John D. Rockefeller Essays - Rockefeller Family, Standard Oil

John D. Rockefeller During the late 1800's and early 1900's the oil industry was a monopoly that was created by one man. Some people would describe this man as a ruthless, cruel, cutthroat business tycoon. This man was John Davison Rockefeller. John D. Rockefeller made the Standard Oil Company, becoming America's first billionaire, and then gave away more than half his fortune to charities. John Rockefeller was a dedicated businessman who built himself an empire from nothing and helped others with his generous donations. His business ended up helping smaller businesses because of the new laws and restrictions that needed to be created in order for the U.S. government to have a handle on the Standard Oil Company. John D. Rockefeller changed the oil industry, created and greatly contributed to many charities in America. Rockefeller was born on July 8, 1839 in Richford, New York (J.D.R. J.D.R. Page n.p.). He married Laura C. Spelman (1839-1915) on September 8, 1864 (Rockefeller Family and Associates n.p.). His mother, Eliza Davison Rockefeller, was very religious and disciplined, she was the person who taught him to work hard, save and give to charities (J.D.R. J.D.R. Page n.p.). Rockefeller's mother had the biggest influence on him involving his religion and philanthropy. John D. Rockefellers father, William Avery Rockefeller, was a pitch man or a doctor that says he can cure cancers for a fee (J.D.R. J.D.R. Page n.p.). John and Laura Rockefeller had four girls and one boy (Rockefeller Family and Associates n.p.). The one boy they did have, John Davison Rockefeller Jr. (1874-1960), went on to continue his father's work and make the Rockefeller name a well-liked one instead of one that was a bitter reminder of his father's business techniques (Rockefeller Family and Associates n.p.). John D. Rockefel ler died on May 23, 1937 in Ormond, Florida after retiring from the oil industry in 1911 (J.D.R. Encyclopedia of World Biography Vol. 13 228). Rockefeller attended Folsom's Commercial College for ten weeks where he studied single and double entry bookkeeping, penmanship, commercial history, mercantile customs, banking and exchange to help him get a job (J.D.R. J.D.R. Page n.p.). He never attended any other type of school after attending Folsom's Commercial College. The most important person in Rockefeller's life was his mother when he was growing up (Bill Bell n.p.). She was the person who taught him about his religion. When Rockefeller was twelve years old, he loaned a local farmer fifty dollars at seven percent interest, and discovered that letting money do the work was a much better way to earn a living, instead of working one's whole life (J.D.R. J.D.R. Page n.p.). Charging interest on his money earned him more than he had to loan out and led him to stocks, where he always had more of the company's stocks than anyone else. His first real job was at as an assistant bookkeeper where he gained many responsibilities because of his hard work mentality and honesty (J.D.R. J.D.R. Page n.p.). Since Rockefeller was poor as a child he always worked hard to get anything. This was a very good quality that he had, and it helped him greatly when he was looking for a job. Rockefeller's family was Baptist and so Rockefeller himself, was a very religious ma n that always gave money to the church (J.D.R. J.D.R. Page n.p.). When Rockefeller was twenty years of age, he would give ten percent of his income to his church (Roger Draper n.p.). He even paid off the mortgage of the Euclid Avenue Baptist Church after suffering a heart attack one day before he died (Bill Bell n.p.). In his business and retired life he loved to pile up money, but also loved to give it away to charities (Bill Bell n.p.). Rockefeller first went into business, in grains, with Maurice Cark (1859) and soon expanded into oil refining when it was just getting going (J.D.R. Encyclopedia of World Biography vol. 13 226). Rockefeller was involved in the South Improvement Company Scheme in 1871, which was ...a defensive alliance of Cleveland refiners to meet the bitter opposition of the oil producers of Pennsylvania. (J.D.R. Encyclopedia of World Biography vol.13 227). The plan and the Refiner's pool were outlawed by the Pennsylvania Legislature (J.D.R.

