk to encounter deceptions, conditions of dreaming and mind flight, and our underlying decisions are additionally frequently impacted by our desires and inclinations. Because of these conditions, Plato guesses that we can never pick up information through our faculties. Experimentation is dismissed in Platos reasoning, repudiating with his hypothesis of Forms to an enormous degree. Plato imagined the Forms as orchestrated progressively. A separating line parts the reasonable domain into C and D. The division of C speaks to the lower Forms, and D speaks to the higher Forms,

Cogentin (Benztropine) Uses for Bipolar Disorder

Cogentin (Benztropine) Uses for Bipolar Disorder Bipolar Disorder Treatment Medications Print Cogentin (Benztropine) Uses for Bipolar Disorder By Marcia Purse Marcia Purse is a mental health writer and bipolar disorder advocate who brings strong research skills and personal experiences to her writing. Learn about our editorial policy Marcia Purse Medically reviewed by Medically reviewed by Steven Gans, MD on December 03, 2019 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on February 20, 2020 Bipolar Disorder Overview Symptoms & Diagnosis Causes Treatment Living With In Children Your Rights HeroImages/Getty Images In This Article Table of Contents Expand What Is Cogentin? Contraindications Common Side Effects   Less Common Side Effects   When to Contact Your Doctor Overdose Effects View All Medications often used to treat bipolar disorder, such as  typical  and  atypical  antipsychotic drugs, may cause drug-induced parkinsonism, the medical term for symptoms that mimic  Parkinsons disease.  ?? Drug-induced parkinsonism may cause:   A decrease in facial expressionsDifficulty starting and controlling movementSlowed movementSoft voiceStiffness of the trunk, arms, or legsTremor What Is Cogentin? Cogentin (benztropine) is used for treatment of Parkinsons disease and is in a class of drugs called anticholinergics. These drugs help rebalance irregular activity of acetylcholine neurotransmitters, which are crucial to brain and muscle function.?? Cogentin improves muscle control and has been shown to decrease rigidity and tremors associated with Parkinsons disease. Cogentin is also sometimes used to treat people with  bipolar disorder who have developed parkinsonism. ?? Cogentin comes in 0.5, 1, and 2 mg tablets to  be taken orally, usually at bedtime, and in some cases, an injection is provided. One dose per day will typically suffice to treat symptoms of parkinsonism.?? Your doctor may start you on a small dose to see how you respond.   Contraindications Cogentin may interact with certain drugs, including antidepressants, sleeping pills, painkillers, antihistamines,  anti-diarrheal medications, some antacids, and other medications.?? Its important that you speak with your doctor about any potential interactions.   Common Side Effects   The following are common side effects of ?Cogentin.?? You should check with your doctor if they dont go away or worsen: Blurred vision  Constipation  Decreased sweatingDifficult or painful urination (especially in older men)DrowsinessDryness of mouth, nose, or throat Less Common Side Effects   The following are less common side effects of Cogentin.  ?? Dizziness or lightheadedness when getting up from a lying down or sitting positionEuphoriaHeadacheMemory impairments (especially in the elderly)NervousnessStomach upset or painUnusual excitement When to Contact Your Doctor Notify your doctor immediately if you experience any of the above  rare side effects of Cogentin, as well as these below:?? ConfusionEye painSkin rashRapid heart rateHallucinations Overdose Effects If you or a loved one have potentially overdosed on Cogentin, call your local poison control center and/or 911 immediately. Symptoms of overdose include:?? Clumsiness or unsteadinessSevere drowsiness  Severe dryness of mouth, nose, or throatFast heartbeatHallucinations (seeing, hearing, or feeling things that are not there)Mood or mental changesSeizuresShortness of breath or troubled breathingTrouble sleepingWarmth, dryness, and flushing of the skin Other Cogentin side effects not listed above may also occur in some patients.?? If you notice any other side effects, be sure to check with your doctor.

What Does The Strength Perspective Can Be Beneficial...

adolescents relate to the clinician that is working with them. This could be because strengths based is a positive perspective that is meant to encourage and teach the teens how to cope. Strengths based perspective is also known to help open up adolescent’s ability to talk with their parents and can also decrease negative behaviors. After the five week treatment was complete the adolescent where asked to talk about their experience and what they liked most about the strengths based perspective and the program. Many of the teens liked how they learned to identify and use their strengths. They likes learning how to focus on their strengths instead of focusing on their problems. This could help the adolescents from turning to drug use because thinking and determining their strengths can be a deterrent. Social workers need to know how the strength perspective can be beneficial to adolescents. Strengths based perspective can be short term or long term, depending on what is most ben eficial to the client. It is a positive perspective that can lead to open conversation especially with adolescents that are sensitive and may not want to receive treatment. 1) Kingston, S., Raghavan, C. (2009). The relationship of sexual abuse, early initiation of substance use, and adolescent trauma to PTSD. Journal Of Traumatic Stress, 22(1), 65-68. doi:10.1002/jts.20381 Substance abuse in adolescents and trauma have a very strong connection. Usually when an adolescence starts using illegalShow MoreRelatedA Theoretical Perspective Attachment Based Family Therapy1710 Words   |  7 PagesConceptualization The family’s main problems can be understood from the theoretical perspective Attachment Based Family Therapy (ABFT). The client that was referred is Mia. She is a 17 year old second generation Chinese-American girl. She is currently a junior in high school and is preparing to take the SAT’s next year. Mia’s teacher referred her due to mild symptoms of depression. This perspective is important because a child depends on his/her parents being available and protective which causesRead MoreAlcoholism : A Serious Issue1311 Words   |  6 Pagesdrownings (Underage Drinking, n.d.). This research is important because if science can find a way to help these adolescents stay sober for an extended period of time, it will save a lot of lives, a lot of heartache, and a lot of money and resources from the government. There are many different treatment approaches for alcoholism, and what seems to work the best is Alcoholics Anonymous. The problem with adolescents that attend AA is that they are not staying sober for long. Alcoholics Anonymous usesRead MoreRisky Behavior : Risky Behaviors1639 Words   |  7 Pageslives. This means, we talk over big decisions ahead of them (or behind them) and define how one choice leads to a specific benefit, but another choice leads to a negative consequence. Then, we must make sure we don’t remove those consequences. This does not mean we throw them to the â€Å"wolves† without any support. It simply means we talk through outcomes, then let life demonstrate it is full of equations. We must follow through and discuss both the perks and price of our choices. It’s hard to be flexibleRead MoreTheories And Theories Of Learning1616 Words   |  7 Pagesperson can be taught. I also believe that there are various theories to learning. To elucidate, all around the world various tutors may use different methods to teach young students. There are two methods which I will be describing in detail, Kolbâ€℠¢s theory from 1984 and Honey and Mumford’s theory from 1982. An image portraying various learning theories. 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It is common for one to go into denial after a traumatic situation to make them feel as if the situation did not happen. When one is in shock from grief and does not know how to handle it, many individuals choose to deny the trauma repeatedly so that they do not have to face it, which usually lasts for about a day. According to Margaret Baier, Assistant Professor of Family and Consumer Sciences at Baylor andRead MoreThe Theory Of Social Work Essay1681 Words   |  7 PagesThis section of the paper will discuss the definition of social work, values associated with social work and arguments for and against the use of systems theory in social work practice. Social work can be described as a field of study that encompasses individuals and their environment. Social work can be defined as work trained professionals do to elevate stressors of individuals so they may become more self-sufficient and empowered to live to their fullest potential. According to the National AssociationRead MoreThe Process Of Patient Assessment1258 Words   |  6 Pages2011). Single and multidisciplinary tools exist to facilitate the process of effective patient assessment. Examples of these will be explored to identify strengths and opportunities for improvement. In an ideal setting DSME is provided by a multidisciplinary team, which allows the patient the benefits of an array of expertise and perspective (AADE, 2011). While most patients benefit from this approach, some may be averse to working with multiple team members and a single person on the team mayRead MorePediatric Obesity : A Major Problem Around The World Essay1462 Words   |  6 Pagesincluding organized physical activity, education classes, and strength and conditioning classes. Out of all of these grades, the average percent of obesity in each grade that participated was around twenty percent. At the end of the investigated research, the results showed that students who participated in activity and watched less than two hours of television per day were less likely to be obese, as concluded by Perez et al. (2011). So does this show a positive, negative, or neutral correlation betweenRead MoreMake-Believe Play And Social-Emotional Development1133 Words   |  5 PagesHow does Make-Believe Play influence social-Emotional Development? Make-Believe Play is also known as pretend play. It is a loosely structured form of play that usually includes role-play, object substitution and rhetorical behavior. Social-Emotional Development is a child’s experience, expression, and management of emotions. It also is the ability to establish positive and rewarding relationships with others. Make-Believe Play is extremely important component in a child’s life. When a child participates

JOINT EFFECTS OF COMPLIANCE AND EFFICACY OF SOLAR...

