Nature Vs Nurture Twins Studies Psychology Essay

Nature Vs Nurture Twins Studies Psychology Essay This question will simply not disappear. And by no surprise in reality, it asks whether humans are free to behave as they want or whether their actions are encoded in them. In its modern nature, this controversial debate is based on terms of molecular genetics. Is the way we behave depended on gene structure, or is every human formed by his or her environment? (Trefil, 1996, para. 1) Throughout the middle term of the century, Americans religiously put faith in the second of these options. Human beings, we believed, were infinitely improvable, and if people behaved in a bad way, it was because of the environment they were surrounded by. We believed we could fix the environment and could make perfect human beings. On the contrary, evidence proved to be misguided strongly, heretically weak (Trefil, 1996, para. 2). However, times are different now. We have realized that many diseases are backtracked to our DNA, so we have also come to partially understand that genes play an important but not totally exclusive role in finding out our behavior. The proof that altered the perspective of the behavioral-science mainstream came in many shapes. Long studies of animals, rats, and fruit flies proved strong genetic connections on behaviors such as learning and reproduction. More precisely, the large archives of long and thorough studies of twins can show us the significance of genetic factors in mental disorders and a different variety of behavioral traits from the random interests of adolescents to general cognitive ability. These kinds of studies typically observe either identical twin, which share the same kind of DNA, especially identical twins separated and raised in environments different from one another, or at fraternal twins, who share different DNA but were raised in very similar environments (Trefil, 1996, para. 3). We need ask ourselves, what are the differences when it comes in terms of physical, cognitive, social-emotional; and the human developmental stages? B ut before we begin looking at does differences lets get to know a little more about twins and twin studies. Twin studies are a way that scientist and researchers use to study humans when it comes to figuring out what influences and individual the most; is it their genetics or their environment. Twins studies were first performed in 1876 by an English anthropologist Francis Galton (The Library Index, 2010). Francis Galton performed the twins study because he wanted to investigate the extent to which the similarities of twin changes during their developmental process (The Library Index, 2010). Galton like us was also interested in finding out what was more influential in an individuals life their genetics or the environment. A twin study is when the researcher takes both identical twins and fraternal twins and tries to compare and contrast information from both pairs of individuals by running test or just simply by observing the individuals. Identical twins happens about one-third of all births and it is when one ova or egg is fertilized by one sperm (Pekkanen). After the ova and the sperm fertilized the zygote divides and form two different embryos. Identical twins are always the same gender and also they share a hundred percent their genetic makeup. Fraternal twins on the other hand occur when two sperms fertilize two different ova or eggs at the same time. So what happens is that two different zygotes are formed and therefore two embryos are formed (Pekkanen). Fraternal twins share fifty percent of their genes and they can be the same gender or opposite genders; moreover, they are genetically similar to regular siblings (Pekkanen). Why are twins studies so useful when it comes to study the effects of nature and nurture? Twins especially identical twins are the closes we can get to a natural clone of an individual. Because identical twins share the a hundred percent of their genes it is easier to tell whether nurture plays a big or a small role in an individuals life. Fraternal twins are also good to study the effects of nature versus nurture because fraternal twins only share fifty percent of their genes so if any changes occur for example in the same environment then that lets us as researchers know whether nature plays a big role or a little role in an individuals life. Now that we have gotten enough information about nature and nurture as well as twin studies, we can start exploring how researcher have develop all the different theories on what really is that helps shape an individual. Is it nature or is it nurture? Physical Development Our book states that physical development is related to how the brain and the nervous system develops as well behavior development. Also in the physical development it is included the muscles, sensory capabilities and the need for food or a drink. Many factors help shape the physical development in an individual. The genes on an individual are the base line for physical development and then the environment helps shape the person according to what the person allows to come in from the environment. As we know identical twins have the same genes; however, many studies show that identical twins are not physically or behaviorally identical to one another. A lot of factors can help make changes, for example, if the twins do not have the same diets and nutrition then they are more likely to have different heights and even weights (Nature vs. nurture, 2010). Also when identical twins start to grow up they find ways to make themselves different from the other twin. They find ways like cutting their hair differently, wearing different clothing styles, having different friends and like different social activities (Nature vs. nurture, 2010). As for fraternal twins they only share half of their genes, but they also find ways to make sure that they are different from each other. Everyone wants to be an individual and twins are just like everyone else they want to find ways to be individuals and the environment