Thesis Essay -- essays papers

Thesis The purpose of this research paper is to investigate the effectiveness of character education programs and how technology can be used to enhance student learning about character education. According to Laura and Malcolm Gauld (2002)" For families, educators, corporations, and communities, the biggest job we'll ever have is nothing less than a new paradigm for reconnecting education with core values." (p.1) The world of education is at a place where they are placing extreme importance on teaching our students values. This paper will discuss the true meaning of character education, give ideas on how to incorporate character education, and give examples of technology that is helping this process. Items such as the computer blocking software and parental controls will be explained. All of these things will make up what character education means to our students and schools. Defining Character Education Before we discuss methods of character education we must first define the term. Many sources define character education as different things but all reach one general view. In the book, Bringing a New Era in Character Education Damon (2002) says, â€Å"there are two themes needed in character education today. The first is a consensus that fundamental moral standards must be passed along to the young and that educators at all levels bear a serious obligation to transmit these core standards to their students†¦The second theme that emerges from this volume is a shared determination to get rid of sterile old oppositions that have paralyzed even some of the best efforts in this field over the past decade.†(p.11) Damon’s view is a summary of the definition of all those involved in character education. The goal of character educa... ...orporate character education into the classroom. Damon, W. (Ed.). (2002). Bringing in a new era in character education. Stanford, CA: Hoover Press. This book shows different peoples pint of views on what character education is and how they maintain it in their classrooms. Frieman, B. (2001). Children at risk. New York: McGraw-Hill. This book discusses different way children are at risk in the classroom and how to help them if they are at risk. Gauld, L., & M. Gauld. (2002). The biggest job we'll ever have. New York: Simon and Schuster. This book talks about the fact that teaching our children how to be good people is the hardest and most important job we will ever have. Steyer, J. (2002). The other parent. New York: Atria Books. The book by Steyer talks about how technology such has television and computers are parenting America’s children.

Employee Turnover and Job Satisfaction Essay

A collection of peer-reviewed articles were used to examine the link between job satisfaction and employee turnover, as well as how to effectively use work motivation to decrease employee turnover rates. Though the literature surveys various types of studies in multiple settings, overall it indicates that how satisfied employees are with their work is directly linked with a business’ employee turnover rate. Major themes that emerged as the driving force behind job satisfaction are staffing concerns, the implementation of a rewards system, employee benefits and pay, employer to employer communication, the prevalence of moral stressors, role distinction, and the organizational environment of the business. The research indicates that some or all of these factors should be used as work motivators, increasing job satisfaction, and ultimately decreasing employee turnover rates. Keywords: job satisfaction, employee turnover, employee satisfaction, employee retention, work motivation, employee motivation, employee engagement, retention factors Minimizing Employee Turnover in a Clinical Environment by Creating Job Satisfaction People want to feel fulfilled in their work; this is not recent discovery (Katzell & Thomson, 1990). When a person feels that he or she is beginning to lose a sense of purpose at their place of employment, he or she moves on. Extensive research has been done in attempts to understand the causes behind employee turnover. The research examine in this literature review indicates that there is a direct link between employee turnover and job satisfaction. This paper will be exploring employee turnover in a variety of work situations; however, I will be observing with the purpose of implementing the findings within a healthcare setting. Since healthcare is something that is so vital in the lives of all people, it is absolutely  necessary that a healthcare system is run efficiently; for any business to be