Trust Inference Model Proposal

Trust Inference Model Proposal (step1-13 in Alg. 4) in the continu-ous case. For advogato data set, we directly report the results on all the six snapshots (i.e., advogato-1, . . . , advogato-6). For PGP, we use its subsets to study the scalability. The result is shown in Fig. 6, which is consistent with the complex-ity analysis in Section 4.3. As we can see from the figure, MATRI scales linearly wrt to both n and |K|, indicating that it is suitable for large-scale applications. The scalability result for the binary case is similar, and we omit the figures for brevity. (b) (c) (d) Fig. 3. Scalability of the proposed MATRI for continuous case. MATRI scales linearly wrt the data size (n and |K|). (a) Wall-clock time vs. n on advogato. (b) Wall-clock time vs. |K| on advogato. (c) Wall-clock time vs. n on PGP. (d) Wall-clock time vs. |K| on PGP. Fig. 4. Comparisons of alternative solutions of MATRI. Compared to MATRI-AA, MATRI-SS and MATRI-AS are more than 10x faster while preserving more than 90% accuracy on both data sets. (a) advogato data set. (b) PGP data set. (C) Comparisons of the Alternatives of MATRI. As men-tioned before, the stochastic gradient descent method (SGD) could also be used for the continuous trust inference prob-lem in computing propagation vector and solving Eq. (5). We now experimentally evaluate the efficiency of all the four alternatives of MATRI. We use MATRI-AA to denote the original MATRI, MATRI-SA to denote the case when we use SGD in the propagation step, MATRI-AS. VI RELATED WORK In this section, we briefly review related work, includ-ing trust propagation models, multi-aspect trust inference models, etc. Trust Propagation Models. To date, a large body of trust inference models are based on trust propagation where trust is propagated along connected users in the trust net-work, i.e., the web of locally-generated trust ratings. Based on the interpretation of trust propagation, we further cate-gorize these models into two classes: path interpretation and component interpretation.The proposed MATRI integrates the trust propagation with two other important properties, i.e., the multi-aspect of trust and trust bias. In addition, our multi-aspect model offers a natural way to speed up on-line query response; as well as to mitigate the sparsity or coverage problem in trust inference where some trustor and trustee might not be connected with each other both are known limitations with the current trust propagation models [10]. Multi-Aspect Trust Inference Models. Social scientists have explored the multi-aspect property of trust for several years [8]. In computer science, there also exist a few trust inference models that explicitly explores the trust propagation. Trust Bias in Trust Inference. In sociology, it was dis-covered a long time ago that trust bias is an integral part in the final trust decision [9]. Nonetheless, this important aspect has been largely ignored in most of the existing trust inference models. One exception is from Nguyen et al. [13], which learns the importance of several trust bias related features derived from a social trust framework. Recently, Mishra et al. [25] propose an iterative algorithm to compute trust bias. Different from these existing works, our focus is to incorporate various types of trust bias as specified factors/aspects to increase the accuracy of trust inference. VII CONCLUSION In this paper, we have proposed a trust inference model, as well as a family of algorithms to apply the model to both continuous and binary inference scenarios. The basic idea of the proposed MATRI is to leverage the multi-aspect property of trust by characterizing several aspects/factors for each trustor and trustee based on the existing trust relationships. In addition, MATRI incorporates the trust propagation and trust bias; and further learns their rela-tive weights. By integrating all these important properties, our experimental evaluations on real benchmark data sets show that MATRI leads to significant improvement