helps with those decision. Cognitive Development Cognitive is related to the thought process and knowledge. When studying the cognitive process of humans many scientist use twin studies to get their results. Since identical twins are the closest the scientist can get to a clone of an individual because they have the same genes; the scientists can study how the environment shapes their intelligence. Also scientists use fraternal twins because they only share half of their genes, so they are just like regular siblings scientists can examine whether their genes shape their intelligence. Cognitive studies have been done for many years. One of the first scientists to study the role of genes in intelligences was Francis Galton (Bryner, 2006). Galtons theory is that parents transfer intelligence to their children. However, now days many scientists believe that genes and the environment work together to help cognitive development on every individual (Plomin, DeFries, 1998). Amy Wax on her article mentions that genes and parents do not just influence their childrens mental abilities, but rather that home environment, culture and peer influence also has an influence in their mental ability. Many scientists do agree with Amy Wax on how genes and environments work together on developing mental ability. However, it is believed that most of the influence does come from genetics and from the interaction with direct family members (Genetics and the,2010). Todays scientists use the IQ testing method to test an individuals intelligence. The IQ test measures an individuals ability to reason and to solve problems (Genetics and the, 2010). The IQ test has different versions of the test that measure different types of intelligence by using reading, comprehensive and mathematical problems. When comparing the results of family members the results are closer together than the scores of random people. Social Emotional Development There are significant discoveries that were made using different research methods to find social and emotional differences in twins. Political and social attitudes, ranging from divorce to the death penalty, were found to have a strong genetic influence in one Australian study. A Swedish study found genes significantly influenced two of the so-called big five personality traitsopenness to experience and conscientiousnesswhile environment had little impact. In contrast, environment influenced agreeableness more than genes did. (The two other traits are neuroticism and extroversion.) Another study, at the University of Texas at Austin, found that personality in identical twins correlated 50 percent and in fraternal twins about 25 percent (Neimark, Cochran, Dossey, 1997). Twins tend to start dating, to marry, and to start having children at about the same time. David Lykken, Ph.D., and Matthew McGue, Ph.D., at the University of Minnesota, found that if an identical twin had divorced, there was a 45 percent chance the other had also. For fraternals, the chance was 30 percent. The researchers think this is due to inherited personality traits. Both optimism and pessimism are heavily influenced by genes, but shared environment influences only optimism, not pessimism, according to a study of 522 pairs of middle-aged identical and fraternal twins. Family life and genes can be equal contributors to an optimistic outlook, which influences both mental and physical health, but pessimism seems largely controlled by genes (Neimark, Cochran, Dossey, 1997). Human Development Stages The first stage of human development is the prenatal stage. When we are talking about the prenatal stage it includes conception to birth. The prenatal stage of development begins once the egg has been fertilized. This happens when the mans sperm is released and meets an egg which then begins the fertilization, when the egg and sperm meet this is known as a zygote. This is the first stage of pregnancy. According to the text Child Development by Robert Feldman twins can also develop at this stage. For twins to occur there has to be a split off of the ovum within the first two weeks of fertilization. If the split off occurs the text states that there are two different types of twins that can occur; the first one is called monozygotic twins. Monozygotic refers to the twins be genetically identical. The second type that could occur if there is a split off is dizygotic twins. Dizygotic twins occur when there is two separate eggs are fertilized by two separate sperm. Once the zygote is form ed, whether it is single or multiple, it will then implant itself into the womens uterus. A placenta will then develop to support the embryo. The term embryo is referred to as the second stage of pregnancy when referring to the baby. The placenta will be the necessary nutrients to the embryo. Then an umbilical cord will form which will be another source for the embryo to get nutrients. The Embryo stage will last from 3 weeks to 8 weeks of pregnancy. The next stage is considered the fetus stage. This stage is from 8 weeks to birth. The second stage of human development is infancy. The infant stage is from the age of one month to one year, although there are variations of definition from the age of one month to the age of three years. To be specific a new born is considered from minutes old to the age of one month. During the infant stage the infant will go through several developmental milestones. According to Child Development text a chart lists some of the stages. It will begin with at approximately three months old the infant should start to roll over, then progress to rolling over. At the age of five months the infant should begin to sit up without needed support, the progress to standing with holding on to something. Next the child should be able to being grasping items using thumbs and fingers, followed by standing alone by about eleven months. Once the infant has mastered standing alone the next stage would be walking around twelve months. The child will progress to grow and develop many gross and motor skills as they develop. (Feldman 