run efficiently, a skilled and competent staff is a requirement (Harter, Schmidt, & Hayes, 2002). Healthcare professions are highly demanding; without proper work motivation, employee retention may suffer. Though high employee turnover rates can be seen in many professions, they are becoming especially prevalent in healthcare scenarios (Belbin, Erwee, & Wiesner, 2012). One reason for this may be that healthcare is becoming such a strong force, both in our daily lives and in the business world (Barrett, 2010). A large healthcare system calls for an ample staff; with more employees, it generally follows that employee turnover rates will increase. Whatever the case, in order to maintain a successful clinic, one should have a clear understanding of what affects employee turnover. The goal of this paper is to understand the link between employee turnover rates and job satisfaction. Once these factors, or work motivators, are identified, this paper will examine how they can be implemented within a clinic to decrease employee turnover and increase the performance levels of employees. Definitions Employee turnover rate refers the frequency in which employers gain and lose employees (Cline, Reilly, & Moore, 2003). When examining turnover rates, some researchers like to make the distinction between voluntary and involuntary turnover. In this literature review, when I refer to employee turnover, I will be specifically focusing on voluntary turnover. Job satisfaction indicates the contentedness an individual feels toward their vocation. Job satisfaction, as this research will further confirm, is a complex and multifaceted concept; many factors are integral in the accomplishment of job satisfaction. As Sell & Cleal (2011) confirm, there are many theories on what motivates job satisfaction, whether it be dispositional, situational, or psychological. This literature review is mainly concerned with situational job satisfaction. Work motivation is defined by Lindner (1998) as â€Å"the inner force that drives individuals to achieve personal and organizational goals† (p. 1). Motivation is what gives us our purpose and tenacity; it is the desire achieve specific goals and to meet needs unmet. Rewards systems are implemented by employers to both make aware their expectations for their employees and for employees to receive the benefit of recognition when their job or task is performed with excellence (Shiraz, Rashid, & Riaz, 2011). Some examples of vocational rewards are promotions, monetary compensation, vacation, and recognition. Method Applicable research articles were found using resources and databases available through Cornerstone University in Grand Rapids, Michigan. The most advantageous databases were ProQuest, GaleGroup, AcademicOne, and PsychInfo. The following key words were used to help narrow search results: job satisfaction, employee turnover, employee satisfaction, employee retention, work motivation, employee motivation retention factors, and employee engagement. In order to keep this literature review applicable to current circumstances, articles dating before 2000 were not used, with the exception of those dealing with theoretical framework. The research was done in not only medical environments, but in a variety of work environments. The reason for this is that job satisfaction and employee turnover rates are very prevalent in a considerable number of professions. The findings found within each article may be effectively applied to a clinical setting. Each article used for this literature review is peer-reviewed. Review of Related Literature Since the concept of job satisfaction and its relation to job performance and employee turnover is such a large topic, this literature review will be focusing on several key factors: (a) the role of recognition and rewards in the work place (Shiraz et al., 2011); (b) meaningful communication between employer and employee (Sultan, 2012); (c) the importance of leadership and role definition in the work place (Moynihan & Pandey, 2007). While all the researchers agreed that there are always a number of factors that influence employee turnover and job satisfaction, for succinctness, this particular literature review will specifically examine the aforementioned topics and their relationship to employee turnover and job satisfaction. While it may not immediately seem that these topics are intrinsically connected, by exploring these themes piece-by-piece, in conclusion we are able to see how  together they are able to offer insight into how job satisfaction can be improved. The role of rec ognition and rewards in the work place Within the workplace, both employers and employees maintain certain expectations of each other. Employers expect their employees to â€Å"take initiative, supervise themselves, continue to learn new skills, and be responsive to business needs† (Ali & Ahmed, 2009, p. 1). Employees expect, at the very least, to be treated with fairness, to be paid a reasonable salary, and to experience a safe working atmosphere (Ali & Ahmed, 2007). These are, as Linz (2010) puts it, â€Å"intrinsic rewards.