Pediatric Developmental Analysis Essay Example for Free

Pediatric Developmental Analysis Essay 1. Describe the stage the client should be in based on the age. Refer to your text for this information. Include the characteristics of the stage. The client should be in the school age. The developmental task of the school age is to develop industry versus inferiority. The child at this stage is learning how to do things well. The children in this stage are encouraged in their efforts to do practical tasks or make practical things and are praised and rewarded for the finished results, so that their sense of industry grows. It is in this stage also that when children are not recognized and are thought of as mischiefs develops a sense of inferiority rather than pride and accomplishment. A child’s world during this age grows to include the school and community environment and the success or failure can have a big impact on the child and on his later stages of development. An important part of developing industry is learning how to solve problems. Parents and teachers help children in doing this by encouraging practice. They can foster this by allowing the child to commit mistakes and helping the child in the tasks in which he/she has a hard time to do. At this age the child has the ability to view concepts and retain ideas. 2. Describe the stage in which the client is actually functioning. Use the client’s behavior to support your claim. The client is in the in the school age where she actively participates in school. She participates in activities such as school plays, recital of poems and associate with her classmates. She can accomplish small tasks independently. She is able to collect items such as dolls. At this stage the child also enjoys helping in the kitchen making cookies and salads. She is also involved in simple science projects and experiments that promote her association skills and she has been able to achieve well in her class. She can tell the time, month and can count numbers more appropriately. She can even add and subtract simple numbers. 3. How was the client’s current health problem/admission interfered with accomplishing the developmental tasks for this child? The child has a fever and cough which interfered with her performance in accomplishing things.   The child cannot perform well at school and cannot perform the task that she used to because the fever makes her weak that is why the child feels no accomplishments have been made. Since the health condition of the child affects her performance the quality of the work is also at stake therefore the child is not able to accomplish the task there is no reward or recognition given to the child in turn the child may feel or develop inferiority. Health problems as simple as fever and cough, reduces the child’s chance of doing things and accomplishing things in order to get rewards or acknowledgement therefore the development during this stage may be hindered. 4. List activities/ interventions to support or promote this client’s growth and development.  · The client can be fostered with activities such as assembling and completing small projects so that the child feels rewarded for the accomplishment.  · Help the child gain independence even if admitted, at the hospital make the child a part of his care. You can do this by simply having the child perform his self care like brushing his teeth, dressing up and other self care activities that are not harmful to his/her condition.  · Allowing the child to read and write are activities that can help the child pass the hour of sickness.  · Promote adequate rest and sleep with activities.  · Parents can give encouragement by helping the child in difficult situations or advise them with alternative way of how to accomplish the difficult task.  · The parents can offer support to the child and praise the child for accomplishments.  · Allow the child to participate in school activities such as sports and other recreational activities  · Allow the child to make a mistake. If the child makes a mistake do not discourage him or her, instead explain to him why such things happen and encourage the child to pursue  · At home, give the child household responsibilities, such picking up the toys and other scattered materials that are not invasive.  · Allow the child to express feelings and concerns.

An Analysis of Herman Melville and Moby Dick :: Moby Dick Essays

An Analysis of Herman Melville and Moby Dick      Ã‚  Ã‚  Ã‚   "Moby Dick is biographic of Melville in the sense that it discloses every nook and cranny of his imagination." (Humford 41) This paper is a psychological study of Moby Dick.   Moby Dick was written out of Melville's personal experiences.      Ã‚  Ã‚  Ã‚  Ã‚   Moby Dick is a story of the adventures a person named Ishmael.   Ishmael is a lonely, alienated individual who wants to see the "watery part of the world."   Moby Dick begins with the main character, Ishmael, introducing himself with the line "Call Me Ishmael." (Melville 1)   Ishmael tells the reader about his background and creates a depressed mood for the reader. Call me Ishmael. "Some years ago-nevermind how long precisely- having little or no money in my purse, and nothing particular to interest me on shore, I thought I would sail about a little and see the watery part of the world." (Melville 1)   Ishmael tells the reader about his journeys through various towns such as New Bedford, Nankantuket.   Eventually while in Nankantuket, Ishmael signed up for a whaling voyage on the Pequod.   The Pequod was the whaling boat Ishmael sailed on where such characters as Queequeq, Starbuck, and the captain of the ship, Ahab, all journeyed together.      Ã‚  Ã‚  Ã‚  Ã‚   Not long once at sea, the captain of the ship, Ahab reveals his plan to hunt down a white whale named Moby Dick. Ahab was veteran sailor, a man that had a heart of stone.   Ahab had a personal grudge against Moby Dick.   Moby Dick was responsible for taking off Ahab's leg in a previous voyage. Ahab's plan was essentially an unauthorized takeover, what the whaling company had not in mind. Ahab was very irrational and ludicrous; his plan seals the fate for himself and the crew of the Pequod.   In the tragic ending of Moby Dick, all of the characters die except for Ishmael. Ishmael survived Moby Dick's attack of the ship with the help of a coffin that his close friend Queequeq built.   Ishmael of Moby Dick   was a special character because he closely relates to the author's own life.   There are many symbolism's between Ishmael of Moby Dick and Herman Melville's own life.   The name Ishmael can be traced back to the Bible.