The role of arts in modern life is unique, providi Essays

The role of arts in modern life is unique, providi Essays The role of arts in modern life is unique, providing people with entertainment and yielding various psychological rewards, such as relief from stress. Despite these benefits, the arts have been taken as luxury goods in many cases. It is suggested that public money of a city should be concentrated in projects like public facilities, which arc more likely to bring immediate benefits to the public, rather than the arts. There are a number of facts indicating that this position is right.Public facilities, widely accepted as one of the main precursors to a city's development, should be one of the highest priorities. Those underdeveloped cities in particular, should direct sufficient funding toward public facilities. While municipal office buildings, courthouses and post offices are essential components of public services, libraries, hospitals, parks, playing fields, gymnasiums and swimming pools are available to the public for social, educational, athletic and cultural activities. By boos ting spending on public facilities, cities are more capable to satisfy the needs of citizens and improve their standard of living.In addition to social benefits, there are economic merits that public facilities can offer to communities. An integrated transport network (maritime, land and inland waterways transport and civil aviation), for example, promises the smooth and speedy movement of goods and people in a city. Industrial products, as well as agricultural produce of a city, can be delivered to other cities in exchange for steady income. Of equal importance are public Internet facilities. Providing access to information by improving Internet and other telecommunications facilities has relevance to the ease with which businesses in a city receive, process, utilize and send information. It is no exaggeration to say that entrepreneurs, either from home or abroad, will first examine the infrastructure of a city before deciding whether to pursue business opportunities there.The arts , by comparison, although enabling people to see the world and the human condition differently and to see a truth one might ignore before, do not merit government spending. The first reason is that the arts- referring to music, film and literature altogether- are more likely to attract the investment of the private sector than public facilities. Business people continue to invest in the arts in the expectation of earning lump sum income and the arts in return, continue to flourish without the government spending. Meanwhile, the arts are a key component of a culture and naturally passed down from one generation to another. Unlike public facilities, they require no money to survive.It is therefore clear that construction of public facilities should be given the foremost consideration. The concern about the well-being of individual citizens and that of a city is more acute than the apprehension about the survival and prospects of the arts, something that businesses have a stake in.

Battle of the Chateauguay in the War of 1812

Battle of the Chateauguay in the War of 1812 Battle of the Chateauguay - Conflict Date: The Battle of the Chateauguay was fought October 26, 1813, during the War of 1812 (1812-1815). Armies Commanders Americans Major General Wade Hampton2,600 men British Lieutenant Colonel Charles de Salaberry1,530 men Battle of the Chateauguay - Background: With the failure of American operations in 1812, which saw the loss of Detroit and a defeat at Queenston Heights, plans to renew the offensives against Canada were made for 1813. Advancing across the Niagara frontier, American troops initially had success until being checked at the Battles of Stoney Creek and Beaver Dams in June. With the failure of these efforts, Secretary of War John Armstrong began planning for a fall campaign designed to capture Montreal. If successful, the citys occupation would lead to the collapse of the British position on Lake Ontario and would cause all of Upper Canada to fall into American hands. Battle of the Chateauguay - The American Plan: To take Montreal, Armstrong intended to send two forces north. One, led Major General James Wilkinson, was to depart Sacketts Harbor, NY and advance down the St. Lawrence River towards the city. The other, commanded