† In Linz’s study, all employees valued these rewards as an integral part of job satisfaction and motivation; only some employees placed great value on â€Å"extrinsic rewards† such as promotions and recognition. In a theoretical study constructed by Lindner (1998), the research indicated that simply receiving â€Å"full appreciation for work done† was ranked significantly important in a list of factors linked with job satisfaction, coming in at third. However, in a study performed by Ali & Ahmed (2009), a questionnaire given to 80 Unilever employees showed that there was a significant correlation with the extrinsic reward recognition and how satisfied and motivated they were in their work. Ali & Ahmed (2007) used the Pearson’s Product Moment Correlation Coefficient to quantify their data. In a study very similar to the one performed by Ali & Ahmed (2007), Danish (2010) hypothesized that there would be a strong relationship between recognition and work motivation; he also predicted that there would be a strong link between rewards and work motivation. Both of his hypotheses were supported; however, the link between recognition and work motivation, though positive, was not as strong as anticipated. Though the link between rewards and work motivation was slightly stronger than the correlation between recognition and work motivation, it still was not as significant as the link between work motivation and the content of the work itself. Like Ahmed & Ali (2007), Danish (2010) used the Pearson’s Product Moment Correlation Coefficient. Meaningful communication between employer and employee In a qualitative study of nurses who voluntarily left their jobs, researchers discovered that the reason the nurses communicated to their employer for  leaving was not consistent with the reason they gave to a neutral third party when posited with the same question (Cline, Reilly, & Moore, 2003). Interestingly enough, the reasons that they gave for leaving were directly connected with problems concerning communication with their managing staff. In a theoretical study designed by Lindner (1998) with the purpose of ranking factors associated with work motivation, the feeling of â€Å"being in on things† was among the more important factors, placing sixth in the line-up. Some other factors that were mentioned in Lindner’s study could also be linked with the concept of employer and employee communication: full appreciation of work done, personal loyalty to employees, tactful discipline, and sympathetic help with personal problems. Goris (2007) performed a moderated regression analysis on 302 employees. In his findings, he did not discover that employees’ communication-related interactions served as an indication of what types of jobs employees would choose. However, Goris (2007) did find that communication satisfaction was a primary predictor of employees’ performance and overall job satisfaction. The importance of leadership and role definition in the work place The research consistently indicates that the establishment of roles within a work environment is important when examining employee turnover and job satisfaction (Patnaik, 2011). In a study performed by Cline et. al (2003) in which they interviewed registered nurses who had voluntarily left their place of employed, leadership and group cohesion were factors that directly affected turnover and retention. In another study, Moynihan et al. (2007) used a questionnaire to uncover a direct, positive relationship between role clarity and how satisfied employees were with their jobs. However, in the same study, researchers found that role clarity did not seem to have much influence on the employees’ work involvement. Key Findings and Implications for Professional Practice The main focus of this literature is identifying the factors that influence job satisfaction and work motivation and how they influence employee turnover. The research indicates that there is a strong link between job satisfaction and employee retention and that there are several work motivators that can be implemented to increase job satisfaction and decrease employee