over several benchmark approaches in prediction accuracy, for both quantifying numerical trustworthiness scores and pre-dicting binary trust/distrust signs. The proposed MATRI is also nimble it is up to 7 orders of magnitude faster than the existing trust propagation methods in the on-line query response, and in the meanwhile it enjoys the linear scalabil-ity for th e pre-computational stage in both time and space. Future work includes investigating the capability of MATRI to address the trust dynamics. REFERENCES C. Ziegler and G. Lausen, â€Å"Propagation models for trust and distrust in social networks,† Inform. Syst. Front., vol. 7, no. 4, pp.337–358, 2005. A. Jà ¸sang and R. Ismail, â€Å"The Beta reputation system,† in Proc. 15th Bled Electron. Comm. Conf., vol. 160. Bled, Slovenia, Jun. 2002. S. D. Kamvar, M. T. Schlosser, and H. Garcia-Molina, â€Å"The Eigentrust algorithm for reputation management in P2P net-works,† in Proc. 12th Int. Conf. WWW, Budapest, Hungary, 2003, pp.640–651. M. Richardson, R. Agrawal, and P. Domingos, â€Å"Trust management for the semantic web,† in Proc. 2nd ISWC, Sanibel Island, FL, USA, 2003, pp. 351–368. D. Cartwright and F. Harary, â€Å"Structural balance: A generalization of Heider’s theory,† Psychol. Rev., vol. 63, no. 5, pp. 277–293, 1956. G. Liu, Y. Wang, and M. Orgun, â€Å"Trust transitivity in complex social networks,† in Proc. AAAI, 2011, pp. 1222–1229. D. Gefen, â€Å"Reflections on the dimensions of trust and trustwor-thiness among online consumers,† ACM SIGMIS Database, vol. 33, no. 3, pp. 38–53, 2002. D. Sirdeshmukh, J. Singh, and B. Sabol, â€Å"Consumer trust, value, and loyalty in relational exchanges,† J. Marketing, vol. 66, no. 1, pp.15–37, 2002. A. Tversky and D. Kahneman, â€Å"Judgment under uncertainty: Heuristics and biases,† Sci., vol. 185, no. 4157, pp. 1124–1131, 1974. Y. Yao, H. Tong, F. Xu, and J. Lu, â€Å"Subgraph extraction for trust inference in social networks,† in Proc. IEEE/ACM Int. Conf. ASONAM, Istanbul, Turkey, 2012, pp. 163–170. L. Xiong and L. Liu, â€Å"Peertrust: Supporting reputation-based trust for peer-to-peer electronic communities,† IEEE Trans. Knowl. Data Eng., vol. 16, no. 7, pp. 843–857, Jul. 2004. J. Tang, H. Gao, and H. Liu, â€Å"mTrust: Discerning multi-faceted trust in a connected world,† in Proc. 5th ACM Int. Conf. WSDM, Washingtion, DC, USA, 2012, pp. 93–102. V. Nguyen, E. Lim, J. Jiang, and A. Sun, â€Å"To trust or not to trust? Predicting online trusts using trust antecedent framework,† in Proc. 9th IEEE ICDM, Miami, FL, USA, 2009, pp. 896–901. Y. Koren, â€Å"Factorization meets the neighborhood: A multifaceted collaborative filtering model,† in Proc. 14th ACM SIGKDD Int. Conf. KDD, New York, NY, USA, 2008, pp. 426–434. R. Guha, R. Kumar, P. Raghavan, and A. Tomkins, â€Å"Propagation of trust and distrust,† in Proc. 13th Int. Conf. WWW, New York, NY, USA, 2004, pp. 403–412. Y. Koren, R. Bell, and C. Volinsky, â€Å"Matrix factorization techniques for recommender systems,† Comput., vol. 42, no. 8, pp. 30–37, 2009. P. Massa and P. Avesani, â€Å"Controversial users demand local trust metrics: An experimental study on epinions. com community,† in Proc. 20th Nat. Conf. AAAI, 2005, pp. 121–126. B. Lang, â€Å"A computational trust model for access control in P2P,† Sci. China Inform. Sci., vol. 53, no. 5, pp. 896–910, 2010. R. Bell, Y. Koren, and C. Volinsky, â€Å"Modeling relationships at mul-tiple scales to improve accuracy of large recommender systems,† in Proc. 13th ACM SIGKDD Int. Conf. KDD, New York, NY, USA, 2007, pp. 95–104. H. Ma, M. Lyu, and I. King, â€Å"Learning to recommend with trust and distrust relationships,† in Proc. 3rd ACM Conf. RecSys, New York, NY, USA, 2009, pp. 189–196. A. Buchanan and A. Fitzgibbon, â€Å"Damped Newton algorithms for matrix factorization with missing data,† in Proc. IEEE CVPR, vol. 2. Washington, DC, USA, 2005, pp. 316–322. X. Liu, A. Datta, K. Rzadca, and E. Lim, â€Å"Stereotrust: A group based personalized trust model,† in Proc. 18th ACM CIKM, Hong Kong, China, 2009, pp. 7–16. D. Watts and S. Strogatz, â€Å"Collective dynamics of ’small-world’ networks,† Nature, vol. 393, no. 6684, pp. 440–442, 1998. J. Leskovec, J. Kleinberg, and C. Faloutsos, â€Å"Graphs over time: Densification laws, shrinking diameters and possible explana-tions,† in Proc. 11th ACM SIGKDD Int. Conf. KDD, Chicago, IL, USA, 2005, pp. 177–187. C.