JOINT EFFECTS OF COMPLIANCE AND EFFICACY OF SOLAR DISINFECTION OF DRINKING WATER ON CHILDHOOD DIARRHOEA: (A case study of Manyatta and Nyalenda peri urban areas of Kisumu East.) CHAPTER ONE 1.1 INTRODUCTION Zepha (2008), states that, â€Å"Solar Water Disinfection (SODIS) is a simple, cheap and environmentally friendly method for treating microbiologically contaminated drinking water at household level.†(as cited in Moses ,Zephaniah Jacques,2008, p.3). According to EAWAG (2008), SODIS utilizes solar radiation to inactivate pathogenic microbes majorly known to cause water borne diseases and thereby improving water quality. The pathogens are vulnerable to a synergistic effect of UV-A light (wavelength 320-400nm) and increased water temperature†¦show more content†¦SODIS is one of the methods recommended and indeed has an attributable fraction of 16% to diarrhoea and adjusted odds ratio of 0.65 at 95% C.I thus a protective factor (Conroy, et al., 1999). The PETS used are transformed into photoproducts by sunlight. However, laboratory tests have proven that these photoproducts are generated at the outer surface of the bottles and No indication for migration of possible phot oproducts or additives from PET bottles into water was observed with the applied analytical methods (Suter et al.2001). Kohler et al. (2008) confirms that the use of PETS and SODIS procedure is safe as far as human exposure to di(2-ethylhexyl)adipate (DEHA) and di(2-ethylhexyl)phthalate is concerned. A study conducted in Bolivia by Moser H and Mosler HJ (2008) indicated that the adoption of SODIS was dependent on increased participation of opinion leaders and community on drinking water themes. Further, a study by Landolt et al. (2009) showed that the acceptance and sustained use of SODIS was greatly determined by the availability of PET bottles locally, repeated training and promotion programmes, user educational level, motivation and commitment of promoters, social pressure, and institutional aspects. Tamas et al. (2011) indicated that decrease in health promotion consequently made users to terminate

Laboratory Report on the Effect of Acid Rain Free Essays

1. Problem According to an article, Acid Rain, by Novi Meadows Elementary, acid rain occurs in many parts of the world, no matter the climate difference. It is harmful not only to non-living things but especially to living things. We will write a custom essay sample on Laboratory Report on the Effect of Acid Rain or any similar topic only for you Order Now It can affect humans, sea life and forests. This is because when the surroundings become too acidic, some living things die, like fish. Acid rain is formed when the pH, which is the measurement of acidity and basicity, of water is lower than 5.6. In relation with this, the group would like to investigate the effect of acidity on different seed crops by varying the pH level of its surroundings. 2. Hypothesis The amount of seed germination will decrease as the surrounding of the seeds gets lower pH level, or becomes more acidic. 3. Procedure The effect of varying pH levels on the germination of three different seed crops, Triticum aestivum (Wheat), Phaseolus sp. (Mung Bean) and Zea mays (corn) were investigated. Each group counted 25 seeds and placed them in petri dishes. Next, 20ml of solution of desired pH level (1, 3, 5 and 7) were poured into the petri dishes containing the seeds. The seeds were then observed for seven days wherein morphological changes in the seeds were noted. At the end of seven days, the number of seeds germinated in the petri dish was counted and the percentage of seed germination was calculated. The data was then compared with the other groups. 4. Results Table 1 below shows the data gathered from the experiment. From the table, it can Table 1. Percentage of seed germination of Triticum aestivum (Wheat), Phaseolus sp. (Mung Bean) and Zea mays (corn) in pH levels 1, 3, 5 and 7. pH level Percentage of seed germination Triticum aestivum (Wheat) Phaseolus sp. (Mung Bean) Zea mays be seen that there was 0% seed germination for Triticum aestivum in pH levels 1, 3 and 5. This is because in highly acidic environments, the cells in the seed are unable to absorb the nutrients it needs to grow. In accordance with that, there was also 0% seed germination at pH level 1 for both Phaseolus sp. and Zea mays. At pH level 3, there was 12% seed germination for Phaseolus sp. and 4% for Zea mays. This means that the seeds of these plants can grow in semi-acidic environments. However, it can also be noted that at a less acidic environment, pH level 5, the percentage of germination for Phaseolus sp. and Zea mays increased to 60% and 12%, respectively. This probably means that the cells of the seeds of the two plants are able to absorb more nutrients in less acidic conditions. On the other hand, at pH 7, the seed germination of Phaseolus sp. and Zea mays decreased to 28% and 0%, respectively. Probably these two plants cannot properly absorb the nutrients needed in a neutral condition. Interestingly, though, it is only at this pH level that Triticum aestivum begins to germinate. This means that it is only at this point that the conditions for seed germination are favorable for the seed. According to the article, Soil Facts – It’s What We Don’t See That Counts, by FrostProof.com, different plants require different pH levels to properly absorb the water and nutrients it needs. This is probably the reason why the maximum percentage of seed germination for each plant was in varying pH levels: 16% at pH 7 for Triticum aestivum, 60% and 12% at pH 5 for Phaseolus sp. and Zea mays, respectively. 5. Conclusion From the results of the experiment and as stated in the hypothesis, it was concluded that the amount of seed germination will decrease as the acidity of the surrounding increases. In relation to this, acid rain could inhibit the growth of plants especially if its acidity is too high. Works Cited FrostProof.com. â€Å"Soil Facts – It’s What We Don’t See That Counts.† FrostProof.com. 6 November 2007 http://www.frostproof.com/soilph.html Novi Meadows Elementary. â€Å"Acid Rain.† 2002. Oracle Education Foundation: ThinkQuest Library. 6 November 2007 http://library.thinkquest.org/CR0215471/acid_rain.htm How to cite Laboratory Report on the Effect of Acid Rain, Essay examples