turnover. In addition, the research implies that increased work  motivators and job satisfaction leads to higher performance levels in employees, greatly benefiting the organization or businesses they serve. While a high employee turnover rate is not hard for employees to see, it is oftentimes difficult to understand the reasons behind it. In this literature review, some real insight could be found in the study of registered nurse turnover rates performed by Cline et al. (2003). The nurses were very clear on their reasons for leaving their jobs when talking with a neutral third-party; however, because they did not feel comfortable communicating with staff members within their former place of employment, they were unable to voice these concerns to their former employer. This demonstrates a very keen example of a problem seen in many work environments: a lack of communication. Throughout much of literature considered in this review, communication, even if it was not directly named, emerged as a very important ingredient within an effective work environment. Through proper communication, employers and employees are able to not only discuss what needs to be accomplished, but they can begin to gain a better understanding of one another. Since there are such a number of work motivation factors, it is important for an employer, or, in larger companies, a manager to have open communication with their employees and get to know them so they can meet their needs, leading to great job satisfaction for that individual. It seems that communication is a joining theme throughout many of the work motivating factors explored. Within a clinical setting, communication can be cultivated through the establishment of meetings, memos, and clear definition of the clinic’s practices (Sultan, 2012). Role clarity, another factor in job satisfaction, can also be implemented through proper communication between staff members. Rewards within a clinic may be exhibited through compensation or promotion; however, recognition, a form of reward, can be achieved through verbal or written communication. Conclusion and Recommendations It is important to achieve an environment where one’s employees feel fulfilled since, as the research confirms, this is directly connected with how successful and effective a business can be (Moynihan & Pandey, 2007). Many might assume that how much an employee is paid is the driving force  behind whether or not they are satisfied with their job (Lindner, 1998). However, while that is a factor, many of studies included here, as well as well-respected theories on the subject of work motivation, imply that there are many other factors that influence how happy an employee is with their job. The work motivators explored specifically in this review all exhibit a strong correlation with job satisfaction, though they still do not encompass all the factors that influence a worker’s job satisfaction and motivation. Organized management, public service motivation, advancement opportunities, work content, and job routineness are some of the other factors that have a strong effect on job satisfaction. With such an array of factors to consider, it is clear that one cannot completely prevent employee turnover. However, as an employer or manager it is important to strive to create an environment where one’s employees are empowered and motivated to perform their job to their best of their ability. By implementing practices in which an employee feels understood and valued, an employer is able to create a work environment where employees not only feel satisfied in their job, but they also feel motivated to set and accomplish goals for themselves and for the business in which they serve. Especially in a healthcare setting, the motivation, which is to help make better, or even save the lives of others, is a substantial one. By gaining a better understanding of the work motivators that bring job satisfaction and minimize employee turnover, an employer can bring about outcomes that benefits clients, employees, and the future of their business. References Ali, R., & Ahmed, M. S. (2009). The impact of reward and recognition programs on employee’s motivation and satisfaction: an empirical study. International Review of Business Research Papers, 5(4), 270-279. Barrett, S. (2010). Healthcare: growing pains. Corporate Adviser, 33. Retrieved from http://search.proquest.com/docview/757262546?accountid=10269 Belbin, C., Erwee, R., & Wiesner, R. (2012). Employee perceptions of workforce retention strategies in a health system. Journal of Management and Organization, 18(5), 742-760. Retrieved