-W. Hang, Y. Wang, and M. P. Singh, â€Å"Operators for propagating trust and their evaluation in social networks,† in Proc. 8th Int. Conf. AAMAS, Budapest, Hungary, 2009, pp. 1025–1032. J. Leskovec, D. Huttenlocher, and J. Kleinberg, â€Å"Predicting posi-tive and negative links in online social networks,† in Proc. 19th Int. Conf. WWW, Raleigh, NC, USA, 2010, pp. 641–650. Y. Wang and M. P. Singh, â€Å"Trust representation and aggregation in a distributed agent system,† in Proc. 21st Nat. Conf. AAAI, 2006, pp.1425–1430. Y. Wang and M. P. Singh, â€Å"Formal trust model for multiagent systems,† in Proc. 20th IJCAI, San Francisco, CA, USA, 2007, pp.1551–1556. C. Hsieh, K. Chiang, and I. Dhillon, â€Å"Low rank modeling of signed networks,† in Proc. 18th ACM SIGKDD Int. Conf. KDD, Beijing, China, 2012, pp. 507–515. K.-Y. Chiang, N. Natarajan, A. Tewari, and I. S. Dhillon, â€Å"Exploiting longer cycles for link prediction in signed net-works,† in Proc. 20th ACM CIKM, Glasgow, Scotland, U.K., 2011, pp.1157–1162.

Social and Legal Definitions of Slavery Narrative of the Life of Freder

Mr. Covey seemed now to think he had me, and could do what he pleased; but at this moment -- from whence came the spirit I don't know -- I resolved to fight; and, suiting my action to the resolution, I seized Covey hard by the throat; and as I did so, I rose. (Douglass 112, chapt. 10) In Chapter 10 of Frederick Douglass' Narrative of the Life of... an American Slave, Douglass describes an important incident in which he forces backward the standard master-slave hierarchy of beating privileges against his temporary master, Mr. Covey. The victory proves for Douglass a remarkable source of renewed yearning for freedom and of self-confidence; as he "rose" physically, standing up to fight, he "rose" in spirit. Covey did not "have" Douglass in the sense of either fighting or ownership, and could not "do what he pleased." The description of the internal and external results of the fight displays a clear degree of signification in order to convey to the reader the highly personal nature of the triumph--signifying being described by Roger D. Abrahams as a "technique of indirect argument or persuasion" and "a language of implication" (Gates 54). Douglass explains, "He only can understand the deep satisfaction which I experienced, who has himself repelled by force the bloody arm of slavery" (113, chapt. 10). The overt statement describes a unique feeling arisen from relatively unique circumstances; but the implication tacked on to the statement might be phrased as: "Such a one is most probably not you, the reader." What is the use of constructing this implied distance between the narrator and the reader? The fact that Douglass has taken up writing as an articulate method of communication seems in many ways to indicate an adoption of the... ...had passed forever when I could be a slave in fact" (113, chapt. 10). This victory, combined with the achievement of literacy and other factors, such as the will to escape and attempt to teach others, point to a sense of inner, "factual" freedom which develops while Douglass is still a slave according to the law and in the public eye. Just as the Narrative is a personal story set within a framework of social relevance, the striving for freedom is personal before it is physical and external. In spirit and sense of self Douglass becomes free while still a slave, even if that freedom makes his more tangible bonds all the more painful. Because he fought for this freedom long before being ranked among free Northerners, Douglass maintains, in his narrative for the white abolitionist movement, an inner independence of social and legal definitions of slavery and freedom.