130) One thing that many especially parents love about the infancy age would perhaps be watching their personalities develop. During this stage the nature vs. nurture will certainly be scrutinized. Lets say we have identical twins; if one twin is outgoing and always going for the top that he wants while his twin just sits back and kinds just lets things happen around them, the parents might talk about how one has the personality of the mother, while the has the personality of the father. They might also consider a nurture trait while watching their twins play to be something that was learned perhaps by disciplining. If the father is more strict than the mother so when the father is around the children are a little more apprehensive to play freely just out of fear that they might get in trouble by their father; whereas the mother is more loving and allow the twins to explore more and develop more of their personality freely. This could be argued to be a nurture trait between the twins that will vary based on the emotions that they are feeling. Natures vs. Nurture run very close together, but are very distinctive. It is fun to watch and try to distinguish between the two and see who has which traits especially when you have twins. There are several studies such as the Twice the Talent article that have examples of how nurture vs. nature and the process of the human growth and development are all tied into one story. Its all around us every day. Early Childhood development most commonly refers to the time between birth and schooling, at approximately age 3. Many people in the field agree that this developmental period is the most critical and the most liable in any childs development. There has been a lot of research as to whether a childs environment (nurture) or a childs genetics (nature) are most affecting. My preliminary hypothesis is that there is a balance between the two, although it is not half and half. During this time period many amazing milestones are reached. Although according to studies, when it comes to those wonderful milestones of physical development, normal is a relative term, meaning every child accomplishes things at an individualized pace within a very clear time frame. Development includes everything from physical development, where the child starts out unable to roll over and proceeds to crawling, walking and running, to mental development where the child goes from barely expressing more than a few e motions, to speaking complete sentences and telling stories, to brain development specifically. Studies agrees saying, all periods of brain development probably begin within the first years of life. Every child goes through many phases in a comparatively short amount of time. There is a sizable amount of debate as to what is influential to early childhood development. Some people, particularly geneticists, say that nature plays the most important role. These people believe that children inherit a lot of their looks, personality, and skills from their parents and the children will, essentially, turn out to be a combination of their parents. Others say that nurture is the most important. They believe that a parent can control the type of person their child will become by different parenting techniques, interactions and home environments. There is, as in any debate, a middle ground that a lot of people think is how development works, and there is evidence that this may also be accurate . Nature is a quite specific term. It refers to genetic material that controls ones appearance, temperaments, and abilities. These are a preset list that cannot be altered and is inherited from both of the parents. This can include things such as height, eye color, ability to read or learn a language, temper or patience and many, many more. Some of these things such as temper are debated as to whether or not they are part of your internal nature, which makes nature versus nurture an even more complicated debate. One of the earliest signs of genes showing through is the first emotions. Only minutes after being born, babies in the nursery will feel sympathy and empathy for each other and when one starts to cry, others start to cry too They are not taught to do this, its just natural, they barely have had contact with adults. Emotions are essentially pre-programmed (Gable). Everyone is born with the genetic ability to express emotions of a big variety from joy to rage to fear, but they ha ve to be in a situation that brings them out. For example, a baby will not experience rage often. It would probably occur later on in life when the child is older and he or she gets in an argument. Brain and physical development are also essentially pre-programmed. There is a specific pattern that the various parts develop in, which is related to each other exactly. The length of time it takes to go through each developmental phase does vary from child to child but that time amount is often genetically fixed, varying on a week or more scale, depending on the phase. Physical development, which is more influenced by nature than nurture compared to mental development, basically moves from head to toe. First the head and neck gain control so the baby will raise its head while lying on its back. Language is another of the many things affected by nature. Before a baby is even an hour or so old it will recognize his native language and respond differently to that versus other. Babies also have the ability to hear, and thus learn, all the various sounds in any language but unless this is practiced and regularly heard they will lose the ability within the first year in life. An example of this would be a study done on Chinese babies. Babies of various ages and language exposure were tested to see whether they could tell the difference between an r and an l sound which Chinese adults have difficulty with. Babies with regular exposure to English and babies under age one could distinguish one from the other but other older babies had problems. The reason this is significant is that it shows humans are born with the