Disintegration of Dick Diver in Fitzgeralds Tende Essay Example For Students

Disintegration of Dick Diver in Fitzgeralds Tende Essay r is the Night Essays Tender is the Night EssaysThe Disintegration of Dick Diver in Tender is the Night The exact nature of Dick Diver?s descent throughout the course of Tender is the Night is difficult to discern. It is clear enough that his disintegration is occasioned by Nicole?s burgeoning independence, but why or how her transformation affects him this way is less than obvious. Moreover, it is not at all apparent what is at stake, more abstractly, in this reciprocal exchange of fates. In this paper, I will propose a reading of this change that relates Nicole?s strength to her naturalness, her identification with instinct and natural impulse, and Dick?s strength to his civilization, his identification with the curtailment of natural impulse through psychiatry and prewar American civilization. The relationship between Nicole and Dick is such that what happens to the one must happen to the other. Both Nicole and Dick turn by the novel?s end to impulse and instinct, but while Nicol e does this by gaining an independent self-consciousness, Dick achieves this only through drinking. Throughout the novel Nicole is identified with the childish and animalistic wildness of instinct. This is most obvious in the uninhibited expression of emotion which characterizes her episodes of madness. We see, for instance, her frenzied laughter as she rides the Ferris wheel and causes her car to crash. As the car finally comes to a halt, she, Nicole, was laughing hilariously, unashamed, unafraid, unconcernedS.She laughed as after some mild escape of childhood (192). And as a patient at the clinic, after having her affection for Dick rebuffed, we are told, Nicole?s world had fallen to pieces, but it was only a flimsy and scarcely created world; beneath it her emotions and instincts fought on (143). As the story progresses, though, the expression of these impulses become less openly dangerous and abnormal and more linked to her growing sense of self. One more restrained way in which Nicole is identified with impulse is her use of money. Money in the story is a sort of materialized passion, the tangible expression of an appetite to possess and control. Money becomes more and more plentiful as the story moves on, such that by the beginning of book three, after Dick gives up his stake in the clinic, the mere spending of it, money, the care of goods, was an absorption in itself. The style in which they traveled was fabulous (257). Nicole?s relation to impulse is also demonstrated by her attractions to others, culminating, of course, in her relationship with Tommy Barban. Fitzgerald tells us, for instance, that the people she liked, rebels mostly, disturbed her and were bad for hershe sought in them the vitality that had made them independent or creative or rugged, sought in vainfor their secrets were buried deep in childhood struggles they had forgotten (180). It was this raw vitality which Dick increasingly lackedhe was far from rugged and becomes less and less c reative through the course of the noveland that she saw in herself that became the focus of her external interest. Her search for this energy in others was an expression of her own growing awareness of this energy within herself. I think it is noteworthy, as well, that Fitzgerald links this energy to childhood struggles. If the source of such interior strength is the experience of childhood, then perhaps Nicole?s difficulty in finding this in herself can be explained by the fact that she has not left childhood. For much of the novel, she is still Dick?s surrogate daughter and has yet to extricate herself from that role. One might also use this fact to explain her poor relation with her own children who seem, on the whole, more mature than she. How could she be a mother to children when she is a child herself? Near the end of the novel, this identification of Nicole with instinct becomes more explicit. On page 280, for example, we are told that Nicole had been designed for change, fo r flight, with money as fins and wings (280). Freedom is her nature, but it is a freedom likened to that of animals. There is a wildness inherent in her, a unconstrained passion for movement. Fitzgerald continues in the next line, the new state of things would be no more than if a racing chassis, concealed for years under the body of a family limousine, should be stripped to its original self (280). Again, Nicole is represented by a unruly, passionate, and impulsive object. (I might also note the subversive power of the image in its denial of Nicole?s familial role). The culmination of Nicole?s growing awareness of the wildness of her nature is her relationship with Tommy Barban. The exchange between her and Tommy in their impulsively procured hotel room is very illuminating in this regard. Tommy asks her pointedly, Why didn?t they leave you in a natural state?, following up with, You are the most dramatic person I have ever metSAll this taming of women! (293). Nicole stays silent t hrough most of this, feeling Dick?s ghost prompting at her elbow, but refusing to pay it heed, listens instead to Tommy?s exposition of her nature. In the end she accepts his understanding of her as her own, endorsing his impulsive naturalness with her own and welcoming the anarchy of her lover (298). Dick?s path is decidedly different. Throughout the first half of the book, Dick is presented in a very positive light. He is handsome and charismatic, the center of his social world. We are told that save among a few of the tough-minded and perennially suspicious, he had the power of arousing a fascinating and uncritical love (27). Due to people?s affection for him, he becomes the head of his social group. He is shown very much in control of his environment. We learn later that Dick is a psychiatrist with a brilliant mind who, if he could only organize his thoughts on paper, would lead to great advances in the subject. For all the emotional attachment he engenders in others, he himself except for aspects of his relationship with Rosemary, which we know is new for himis not given to emotional excess. As a friend of his says, You are not a romantic philosopheryou?re a scientist. Memory, force, character (117). Dick?s role as a scientist is not, however, impersonal observation. He is a clinical psychiatrist and works to bring those who are mentally disturbed back to the normal social world. It is in this capacity that he first meets Nicole. She is a patient, and it is his charge to alleviate her hysteria. In this regard, he must curtail the excesses of impulse and emotion that preclude her functioning according to social convention. She is wild, and he must tame her, domesticate her, bring her into the company of civilized men and women. Aside from this professional concern with bringing the mad into civilization, Dick is also very invested in his particular conception of civilization. We read, for instance, of Dick?s early illusions of the essential goodness of peop le; illusions of a nation, the lies of generations of frontier mothers who had to croon falsely, that there were no wolves outside the cabin door (117). Further on, as Dick becomes more reflective, he begins to question dying for one?s beliefs and of the social imperatives to be goodS.brave and wise (133). What prompts this questioning is the war, which shook Dick deeply. We see this most clearly in 1.xiii where he and his entourage visit an old battleground. There, Dick becomes melancholy and his throat strains with sadness (57). He also proclaims dolefully that all of my beautiful lovely safe world blew itself up here with a great gust of high explosive love (57). In this odd statement, Dick takes ownership of this world and feels a great personal loss at what has happened even though he did not directly participate. The importance of the war to Dick is further shown by the scene in which he helps the red-haired Tennessee girl looking for the grave of her brother. In these ways, t hen, Dick is portrayed as the protector of civilization, mourning the disillusioning effects of the war while working to repair civilization by treating the psyche. We are told a little over half way through the novel that Ssomehow Dick and Nicole had become one and equal, not opposite and complementary; she was Dick too in the marrow of his bones (190). Given the novel?s outcome, there is an air of paradox to this statement. Clearly Nicole and Dick end the novel in very different conditions. How can this be if they are one and the same? Doesn?t this indicate an oppositeness or complementariness rather than a unity of identity? I think that this air can be dissipated by understanding the trajectory of Nicole and Dick?s relationship, using the identifications elucidated above, as an increasing move toward natural instinct and impulse, the effect of which is positive for Nicole and detrimental for Dick, as the only way he can handle such feelings is through alcohol. The first decisive move in this direction is Dick?s relationship with Rosemary. We are told again and again that Dick had never done anything like this before, that the emotional whirlwind in which he is caught up is entirely new. This comes out most clearly at the end of 1.xx in which Dick impulsively goes to visit Rosemary at her movie set: He knew that what he was now doing marked a turning point in his lifeit was out of line with everything that preceded it (91). And further on, Dick?s necessity of behaving as he did was a projection of some submerged reality.SDick was paying some tribute to things unforgotten, unshriven, unexpurgated (91). I interpret this submerged reality as the presence of natural impulse and instinct which he has hitherto repressed, the aspect of himself which it is the psychiatrist?s job to subdue in the process of bringing someone into civilization. But, as they are aspects of him as well as of every person, they are unforgotten and unexpurgated. (The inclusion of unshrive n is interesting; as he cannot remove these aspects of himself, neither can he seek pardon for their presence. The feeling that he should need such pardonthe idea that such instincts are wrongstands in stark contrast to Nicole?s unabashed expression of impulse later in the novel). This episode and others like it mark a breakdown in Dick?s civilized worldview. It is this breakdown that allows Nicole to begin finally to express her own nature, first by relapses into her hysteria and then by a more consistent and holistic embrace of instinct and impulse in her relations with Tommy. The final stages of Nicole and Dick?s break brings this out clearly. Near the end of the novel, Nicole comes to the realization that she had somehow given over the thinking to him, Dick,S.She knew that for her the greatest sin now and in the future was to delude herselfS.Either you thinkor else others have to think for you and take power from you, pervert and discipline your natural tastes, civilize, and ste rilize you (290). Nicole, then, awakens to her natural self, recapturing sovereignty over her own person and refusing to allow Dick to fit her into his mold as to what she should be; Dick would no longer be the father with the authority of reason. As Fitzgerald says in narrating the decisive moment of their rupture, She achieved her victory and justified herself to herself without lie or subterfuge, cut the cord forever (302). It is crucial to note that Dick comes to the same point, but as his natural instincts and impulses were for him a submerged reality, he could not accept healthily this change like Nicole, for whom instinct and impulse were always much closer to the surface. The only way for Dick to handle this unearthed reality within was to turn to the bottle. There is, of course, a natural comparison to made between Dick and Tommy here. It is noteworthy that Fitzgerald explicitly tells us that Tommy Barban was a ruler, Tommy was a heroS.As a rule, he drank little; courage wa s his game and his companions were always afraid of him (196). Tommy does not have to drink to deal with his passions; he is a man of passion already and, as such, is more similar to Nicole than Dick. In this way, also, the love between Tommy and Nicole could have the reciprocity which Dick and Nicole?s hierarchical, paternal, doctor/patient relationship could never have. Tommy could love back where for Dick, so easy to be lovedso hard to love (245). At the novel?s end, then, the naturalness of Nicole and Tommy has triumphed over the civilization of Dick. I should say, though, that I do not take this outcome to be an endorsement on the part of Fitzgerald of this impulsive naturalness. Rather, I read the novel as an exploration of disillusionment with the idealism of prewar America. I think Fitzgerald suggests as much when he posits the postwar years as the natural environment in which a story such as Dick?s emerges: His love for Nicole and Rosemary, his friendship with Abe North and Tommy Barban in the broken universe of the war?s endingSthere seemed some necessity of taking all or nothing; it was as if for the remainder of his life he was condemned to carry with him the egos of certain people, early met and early loved, and to be only as complete as they were themselves (245). This plight, this condemnation, was not Dick?s alone; it was that of an American civilization thrust into a new world in which it, like all others, must now deal with the sins of past and present in its struggle for survival. 12 angry men Essay