Psych Profile of Kennedy

During one of the most tumultuous times in United States history, our president John F. Kennedy exhibited his decision making style and leadership qualities such as vision, delegation, focus, and ambition. His term was short lived, lasting only two years and ten months, but in that time he made a great impact on the United States and even the world. He was so important because he was a great leader in a time when the United States was in dire need of one. John F. Kennedy’s leadership qualities and decision making style reflected in the ways he responded to such events as The Cuban Missile Crisis and The Bay of Pigs Invasion. John F. Kennedy was a strong president; he showed vision, decision making style, and delegation through his enactment of policies and the decisions he made while he was president. These three aspects of his character provide a framework for how he handled situations. â€Å"'Vision' mobilizes external support for the leader's overarching goals, and charts out a national direction. ‘Decision making style' focuses on the ‘internal', process-oriented aspects of leadership. The Delegation factor assesses what competence and perspectives that will bring input into the decision-making which will carry out the vision. Kennedy was concerned with the national security of the country and did everything he could to ensure the safety of its people. One of the decisions carried out by John F. Kennedy was the Bay of Pigs Invasion. The Bay of Pigs Invasion was an invasion of the Bay of Pigs in Cuba by special CIA trained Cuban exiles in an attempt to overthrow Fidel Castro. The decision was ultimately made by John F. Kennedy and it failed in just a couple of days. Many men had died and others were taken as prisoners of war. Kennedy would eventually have to negotiate for the release of well over 1,000 survivors. The invasion failed for a number of reasons. Kennedy’s Presidential advisory committee made six false assumptions regarding the Bay of Pigs Invasion: no one will know that the United States was responsible for the invasion of Cuba, the Cuban air force does not pose a threat, the Cuban exiles have high morale and are willing to carry out the mission without any support, Castro’s army is weak, the invasion will spark a revolution among people in Cuba, and if the brigade doesn’t succeed then they can retreat to the Escambray Mountains. Kennedy admitted later that he had his doubts about the mission but kept them to himself. â€Å"†How could I have been so stupid?   President John F. Kennedy asked that after the Bay of Pigs fiasco. He called it a â€Å"colossal mistake. †Ã‚  It left him feeling depressed, guilty, bitter, and in tears. One historian later called the Bay of Pigs, â€Å"one of those rare events in history — a perfect failure. â€Å"† So why then, did Kennedy not voic e his concerns? There was an underlying force that was apparent while Kennedy was discussing the invasion with his advisors, it is known as Groupthink. Irving L. Janis wrote a book explaining group think and failures that occurred in history as a result of it, The Bay of Pigs invasion being one of them. Janis describes Groupthink as â€Å"An excessive form of concurrence speaking among members of high prestige, tightly-knit policy making groups. It is excessive to the extent that the group members have come to value the group (and their being part of it) higher than anything else. This causes them to strive for a quick and painless unanimity on the issues that the group has to confront. To preserve the clubby atmosphere, group members suppress personal doubts, silence dissenters, and go along with the general consensus of the group. † This theory of groupthink has affected many groups in history negatively. Had groupthink not been present then the Bay of Pigs Invasion may not have even happened. All it would’ve taken was for the closed mouth president to speak up and voice his opinion about how it could go wrong. Mongar argues that it appeared as though â€Å"Kennedy experienced difficulty separating the administrative and political functions of the presidency, which would have been understandable in view of the fact that the Bay of Pigs was his first important political decision. † As far as the Bay of Pigs is concerned, Kennedy started out as a simple decision maker or foreign policy leader. He would since become a more complex decision maker, using carefulness and strategy to implement policies and decisions. Kennedy later revised his group decision-making process to encourage more dissent and debate. This change would later help to avert a potential nuclear disaster. Even though the Bay of Pigs Invasion turned out to be a complete failure, Kennedy demonstrated that he was ambitious. He was a new president and wanted to start off strong, so given the opportunity to attempt to overthrow Fidel Castro, he took it. This showed in his actions following the invasion as well, for he had to negotiate for the lives of over a thousand survivors or POW’s that were captured during the failed invasion. The psych or individual attributes of any given leader are important in the decision making process. Some situations even encourage leaders to fuse their own attributes with the problems they’re dealing with. The Cuban Missile Crisis can be attributed as being one of those occasions. The Cold War Rivalry had been extremely high between America and the Soviet Union for years. The Cuban Missile Crisis was an event that had the entire world standing in fear and attention. In October of 1962, aerial photos showed Soviet nuclear missile sites that were armed in Cuba. If the program were to continue, their nuclear warheads would be able to reach most of the United States. John F. Kennedy’s first inclination was to launch an air strike to take out the missiles; but upon further speculation and debate with his advisors he concluded that it would be a poor idea, thinking back to the debacle of the Bay of Pigs Invasion. He instead decided to use soft power through negotiations and blockades. Soft power is the use of alternatives to military conflict such as treaties, negotiations, and policies. Kennedy was offended by what he believed were false assurances from Khrushchev that the Soviet Union was only introducing defensive weapons to Cuba as a means to defend the country from a potential attack from America. Kennedy said that the missiles would have to be removed because he did not want it to have a negative effect on the â€Å"global political balance. He took the action of making a quarantine or blockade around Cuba, which was considered an act of war but he did not think that the Soviet Union would launch an attack from a mere blockade. What this meant was that every ship entering or leaving Cuba was to be inspected by the U. S. Navy, mainly for offensive weapons of any kind. The failure that Kennedy faced from the Bay of Pigs Invasion was not something that he was willing to face a second time , especially since in this case it could mean the fate of the world. He was diligent and focused in his plan with the Cuban Missile Crisis. â€Å"†¦Kennedy's succorance need and his obsession for competence: demonstrable expertise. In general, the implementation groups brought together in crisis situations were superior to any the White House has ever known. The indirect effects were largely cognitive, involving the manner in which his operational regulators structured and expectations of his advisers: Kennedy's pessimism about he probability of failure sharpened their sense of professional craftsmanship and dedication to sound judgment; his sense of caution produced a reluctance to act prematurely which usually gave them more time to work; his natural skepticism encouraged them to thoroughly question every conclusion and item of information encountered. † This shows that through Kennedy’s personality traits, he was able to influence the people around him and thus making everything run smoothly. He had a sense of caution and thoroug hness that enabled him and his advisors to handle the situation without any hiccups.