Educational Development Theories

Understanding human development is considered the key towards maximizing the potentials of every student in the classroom. Developments in various fields, such anthropology, psychology, and biology have contributed largely to reinventing education in the last century. Research is given a central role in shaping â€Å"children’s education and experiences in schools† (McDevitt & Ormrod, 2010, p. 4). The advances in related fields and the increasing support from research have prompted educators to be reflective and evaluative about pedagogy and curriculum in an effort to ensure that the best learning environment is provided. In short, teachers now have comprehensive tools to guarantee that no child is left behind. Any child that sets foot into the classroom carries with him/her a myriad of experiences and background; thus, making it essential to perceive the child in relation to the systems and dynamics that surround him/her. â€Å"All areas of development depend on the context of children’s lives—children’s experiences in families, schools, neighborhoods, community organizations, cultural and ethnic groups, and society at large† (McDevitt & Ormrod, 2010, p. 5). Learning does not happen in isolation and it is how these various contexts that play out during developmental years that significantly affect his/her experiences in school. To illustrate the impact of context to development a case study is presented in this paper of an eight year old child, Tonya, attending first grade. After a discussion of the student’s classroom behavior, the developmental milestones for her age will be presented. These stages of development will be contextualized with the socio-cultural background of the student. Having created a picture of the circumstances of the student, I will then propose an analysis of the situation of the student drawing from educational development theories. Ethical considerations for the case study will then be discussed, followed by recommendations to improve the schooling and learning outcomes of the student. Tonya literally stood out in her class, not only because she was big for her age, but also because she was older than the rest of the class having been retained in kindergarten. At eight years old, she was attending a first grade class. Tonya was observed to display disruptive behaviors such as bossing and bullying other children, stealing items from others, or talking them into trading their things (McDevitt & Ormrod, 2010). The teacher received complaints from both students and parents that she was also stealing food from her classmate’s lunchboxes. Tonya’s behavior can be described as atypical for other children of her age, and required serious attention. The period from six to ten years old is often referred to as middle childhood. There is continued differentiation of fine motor skills, although the growth in height and weight slows down and only picks up later on during the adolescent stage. Development of fine motor skills is reflected in illustrations that are â€Å"organized and detailed and include some depth cues† (Berk, 2009, p. 7). Moreover, such developments allowed for wider range of activities in play, sports and household chores. Often, parents start to build responsibility among their children by assigning them chores at home such as cooking, cleaning, and looking after their siblings. Middle childhood is also a period of active neural developments that manifest in increasing integration of cognitive processes. They are learning to read and write, as well as perform basic mathematical computations (i. e. addition and subtraction). In addition, they are beginning to express themselves creatively. There is also a marked improvement in verbal expressions, and are becoming more aware of the concept of rules with peers and parents. Thus, they are learning to grasp the concepts of cause and effect better. The socio-emotional development of children from six to ten years old is marked by development of emotional states in relation to the people around them. This accompanied by an increasing social network of peers and friends. At this stage, children become more aware of pride and guilt, and are more likely to conform to good behavior. Pro-social behaviors are observed when dealing with peers, especially as they learn to build friendships based on trust and assistance. It can be deduced that at this stage, children start to develop their moral compass and respond to others with sensitivity and better judgment. In the case of Tonya discussed above, it is apparent that the socio-emotional milestone expected for her age group was not been met. Instead of displaying pro-social behavior, she is disruptive in class, and clearly is not developing friendships that are based on mutual trust and assistance. She is actually behaving exactly the opposite. In addition, having been retained in Kindergarten may be a good indicator of some cognitive delays as well. However, physically, she has developed as expected, and has the capacities and skills to perform manual tasks for her age. In fact, the report from the teacher emphasized the point that Tonya had to take care of her three-year old brother before going to school. Knowing Tonya’s family background was the key to helping her curb the problematic behavior in school. Her physical development coupled with the responsibilities she had at home required healthy food and supplement, which was not available for her because her mother had lupus, and her step-father was permanently disabled. Children’s experiences within their families are especially important to their health† (McDevitt & Ormrod, 2010, p. 149). Tonya was not provided with essential