In This Essay, Im Going To Introduce To The Reader A Topic Not Touche

In this essay, I'm going to introduce to the reader a topic not touched a lot because of its complexity and its avoidance by conservative adults. This topic is, of course, Rock Music. During one week, I looked for information in the library and at my house, and from the information I gathered and my one knowledge about the topic, I'm going to lead the reader to a better understanding of Rock n' Roll. I chose to do Rock music because I can identify myself with it. Rock music is very complex. In fact "It's stylistic scope is to broad to be encompassed by any single definition" ("Rock Music", Groliers, p.1). The nearest definition suggests a kind of music that represents and speaks for the teenage society. This music is characterized by using a heavy beat. In this essay, I'm going to divide Rock music into four sections: Rock of the 50?s, of the 60?s, of the 70?s and of the 80?s. Within these sections I'm also going to discuss several sub-topics such as famous composers and groups, and characteristics of the music. The first section of this essay is Rock n' Roll of the 1950's, when Rock n' Roll was born. It emerged from rhythm and blues, a music similar to jazz played by blacks. This kind of music started to attract white teenagers. Disc jockey Alan Freed was the one who introduced this music and later gave it the name of Rock n' Roll. Record companies distributed records played by whites but composed by blacks. Whites were frustrated because there weren't any white artists and they didn't want the blacks to be the stars until Bill Haley appeared with his "Rock Around the Clock". In this decade, Elvis Presley introduced a music that was sexual suggestive and outraged dull adults. In time he changed the style of the music by adopting a country and western style and became a national hero. By the end of this decade and the start of the next, Rock n' Roll started to decline because it was formula ridden and it was too sentimental. Teenage audiences transfer red their allegiance to Folk music. In 1963 the renewal of Rock n' Roll came when The Beatles started to play. The Beatles, for some the best rock group ever, were from Liverpool, England. Through the 60's, The Beatles dominated the record industries and with their dominant instrumentation, which included: electric leads, rhythm, and bass guitar, drums and sometimes an electric organ, changed the name of Rock n' Roll to just Rock. During the 1960's many other styles of music arose from Rock like, Motown, Soul music, Jazz-rock , Folk-rock and others. Folk-Rock the most appreciated of this derivations and was first suggested by Bob Dylan. This kind of music brought to folk music a hard beat and amplification; and to Rock, a new poetic style. California was one of the major centers of rock activity and experimentation during the decade. First it was characterize for its surfing music, a very joyful music that reflected the fun people had while surfing. The Beach Boys we re the ones who introduced this kind of music. At the end of the century this happy kind of music changed to a more rebellious style that was designated the name of "hippie music". Groups that played this music were Country Joe and The Mamas and The Papas. Along with this hippie ideas popularity of hallucinogenic drugs produced a psychedelic style of music called Acid Rock. By the end of the 60?s the distinctions between Rock n? Roll and Rock were evident. The early instruments- saxophone, piano, amplified guitar, and drums- had been changed to electric guitar and bass, amplified drums and other electronic devices. Not only did the instruments change but so did the ideas behind the music. For example, "to the lyrics of teenage love and adolescent concerns were added social commentary, glorification of drugs and free-association poetry"("Rock Music", Groliers, p.1). Groups like The Beach Boys, Crew Cuts and The Everly Brothers were replaced by more imaginative, non-descriptive names groups like The Who, Jefferson Airplane, Big Brother and Holding Company. The Who, the most famous of these groups, were originally from England

Westmills Carpets Limited

Westmills Carpets Limited What should be done?Derek Mather should act as the turnaround manager and get everybody involved in his solution under his direct command. The most urgent thing is to get rid of non-profitable products and cut cost. On the other hand, he should improve cooperation between departments and fully develop the control and financial system in order to achieve on-time delivery and reliable product quality.Why should it be done?First, the degree of shareholder commitment would be impressive if CED is prepared to supply additional capital and personnel. Currently, Westmills need a turnaround leader to bring order to chaos. Derek, VP of CED is a good candidate to satisfy shareholders and bankers.Secondly, Westmills has limitation in their equipment to produce multicolour carpets. Multicolour design is ill fit to the Calgary plat. In addition, due to imported material and exchange rate, its high cost forced Westmills into non-competitive situation.DEREK 1On the other hand, they can make a good solid color fabric and reasonable upgrades will bring more profit for them.Third, dependability of delivery and good quality are always important in maintaining good customer relationship. But Westmills' quality and delivery problem are the worst ever. One reason is the difficulties of coordination between some departments, such as urgent sales order cause manufacturing department unable to schedule properly, which rise up the quality problem and make customer unsatisfied. Then it will be difficult to get order from this customer again. The other reason is half-finished control system, with shortcoming from order entry to cost control, are unable to keep reasonable effective or efficient standard.How should it be done?At first, Derek should give up non-profitable products, such as multicolour carpets and upgrade its strong productsolid color design in order to get more profit from it.Second, Derek should...

Birthday Story of Private John G. Burnett Assignment

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Turmoil in the Magic Kingdom Assignment Example | Topics and Well Written Essays - 1750 words

Turmoil in the Magic Kingdom - Assignment Example Answer 1 Any organization should abide by the principles of corporate governance on which the company would run. A company under all circumstances should adhere to these principles. The set up in which proper governance should be run should include the proper allocation and distribution of rights and duties among the top executives and the chief decision makers of the organization. The method of corporate governance would affect all the stakeholders of the organization that include the customers, the shareholders, investors, the employees, the management and the regulatory bodies (Goergen, 2012). Any kind of wrong decision making or framing of policies for selfish motives would affect the stakeholders. Through a proper structure of corporate governance the mission and the objectives of the companies can be framed and the company can move in a specified direction accordingly. First of all a company should have policies that provide for equal rights and treatments towards the sharehold ers. It is necessary for all the organizations that go to the public for funds to know that since the general public are the true owners of the company, the management has a responsibility towards them. In case of any specific circumstances the shareholders should be able to express their opinion and may demand for their rights. Thus situations of information asymmetry should be avoided and irrespective of the amount of stake in the organization they should be welcomed to take part in the decision making process in the annual meetings. In the case of Disney, it is clear that the shareholders were deprived of their right to select the right candidate as member of the board. The CEO has displayed favoritism towards a particular individual who would support him in his selfish endeavors. Thus the composition of the board was mainly controlled by the Michael Eisner’s favorite people who would agree to what the CEO would decide for the company. Those who did not approve of this kin d of governance methods were either sidelined by the board or they were thrown out of the nomination by the board members in support of Eisner. Secondly, apart from the people who have financial stake in the company the others including the customers, suppliers and the employees also have a right to have access to correct information about the various aspects of the business including the rules and policies and the financial position (Low, 2008). In Disney the shareholders demanded for a justification of the high pay out that CEO and the top executives were drawing. Along with that the fluctuations in the prices of the shares had an effect on the financial markets and the mutual fund managers because they questioned the integrity of the financial information of the company. Thirdly, the board of directors being a very significant part of the company should take responsibility for the management practices that they undertake. A company in its journey towards excellence would face sev eral challenges. These challenges have to be met by the board in the most ethical and justified way as possible. Only those people who are capable enough to handle these problems should be included in the board. The members of the board should also have a lot of autonomy and liberty in any decision making process. In this case of Disney, it can be seen that the CEO, Eisner had an autocratic attitude and he forcibly included those people in