by Major General Wade Hampton, received orders to move north from Lake Champlain with the goal of uniting with Wilkinson upon reaching Montreal. Though a sound plan, it was hampered by a deep personal feud between the two principal American commanders. Assessing his orders, Hampton initially refused to take part in the operation if it meant working with Wilkinson. To assuage his subordinate, Armstrong offered to lead the campaign in person. With this assurance, Hampton agreed to take the field. Battle of Chateauguay - Hampton Moves Out: In late September, Hampton shifted his command from Burlington, VT to Plattsburgh, NY with the assistance of US Navy gunboats led by Master Commandant Thomas Macdonough. Scouting the direct route north via the Richelieu River, Hampton determined that the British defenses in area were too strong for his force to penetrate and that there was insufficient water for his men. As a result, he shifted his line of advance west to the Chateauguay River. Reaching the river near Four Corners, NY, Hampton made camp after learning that Wilkinson was delayed. Increasingly frustrated by his rivals lack of action, he became concerned that the British were massing against him to the north. Finally receiving word that Wilkinson was ready, Hampton began marching north on October 18. Battle of the Chateauguay - The British Prepare: Alerted to the American advance, the British commander at Montreal, Major General Louis de Watteville, began shifting forces to cover the city. To the south, the leader of the British outposts in the region, Lieutenant Colonel Charles de Salaberry, began mustering militia and light infantry units to meet the threat. Composed entirely of troops recruited in Canada, Salaberrys combined force numbered around 1,500 men and consisted of Canadian Voltigeurs (light infantry), Canadian Fencibles, and various units of Select Embodied Militia. Reaching the border, Hampton was angered when 1,400 New York militiamen refused to cross into Canada. Proceeding with his regulars, his force was reduced to 2,600 men. Battle of the Chateauguay - Salaberrys Position: Well informed as to Hamptons progress, Salaberry assumed a position along the north bank of the Chateauguay River near present-day Ormstown, Quebec. Extending his line north along the bank of English River, he directed his men to construct a line of abatis to protect the position. To his rear, Salaberry placed the light companies of the 2nd and 3rd Battalions of Select Embodied Militia to guard Grants Ford. Between these two lines, Salaberry deployed various elements of his command in a series of reserve lines. While he personally commanded the forces the abatis, he assigned leadership of the reserves to Lieutenant Colonel George MacDonnell. Battle of the Chateauguay - Hampton Advances: Reaching the vicinity of Salaberrys lines on late October 25, Hampton dispatched Colonel Robert Purdy and 1,000 men to the south shore of the river with the goal of advancing and securing Grants Ford at dawn. This done, they could attack the Canadians from behind as Brigadier General George Izard mounted a frontal assault on the abatis. Having given Purdy his orders, Hampton received a troubling letter from Armstrong informing him that Wilkinson was now in command of the campaign. In addition, Hampton was instructed to build a large camp for winter quarters on the banks of the St. Lawrence. Interpreting the letter to mean that the attack on Montreal was cancelled for 1813, he would have withdrawn south had Purdy not already been committed. Battle of the Chateauguay - The Americans Held: Marching through the night, Purdys men encountered difficult terrain and failed to reach the ford by dawn. Pushing forward, Hampton and Izard encountered Salaberrys skirmishers around 10:00 AM on October 26. Forming around 300 men from the Voltigeurs, Fencibles, and various militia formations at the abatis, Salaberry prepared to meet the American assault. As Izards brigade moved forward, Purdy came into contact with the militia guarding the ford. Striking Brugià ¨res company, they made some headway until being counterattacked by two companies led by Captains Daly and de Tonnancour. In the resulting fighting, Purdy was forced to fall back. With the fighting raging south of the river, Izard began pressing Salaberrys men along the abatis. This forced the