ability to understand a great range of language even if it is not one that will be used and it is a part of your nature, when previously it was thought that all language skills must be taught. Now, Nurture abides of many things. It is the environment the child is raised in, including parenting, early schooling, the home, eating habits, interactions with people and many other things, but excluding genetics. As Sarah Gable says, The way a parent nurtures a baby has a profound effect on how the child develops. Stimulation is a very important part of brain development, which consists of anything that causes the brain to be used, through any of the senses. Without the stimulation the brain has no opportunity to develop, and because the human brain triples in size from one quarter to three quarters its adult size within the first year, its very important that this occurs early in life. Stimulation doesnt have to be anything as complex as piano lessons or vocabulary flashcards though. It can be as simple as hanging a mobile over the crib to give the child something to visually focus on. Vision is a particularly good sense to work on improving, as babies only truly see light, shad ow, and some colors for the first couple of months. By age two the baby usually has 20/60 vision, which continues to sharpen to about 20/25 by age six(Gable). Other stimulation can be anything from playing with new toys to regularly talking to the baby and pointing out people, objects, and other things as you talk about them. This will help the baby learn to make affiliations between speech and objects, which is how they learn the words for things, and also get the first interactions that are important. Gable says, it is also great to expose babies to new places and people, even if it going next door to your friends house with you. The way almost all studies are done with babies most often involve giving a baby a pacifier with instruments inside that can measure how fast and hard they are sucking on it. After the baby is given the pacifier various sounds are played or images are shown and the reactions are observed and recorded. Faster and stronger sucking on the pacifiers occurs wh en the baby is more attentive or astounded. As mentioned before, some of the arguments help both sides of the debate. For instance, although emotions and their reactions are pre-programmed, the situations that bring them out would be categorized as nurture which leads me to believe that nurture may be a bit more important. Also, with the topic of language, the idea that after a year babies start to lose the ability to hear the other phonetic sounds outside of their own native language means that without the regular exposure (nurture) they lose this. Its got to be nature because they are born with the ability, but its nurture because without use they lose it. As twins begin their adolescent years they seek out to establish their own unique qualities. While one teen may be interested in sports the other may be interested in music or art. There has not been a 100% guarantee that those interests have been linked to their genetic makeup or environmental factors. Although behavioral scientists have determined that genes play a role in personality development they havent yet determined how the genes interact in a particular personality trait. There is no gene for music or sports, so with that said environment must play an equal role. As teens begin to explore new friendships, they tend to seek out friends that are somewhat like themselves. One of the twins may be very shy and the other more outgoing. Choosing friends seems to be more on the environmental side of the scale. Some scientists have also believed that genetics contribute to most behavior attitudes but studies still have not shown certain proof. Being around twins, it may seem believa ble that their likes and dislikes can be related to their surroundings. On the other hand, when they are apart, sometimes they do some of the same things without even knowing which may be a part of the gene factor. It seems to be evident that both genetic and environmental factors play an equal part in our twin studies. As scientists continue to study those factors maybe they will come to a conclusion as to which factor is greater. In conclusion, almost everyone in any related field has an opinion as to which is truly more important, nature or nurture. The director of a group called the Minnesota Study of Twins Reared Apart, Thomas Bouchard, believes that 70 percent of a persons personality is genetic and 30 percent is due to environment. The director of the Louisville Twin Study, Adam Matheny, however, says it is 50-50. Although in our opinion is that, both nature and nurture are very important. As we have mentioned before, both of the two are affecting to language development and as well as emotions. A lot of physical development is pre-programmed to accompany with brain development and is brought about through nature. Nurture, such as stimulation, is also necessary for the brain to develop though. Even the cases of identical twins are not a perfect example of nature working its secret. If some of the ties happen to be coincidence and some happen to be based on doubtful knowledge of their past, the entire ide a seems less dependable. For example, the fact that the Easterling twins both named their sons James Allen or James Alan is simply naming the child after themselves, and then it might be Allen/Alan because they were told that their birth father was named Alan. The only way we could know for sure is to know more about the connection of all the things that are the same between them both. Since we dont know any context we can only take it as the doubtful information it is. Based on all my given information, I believe that nurture is more important than nature, at a balance of approximately 70 percent of early childhood development being influenced by a persons environment and 30 percent being influenced by genetics. The two are so tied together that you cannot ever fully divide one idea from another.