Theorieën Motorische Ontwikkeling

Theorieà «n Motorische Ontwikkeling Inleiding Motoriek is heel ruim gezegd, de beweeglijkheid van het lichaam. Om te weten wat er onder de motorische ontwikkeling wordt verstaan zullen wij ons in dit hoofdstuk gaan verdiepen. In dit hoofdstuk worden verschillende theorieà «n over de ontwikkeling van het bewegen en de motorische ontwikkeling beschreven. Enig inzicht in de achtergrond van de motorische ontwikkeling kan ons weer een stapje verder helpen bij het beter observeren en begrijpen van kinderen die zich anders of trager ontwikkelen dan hun leeftijdsgenootjes. De observaties bespreken wij later in hoofdstuk 7 en 8. Hier wordt duidelijk hoe je als leerkracht kunt observeren Hopelijk leidt dit inzicht tot betere antwoorden op het gedrag van deze kinderen, kortom tot beter onderwijs.Daarnaast wordt de globale motorische ontwikkeling van het jongere kind en het oudere kind beschreven. Wat betekent motoriek? De motoriek heeft betrekking op de bewegingen die het lichaam maakt; zoals arm en beenbewegingen. De motoriek bestaat uit een nauwe samenwerking tussen hersenen, spieren en ledematen. Het evenwicht, de ogen, de oren enhet autonome zenuwstelsel zijn er bij betrokken. De grove motoriek wordt als eerst ontwikkeld. Grijpen, rollen, zitten, kruipen, staan, lopen, klimmen en fietsen zijn de bekende ontwikkelingsfasen. Iedere fase van motorische ontwikkeling van een kind is noodzakelijk voor het latere functioneren.De hersenen worden door de motorische ontwikkeling op een bepaalde manier geactiveerd. De hersenen intregeren de motorische handelingen, ook wel automatiseren genoemd. Als dit automatiseren niet ontwikkelt zal een kind altijd de aandacht moeten houden bij de activiteit. Het kind kan dan niet twee dingen tegelijkertijd doen, zoals: fietsen en op het verkeer letten, lopen en praten.Deze sensorische integratie en de automatisering van bewegingen zijn belangrijk om goed te kunnen fun ctioneren. We kennen twee verschillende soorten ontwikkelingen in de motoriek namelijk; de grove motoriek en de fijne motoriek. De grove motoriek zijn alle grote bewegingen die je maakt met je lichaam zoals fietsen, zwaaien of lopen. Bij de fijne motoriek hebben we het over de kleine bewegingen die je bijvoorbeeld met je hand of vingers maakt zoals; schrijven of tekenen. Een voorbeeld van de grove motoriek wanneer deze niet goed ontwikkeld is zou kunnen zijn dat je vaak omvalt of tegen obstakels oploopt, bij de fijne motoriek zou het kunnen zijn dat je moeite hebt om dingen te kunnen oprapen. We kunnen dus wel zeggen dat alleen met een goede motoriekje gecontroleerde bewegingen kunt maken. (http://www.motoriekoefeningen.mysites.nl/mypages/motoriekoefeningen/107693.html) Het verloop van motorische ontwikkeling van het kind Het verloop van de motorische ontwikkeling begint tijdens het eerste levensjaar, daarom wordt in deze paragraaf naast de ontwikkeling van het schoolkind ook de ontwikkeling van babys peuters en kleuters besproken. Hierna wordt door middel van een overzicht, duidelijk welke ontwikkelingen een kind doormaakt per levensjaar. Tijdens het eerste levensjaar van een kind gebeurt er veel op motorisch gebied. Een pasgeboren baby doet veel vanuit reflexen. Zo heeft hij een sterke grijpreflex en een zuigreflex. Al snel gaat het kind bewuster grijpen, draaien, weer later gaat het zitten, etc. In eerste instantie gebeurt dit vanuit een aangeboren drang. Als voorbeeld nemen we het rollen. Eerst rolt een kind vanuit een innerlijke drang. Soms is dit helemaal niet handig, als bijvoorbeeld de nek nog niet zo getraind is, en hij dus steeds met zijn neus op het boxkleed ligt. Terug rollen leert een kind pas wat later, ook heel lastig als je moe wordt van je hoofd alsmaar omhoog houden. Naarmate het kind vaker rolt, wordt het kind er steeds behendiger in. Het kind ontdekt dat het dan ergens dichterbij komt. Weer later leert een baby dat hij dus al rollend ergens naar toe kan gaan, dat hij dus het rollen zelf in kan zetten als hij bijvoorbeeld een speeltje wil hebben dat net buiten handbereik ligt. Het karakter van het ki nd heeft grote invloed op het tempo van zijn ontwikkeling. Het ene kind is banger cq voorzichtiger uitgevallen dan het andere kind. Gelukkig gaat ieder kind uiteindelijk toch draaien of lopen. Dreumesen en peuters zijn dol op helpen bij huishoudelijke taken. Afwassen, schoonmaken, vegen, opruimen. Als ze willen, mogen ze helpen. Slepen met de stoeltjes, het fornuisje en het poppenbedje. Hierdoor wordt de motorische ontwikkeling op allerlei manieren gestimuleerd. De fijne motoriek door puzzelen, kleien, tekenen, schilderen, plakken, bellen blazen etc. De grove motoriek door verkleden, met zn allen stoeien op de matras, buiten spelen in de zandbak, fietsen, rennen, etc. Buiten spelen biedt hierbij vele mogelijkheden. Het leren inschatten van gevaar leren kinderen pas rond de leeftijd van vier jaar. Tot die tijd kunnen ze meestal niet voldoende inschatten wat ze wel en niet kunnen. Peuters hebben de drang in zich om te klimmen. Zij kijken anders tegen de wereld aan dan volwassenen. Als zij een bank zien, daagt dat uit tot klimmen, en hetzelfde geldt voor een vensterbank, een biels en een tuinstoel. De spierkracht neemt in een jaar tijd enorm toe. Bij het schoolgaande kind wor dt de motoriek steeds verfijnder en verder uitgewerkt. De kinderen oefenen al snel hun jas dicht maken, hun veters strikken, tanden poetsen, huppelen, klimrekkeren, steppen enz. Door knutselen en spelen met lego en andere bouwmaterialen wordt de fijne motoriek geoefend. Door timmeren leer je je krachten te bundelen en te gebruiken. Door de vele oefening in de motoriek kunnen de kinderen veel beter hun handen afzonderlijk van elkaar gebruik. De kinderen gaan steeds netter schrijven en gaan hiermee ontdekken. Zo zie je aan het eind van de basisschool periode steeds meer verschillende vormen in handschriften. Daarnaast neemt het uithoudingsvermogen toe doordat kinderen continu in beweging is. Hierdoor wordt ook de motorische ontwikkeling steeds nauwkeuriger, kinderen maken tijdens hun beweging, fijnere en kleinere bewegingen. Doordat de oudere basisschool kinderen erg competief zijn in sportactiviteiten leren de kinderen steeds meer te ontdekken. Ook dit is weer positief voor hun motor ische ontwikkeling, omdat zij bewegingen maken waarbij de motoriek centraal staat, zoals voetbal, klimmen etc. Concreet overzicht motorische ontwikkeling tot 12 jaar 0 tot 4 jaar; Zelf bij babys zie je al heel snel dat er een motorische ontwikkeling plaats vindt. Wanneer babys geboren worden zullen zij al snel knipperen met hun ogen en zuigen zij direct. Wanneer de babys wat ouder zijn zullen zij objecten gaan volgen met de ogen, dit voorwerp moet echter wel groot zijn. Rond 8 maanden leren de babys met hun handen te klappen en worden de oogbewegingen nauwkeuriger. De babys kunnen dan een klein voorwerp met hun ogen volgen. Vanaf 1 jaar gaan de kinderen o.a. zitten, kruipen, oppakken en stapelen. De motorische ontwikkeling wordt steeds verder ontwikkeld. Om deze ontwikkeling mogelijk te kunnen maken groeit het lichaam gelijdelijk en neem de spierkracht toe. Vanaf 2 jaar kunnen de kinderen al wat tekenen zoals een herkenbaar menselijk figuur. Vanaf 3 jaar ontwikkelen de kinderen hun motoriek ook door middel van bewegingesspelletjes, door bijvoorbeeld te schommelen, springen, ballen en/of stoeien. (http://mens-en-gezondheid.infonu.nl/kinderen/26174 -motorische-ontwikkeling-wat-kan-n-kind-op-welke-leeftijd.html) 4 tot 6 jaar; De motoriek wordt steeds beter bij de jonge kleuter. De jonge kleuter krijgt meer controle over de bewegingen die hij maakt. De pols en de vingers maken steeds meer nauwkeurige bewegingen. Jonge kinderen hebben een de drang om te spelen en te bewegen, om dit te kunnen doen hebben zij ruimte nodig zoals bij het spel; hinkelen of op à ©Ãƒ ©n been staan. De fijne motoriek verbeterd, en de jonge kinderen leren allerlei oefeningen om de fijne motoriek te stimuleren zoals binnen de lijntjes kleuren en de knopen dicht maken. Maar ook de grove motoriek wordt steeds beter, het kind kan nu beter met een bal overweg en valt niet meer of minder tijdens het rennen. Rond 5 jaar kunnen de kinderen al hun potlood vast houden en worden de eerste letters en woorden geschreven. Vanaf 6 jaar is het evenwichtsgevoel voortdurend in ontwikkeling en leert het kind bijvoorbeeld