dietary supplement which triggered her decision to steal food from her classmates. Moreover, although she was entitled to free lunches, she was not aware of this, and there was no adult who facilitated the process of availing this service. Tonya’s behavior severely disrupted the possibility of developing friendships. Her reputation made it difficult to gain the trust and respect of her peers. However, the teacher’s intervention helped Tonya discern what was right and wrong. Tonya responded to the intervention positively, and changed tremendously. Because of the situation at home, Tonya lacked a role model and the constant guidance of the parents to help her maximize her potentials, both cognitively and socio-emotionally. The change in Tonya’s behavior and understanding of the consequences of her actions are good indicators of sound judgment and comprehension skills. It is highly plausible that retention in Kindergarten may have been caused by socio-emotional problems, rather than cognitive difficulties. Drawing ideas from prominent educational theorists, Piaget, Vgotsky and Erickson, can be helpful to facilitate learning for Tonya, and hopefully accelerate her so she achieves the proper grade level for her age. Jean Piaget coined the term â€Å"concrete operational stage† for children ages seven to eleven years old. At this stage, children have developed the concept of â€Å"conservation. † â€Å"The child can think logically about very concrete objects, categories and principles† (Coon & Mitterer, 2010, p. 99). Thus, it is essential for the teacher to pay special attention to Tonya’s development of mathematical skills, and its relation to other subjects, such as science. Once she gains mastery, she will gain confidence as well in performing tasks, and this is essential for her to work towards reaching her expected levels. Providing Tonya with hands-on experiences will further facilitate her learning. Judging from the circumstances that surround Tonya, it is highly challenging for her to successfully develop according to the developmental milestones. As explained by Vygotsky’s (1978) zone of proximal development (ZPD), â€Å"human learning presupposes a specific social nature and a process by which children grow into the intellectual life of those around them† (as cited in Slee, 2002, p. 209). One of the contemporary proponents of ZPD, Wood (1988) further outlines the instructional options for mothers of children between four and five years old: â€Å"(i) general verbal encouragement; (ii) specific verbal instruction; (iii) assistance in choosing materials for a task; (iv) preparing materials for assembly in a task; (v) demonstration† (Ibid). With Tonya’s family background, maternal interaction has been limited, and from her early years, she has missed out on the developmental opportunities. Vygotsky’s (1978) ZPD highlights the role of the adult in facilitating the learning of children. Compared to Piaget however, he approaches the development in a more qualitative, rather than quantitative perspective and is more liberal on the expected abilities of the children. It highlights the role of the adult, and in the case study, Tonya’s teacher to provide the guidance that she is not able to acquire in the home. Furthermore, it will require effort in integrating Tonya in the class considering her past behavior towards her classmates. Vygotsky’s (1978) theory emphasizes the role of adults and peers in the learning of the individual. I consider it meaningful to highlight Erickson’s psychosocial theory because Tonya’s case is hinged on her socio-emotional experiences which have serious implications on her psychological state. At her age, the basic conflict as identified by Erickson is â€Å"industry versus inferiority† (Learning Theories Knowledgebase, 2010, October). School becomes more formalized, and children have to adjust to the new environment while meeting the demands in academics. Competence is achieved through successful attempts, while failure breeds feelings of inferiority. An eight year old joining a first grade class sets the stage for inferiority, and the teacher must be proactive in creating measures to make Tonya feel competent. Encouraging words and positive reinforcement can help her gain confidence and advance academically. At this point, it is highly important to focus on building her confidence first, so she is able to take risks and work further towards building her competencies. The role of the teacher in assisting students like Tonya always stands out. The teacher becomes the architect who shapes the conditions that will benefit the students more. Going back to the teacher’s narration in this case study, it may be observed that the intervention highly suggested by the principal violates the ethical standards set by the National Education Association. The principal’s suggestion of punishment which consisted of a month without recess not only puts the child in danger, but also becomes an additional cause for further disruptive behavior. The teacher though, may have violated the code as well by disclosing the decision of the principal in published material which has the possibility of causing harm to the principal’s profession. However, the teacher made a wise decision about visiting the family, and examining the conditions before taking any action. Doing so allowed her to find better solutions without compromising the health of the student. It is hoped that the teacher did not give her real name so as not to compromise the school and the principal. Although the problem was resolved, there were still administrative matters that she hopefully handled properly, and exercising due confidentiality.Reference http://www.nea.org/home/30442.htm