SPRING, A Poem By Edna St. Vincent Millay

SPRING, A Poem By Edna St. Vincent Millay SPRINGBy: Edna St. Vincent Millay (1892-1950) To what purpose, April, do you return again?Beauty is not enough.You can no longer quiet me with the rednessOf little leaves opening stickily. I know what I know.The sun is hot on my neck as I observeThe spikes of the crocus.The smell of the earth is good. It is apparent that there is no death.But what does that signify?Not only under ground are the brains of menEaten by maggots. Life in itselfIs nothing,An empty cup, a flight of uncarpeted stairs.It is not enough that yearly, down this hill, AprilComes like an idiot, babbling and strewing flowers. Spring â€Å"Spring† is a powerful free verse poem written by Edna St. Vincent Millay, in 1921 . At first glance, this poem does not seem extremely meaningful. However, the time during which it was written, explains the poems true importance because it is after World War. It contains figurative language, specifically describing post war trauma. The tone and mood enforce the element of war to a greater extent. The atmosphere created by the author is vague, but looking deeply into the metaphorical language, allows you to truly understand the casualties. In the poem â€Å"Spring† written by Edna St. Vincent Millay, war is cruel and indescribable. In quatrain three, line three, Millay writes, â€Å"Not only under ground are the brains of men.† This depicts the battlefield. The author explains that as spring arrives, the reality of the war is forgotten. Citizens continue with their lives, forgetting about the casualties. The nice weather comes, but it should have never cover ed up the war. The author is also upset. She is angry regarding the month of April. Millay is trying to ask what the point of Spring is, after the death of so many. The bright flowers, the warm sun and the nice breeze are useless when there is no one to admire them.On another note, the written part of the poem consists of four quatrains and one couplet. Three lines of each quatrain are end-stopped, while the remaining one is enjambed. In the couplet, one line is enjamed and the other is end-stopped. In the first two quatrains, the author is unsatisfied. Millay could be indecisive about the month of April. However, the remainder of the poem identifies that she is frustrated with society. The last two lines of the fourth quatrain explain this theory. She is identifying life as pointless and useless. Millay may not believe in war and is angered by it. The couplet enforces this prediction even more. The tone of the last line indicates her frustration, anger and irritation. The rhythm is irregular with no specific rhyme scene. However, this free verse poem has a pattern similar to Shakespearean poems; the first eight lines are talking about a subject, which builds up to contradict against the rest of the poem. In this case, for the first eight lines, the poet discusses the climate and nature during April, and then contrasts it to war for the rest of the poem. There are some lines in this poem, which are metaphors and have symbolism. For example, the last two lines of the fourth quatrain. The â€Å"empty cup, † symbolizes the future. It explains our future to be nothing. This is also a metaphor because it compares life to an empty cup. Fighting will lead to nothing. This is the hidden message in this line. The atmosphere of the poem always relates back to war. There is a lot of imagery in the poem. For example, line four of the first quatrain. The reader can imagine the tiny leaves opening slowly, as the day goes by. This makes it a form of imagery. In the th ird line of the third quatrain, the author is referring to a place known as ‘No Mans Land. This is the land between two trenches that all soldiers feared, because of death, due to exploding shells. Cacophonic The entire poem is cacophonic. â€Å"The sun is hot /the spikes of the crocus /eaten by maggots ,† are all unpleasant phrases. These expressions helped create the tone, which is war and casualties. This poem is unique in another sense as well. The author is speaking to the season, which is quite preposterous. The last line of this poem is another unique phrase. The author personifies April. He remarks on April as knowing nothing. It just comes and brings some useless flowers, thinking that all will become well; these shall not be accepted because of the war. The poem was an understatement because truly looking at just the text, line eleven was the only sentence, which talked about the victims. Millay has chosen her words extremely carefully when writing this poem. She vaguely describes the true meaning and theme of this literature. What I mean by this is that, without a biography, it would be difficult to infer the true theme of this poem. War is embedded in the specific langu age and the result is a truly unique poem. The precise symbolism has true meaning when deeply investigated. An illusion has been created by the title of â€Å"Spring† giving this poem an even greater twist. â€Å"Spring† by Edna St. Vincent Millay is about war and the results; an inhospitable environment with casualties and no future.

The Emancipation Proclamation :: essays research papers

The Emancipation Proclamation The emancipation proclamation was issued by Abraham Lincoln on January 1, 1863, during the American Civil War, declaring all "slaves within any State, or designated part of a State... then... in rebellion,... shall be then, thenceforward, and forever free." The states affected were enumerated in the proclamation; specifically exempted were slaves in parts of the South then held by Union armies. Lincoln's issuance of the Emancipation Proclamation marked a radical change in his policy. After out break of the Civil War, the slavery issue was made acute by the flight to Union lines of large numbers of slaves who volunteered to fight for there freedom and that of there fellow slaves. In these circumstances, a strict application of established policy would have required return of fugitive slaves to their masters. Abolitionists had long been urging Lincoln to free all slaves, and public opinion suported that view. Lincoln moved slowly and cautiously nonethe less; on March 13, 1862, the federal government fforbade all Union Army officers to return fugitive slaves, thus annulling in effect the fugitive slave laws. On April 10, on Lincoln's initiative, congress declared the federal government would compenste slave owners who freed their slaves. All slaves in the District of Columbia were freed in this way on April 16, 1862 . On June 19, 1862, Congress enacted a measure prohibiting slavery in United States territories, thus defying the supreme court decision in the Dred Scott case, which ruled that Congress was powerless to regulate slavery in the territories. Finaly, after the union victory in the battle of antietam, Lincoln issued a preliminary proclamation on September 22, declaring his intention of promulgating another proclamathion in 100 days, freeing the slaves in the states deemed in rebellion at that time.