touwspringen. (http://mens-en-gezondheid.infonu.nl/kinderen/26174-motorische-ontwikkeling-wat-kan-n-kind-op-welke-lee ftijd.html) 6 tot 9 jaar; Vanaf 6 tot 9 jaar wordt de motoriek, de evenwicht en de coà ¶rdinatie beter. Dee handen kunnen nu afzonderlijk van elkaar worden gebruikt. Doordat de kinderen zoveel bewegen wordt de fijne motoriek nauwkeuriger en de uithoudingsvermogen en behendigheid nemen toe. (zie schema motorische vaardigheidslijnen Bijlage 1) 9 tot 12 jaar; Vanaf 9 tot 12 jaar is het coà ¶rdinatievermogen goed en het uithoudingsvermogen is groter. Dit betekent dus dat ze langer dingen vol kunnen houden. Daarnaast leren de kinderen onderscheid te maken tussen kinderen onderling; het ene kind kan meer dan het andere kind. Hierdoor onstaat er een competitie-element en krijgen de kinderen belangstelling voor sport en wedstrijden. De kinderen koppelen de vaardigheden aan dat de sociale status; zo vinden zij bijvoorbeeld dat behendige kinderen populairder zijn. (zie schema motorische vaardigheidslijnen Bijlage 1) Theorieà «n motorische ontwikkeling Over de motorische ontwikkeling zijn veel verschillende theorià «n. Om een goed beeld te krijgen op de motorische ontwikkeling hebben wij de 3 bekendste uitgelicht, namelijk; Het (neurologisch) ontwikkelingsmodel van Mesker (hfst 1.5) De senso-motorische ontwikkeling van Ayres (hfst 1.6) De ontwikkelingslijnen van Gesel (hfst 1.7) In de volgende paragrafen worden de hierboven genoemde 3 theorià «n toegelicht, waarna wij een conclusie zullen trekken over welke theorie of theorieà «n het meest bruikbaar is/zijn voor ons onderzoek en dan met name voor het te ontwikkelen beroepsproduct; Uitgangspunt blijft hierbij onze onderzoeksvraag; Hoe kan de motorische achterstand van kinderen met schrijfproblemen op de Dialoog worden verkleind? Het neurologische ontwikkelingsmodel van Mesker Mesker gelooft in de relatie tussen de lichamelijke ontwikkeling en de hersenen. Als het zenuwstelsel rijpt verandert ook het bewegingsapparaat. Mesker heeft meerdere dingen uitgevonden onder andere: rechtopstaand schoolbordje psycho-dominantiebord Een kind maakt met beide handen patronen op het bord, veelal ritmisch en met ondersteuning met klanken of woorden (schrijfdans). Dit wordt veel gebruikt door remedial teachers om gelijktijdige bewegingen met de linker- en de rechterhand/kant bij kinderen te verbeteren. Het wordt ook gebruikt bij handschrift verbetering en als remedie bij dyslexie. Hieronder worden de 4 verschillende fasen van Mesker beschreven. Het is handig voor leerkrachten om deze te herkennen. Het geeft een leerkracht de mogelijkheid om te kunnen zien hoe de motorische ontwikkeling van kinderen loopt, zodat men meer begrip krijgt over achterstanden in de totale ontwikkeling van het kind. De antagonistische (tegengestelde) fase of slurffase (tot 4 jaar) In de eerste fase van de motorische ontwikkeling verlopen de meeste bewegingen via een links-rechtsantagonisme. Dit houdt in dat de spierwerking in de ene lichaamhelft antagonistisch is aan die van de andere helft. Het werkt dus tegenovergesteld. Als de ene hand ontspant, spant de andere kant. Als een hand knijpt, spreidt de andere hand zich. Deze tegenbewegingen worden synkinesieà «n(tegenbewegingen) genoemd en zijn dwangmatig. Een impuls in de linkerhersenhelft wordt automatisch doorgegeven als tegenbeweging in de rechter hersenhelft. Slurfbeweging/slurfmotoriek Afgeleid van de slurf van een olifant. Ook wel actie-reactie bewegingen genoemd. In deze fasen zijn twee typen bewegingen. Kinderen leren tegenovergestelde (antogonistische) bewegingen te maken, bijvoorbeeld trappelen. Ook laten kinderen in deze fase tegenbewegingen (synkinesieà «n) zien, zo zal een baby van 6 maanden een vuist maken, terwijl hij zijn andere hand strekt. Voorbeelden van deze fase: ontwikkeling van trappelen, kruipen, lopen Opvallend is dat veel kinderen die niet hebben gekropen motorische problemen hebben. de symmetrische fase of motorische fase (4 6 jaar) Deze fase houdt in dat de hersens- en lichaamsactiviteiten in deze fasen links en rechts identiek zijn, symmetrisch. Ook in deze fase zijn 2 soorten bewegingen. Een kind leert in deze fase veel symmetrische bewegingen. Deze bewegingen zijn identiek (gespiegeld) in de linker- en rechter lichaamshelft en/of identiek in het boven- en onderlichaam. Voorbeelden van deze fase: met twee benen tegelijk springen, maken van een rechte koprol (3,5 jaar) met twee handen een bal vangen. recht zitten, staan Aan de andere kant is het nog niet goed mogelijk om een lichaamshelft te bewegen zonder dat de andere (dwangmatig) meebeweegt. Ook deze meebewegingen worden synkinesieà «n genoemd. Synkinesieà «n worden ook wel neurologische associaties genoemd. Bijvoorbeeld: als een kind op zijn hakken loopt, doen zijn polsen en armen mee; die gaan buigen (synkinesieà «n onder/boven) Als een kind de symmetrische fase goed heeft doorlopen dan: laat het kind geen onnodige symmetrische bewegingen zien beheerst het kind de essentià «le symmetrische bewegingsvormen Ook volwassen laten meebewegingen zien en/of nieuwe bewegingen. Het gaat bij kinderen om het laten zien van mee-bewegingen bij alledaagse, eenvoudige bewegingen. Lateralisatie fase (7 jaar) Dit is de fase waarin er verschillen ontstaan tussen de linker- en rechter hersenhelft en daardoor in de linker- en rechterlichaamshelft. Er is een aansturing vanuit het hersenhelft zonder dat de ander meedoet. Hierdoor is het mogelijk verschillende bewegingen van de verschillende lichaamsdelen onafhankelijk van elkaar te laten plaatsvinden. Gekoppelde of associeerde bewegingen vinden plaats in de antagonistische en de symmetrische fase. Losgekoppelde of gedissocieerde bewegen worden mogelijk in de lateralisatie fase. Dissociatie: het tegenovergestelde van associatie, betekent letterlijk: loskoppelen. Voorbeelden van dissociatieve bewegingen: De schoolslag wordt mogelijk, Armen en benen maken na elkaar een andere beweging. Touwtje springen wordt mogelijk; draaien en springen tegelijk. In de lateralisatie ontwikkelt een lichaamshelft zich meer doelgericht. De andere lichaamshelft werkt meer ondersteunend. Dit kan men zien bij de handen en voeten. De schrijfhand en de steunhand en het schietbeen en steunbeen. Lateralisatie is geen ontwikkeling tot eenhandigheid, maar een ontwikkeling tot een consequente taakverdeling en samenwerking in tweehandigheid. dominantie; einde lateralisatie fase(7-8 jaar) Deze fase is het eindproduct van de neurologische motorische ontwikking. De mogelijk bestaat om verschillende lichaamsdelen te laten samenwerken en er is geen sprake van dwangmatig neurologische synkinisieen (bepaalde lichaamsdelen werken niet meer automatisch en symmetrisch mee) bij veel gebruikte dagelijkse bewegingen. Voorbeelden: Het schoppen tegen een bal: Het standbeen moet het lichaam in balans houden terwijl het schopbeen half gebogen in beweging vaart maakt om tegen de bal te schieten. Het schrijven: Een voorkeurshand, waarbij tegelijkertijd meerdere motorische handelingen plaatsvinden. (de schrijfbewegingen vanuit het soepele polsgewricht worden gemaakt met voldoende steun vanuit het lichaam en met stabiele houding.) Voor de gehele paragraaf; Zorg voor beweging, W. van Gelder, M. Berg (1999). Heeswijk-Dinther: Esstede (blz.24-32) Schrijven met zorg, A. van Vledder en E. van Dijk (2000). Baarn:HB Uitgevers (blz. 95-98) Schrijven als een oefenvak, Handboek voor didactiek en praktijk, Drs.A. van Engen. (7e druk 1998). Vries: Van Engen BV.