Fencibles, which had advanced forward of the abatis, to fall back. With the situation becoming precarious, Salaberry brought up his reserves and used bugle calls to fool the Americans into thinking that large numbers of enemy troops were approaching. This worked and Izards men assumed a more defensive posture. To the south, Purdy had re-engaged the Canadian militia. In the fighting, both Brugià ¨re and Daly fell badly wounded. The loss of their captains led the militia to begin falling back. In an effort to encircle the retreating Canadians, Purdys men emerged along the river bank and came under heavy fire from Salaberrys position. Stunned, they broke off their pursuit. Having witnessed this action, Hampton elected to end the engagement. Battle of the Chateauguay - Aftermath: In the fighting at the Battle of the Chateauguay, Hampton lost 23 killed, 33 wounded, and 29 missing, while Salaberry sustained 2 killed, 16 wounded, and 4 missing. Though a relatively minor engagement, the Battle of the Chateauguay had significant strategic implications as Hampton, following a council of war, elected to withdraw back to Four Corners rather than move towards the St. Lawrence. Marching south, he dispatched a messenger to Wilkinson informing him of his actions. In response, Wilkinson ordered him to advance to the river at Cornwall. Not believing this possible, Hampton sent a note to Wilkinson and moved south to Plattsburgh. Wilkinsons advance was halted at the Battle of Cryslers Farm on November 11 when he was beaten by a smaller British force. Receiving Hamptons refusal to move to Cornwall after the battle, Wilkinson used it as an excuse to abandon his offensive and move into winter quarters at French Mills, NY. This action effectively ended the 1813 campaign season. Despite high hopes, the only American successes occurred to west where Master Commandant Oliver H. Perry won the Battle of Lake Erie and Major General William H. Harrison triumphed at the Battle of the Thames. Selected Sources History of War: Battle of ChateauguayParks Canada: Battle of ChateauguayWar of 1812-1814: Battle of Chateauguay

ICS 120 - Anything from the Moors to Pancho Villa Term Paper

ICS 120 - Anything from the Moors to Pancho Villa - Term Paper Example However, the Vandals and Byzantine rulers failed to penetrate the interior that still under the Moorish control. The Berbers were also able to resist domination by the warring Arab armies that kept attacking them from the East. However, this resistance did not last long as the Moors became Islamised by 700 CE (Nicolle 22). The Islamic Moors were able to defeat and take control of much of Iberia by 711 CE. They named peninsula area the Al Indulus. They tried to move northeast towards and across the Pyrenees Mountains but they were revolted by Frank Charles and his army in 732 CE at the Battle of Poitiers. The Moors were ruled over Iberia for several years, converting several of the original inhabitants into Islam (Sertima 65). A small Christain Iberian Kingdom known as the Austrias started the reconquista, or Inquisition, in the 8th century. Slowly they were able to spread their control over the north and western parts of Iberia. By the 13th century, a group of Christian leaders were able to drive out the Islamic Moors from the central part of the peninsula. Although most of the Iberian area fell under foreign control, the Moor’s Kingdom of Granada in the south thrived for three hundred more years. During the late half of the 15th century, a mass exodus from the peninsula was caused by forced conversion into Catholicism. This led to the decline of the powerful Al-Indulus into small fiefdoms which were known as taifas. These fiefdoms were consolidated in part under the Cordoba Caliphate (Nicolle 55). During the wars of Inquisition, many of the Moors chose to remain in Spain and were converted to Christianity. They were heavily persecuted by King Phillip and his armies if and when they were thought to be practising Islam in secret. They revolted in 1568 and this led to more persecutions. Eventually, they were expelled from Spain. Although

Engine performance and Efficiensy Coursework Example | Topics and Well Written Essays - 1250 words