from http://search.proquest.com/docview/1268167639?accountid=10269 Cline, D., Reilly, C., & Moore, J. F. (2003). What’s behind RN turnover? Nursing Management, 34(10), 50-3. Retrieved from http://search.proquest.com/docview/231383281?accountid=10269 Danish, R. & Usman, A. (2010). Impact of reward and recognition on job satisfaction and motivation: An empirical study from Pakistan. International Journal of Business and Management, 5(2), 159-167. Goris, J. R. (2007). Effects of satisfaction with communication on the relationship between individual-job congruence and job performance/satisfaction. Journal of Management Development, 26(8), 737-752. Retrieved from http://0 www.emeraldinsight.com.eaglelink.cornerstone.edu/journals.htm?articleid=1621587&s ow=abstract#sthash.u4JPs47o.dpuf Harter, J. K., Schmidt, F. L., & Hayes, T. L. (2002). Business-unit-level relationship between employee satisfaction, employee engagement, and business outcomes: A meta-analysis. Journal of Applied Psychology, 87(2), 268-279. doi:http://dx.doi.org/10.1037/0021 9010.87.2.268 Katzell, R. A., & Thompson, D. E. (1990). Work motivation: Theory and practice. The American Psychologist, 45(2), 144. Retrieved from http://search.proquest.com/docview/212096149?accountid=10269 Linz, S.J. & Semykina, A. (2011). What makes workers happy? Anticipated rewards and job Satisfaction. Industrial Relations, 51(4), 811-844. Lindner, J. (1998). Understanding employee motivation. Journal of Extension (36)3. Retrieved from http://www.joe.org/joe/1998june/rb3.php Moynihan, D. P., & Pandey, S. K. (2007). Finding workable levers over work motivation: Comparing job satisfaction, job involvement, and organizational commitment. Administration & Society, 39(7), 803-816,818-832. Retrieved from http://search.proquest.com/docview/196814421?accountid=10269 Patnaik, J. B. (2011). Organizational culture: The key to effective leadership and work motivation. Social Science International, 27(1), 79-94. Retrieved from http://search.proquest.com/docview/877005864?accountid=10269 Sell, L. & Cleal, B. (2011). Job satisfaction, work environment, and rewards: Motivational theory revisited. Labour, 25(1), 1–23. doi: 10.1111/j.1467-9914.2010.00496.x Shiraz, N., Rashid, M., & Riaz, A. (2011). The impact of reward and recognition programs on employee’s motivation and satisfaction. Interdisciplinary Journal of Contemporary Research in Business, 3(3), 1428-1434. Retrieved from http://search.proquest.com/docview/887726475?accountid=10269 Sultan, S. (2012, December 31). Examining the job characteristics: A matter of employees’ work motivation and job satisfaction. Journal of Behavioural Sciences, 22(2). Retrieved from http://0-go.galegroup.com.eaglelink.cornerstone.edu/ps/ i.do?id=GALE%7CA309533743&v=2.1&u=lom_cornerstc&it=r&p=AONE&sw=w

Chapter 4 Case Problem Hamilton County

To: County Newspaper From: Amber Vlaminck Date: October 5, 2012 Subject: Hamilton County Judges Introduction In this analytical Report we will be analyzing and evaluating the performance of judges of Hamilton County, based on the amount of cases that were appealed. We will be counting appealed cases as mistakes that have been committed by the judges. In this report, will we go through and determine which judges in the county are making too many mistakes. 1. The probability of a case in Hamilton County being appealed and reversed in Common Pleas Court .04462 Domestic Relations Court .00403292Municipal Court .005556867 2. The probability of a case being appealed for each judge Common Pleas Court JudgeProbability of case appealed * Fred Cartolano. 04511 * Thomas Crush . 03529 * Patrick Dinkelacker . 03497 * Timothy Hogan . 03071 * Robert Kraft . 04047 * William Mathews . 04019 * William Morrissey. 03991 * Norbert Nadel . 04427 * Arthur Ney Jr. .03883 * Richard Niehaus . 04085 * Thomas N urre. 04033 ? * John O'Connor?. 04344 * Robert Ruehlman. 04524 * ? J. Howard Sundermann . 06283 * Ann Marie Tracey?. 04043 * Ralph Winkler . 02848 Domestic Relations Court JudgeProbability of case appealedPenelope Cunningham. 002565 Patrick Dinkelacker. 003166 Deborah Gaines. 005455 Ronald Panioto. 002467 Municipal Court JudgeProbability of case appealed Mike Allen. 006993 ?Nadine Allen. 004352 Timothy Black . 005155 David Davis?. 005558 Leslie Isaiah Gaines. 006626 Karla Grady. 001142 Deidra Hair?. 001975 Dennis Helmick . 003671 Timothy Hogan . 005633 James Patrick Kenney . 002144 Joseph Luebbers . 005321 William Mallory . 004591 Melba Marsh. 004137 ?Beth Mattingly . 004376 Albert Mestemaker. 005628 Mark Painter?. 003126 Jack Rosen. 005263 ?Mark Schweikert. 