(blz. 30-38) Het neurologische ontwikkelingsmodel van Ayres Theorieà «n motorische ontwikkeling. Enig inzicht in de achtergrond van de motorische ontwikkeling kan men weer een stapje verder helpen bij het beter observeren en begrijpen van kinderen die zich anders of trager ontwikkelen dan hun leeftijdgenootjes. Hopelijk leidt dit inzicht tot betere antwoorden op het gedrag van deze kinderen, kortom tot beter onderwijs. De sensomotorische ontwikkeling van Ayres Motoriek heeft te maken met bewegen. Het woord  ´senso ´ is veel minder bekend. Het woord  ´senso ´ verwijst naar de zintuigen. Een vertaling van sensomotorische ontwikkeling zou kunnen zijn: De ontwikkeling van de samenwerking van de zintuigen en motoriek. De ontwikkeling van de interactie tussen zintuigen en bewegingsapparaat. Van belang bij de sensomotorische ontwikkeling is de sensorische integratie: een samenwerking tussen de zintuigen en de motoriek. Bijvoorbeeld: Oorzaak gevolg : als iemand zijn hand op een hete plaat legt dan trekt hij zijn hand weg. Actie- reactie : als iemand op zijn schouder wordt getikt dan kijkt hij om, zonder na te denken waar de prikkel vandaan komt. Ayres onderscheidt 5 zintuigelijke systemen: Het auditieve systeem: horen. Het vestibulaire systeem: dit systeem zorg dat men in evenwicht blijft en niet omvalt. Het visuele systeem: zien. Het proprioceptieve: geeft informatie door vanuit spieren en gewrichten en geeft men daarmee informatie over de houding en positie van lichaamsdelen. Via dit systeem voel men hoe hard/zacht, groot/klein men moet bewegen. Het tactiele systeem: (de tastzin) geeft informatie over allerlei aanrakingen van de huid. Een goed proprioceptief en het tactiel systeem zorgen voor bewegingsgevoel: balgevoel, mooie gestileerde bewegingen, kleine bewegingen, etc. Als verwerkingsprobleem van de informatie van de verschillende zintuigen noemt Ayres met name het over- of ondergevoeligheid van een systeem. Hier volgen 2 voorbeelden. Voorbeeld 1: Een vestibulaire overgevoelig kind zal bijvoorbeeld snel duizelig zijn. Bij een koprol of in een attractie op de kermis, vaak ook misselijk in de auto. Het systeem raakt snel overprikkeld. Veel van deze kinderen worden voorzichtig. Als het vestibulaire systeem ondergevoelig is, is voor een kind niets te gek. Hij kent zijn eigen grenzen niet. Botst snel, loopt in de rij tegen andere kinderen op, is vaak overmoedig. Een kind wijzen op zijn gedrag met als bedoeling dat dit gedrag veranderd, heeft zelden het gewenste effect. De kans is groot dat deze goedbedoelde aanwijzingen ten koste gaan van het gevoel van eigen waarde van het kind. Voorbeeld 2: Tactiel overgevoelige kinderen houden niet van vieze handen en bijvoorbeeld van stukjes of brokjes in het eten en -in extreme gevallen- zelf niet van kleren aan hun lijf. Het neurologische ontwikkelingsmodel van Gesell De ontwikkelingslijnen van Gesell Gesell beschreef als eerste een systematiek in de ontwikkeling van het kind. Hij onderscheidt de volgende ontwikkelingsvelden: Adaptatie: toepassing van de motoriek in het dagelijkse leven en spel. Klein motorische ontwikkeling: ontwikkeling van kijken tot grijpen en manipuleren. Grootmotorische ontwikkeling: ontwikkeling van hoofdbalans tot lopen. Spraak- en taalontwikkeling: ontwikkeling van communicatieve vaardigheden. Deze velden zijn al aanwezig voor de geboorte. De ontwikkeling wordt vastgelegd en normatieve ontwikkelingsschalen. Genoemd de key ages oftewel sleutelleeftijden, de momenten waarop een mijlpaal wordt bereikt in de ontwikkeling. Adaptatie is het belangrijkste ontwikkelingsveld. Het kind leert door zijn adaptieve gedrag analyseren, integreren en relaties herkennen. Gesell beschouwde adaptatie als de voorloper van de (latere) intelligentie, waarbij eerdere opgedane ervaringen gebruikt worden bij het oplossen van problemen. De vier ontwikkelingslijnen van Gesell met betrekking tot de motorische ontwikkeling: De ontwikkeling van kop naar voet (evenwicht) Een kind dat net geboren is kan op een gegeven moment zijn hoofd rechtop of omhoog (balanceren) houden. Daarna gaat het, als het ongeveer 6 maanden is, zitten (evenwicht in hoofd en romp), vervolgens kruipen (evenwicht in schouders en heupen) en tenslotte staan (evenwicht ook in voeten). Kinderen met een zwak ontwikkeld evenwicht laten vaak zien dat ze een wiebelend los hoofd hebben en/of veel gecorrigeerde bewegingen met de armen maken. In het algemeen leren deze kinderen laat zitten. Niet of laat kruipen en laat fietsen op een fiets zonder zijwielen. De ontwikkeling van binnen (romp) naar buiten (ledematen) De ontwikkeling van binnen naar buiten is een ontwikkeling vanuit de romp via de gewrichten die het dichtst bij de romp zitten (schouders en heupen) steeds meer naar buiten, tot in de vinger en teentoppen. Bijvoorbeeld: Een kind van 3 jaar draait een touwtje rond dat het met à ©Ãƒ ©n hand vasthoud. Hij maakt een hele grote draaibeweging vanuit de schouder. Een kind van 6 jaar zal bij dezelfde beweging slecht de hand/pols bewegen. In het onderwijs gaat men ervan uit dat op ongeveer 6 jarige leeftijd de sturing in de pols en hand plaatsvindt. Er dan met het schrijfproces gestart. Voor veel kinderen kan dit tot frustraties leiden, omdat de basis voorwaarden om tot schrijven te komen nog niet aanwezig zijn. Éà ©n van deze voorwaarden is een voltooide ontwikkeling van binnen naar buiten. De ontwikkeling van enkelvoudige naar samengestelde beweging Het aanleren van een beweging vindt plaats van enkelvoudig naar samengesteld. We kunnen deze volgorde het best voorstellen bij het aanleren van een dansje. Er wordt bijvoorbeeld eerst een (eenvoudige) beenbeweging geleerd. Als deze bewegingen worden beheerst, dan kan men een armbeweging bijmaken. Hierna volgt het hoofd, de mimiek en eventueel kan erbij worden gezongen. Het geheel is samengesteld uit steeds meer componenten. De hoeveelheid componenten die men tegelijkertijd kan uitvoeren is afhankelijk van aanleg en ervaring. Een voorbeeld van een samengestelde beweging is; Stuiten op de plaats naar dribbelen (stuiten en looppas). Voor een groot deel valt deze ontwikkeling samen met de lateralisatiefase van Mesker. In deze fase wordt het mogelijk op verschillende lichaamsdelen onafhankelijk van elkaar te gebruiken. De ontwikkeling van totaal (massaal) bewegen naar lokaal (effectief) bewegen. Het bewegen van jonge kinderen met name babys, kenmerk zich door de totaliteit van de beweging. Als een baby probeert iets aan te raken boven zijn wieg, doen de andere arm, de benen en mimiek mee. Het in zijn totaliteit bewegen gaat geleidelijk over in meer lokaal bewegen. Alleen het lichaamsdeel dat nodig is beweegt. Zo kan een 8 jarige zittend schrijven zonder dat iets anders beweegt dan zijn hand (onderarm) en zijn pen. Voor de meeste 4 jarigen is dat onmogelijk. Voetenschuiven, spanning in de schouder en een meebewegende andere hand zijn vaak te zien. In de theorie van Mesker is deze ontwikkeling te zien in het optreden van synkinesieà «n. Van tegenbewegingen naar meebewegingen naar spanning in de andere lichaamshelft tot ontspanning. In de laatste fase zou je ook kunnen spreken van lokaal, efficià «nt bewegen. Een voorbeeld van massaal naar lokaal: Een peuter van 2 jaar die een bal weggooit, gooit met zijn hele lichaam. Als kinderen 8 jaar zijn, gooien ze een bal door met twee handen een korte beweging te maken, waarna de handennawijzen. Zorg voor beweging, W. van Gelder, M. Berg (1999). Heeswijk-Dinther: Esstede (blz. 24-33) Samenvatting De motoriek heeft betrekking op bewegingen van het lichaam, zoals arm en beenbewegingen Er wordt over 2 soorten motoriek gesproken, namelijk de grove en de fijne motoriek. Bij de grove motoriek, gaat het om de grote, grove bewegingen die je met je lijf maakt. De fijne motoriek zijn meer de kleinere bewegingen die je met je handen en vingers maakt. Over de motorische ontwikkeling zijn veel vesrschillende theorieà «n; namelijk; Het (neurologisch) ontwikkelingsmodel van Mesker De senso-motorische ontwikkeling van Ayres De ontwikkelingslijnen van Gesel Volgens Mesker verloopt de ontwikkeling van de motoriek via een aantal fasen. Bovendien kan men in de schema Motorische Basisvaardigheden aflezen wat een kind op een bepaalde leeftijd zou moeten beheersen. Volgens Ayres heeft de motoriek te maken met bewegen en kijkt vanuit de sensomotorische ontwikkeling. Het woord  ´senso ´ verwijst naar de zintuigen. Een vertaling van sensomotorische ontwikkeling zou kunnen zijn: De ontwikkeling van de samenwerking van de zintuigen en motoriek. De ontwikkeling van de interactie tussen zintuigen en bewegingsapparaat. Gesell beschreef als eerste een systematiek in de ontwikkeling van het kind. Hij onderscheidt de volgende ontwikkelingsvelden: Adaptatie: toepassing van de motoriek in het dagelijkse leven en spel. Klein motorische ontwikkeling: ontwikkeling van kijken tot grijpen en manipuleren. Grootmotorische ontwikkeling: ontwikkeling van hoofdbalans tot lopen. Spraak- en taalontwikkeling: ontwikkeling van communicatieve vaardigheden. Nu er een duidelijkbeeld is gegeven over het verloop van een normale motorische ontwikkeling, zal er worden gekeken naar wanneer de motorische ontwikkeling niet soepel verloopt; waarbij wij ons afvragen welke kenmerken een motorische achterstand heeft.