Engine performance and Efficiensy - Coursework Example Momentum drag is the negative thrust (force) opposing the jet thrust or motion through air, it is also referred to as the ram drag. It is a product of the incoming air (flow rate) and the velocity via which it is fed to the jet engine. It is normally denoted as Ti or To. Mathematically, it is the difference between the gross and net thrust (Momentum drag = Gross thrust – Net thrust) (Farokhi 290). It is computed as (Gunston 187): Momentum drag is the opposition the aircraft experiences as it surges through the air. to the engine, it may be referred to as the ‘friction’ experienced by the engine as it propels the aircraft forwards. Net thrust is the resultant aerodynamic force that causes propulsion of an aircraft in air, which is represented by the summation nozzle thrust and momentum of motion. It is a result of the propulsion system, engine, overcoming momentum drag. It is thus the difference between the gross thrust and the momentum drag on the engine of an aircraft (Net thrust = Gross thrust – Maximum drag) (El-Sayed 125). It is usually denoted by T and is calculated as follows: The aircraft thrust is influenced by the airflow into the engine. A change in the rate of airflow triggers a resultant thrust alteration. In the case of net thrust, the increase in the aircrafts speed results to an increase for air fed into the engine, resulting to a higher output (Cumpsty 193). With static thrust, the environmental factors tend to determine the ability of the craft to engage in motion. With static thrust, the air speed is kept constant and is not affected by the crafts motion thus differing from the net thrust. b) Calculate the net thrust of a turbo jet flying at 150 M/S with an air mass flow of 50 Kg/S and a jet stream velocity of 300 M/S with a chocked nozzle. The residual gas pressure in the jet stream is 45 KPa gauge, the nozzle area is 0.2M2. It is evident from the derived

Spelen De spelontwikkeling

Spelen De spelontwikkeling De spelontwikkeling De spelontwikkeling is belangrijk bij de ontwikkeling van de kleuter. Spelen is het onderzoeken en ontdekken, het leren kennen van de wereld op een manier die het kind zelf kiest. Het bepaalt wat het wil doen en hoe. Het kind met een normale ontwikkeling kan materiaal manipuleren, een betekenis geven eraan, een fantasiespel beleven, Waarom en hoe? Onder dit hoofdstuk wil ik graag beschrijven waarom spelen zo belangrijk is en hoe het spelen dan wel verloopt bij kleuters. Er is ook steeds een stukje voorzien dat het spelen bij kleuters met autisme beschrijft en de problemen hierbij. Mogelijke oplossingen komen aan bod in het praktijkgedeelte. Tijdens het spel leert het kind zichzelf, materiaal en de omgeving kennen. Spelen helpt het kind verder evolueren op verschillende vlakken. Door spelen wordt de cognitie van het kind gestimuleerd. Dit wil ik graag even toelichten vanuit enkele voorbeelden. Als we nu vb. winkeltje spelen nader bekijken, zien we dat kinderen voortdurend bezig zijn met het nabootsen van situaties uit het dagelijks leven van volwassenen. Ze leren het materiaal kennen in hun winkel en worden gestimuleerd in hun taalontwikkeling. Ze geven namen aan de voorwerpen uit de winkel en hun denken wordt steeds complexer. Zo weet het kind op den duur dat wanneer je iets koopt dat je daarvoor geld moet in de plaats geven. Nog later wordt er zelfs een bepaalde hoeveelheid aan een voorwerp toegekend. Een ander voorbeeld is moedertje spelen. Het kind leert waarvoor voorwerpen dienen zoals een fopspeen, papfles, luier e.d. en leert de voorwerpen ook op een juiste manier manipuleren. Kinderen die vb. een speelgoedstofzuiger hebben thuis leren die ook gebruiken voor de juiste handelingen. Opmerkelijk hierbij is wanneer oudere kleuters door hebben dat bepaald speelgoed niet voldoet aan de werkelijkheid. Vbn. hierbij: een auto waarbij de deurtjes niet open kunnen, een pop waarvan de benen niet kunnen plooien of een brandweerman waarbij de hoed ontbreekt. Kinderen met autisme kunnen op deze foutjes sterk gefixeerd worden en zo heel wat stress ondervinden. Het kind met autisme die dan ook nog eens een type 2-kind is, kan heel wat moeite ondervinden met het benoemen van speelgoed of het herkennen ervan. Soms weten ze niet waarvoor iets dient of wat ze ermee kunnen doen. Ze kunnen zich moeilijker bezig houden met het materiaal. Op die manier wordt de cognitie ook niet of weinig gestimuleerd en leert het kind geen verbanden leggen. Dit kan erg nadelig worden naar de zelfstandigheid