006108 David Stockdale?. 004096 John A. West . The Probability of the Case being Reversed for each judge Common Pleas Court JudgeProbability of case reversed * Fred Cartolano . 003951 * Thomas Crush . 002966 * Patrick Dinkelacke r . 006359 * Timothy Hogan . 003582 * Robert Kraft . 002231 * William Mathews. 007951 * William Morrissey . 007256 * Norbert Nadel. 006759 * Arthur Ney Jr.. 004349 * Richard Niehaus. 004772 * Thomas Nurre. 002192 * ? John O'Connor. 004042 * ? Robert Ruehlman. 005616 * ? J. Howard Sundermann Jr. 010471 * . Ann Marie Tracey. 004139 * ? Ralph Winkler . 001942 Domestic Relations Court JudgeProbability of case reversedPenelope Cunningham. 000366 Patrick Dinkelacker. 000667 Deborah Gaines. 001023 Ronald Panioto. 000231 Municipal Court JudgeProbability of case reversed Mike Allen. 000651 ?Nadine Allen . 000768 Timothy Black. 000754 David Davis?. 000646 Leslie Isaiah Gaines. 002461 Karla Grady0 Deidra Hair? 0 Dennis Helmick . 000633 Timothy Hogan. 000867 James Patrick Kenney . 000357 Joseph Luebbers. 001703 William Mallory. 001087 Melba Marsh. 000852 ?Beth Mattingly. 000337 Albert Mestemaker. 001809 Mark Painter. 001341 ?Jack Rosen?. 001669 Mark Schweikert. 001111 David Stockdale. 000745 ?J ohn A. West. 000715 4.The probability of reversal given an appeal for each judge Common Pleas Court Probability of reversal given Judgean appeal Fred Cartolano| 0. 08759124| Thomas Crush| 0. 08403361| Patrick Dinkelacker| 0. 18181818| Timothy Hogan| 0. 11666667| Robert Kraft| 0. 05511811| William Mathews| 0. 19780221| William Morrissey| 0. 18181818| Norbert Nadel| 0. 15267176| Arthur Ney Jr. | 0. 11200000| Richard Niehaus| 0. 11678832| Thomas Nurre| 0. 04958678| John O'Connor| 0. 09302326| Robert Ruehlman| 0. 12413793| J. Howard Sundermann Jr. | 0. 16666667| Ann Marie Tracey| 0. 1023622| Ralph Winkler| 0. 06818182| | | | |

Discussing The Greatness Of Adolf Hitler essays

Discussing The Greatness Of Adolf Hitler essays What is greatness? Who can be considered as a great person? When we talk about a person being great, we often think about a good or a hero type of a person. We sometimes think of greatness as a heroic title to a person. A person with good qualities and a person that has great strength physically. But what does greatness in a person really mean? If someone asks you: "Was Adolf Hitler a great person?" what would you say? Knowing Hitler's history when he ordered the killings of the Jews and how the war started might have an affect on how you will answer. But if you look at how Hitler gained Germany's trust and confidence, how he took control of Germany and other countries, and how long he kept Germany fighting could show the meaning "Greatness" of a person in him. After Hitler came into power, the Nazi party took control over every aspect of everyday life. Hitler ordered the creation of a special police force to make sure that all opponents would be eliminated, the Gestapo. He also gave orders to set up a special force, which would be used to transport and take care of all political prisoners, and people who were thought to be inferior. The name of the force was the feared SS. Mass propaganda was used to persuade the German people that the "Fuhrer" would make the country strong and powerful again. They also used propaganda against the Jews and other minority groups that were considered enemies. Teachers had to belong to the Nazi party, and children were taught that Jews were the source of all their problems. Why did so many Germans follow Hitler? When he took power, the economy was basically non-existent and the country was in chaos after the earlier war. Many looked for answers and hope. Through Hitler's speeches and propaganda, th e Germans believed that he was their answer. Hitler used his power to build his empire the way he wanted. And those who opposed were simply captured and killed. Everyone ...

Temperate Grasslands (Climate, Vegetation, Animals)

Temperate Grasslands (Climate, Vegetation, Animals) Biomes are the worlds major habitats. These habitats are identified by the vegetation and animals that populate them. The location of each biome is determined by the regional climate. Grassland biomes consist of temperate grasslands and tropical grasslands, or savannas.   