Explain the sequence and rate Essay Example

Explain the sequence and rate Essay Example Explain the sequence and rate Essay Explain the sequence and rate Essay Explain the sequence and rate of each aspect of development that would normally be expected in children and young people from birth 19 years By McLaughlin unit Title MUM 5. 2 Assessment Criteria 1. 1 Explain the sequence and rate of each aspect of development that would normally be expected in children and young people from birth 19 years. Physical development is the increase in size which takes place as a child develops. It is the way the body increases in skill and becomes more complex in its performance. Whole body movements are described as gross motor skills and fine motor skills are he use of hands in co-ordination with the eyes to perform very delicate procedures with their fingers, with the eyes influencing the precise movements of the fingers. Physical development (gross motor) O 19 years At birth Reflex actions are: Child has rooting, sucking, and swallowing reflexes Child has grasping reflex If pulled to sit up, childs head falls backwards If held in sitting position, childs head falls forward Child laying on their back their limbs is bent Child laying on their front lies in a fetal position with knees tucked up. Child is unable to raise head or stretch limbs. At 1 month Child lying on tummy, lifts chin Child lying on back, head moves to one side Childs arm and leg extended on face side Child begins to flex upper and lower limbs unit Title MUM. Held sitting, child keeps head straight, back and neck firm. Childs lower back is still weak. When child is lying, pelvis is flat At 6 months Child on their back can lift head and shoulders Child on their tummy can rise up on hands Child sits with support Child kicks strongly and may roll over from tummy to back / back to tummy When held, child enjoys standing and Jumping Child will brings feet to mouth when on back At 9 months Child will sit unsupported and begins to crawl Child will pull them up to stand, falls back with bump At 1 year Child walks holding 1 hand may walk alone Child bends down and picks up objects Child pulls to stand and sits deliberately At 15 months Child walking is usually well established Child can crawl up stairs frontwards and down stairs backwards Child kneels unaided Child has poor balance, falls heavily At 18 months Child can climb up and down stairs with hand held and runs carefully Child pushes, pulls and carries large toys Child can sit into a small chair and can squat to pick up toys At 2 years each step while holding the wall/rail Child squats with ease and rises without using ands Child can climb up on furniture and get down again Child will steer a tricycle pushing along with their feet Child can throw a small ball overran, and kick a large ball At 3 years Child has competent locomotive skills Child can Jump off lower steps Child still uses two feet to a step coming down stairs Child pedals and steers tricycle At 4 ye ars Childs motor muscles are well controlled Child can turn sharp corners when running Child hops on favored foot and balances for three increased skill at ball games Child sits with knees crossed At 5 years five seconds Child has Child can touch their toes keeping their legs straight Child can hop on either foot and can skip Child runs on their toes Childs ball skills are developing well Child can walk along a thin line At 6 years Child Jumps over stick of approve. CM high Child learning to skip with rope At 7 years At 8 13 years Childs physical skills are developing and improving and their body strength will have increased along with balance and co-ordination At 13- 19 years Teenagers become much stronger and develop gross motor skills through a wide range of sports. Between childhood and adulthood is referred to as adolescence. Physical development at this stage is very different for each individual. As some may be Just beginning to mature physically others may have already rea ched full physical maturity. Boys normally begin adolescence at around 14 years of age which is sometimes later than most girls. When they have reached the end of this growth period however they are usually bigger than girls. Their body shape will change as their muscles grow and they will develop body hair. Their strength and co-ordination will increase greatly and their voice will change to become deeper. In the early stages of puberty testicles and scrotum will begin to grow and penis growth will start later but will continue for longer. Girls breasts will begin to swell from around the age of 10/11 years and continue throughout adolescence. They will develop hair in their pubic region and their body shape will change to become more rounded and curvy. Some girls may physically mature by the age of 15 years and nearly all girls will be at their full adult height at this age. Some girls will continue to develop larger breasts and a fuller figure. This is dependent on the age at which a girl begins puberty. There can be a huge variation for this happening, ranging from the age of 8 years to late teens. The average for girls to begin menstruation is around 13 years. Physical development (fine motor) O 19 years At birth reflex actions are: A babys pupils will react to light and will open their eyes when held upright A baby will blink or open their eyes wide to sudden sound and will give a startled reaction to sudden sound A babys eyes will close to sudden bright light 1 month A babys hands are fisted and their eyes move to dangling objects months A baby will grasp an object when placed in their hand and turn their head right round to look at objects A babys eye contact is firmly established 6 months A baby has learned to grasp objects and passes toys from hand to hand A babys usual sense is well established and they will follow objects with eyes without moving their head 9 months A baby is visually attentive and looks for fallen objects A baby will grasp with thumb and index finger and hold their bottle/cup A baby releases a toy by dropping it A baby is beginning to finger-feed 1 year A child picks up small objects, has a fine pincer grip and holds a spoon Child will point at objects unit Title 5. 