toe in de toekomst. Bij het spel wordt ook de motoriek verbeterd. Het kind moet zich verplaats om iets te grijpen, het springt, loopt, manipuleert, kleurt, . zowel fijne, grove als gerichte motoriek worden gestimuleerd. Geà ¯llustreerd met enkele voorbeelden zoals juffrouw spelen en garagist zien we dat het kind veel in beweging is. Het deelt boekjes en potloden uit of rijdt met autootjes rond. De juf zal op het bord iets schrijven (grove kleutertekening) en de garagist zal zijn autos mooi parkeren in de garage. Het kind leert doegericht te bewegen om autos te nemen en mooi te plaatsen waar het wil. Het voorbereidend schrijven kan deels geoefend worden door het eerste voorbeeld. Net zoals bij de stimulatie van de cognitie zien we ook bij de motoriek dat het kind met autisme geremd wordt. Het doelbewust bewegen verloopt niet vlot of levert weinig resultaat op. Het kind weet niet goed wat te doen of weet met zichzelf geen houding te nemen. Daarbij komt dat er veel kleuters met autisme zijn die ook een motorische beperking hebben. Naast de voorgaande worden ook heel wat sociale vaardigheden geoefend tijdens het spel. Het kind leert vriendjes in het spel betrekken, het leert met andere woorden samen spelen. Het kind moet materiaal gaan delen of leert vragen naar speelgoed. Het leert vriendjes maken, leert fair zijn tegenover andere kinderen, communicatie wordt geoefend en het kind leert zichzelf uiten tegenover anderen. Onder communicatie kunnen we het taalbegrip situeren, maar ook het durven aanspreken van anderen, de mimiek en andere lichaamstaal. De kleuter leert het aangeleerd gewenst gedrag stellen tegenover andere kleuters. Ook op dit punt kunnen we enkele zaken opmerken bij de kleuter met autisme. De sociale vaardigheden laten vaak te wensen over. Het kind is niet in staat om op een normale manier contact te maken. Het weet zich niet op een gepaste manier te gedragen. Soms blijft de spraak ook uit, wat het allemaal nog moeilijker maakt. Het kind kijkt een ander bijna niet aan, kan zich moeilijk verplaatsen in wat die andere wil en kan zichzelf moeilijk duidelijk maken. Het contact nemen verloopt niet spontaan en is eerder aangeleerd of gekopieerd van volwassenen en andere kinderen. Naast deze punten is het fantasiespel noodzakelijk voor de ontwikkeling van het probleemoplossend vermogen. Ik gebruik het woord noodzakelijk a.d.h.v. volgende veelzeggende voorbeelden. Willen we nu even de foutjes van bij de cognitieve stimulatie nemen, dan merken we op dat het kind met een normale ontwikkeling deze gemakkelijk oplost. Het beeld zich in dat de deurtjes van de wagen wà ©l open gaan en dat er passagiers instappen, het denkt zelf een hoed op de brandweerman of verzint er een verhaaltje bij over een erge wind waardoor de brandweerman zijn hoed verloren is. Deze aspecten zijn helemaal niet storend voor het kind met een normale ontwikkeling. Het kan deze tekortkomingen gemakkelijk oplossen met wat fantasie. Deze fantasie is ook bij de meeste spelletjes aanwezig. Vb. postbode spelen, het kind verplaatst zich in de postbode en gebruikt een creatieve manier van denken om het spel in gang te steken. Het gebruikt papiertjes en krabbelt er wat op om brieven te hebben, het pla kt er stickers op als postzegels en stempelt met een stempel van op papas werk. Een ander voorbeeld is wanneer het kind het spel van garagist projecteert naar zichzelf. Het kind wordt zelf de garagist en speelt niet met een figuurtjes met deze rol. De driewieler wordt een splinternieuwe auto of een supersnelle moto. Het voorstellingsvermogen werkt voortdurend. Bij het kind met autisme verloopt dit echter terug heel wat moeilijker. Het kind beschikt niet over dit probleemoplossend vermogen en kan zo geen spel starten. Het botst op problemen die het niet weet op te lossen. Het kind lijkt steeds naar een uiterste toe te gaan. Enerzijds merken we kleuters op die geen rol van een ander op zich kunnen nemen. Ze kunnen zich als het ware niet inleven in die andere persoon. Ze weten niet hoe die denkt of kan denken en wat de andere voelt. Anderzijds zijn er ook kinderen die in het fantasiespel niet kunnen begrenzen. Ze verplaatsen zich in een ander maar nemen dit zo sterk op dat ze er zelf in gaan geloven en kunnen op die manier moeilijk terug afstand van die rol nemen. Spelen is ook goed voor de zelfontplooiing. De kleuter legt onbewust de eigen ervaringen in