Language and Meaning in Animal Farm by George Orwell Essay example --

Language and Meaning in Animal Farm by George Orwell In Animal Farm, his allegory of the Soviet Revolution, Orwell examines the use of language and the subversion of the meaning of words by showing how the powerful manipulate words for their own benefit. As a journalist, Orwell knew the power of words to serve whichever side the writer backed. In the novel, Snowball is a quick talker who can always explain his way out of any situation. When the birds object to the maxim, "Four legs good, two legs bad," that the pig teaches the sheep, he explains that the bird's wing "is an organ of propulsion and not of manipulation. It should therefore be regarded as a leg." The birds do not really understand this explanation, but they accept it. Orwell particularly comments on the abuse of language with his character Squealer, "a brilliant talker," who acts as an unofficial head of propaganda for the pigs. Like Joseph Goebbels, who bore the title of Nazi party minister of propaganda and national enlightenment during World War II, Squealer "could turn black into white." This is also reminiscent of the official newspaper of the Communist Party of the Soviet Union, Pravda, which was often used to rewrite the pas t. (Ironically, its title means "Truth.") When a bad winter forces a reduction in food rations to the animals, Squealer calls it a "readjustment." In a totalitarian state, language can be used to change even the past. Squealer explains to the animals "that Snowball had never—as many of them had believed hitherto—received the order of 'Animal Hero, First Class'." God and Religion In the novel religion is represented by Moses, the tame raven. The clergy is presented as a privileged class tolerated by those in power because of their... ...d the commandment, however, it is discovered that it reads, "No animal shall kill any other animal without cause." "Somehow or other," the narrator comments, "the last two words had slipped out of the animals' memory." Similarly, when the pigs get into a case of whiskey and get drunk, Muriel looks up at the barn wall where the Seven Commandments had been written and sees that the Fifth Commandment reads, "No animal shall drink alcohol to excess." She thinks the animals must have forgotten the last two words of this commandment as well. She comes to believe that the original event of the writing of the commandments on the wall did not happen the way she and other animals remember it. With this theme Orwell challenges the Soviet state's—and any totalitarian state's—method of controlling public opinion by manipulating the truth and, in particular, rewriting history. Language and Meaning in Animal Farm by George Orwell Essay example -- Language and Meaning in Animal Farm by George Orwell In Animal Farm, his allegory of the Soviet Revolution, Orwell examines the use of language and the subversion of the meaning of words by showing how the powerful manipulate words for their own benefit. As a journalist, Orwell knew the power of words to serve whichever side the writer backed. In the novel, Snowball is a quick talker who can always explain his way out of any situation. When the birds object to the maxim, "Four legs good, two legs bad," that the pig teaches the sheep, he explains that the bird's wing "is an organ of propulsion and not of manipulation. It should therefore be regarded as a leg." The birds do not really understand this explanation, but they accept it. Orwell particularly comments on the abuse of language with his character Squealer, "a brilliant talker," who acts as an unofficial head of propaganda for the pigs. Like Joseph Goebbels, who bore the title of Nazi party minister of propaganda and national enlightenment during World War II, Squealer "could turn black into white." This is also reminiscent of the official newspaper of the Communist Party of the Soviet Union, Pravda, which was often used to rewrite the pas t. (Ironically, its title means "Truth.") When a bad winter forces a reduction in food rations to the animals, Squealer calls it a "readjustment." In a totalitarian state, language can be used to change even the past. Squealer explains to the animals "that Snowball had never—as many of them had believed hitherto—received the order of 'Animal Hero, First Class'." God and Religion In the novel religion is represented by Moses, the tame raven. The clergy is presented as a privileged class tolerated by those in power because of their... ...d the commandment, however, it is discovered that it reads, "No animal shall kill any other animal without cause." "Somehow or other," the narrator comments, "the last two words had slipped out of the animals' memory." Similarly, when the pigs get into a case of whiskey and get drunk, Muriel looks up at the barn wall where the Seven Commandments had been written and sees that the Fifth Commandment reads, "No animal shall drink alcohol to excess." She thinks the animals must have forgotten the last two words of this commandment as well. She comes to believe that the original event of the writing of the commandments on the wall did not happen the way she and other animals remember it. With this theme Orwell challenges the Soviet state's—and any totalitarian state's—method of controlling public opinion by manipulating the truth and, in particular, rewriting history.

In my dreams

These strange eerie feelings were all too familiar to the boy who lived across the street. It was part of my daily routine to accompany the same quiet, hidden and shy boy to and from school. He very rarely spoke but was almost definitely troubled. Just like the boy the whole Charms family kept themselves to themselves. The only sightings of Mrs. Charm were of her mysterious emerald eyes peeping from behind the faded, torn curtain. When the family moved into the street my mum had urged me to welcome the new family the morning that they had arrived. A little hesitant at introducing myself to the new family, nevertheless I obeyed my mother's instruction. As I approached the first step I heard distressed voices from inside the house. The voices stopped and I knew my knocking had been heard. The blanket of cold air felt thin around me. The emptiness of the dark glaring eyes, which stared back at me when the door was opened, sent a shiver down my spine. The tense atmosphere around the house made my body freeze, but it became alive again when I heard my mother's cheerful shriek from across the road. My mother was always colourful and energetic in her ways and sure enough within a few seconds she had fully introduced both herself and me reassuring the silent figure that I would be happy to walk alongside him on our journey to school. That was when my encounters with the Charms family started and my nightmares began. Every night since that first meeting I had awoken streaming with sweat and breathless, in a panic. At first the nightmares were blurry and confusing but after several weeks the pieces of the puzzle began to slide into place. I often tried to prevent my eyes closing when I felt tired, terrified of the horrifying events which I would witness as my eyelids clamped closed. The nightmares began with an image of the blank expression of the boy who lived across the street. His eyes rolled open and it was clear that he had been disturbed from a deep sleep. I knew that this was not the first time that this had happened. He was awakened at the same time every night from his peaceful slumber. He could set his watch by it. Some nights he would be so restless that he would slide from his bed and walk the shadowy landing to the bathroom. I saw him stumble. His legs felt heavy from the interrupted sleep. Other times the boy would lie awake in bed tossing and turning. When the voices started he doubted them at first. It was a new house and a strange neighbourhood; settling down took more than a couple of weeks. But as the voices got more frequent I could see that the boy dreaded his awakening. Then one night just like the previous nights, the same routine occurred. However this night was different. The voices were clearer than before. He knew that no one other than his family was in the house, and the doors were locked. Was it his wild imagination and the unsettled atmosphere in the house? This is what he had thought before. He simply dismissed it as his mind playing tricks on him. His dark troubled eyes guided his body back to his room. He stopped outside his parents' room and paused. The voices had reached a peak and the boy now recognised whom they belonged to. The dark eyes peered around the door, which was ajar. His father appeared frightened and fearful as his mother's voice rose. I shot up in bed. Beads of sweat ran don my forehead. What the boy had seen in my dreams was what I had been dreading. The bright emerald eyes rang clearly in my memory. While I had been dreaming it had all seemed so unbelievable, only a dream. Now I was awake and everything felt so real. The boy's mother always kept herself hidden from the world and yet the father seemed to carry shame for his family. Since the move the situation had grown worse. The shouting that I had heard from inside the house at the first meeting of the family was exactly the same voices that the boy hears every night. There was nothing he could do to stop them. He could not ignore them because his body shook violently with fear as the voices got louder. The boy was helpless just like the rest of his family was. The boy's family seemed to fall apart a little more each day. His dark eyes had tried to hide the frightening secrets of his family. When I had first met the Charms family I knew that there was something strange about the atmosphere around the house but I had just dismissed the boy as shy. The whole family was part of a tangled web of anger, hate and rage. Earlier in my dream I had seen the boy's father looking fearful, but did he fear for his life? When morning came I struggled to remember the shadowy goings on in the Charms house. As I rubbed my weary eyes and the light streamed through the gap in my curtain everything started to become clearer. Confused from my sleep I was unsure of what I had seen but now I was sure. My thoughts were broken by my mum's cheery smile, which lit up my room. I urged to tell my mum what had happened in my nightmare. I had been having them for weeks now and I had wanted to tell her then. I knew that she would not have thought anything of the strange family, she was always too busy. I was always making up stories. My mum called me the joker. I had a vivid imagination. That is why I doubted that the dreams were true at the beginning, but now I was sure. I explained to my mum about the nightmares. She smiled. I knew that smile. She did not believe me!

Negotiation skill Free Essay Example, 3000 words

The artefact in question was in the possession of one Mr Simon Norten. The Indian government sued for repossession of the idol. The case which would have gone in India’s favour was compromised on the condition that the idol would be allowed to be displayed in the US for a further period of ten years. Mr Simon was also given immunity by the Indian Government that he was free to acquire within the next one year, any Indian antiques that could be found outside India. This gave some consolation to the Fine Arts museum since it involved a negotiated settlement that is international in stature and involving cultural property. Negotiations for the murals began two years later when the Mexican Consul General in San Francisco put the museum in touch with the National Institute of Anthropology and History (INAH), the body that had the authority to decide on all things that were before the pre-Columbian era. Research by the museum conformed that the murals belonged to the Teotihuacà ¡n era. It was also established that this collection was the largest one in existence outside Mexico. We will write a custom essay sample on Negotiation skill or any topic specifically for you Only $17.96 $11.86/pageorder now Moreover, no more than a dozen specimens existed in museums collection in the whole of Europe and the USA. Soon after the initial contact, the Mexican Government filed a petition in the US District court, requesting a stay on the will and the return of the murals as per the ‘Treaty of cooperation’. In the meantime the trustees of the museum formulated some possible areas of discussion with the INAH. The museum would work with authorities in Mexico authentication and preservation methods. The murals would remain with the museum until they were well protected and even if the murals were ordered to be returned to Mexico a mutual area of future cooperation would be worked out. But the verdict turned out to be in favour of the museum since the treaty came into force only in 1971 and there was proof to show that Mr Wagner had taken possession of the murals one year earlier. The other legatees of the will agreed that the museum was in a better position to handle the situation and they would not lay claim to any murals left to them. This resulted in the Fine Arts Museum being the sole owners of the priceless murals. The situation was that according to US law the murals belonged here whereas the Mexicans thought that they were the rightful owners. Even with the verdict going in their favour, the museum was willing to negotiate with the INAH for a compromise that would be acceptable to both parties. Negotiations resumed and by 1978, a four point agenda was agreed to with the INAH lawyer and the museum, which included joint protection and possible return of some of the murals.