Before Coming Into The Seminar Program, I Had No Idea What

Before coming into the seminar program, I had no idea what to expect. Being reserved and shy at times, I did not know how to approach the class. However, with an open and welcoming environment, topics were much more approachable and easier to talk about. Overall, I believe the seminar program will continually shape the way I think about the readings and real world scenarios. There was a big distinction when reading some of these books after reading them in high school: the discussions were well thought out and more in depth. I have found that over the course of the semester, I have grown in several ways. The readings had different impacts on the way I was critically analyzing, and how I was able to talk about them. On a holistic level, I†¦show more content†¦While reading The Papers of Thomas Jefferson, we discussed if it would be appropriate to eliminate the underlined portions of the text, and the discussion led in two ways: the paper was written at the time to state a pu rpose and declare independence, therefore it would be inappropriate to remove something which was used as apart of our independence and history. On the other hand, some believed parts should have been eliminated due to the change in time and beliefs. The Critical Strategies And Great Questions suggest that â€Å"pursue new and enriched understandings of the texts through sustained collaborative inquiry† (ix). I firmly appreciate having these discussions because my understanding broadened and has also improved since the beginning of seminar 1. I feared I would never be able to speak up or participate, but as the course went on I became more comfortable and acquainted with my surroundings, it felt as though I was having a regular conversation with my peers. As the class progressed, I felt as though I was understanding the readings better, which allowed for my participation to increase over time. During the first couple readings, I was hesitant about speaking up and asking the c lass any questions which I did not understand, but I realized at the end of the day we are all there to work through all the questions and piece by piece come to a conclusion. 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