het spel, het speelt vb. een situatie uit de klas na. Het kind kan vb. straf gekregen hebben van de juf omdat het fout gedrag stelde en geeft dan in het spel ook straf aan een kind. Het is natuurlijk mogelijk dat de jonge kleuter nog niet goed beseft of gewoon niet meer weet waarom het straf geeft. Dit ontwikkeld zich meer naarmate de kleuter ouder wordt. Spelen is dus belangrijk bij de verwerking van dingen. Daarnaast wordt de persoonlijkheidsontwikkeling ook gestimuleerd op vlak van het eigen kennen en kunnen. Het kind leert het eigen lichaam kennen en krijg een zelfbeeld. Het zelfbesef zorgt ervoor dat het kind in staat is om zijn eigen grenzen te leren kennen en daarmee om te gaan. Het kind weet wat het kan en wat niet en probeert het kunnen uit te breiden of legt er zich bij neer dat het nog te klein is voor bepaalde dingen. Het kind leert als het ware omgaan met frustraties. Verder leert het kind ook zaken plannen en organiseren. Het maakt vb. alles klaar voor het spel winkeltje. Het maakt afspraken over wat er te koop zal zijn en wat niet. Het leert beslissingen nemen en inzicht krijgen in het belang ervan. Het kind wordt steeds zelfstandiger in het denken en doen. Kinderen met autisme zijn erg beperkt in het spel waardoor ook de zelfontplooiing deels geremd zal worden. Het verwerken van negatieve of positieve ervaringen verloopt vaak moeilijk omdat ze niet over het vermogen beschikken om te spelen. Ze kunnen moeilijker dingen een plaats geven in hun persoonlijkheid. Ze leven meer in een eigen wereld en nemen de wereld rondom hen niet zo nauw waar. Ze willen alles constant houden en verleggen weinig grenzen. Ze kunnen zichzelf moeilijker stimuleren in het ontdekken van nieuwe dingen. Dit alles maakt het voor de kleuter met autisme heel wat moeilijker om te leven in onze wereld. Belangrijk aandachtspunt bij het spelen bij kinderen met autisme is dat het spelen in het MPIGO op een lager niveau plaatsvindt daar de kinderen met autisme heel wat problemen ondervinden op de verschillende vlakken. Vanwege deze reden wil ik het spelen ook tijdens het aanbrengen van rekenvoorwaarden gaan aanbrengen. Het is de bedoeling dat ze iets mee kunnen nemen naar huis (in gedachten) en dus gaan leren spelen. Praktijkgedeelte In het MPI Sterrebos Het MPI Sterrebos besteedt zeer veel aandacht aan een goede aanpak voor kinderen met autisme. Dit is echter niet zo vanzelfsprekend. Geen enkel kind met autisme is gelijk aan een ander. Er wordt voor elk kind een behandelingsplan opgesteld, afhankelijk van de behoeften van het kind. Structuur blijft doorheen alle schooljaren een belangrijk punt waar steeds opnieuw aan gewerkt wordt. Dit om de ontwikkelingskansen van elk kind maximaal te benutten. Er wordt steeds een evenwicht gezocht tussen hoofd-hart-handen zodat een realistisch beeld gevormd kan worden over de eigen mogelijkheden en om tot de aanvaardig van de eigen ik te komen. Dit gebeurt d.m.v. cognitieve, affectieve en psychomotorische vorming. Nog een belangrijk punt is de stimulering van de nieuwsgierigheid. Het MPI biedt de kinderen ruime activiteiten aan en beschikt over heel wat materiaal om nieuwsgierigheid uit te lokken. Dit kan leiden tot een betere ontwikkeling van de intellectuele mogelijkheden. De kleuters die moeilijkheden ervaren worden steeds individueel benaderd om deze in de mate van het mogelijke te verhelpen. Naast deze individuele benaderingen zorgt het MPI Sterrebos ook voor speelleerklassen: kleine structuurklassen die via spelen de kinderen iets bijbrengen. Goede leer- en werkattitudes (zoals vb. taakgerichtheid, afwerking, tempo, ) worden geà ¯ntegreerd als voorbereiding op een volgend leerjaar. Dit is ook nodig om de wiskundige aspecten te bevorderen. In de structuurklassen wordt er typologie-overkoepelend gewerkt. Deze aangepaste manier van onderwijs is nodig om te leren omgaan met de triade van communicatieproblemen, het sociaal anders zijn en problemen met verbeelding. Kinderen met autisme zijn vooral visuele denkers, vandaar dat het MPI zeer veel werkt met pictogrammen en andere visualisaties. Om de kinderen zo goed mogelijk te onderwijzen is de aanpak van het MPI gestoeld op het TEACCH-programma. Verschillende ontwikkelingstypes bij de kleuter met autisme Bij kleuters met autisme in het MPI komen vooral type 2 en type 4 voor. Kleuters van het type 2 kinderen zijn kinderen met een matige tot ernstige mentale retardatie. Ze hebben een IQ tussen 50 en 20. Kleuters van het type 4 zijn kleuters met motorische problemen, maar bij kinderen met autisme zijn die vaak psychomotorisch ten gevolge van hun autisme. Op de kleuterleeftijd kan nog geen type 1 vastgesteld worden, vandaar dat er enkel over type 2 gesproken wordt bij de kleuterleeftijd. Pas op latere leeftijd (lagere schoolkind) kan er meer gespecificeerd worden naar type 1 of type 2 na een intelligentietest. Deze typetoekenningen bij kleuters met autisme zijn vooral gebaseerd op die van het MPI Sterrebos en kunnen in vergelijking met andere scholen dus verschillen. 