Key Takeaways: Temperate Grasslands Temperate grasslands are areas of open grassy plains that are sparsely populated with trees.Various names of temperate grasslands include pampas, downs, and veldts.Temperate grasslands can be found in various regions north and south of the equator including Argentina, Australia, and central North America.Temperatures vary with seasons with tornadoes, blizzards, and fires occurring in many temperate grassland regions.Temperate grasslands are home to many large and small herbivores. Temperate Grasslands Like savannas, temperate grasslands are areas of open grassland with very few trees. Temperate grasslands, however, are located in colder climate regions and receive less precipitation on average than savannas. Climate Temperatures in temperate grasslands vary according to the season. In winter, temperatures can plummet to well below 0 degrees Fahrenheit in some areas. In summer, temperatures can reach above 90 degrees Fahrenheit. Temperate grasslands receive low to moderate precipitation on average per year (20-35 inches). Most of this precipitation is in the form of snow in temperate grasslands of the northern hemisphere. Tornadoes, Blizzards, and Fires   nickalbi/iStock/Getty Images Plus Three natural factors that impact temperate grassland biomes are tornadoes, blizzards, and fires. A stretch of the plains region in the United States is termed Tornado Alley due to tornado hyperactivity. This region extends from northern Texas through North Dakota and extends east into Ohio. Tornadoes are spawned as warm air from the Gulf meets cold air from Canada generating around 700 tornadoes per year. Temperate grasslands located in colder regions also experience icy winters and blizzards. High winds generate sudden snowstorms that spread across the plains. Due to the hot, dry summer climate, wildfires are common in temperate grasslands. These fires are usually sparked by lightning but are also the result of human activity. The thick dry grass fuels fires that can spread for hundreds of miles. While fires are destructive in nature, they also ensure that prairies remain grasslands and are not overtaken by scrub vegetation. Location Temperate Grassland Locations. Terpsichores/Wikimedia Commons/CC BY-SA 3.0   Grasslands are located on every continent with the exception of Antarctica. Some locations of temperate grasslands include: Argentina - pampasAustralia - downsCentral North America - plains and prairiesHungary - pusztaNew Zealand - downsRussia - steppesSouth Africa - veldts Vegetation Low to moderate precipitation makes temperate grasslands a difficult place for tall plants such as woody shrubs and trees to grow. Grasses of this area have adapted to cold temperatures, drought, and occasional fires. These grasses have deep, massive root systems that take hold in the soil. This allows the grasses to remain firmly rooted in the ground to reduce erosion and to conserve water. Temperate grassland vegetation can either be short or tall. In areas that receive little precipitation, grasses remain low to the ground. Taller grasses can be found in warmer areas that receive more rainfall. Some examples of vegetation in temperate grasslands include: buffalo grass, cacti, sagebrush, perennial grasses, sunflowers, clovers, and wild indigos. Wildlife American Bison.   Juan Carlos Munoz/The Image Bank/Getty Images Plus Temperate grasslands are home to many large herbivores. Some of these include bison, gazelles, zebras, rhinoceroses, and wild horses. Carnivores, like lions and wolves, are also found in temperate grasslands. Other animals of this region include: deer, prairie dogs, mice, jack rabbits, skunks, coyotes, snakes, foxes, owls, badgers, blackbirds, grasshoppers, meadowlarks, sparrows, quails, and hawks. More Land Biomes Temperate grasslands are one of many biomes. Other land biomes of the world include: Chaparrals: Characterized by dense shrubs and grasses, this biome experiences dry summers and damp winters.Deserts: Many people assume falsely that all deserts are hot. Deserts are classified according to location, temperature, and amount of precipitation.Savannas: This large grassland biome is home to some of the fastest animals on the planet.Taigas: Also called coniferous forests, this biome is populated by dense evergreen trees.Temperate Forests: These forests experience distinctive seasons and are populated by deciduous trees (lose leaves in winter).Tropical Rain Forests: This biome receives abundant rainfall and is characterized by tall, dense vegetation. Located near the equator, this biome experiences hot temperatures year round.Tundra: As the coldest biome in the world, tundras are characterized by extremely cold temperatures, permafrost, tree-less landscapes, and slight precipitation. Sources Hoare, Ben. Temperate Grasslands. Raintree, 2011.Nunez, Christina. Grasslands Information and Facts. National Geographic, 15 Mar. 2019, www.nationalgeographic.com/environment/habitats/grasslands/.