The Giver Essay -- essays research papers

The Giver: Book Report The story starts as Jonas, a twelve- year-old boy, who is waiting for his life assignment. When he is given his assignment, he is chosen to be the Receiver of Memory. As the Receiver he has to get every memory from all over the world from the old Receiver he calls The Giver.   Ã‚  Ã‚  Ã‚  Ã‚  The Giver: The Giver is the man who is the old Receiver. He is also the one who gives Jonas the memories. In the community were Jonas lives is everything is controlled, even people's memory. The Giver is the only one who is not controlled. It is the Receiver's job to store the memories of the community and pass them on to the next Receiver.   Ã‚  Ã‚  Ã‚  Ã‚  Gabe: Gabe is an infant who was part of Jonas's father's work that Jonas's father brought home so he won't be released from the community(killed).   Ã‚  Ã‚  Ã‚  Ã‚  Jonas's Family: Jonas's family is not like our idea of a family. They don't love each of there family members like we love ours. There is no privacy between anybody. They shared there dreams at breakfast and there day at dinner. Introduction of Characters: Lowry introduces Jonas and his family, with Gabe, plus The Giver. Rising Action: Jonas receives the assignment of Receiver of Memory. Complication: Jonas finds out that not all memories are nice. Conflict: The conflict is man vs. man. Jonas can't turn down his assignment without being released. Climax: Jonas...

The Role of Financial Managerial Accounting Function

Accounting is a major part of an organization or business, it help to provided information needed to manage and make economic decision in order to move the company or organization forward. Financial and managerial accounting work together with emphasis on the future of the company, but have different proposes that helps to enhance the organization both ways as in internal and external. The main purpose of financial accounting is to provide an external performance of the company or organization accomplishment to their stockholder, lenders, financial analysts, and creditors, tax authorities by prepare financial statement. However, it also reports past and present transactions on the balance sheet and the company’s income and cash flow statement. Managerial accounting is use to focus on providing information within the company or organization, of which includes planning and making decision for the company, it’s a manager’s job, he/she must have proficiency in the managerial accounting because it is the foundation of the company’s future, and the manager’s aim is to control the company’s operation by improving the way internal reports and external financial statement will be used in decision making within the company. In addition, Managerial accounting deal with topics such as cost behavior, profit planning, operational budgeting are all financial decision to be made to produce the external financial statements and its the managers of the managerial accounting department responsibility to have them done. To compare the two accounting system I would have to say they have similar function, they both produce reports one for external and one for internal that is use for making decision for the company. The managerial accounting deal with confidential financial reports that is used by the CEO’s within the organization or company, these reports are consist of sales forecasting, the company’s budgets analysis and comparative analysis and any type of merge or consolidation reports the company did in a day, weeks or months. In addition, these reports is generated on a timely basic such as weekly or monthly it is more flexible than financial reports, and it does not focus on general accepted accounting principles (GAAP). Moreover it is use by the CEO to fore see the future of where the company is going. The financial accounting is more concern with the external aspect of the company, so when generating the reports for their stockholders, lenders, financial analysts, and others outside of the company they apply the general accepted accounting principles (GAAP). In addition financial account reports or focus on the past in a more historical factor of the four financial statement of which include a balance sheet, income statement, owners’ equity statement and cash flows statement, the report are generated for a set period of time such as a fiscal year to give the company a history for the hold years. In conclusion financial and managerial accounting can be said that they play a very important part in business making decision, if the rules are apply in the correct and ethical manner by the CEO’s and mangers .