2 15 months Child can build a tower of two blocks and turns pages off book Child can place objects precisely where they want them Child can use their spoon which sometimes rotates in their hand 18 months Child can build a tower of three blocks without them falling Child will scribble to and fro spontaneously on any surface Child begins to show preference for one hand and can drink without spilling 2 years Child can turn the pages off book one at a time Child can build a tower of six blocks without falling Child holds pencil with first two fingers and thumb near to point 3 years Child can cut paper with scissors and builds a tower of nine blocks and a bridge with 3 blocks Child has good pencil control and can thread 3 large beads on a string 4 years Child builds a tower of 10 blocks and when shown, uses six blocks to build three tepees 5 years Child can thread large needle and sews Child will color pictures carefully and can copy adult writing and print their own name They can draw a picture of at least 3 objects and cut with a knife 6 years Child ties own shoe laces and dresses / undresses without any help Child can print 14-25 letters per minute 7 years precision in all areas 8 year s onwards Young adolescences fine motor skills will have improved as well as their concentration which enables them to perform more complex tasks. Some children may have developed a talent for music and play a musical instrument such as piano, ARP or violin Social, emotional and behavioral development O arrears Social development is the growth of a childs relationships with others. Solicitation is the process by which children learn the culture or way of life of the society into which they are born. It is learning the skills of living in society. Emotional development is the growth of childrens feelings about them and about an awareness of themselves. It is the development of a childs identity and self-image and also their feelings towards other people. Behavioral development is acting or reacting in a specific way. It is what we exhibit o others. It includes all that we do and say, both good and bad. Behavior is socially and culturally defined. At birth Bonding / attachment with mother A baby watches mothers face with increasingly alert facial expression Baby may give a fleeting smile may be wind of course 3 months A baby reacts with pleasure (smiling/cooing) to familiar situations / routines Baby puts everything in mouth and responds to different tones Unit Title MUM. 2 Baby plays peek-a-boo (may start earlier) and imitates hand-clapping Baby clings to familiar adults, and is reluctant to go to strangers from about 7 moths Child co-operates in dressing, will demonstrate affection and participates in nursery rhymes A child will wave goodbye Child will let you know when wet or soiled and helps with dressing A child is emotionally dependent on a familiar adult A child tries to sing and imitates what they see in the home A childs bowel control is sometimes attained Child alternates between clinging and resistance and plays contentedly alone near familiar adult A child competently spoon feeds themselves and drinks from a cup They love to be in an outside environment but are unaware of dangers A child is ware of their physical needs and can put on shoes and hat A child demands their chief careers attention and is often clingy A child will throw a tantrum if frustrated and enjoys parallel play Child uses spoon and fork and has increased independence in self-care A child can be dry night and day They are affectionate and usually co-operative They play co-operatively, particularly domestic play and try to pleas e Children can be boastful and bossy with a sense of humor developing

Free Essays on Eli Whitney

Eli Whitney Historians believe that one of the greatest pioneers in the birth of automation, American inventor, pioneer, mechanical engineer, and manufacturer Eli Whitney. Best remembered as the inventor of the cotton gin. He made his first violin when he was only 12. Eli started college when he was 23, in 1788. He left for Georgia and got his first look at cotton business. He graduated from Yale in 1792, and went to Savannah, Georgia to teach and study law. After he graduated he went south to tutor the children of a wealthy plantation owner. He taught school for five years. Eli Whitney made and sold nails during the Revolutionary war. In 1798 Eli obtained a government contract to make 10,000 muskets. In 1812 he was given another contract for 15,000 muskets .He built the first firearms factory to use mass production methods. When Eli Whitney built his first factory in 1798, he allocated a great deal of his precious resources to providing housing for his workers as well as ensuring that they were well off financially. This consideration marked his entire career as an industrialist. He wanted to "employ steady sober people,"tied to his factory and part of a community of industry. He intended to create a self-sufficient village, producing goods, and populated by well educated, happy workers,Whitneyville. He also affected the industrial development of the United States , in manufacturing muskets but most of whitney's own guns parts do not in fact