Describe the different perspectives used to explain the process of Essay

Describe the different perspectives used to explain the process of childrens development,to what extent can child development be seen as a natural process - Essay Example In a historical and biological perspective, motherhood has played a crucial role in mapping of childhood. It is normal for mothers to turn hostile in a bid to protect their loved ones. It is argued that the discovery of motherhood in the recent past has done greatly to improve the life of children and has also contributed greatly to the end of the stealing of children as was witnessed in some societies in the last centuries. Child development refers to growth aspects of children which can be in aspects of biological and physiological. There are many factors that denote this development primarily being evidenced in increasing autonomy of children. Childhood development is witnessed in various stages of growth from newborn to infants to toddler to preschool to school aged and it is concluded by adolescent stage. Childhood development is marked in different milestones which can be defined as specific physical and mental abilities which correspond to various stages of development. (Hixson, 2004) Childhood development id expressed in development milestones which appears in the first five years of life. Childhood development is represented in some perspectives which are used as marks of the milestone. These include physical development, social and emotional development, thinking skills and communication skills. These perspectives are the ones which are used to gauge the level of development of a child from childhood. It is to be understood that these are used as markers or indicators of growth for children as expressed in different growth milestones. In a real growth, development in one area overlaps the development in another area but generally this development works to reinforce a development in another area and at the same time it is reinforced by development in another area. Let us look closely at these developments. (Dunst and Kassow, 2004) Physical development is represented in growth in the physical body like gain in height with. This is perhaps one of the most important makers of growth in children and is often used by many mothers to assess children hood development. Some of development in physical development included raising head slightly when lying on stomach, hold hand in a fist, lift head and chest, grasping, crawling, walking, standing and others. Social and emotional developments are hard to point than other aspects of growth in physical development. Social and emotional development is laid more on skills that increase self-awareness and self-regulation. There is evidence that social skills and emotional development are important makers of readiness for school. They are usually reflected in the ability of the child to pay attention, make transitions, and cooperate with others. Social development is marked in the way a child relates with others. This is the long process of self awareness and may continue for long time till adolescent stage. (James and Prout, 1997) Before there were studies on the thinking or cognitive skills of children, they were once thought to be passive and unknowing. However it has been proved that children are active learner and they develop in their cognitive ability. Children are actively involved in gathering information. These skills help in to progress in development of perceptual and thinking skills. Some to these developments include vision,

Medications for treatment T2 DM Term Paper Example | Topics and Well Written Essays - 1250 words

Medications for treatment T2 DM - Term Paper Example Thus the medications for type 2 diabetes mellitus are aimed at administering insulin to combat tissue resistance and adjusting the lipid profile back to normal. Different preparations of insulin and a number of oral hypoglycemic drugs are used to treat diabetes mellitus type 2. The oral hypoglycemic drugs are further divided into sulfonylureas, biguanides, thiazolidinediones and alpha glucosidase inhibitors (Trevor et al 2008). Insulin is a protein molecule so it is not given orally to avoid degradation in the gastrointestinal tract; instead it is administered subcutaneously to the patients to lower the blood glucose levels (Finkel et al 2009). The available preparations of Insulin can be categorized as rapid acting, short acting, intermediate and long acting insulin. The rapid acting insulin preparations are insulin lispro and insulin aspart. Due to their rapid onset of action, they mimic the natural prandial insulin secretion. Lispro Insulin was the first insulin analogue developed by recombinant DNA technology. The lysine and proline amino acids at its carboxyl end are reversed. This structure has no effect on binding to insulin receptor, immunogenecity or the half life, as these all are similar to the natural human insulin. The advantage of this structural alignment is that it decreases the propensity of insulin to form dimers, thus more amount of insulin is available in monomer form. It starts working within 15 minutes and achieves peak activity within one hour. The effect lasts for 3 to 5 hours. Insulin aspart has B28 proline in its structure replaced by negative aspartic acid, this modification inhibits insulin self aggregation. The regular insulin comes in the short acting insulin category. It is a soluble crystalline zinc insulin molecule. When injected subcutaneously in substantial amount (a vial), the molecules aggregate antiparallel and create dimers which stabilize around zinc to form insulin hexamers. This structural configuration renders the regu lar insulin the ability of delayed onset of action, so the peak action is achieved slowly. The involved mechanism of slow prolonged action is that initially, the hexamers are too large for the vascular transport, but as the interstitial fluid dilutes them, their concentration begins to decrease locally. The hexamers break and slowly change into mononers. This insulin is administered 30 to 45 minutes before meals. This is the only insulin type that can be given intravenously as well (Trevor et al 2008). Neutral protamine hagedron (NPH) or isophane insulin is the intermediate acting insulin formed by combining protamine and insulin in 1 ratio 10, in the form of isophane complex. In the complex form, insulin and protamine, both lose all their free binding sites. When injected, protamine is degraded by proteolytic enzymes and insulin is then absorbed. It starts acting after 4 to 5 hours of administration. Insulin glargine and insulin detemir are the types of long acting insulin. Insulin glargine, also called as peak-less insulin has the isoelectric point lower than that of human insulin, so it precipitates at the injection site, allowing slow prolonged hypoglycemic effect and provides a background insulin replacement. Insulin detemir has a fatty acid side chain in its structure. It binds with tissue albumin at the site of injection and then dissociates