Feral Hogs

Feral hogs have recently become a problem in middle Tennessee. Although these animals are not native to this area, it is believed that the hogs were brought in illegally for sport hunting. Although this move was ill advised, the wild hogs were trapped and brought into North Carolina and Eastern Tennessee. If not controlled, the overpopulation of these animals will continue to cause extensive damage for residents. Wild hogs have continued to overpopulate areas and in an effort to find new land and areas of food sources, have continued to move west.These hogs are becoming a nuisance as far west as Wilson County in Tennessee. Feral hogs are hunted for sport in east Tennessee, as they have been for many years. With the illegal transportation to Tennessee, and migration east, the animals have become a nuisance quickly. A female pig can reproduce twice a year with a litter of up to eight piglets each time. This can add up quickly since there are not many predators of wild hogs. Pigs are hi ghly adaptable to most areas and can tolerate a wide range of climates.Wild hogs also eat mostly plants but will also eat insects, worms, bird eggs, small birds, and reptiles. Feral hogs reproduce rapidly, increasing their population dramatically and very quickly. The hogs not only cause damage to farms, they can also transmit diseases to livestock. Jason Garrett of the Overton County Cattleman’s Association says, â€Å"This is a serious threat to all of agriculture† (Garrett). If the wild hog population is not controlled, these animals can take a toll on farmland and also on revenues from crop and livestock production.Wild hogs can be an extreme nuisance to farmers. A total of $1. 5 billion lost annually because of wild hog damage plus the potential crippling effects that disease transmission could have on the livestock industry. They can damage cropland in various ways: eating crops, trampling crops, rooting in the farmland and damaging the plants roots. â€Å"They just tear up everything that they come to, and make trails across all the fields†¦ And just wander out in the corn stalks and maul down what they don't eat†¦ just mow them down. said Overton County farmer, Freddie Paul (Paul). While making these trails, they also create ruts that can damage farm equipment and endanger the operator of the equipment. This can be not only dangerous but also costly to repair. The way the economy is presently, most farmers cannot afford to deal with costly or unexpected repairs. Wild hogs will also prey on livestock. This is another hit on a farmer’s checkbook. Cattle are the main income for most livestock farmers in middle Tennessee. The diseases spread by theses hogs pose a serious threat to farmers income as well.As of July 31, 2011, the Tennessee Wildlife Resource Agency (TWRA) put an end to sport hunting of wild hogs and placed into effect some new hunting regulations to assist in population control of wild hogs. The TWRA has remove d wild hogs from big game status and place them in a nuisance category. This implementation technically takes the sport out of wild hog hunting and turns it into eradication efforts. This will allow landowners to use more methods to trap and kill the hogs, methods such as using rifles during daylight hours and live traps with bait.Landowners are also allowed to shoot hogs at night, using bait all year, with no weapon restrictions. During an interview with TWRA Officer, Pete Geesling, he explained some of the new changes: Landowners, family members legally allowed to hunt the property without a license and up to 10 designees may assist in the control effort provided by the methods exemption. No more than 10 individuals may be used as designees annually. The exemption will allow shooting at night with the aid of artificial light, shooting over bait during big game season, or any other methods, approved by TWRA.Dogs may be used as part of the experimental management program in Overton, Fentress, Cumberland and Pickett counties, but no dogs may be used during November or December (Geesling). The TWRA has previously and continues to adjust hunting regulations to aid in eradication efforts. However, research has shown that until these eradication hunts become more evenly spread across the affected area, they may only multiply the problem. Overpopulation will exacerbate in regions, causing more damage, and the efforts to find new food sources will lead these hogs to new areas.The citizens and farmers of Tennessee, along with TWRA, must work to spread awareness to areas that are beginning to see this problem and try to eliminate it early. The heavily affected areas must continue an eradication effort until the wild hog population is reduced drastically, allowing farmers to reclaim their land. Works Cited â€Å"Controlling Wild Hogs. † Tennessee Wildlife Resources Agency. Web. April 02, 2012. ;http://tn. gov/twra/feralhog. html;. Garrett, Jason. Personal Intervi ew. 1 April 2012. Geesling, Pete. Personal Interview. 1 April 2012. Paul, Freddie. Person Interview. 31 March 2012.

Communication skills in a group interaction Essay

Communication is one of the most imperative things of being a human being. If we were not able to communicate, we would not be able to interact with others; therefore we would most likely be unsuccessful in leading our lives to their full potential. There are two types of communication, which are verbal and non verbal. So we can use our voice along with non verbal communication like your eyes, gestures and voice tone to name a few. Everything that we do can give off a positive or negative vibe about yourself, which could potentially enhance or worsen communication. LOOKING AT EFFECTIVE COMMUNICATION The job of a health and social care worker is to enhance the quality of people’s lives. They must allow the clients to be in control and independent. This is why it is imperative that care workers are aware of what demands the clients have on them, and the appropriate communication skills they need to use to improve their life. Abraham Maslow theory which said ‘the goal of ones life was person growth’ would show that everyone should aim to develop their own ability and potential. However, before this stage can take place there are such things which need to be taken into account, the main thing would be ‘deficiency needs’. see more:explain how distress may affect the way an individual communicates These have been put into a pyramid which is shown below: It is important for any health and social worker to posses certain vital skills. They need to understand how important it is to communicate and interact with other, along with knowing and understanding their own individual needs. Basically Maslow (1) theory is explaining how an individual person should strive to develop their individual ability and potential. Before the individual can develop their own potential the levels in the pyramid will need to be met. This deficiency needs play a role in fulfilling individual needs, and it is therefore it is imperative that social and health workers are fully aware of these deficiency needs. Communication that takes