interchange. Nevertheless, Eli Whitney is a figure whose history is fascinating, and whose impact in New Haven can not be overstated. He translated the concept of interchangeable parts into a manufacturing system, giving birth to the Americanmass-production concept. Whitney saw that a machine to clean the seed from cotton could make the South prosperous and make its inventor rich. He set to work at once and within days had drawn a sketch to explain his idea; 10 days lat... Free Essays on Eli Whitney Free Essays on Eli Whitney Eli Whitney Historians believe that one of the greatest pioneers in the birth of automation, American inventor, pioneer, mechanical engineer, and manufacturer Eli Whitney. Best remembered as the inventor of the cotton gin. He made his first violin when he was only 12. Eli started college when he was 23, in 1788. He left for Georgia and got his first look at cotton business. He graduated from Yale in 1792, and went to Savannah, Georgia to teach and study law. After he graduated he went south to tutor the children of a wealthy plantation owner. He taught school for five years. Eli Whitney made and sold nails during the Revolutionary war. In 1798 Eli obtained a government contract to make 10,000 muskets. In 1812 he was given another contract for 15,000 muskets .He built the first firearms factory to use mass production methods. When Eli Whitney built his first factory in 1798, he allocated a great deal of his precious resources to providing housing for his workers as well as ensuring that they were well off financially. This consideration marked his entire career as an industrialist. He wanted to "employ steady sober people,"tied to his factory and part of a community of industry. He intended to create a self-sufficient village, producing goods, and populated by well educated, happy workers,Whitneyville. He also affected the industrial development of the United States , in manufacturing muskets but most of whitney's own guns parts do not in fact interchange. Nevertheless, Eli Whitney is a figure whose history is fascinating, and whose impact in New Haven can not be overstated. He translated the concept of interchangeable parts into a manufacturing system, giving birth to the Americanmass-production concept. Whitney saw that a machine to clean the seed from cotton could make the South prosperous and make its inventor rich. He set to work at once and within days had drawn a sketch to explain his idea; 10 days lat...

Landscape Painting Description Essay Example | Topics and Well Written Essays - 1000 words

Landscape Painting Description - Essay Example The paper "Describe the landscape painting" aims to analyze the two drawings by two different artists, Chen Guan and Mi Wazhong. Seemingly, the artist was making an attempt to depict a connection between mountains and trees; this also indicates that the artist had proper environmental knowledge in the sense that: Mountainous regions are characterized by heavy rainfall; in these areas there tend to be excessive growth of trees especially at the foot of the mountain. Additionally, it is apparent that the artist is aware that the growth of trees cannot be supported by the steep slopes of any mountain. The artist did not draw tree on the steep slopes of the mountain; a scenario which may also indicate that the slopes are characterized by excessive soil erosion hence lack of tree. Consequently, the drawing depicts an attractive natural scenario that appeals to the viewers; sceneries of trees have usually been ascribed to a sense of relaxation to human mind. It also exposes the viewer to a situation of mental activity whereby; Apart from the trees and the mountains, there are also signs of fog that are evident on the mountain top as well as at the foot of the mountain around the tree tops. The fog might have been used by the artists to indicate that the region is characterized by very cold temperatures. Moreover, the fog may be an indication of high level of humidity experienced in the region. In order to provide his viewers with more detailed information, Mi Wazhong indicated shallow.

National Policy Issue - Immigration Reform Research Paper

National Policy Issue - Immigration Reform - Research Paper Example †¢ The economic recession in the early 1990s led to the public developing a sentiment was against immigration-friendly policies.†¢ The economic recession in the early 90s led to the public developing a sentiment was against immigration-friendly policies.†¢ The Illegal Immigration Reform and Responsibility Act came into effect.IV. Many law makers realized that much had to be done in order to have a comprehensive immigration system.†¢ Their efforts culminated in a comprehensive Reform Act passed 2 years later.  Ã¢â‚¬ ¢ Barack Obama pledged to pursue immigration reform but was unsuccessful in his first term.  V. In 2013, prospects for reform appear to be much higher with a draft legislation that has a number of contentious.  Ã¢â‚¬ ¢ The bill calls for higher border security in the form of greater border patrol agents.  Ã¢â‚¬ ¢ To meet the needs of the agricultural community, a seasonal workers program must be passed.†¢ The path to citizenship involves th e payment of back taxes, legalization fees among others.VI. Recently, a migration crisis has been looming at the border as a number of undocumented children have been arriving in the country.  Ã¢â‚¬ ¢ The president has called it a humanitarian crisis that requires immediate action from Congress.  Ã¢â‚¬ ¢ These children have arrived in tens of thousands and sparked outrage among natives in border towns.†¢ Many are from states like Honduras and other Central American nations and are giving more impetus for legislation in the Senate