place in an early years setting has to that of a high standard to enhance the potential of the clients, especially when working with children because they tend to pick up on things much easier. Therefore teachers need to be trained, so they are fully aware of all their communication skills they use, this even means from the way they dress to the manner in which they speak to the children. Everything has to be adapted to the client’s level, like the manner in which they talk. Usually they would talk with some degree of difficult language; however they simply cannot talk to the children how they would a fellow member of staff. They constantly need to change from one role to another, and they need to make sure that this does not become mixed up. COMMUNICATION WITHIN A GROUP SITUATION Communication skills within a group interaction are just as imperative as communication on a one to one basis. A set of people in today’s language is considered as a ‘group’. A member of a group may posses the sense of belonging and this gives the members of a particular group and ‘group feeling’. This group feeling is sometimes known and described as a group identity. This occurs in a caring, or working situation where people belong together and would identify the as belonging in a group. There are two types of groups, primary and secondary, which have been identified by social scientists. The is thought that a primary group of people are that of people who know each other and feel that they belong together while as the secondary group is people who only have something in common. A primary group in care tend to share the subsequent features; Some groups require a lot of team leadership or effort before they are able to work well together; however there are groups, which naturally come together, and this enables them to work well. There have been many theorists, which have studied the way people start to work together. People need to get to know each other and learn about them before a group can have a sense of belonging. It is also thought that ever group goes through a period in which the group struggles before they unite and work effectively together. One of the well-known theorists in which to explain the stages was that of Tuckman (1965). Tuckman suggests that most groups go through a process involving four stages before they can become effective. (1) * Forming- this is the first stage of group formation. The introductory stage is most likely to happen when group members first get together. There may be some people who are unsure of the reasons why they are attending the meeting and the purpose of the group may not be clear and at times prejudice and stereotyping may occur and be expressed within this stage. Storming – within the group a ‘power struggle’ may occur, this is where individuals will contest against each other for the role of leader of the group. Arguments may occur over how the group should work, who should perform certain tasks. Some groups can fail within stage two or individuals within this group may decide to leave as the do not feel comfortable within the group. Within a working group, this can occur and staff will sometimes refuse to communicate with certain members of the group, this is known as group storming. Norming – common beliefs or norms can be developed within the group at this stage. People are now beginning to trust each other more and have now developed clear roles for each other. Norms are the shared expectations of the group on one another. These norms enable the group to be able to work together. * Performing – the group can now start to perform well because the group shares the same values and norms. People may feel that they are comfortable and belong to the group, and the group morale may be high, which contributes positively to the group. GROUP SEATING PLANS: Sometimes it is noticeable on the way in which the group sits are stands to whether it is in it ‘performing stage’ or it is working as a successful interaction as a group. If you are working within a group discussion it is imperative that all the participants of that interaction are made aware of one another and they can see and hear all the other participants. This is why the circle is one of the favourable seating patterns because all the participants’ faces can be seen in this structure and the body language is clearer. This can help to promote the interaction and skills used within the communication. Being seated within a circle may sometimes suggest to the participants that everyone is equal to each other. However there are many other seating patterns which can be structured in a way to suit specific interactions. For example a carer or teacher may like to sit within the circle half way, or in the front of a half circle. This will give out the message that all of the participants are equal however the carer or teacher will be taking the lead role of the interaction. MY GROUP INTERACTION: Where my interaction took place: For my group communication, I have decided to revisit my school which I had previously looked at whilst doing communication skills within an early year setting. My school that I will be revisiting is Buxton County Primary school. I would like to do my group communication with class 2 because I feel that it is an appropriate task to do with them, although I think that reception class is a bit too young. My interaction took place with 6 pupils, within class time. I decided to make Thank you cards with them, because it was just after Christmas and I feel that this task is suitable. Purpose of my interaction: The purpose of my group interaction with the group was to promote interaction between the pupils and also with the members of the group. I am also looking to show an observer some of the communication skills I have learnt, and also to show that they are valuable and in a group situation, successful. The group were working together to produce Thank you cards for their family, and sharing their ideas to help others. I wanted the children to be able to help each other to make the cards and choosing the individual materials, which were needed to make their cards. I also would like to make this a fun activity for the children, in which they will get some learning experience out of too. I am also hoping that the pupils will be willing to ask me questions about the activity and that I will be able to give sufficient answers. Mrs Paterson (the classroom teacher) decided to choose five pupils in which I was going to work on my selected activity with. Mrs Paterson said that she chose children which she knew had previously worked together, and have been successful in interacting with each other. I think that this would be quite helpful for me because there was a smaller likelihood of misbehaving in the interaction. Setting and layout: My interaction took place within the year 2 classroom at Buxton Primary School. I decided to do it within class time, so there were no irregularities to the children’s timetable. The classroom was brightly coloured, with lots of pictures, posters, art work, cards and writing the children had done themselves.