2 Voorstelling MPI Sterrebos Het Medisch Pedagogisch Instituut Sterrebos is buitengewoon basisonderwijs van de Vlaamse Gemeenschap voor kinderen van kleuter- en lagere schoolleeftijd. Deze onderwijsvorm is aangepast voor kinderen die zich niet kunnen handhaven in het gewoon onderwijs. In het MPI worden deze kinderen extra begeleid. Het MPI biedt onderwijs op kleuter- en lager onderwijsniveau, voor kinderen van 3 tot 13 jaar. Er wordt ondersteuning geboden voor type 1, 2, 4, 8 en voor kinderen met autismespectrumstoornissen. Op kleuterniveau kunnen we enkel de types 2 en 4 aanduiden en ASS. Er is een aangepast project voor kinderen met autisme: De Leeuwtjes waarin getracht wordt het kind individueel te begeleiden met de nodige structuur en veiligheid. Het MPI werkt hiervoor multidisciplinair. Het onderwijs wordt steeds aangepast aan de opvoedingsbehoeften van de kinderen. Daarnaast is er het geà ¯ntegreerd onderwijs waarbij sprake is van tijdelijke of blijvende (re)integratie van leerlingen van het BSO. Dit gebeurd op kleuter- en lager onderwijsniveau. Vanuit het MPIGO wordt er orthodidactische en paramedische begeleiding geboden. Binnen het MPIGO is er speciale aandacht voor de sociale vaardigheden (ik en de andere) en de metacognitieve aspecten (via spelend leren). Er zijn enkele belangrijke benaderingswijzen opgesteld voor kinderen met autisme. De eerste is het helpen bij het inzicht krijgen van de autismespectrumstoornis. Daarvoor wordt een werkmap gebruikt van Peter Vermeulen -> -> boek ik ben speciaal psycho-educatie, leren inzicht krijgen in autisme. Door Sherborne-activiteiten wordt de bewustwording van het eigen lichaam en de ruimte rondom in de hand gewerkt. Deze activiteiten worden gegeven door de kinesiste die zich bijschoolde.

Psychological learnings of movie “Reign Over me” Essay

Abstracted The types of psychological illnesses that the characters have in the movie â€Å" Reign O’er Me†. Summary of the movie. Over view of Charlie Fineman and his symptoms that he displays. The symptoms that Alan Johnson shows, and the symptoms and characteristics that Donna Remar shows during this movie. What is PTSD, depression, bipolar, co-dependency, narcissistic disorders? What are the symptoms and treatments for these disorders? How does the actual song â€Å"Love, Reign O’er Me† link into this movie? Information about the song. My conclusion of the characters disorders and my thoughts of the movie. Keywords: PTSD, Post traumatic stress disorder, Depression, Co-dependency, Narcissistic disorder. Reign O’er Me is a movie that shows Charlie Fineman (Adam Sandler) going through the challenges of what seems to be PTSD (Post Traumatic Stress Disorder), due to him losing his family in September 11, 2001 attack. Charlie is re-united with his former college roommate Alan Johnson (Don Cheadle) who tries to help Charlie with his problems all the while having marital problems himself. Which at first he fails, but in the end helps himself and Charlie. Alan is not the only one helping Charlie. The psychologist Angela (Liv Tyler) has sessions with Charlie to try to get him to open up, but does not have much success. She does however convince Charlie to tell his story to someone. Angela also helps Charlie when he gets committed to a hospital for a 3 day evaluation and then again in court. Donna who is seen struggling with her own problems is also helped by Angela through sessions. It also seems that she helps Charlie by supporting him in court and then again when she comes by his ne w apartment. During the first night of Alan being reunited with his former college  roommate Charlie, he notices that Charlie does not act normal. Charlie doesn’t remember Alan at first, but does take a liking to him soon. It’s mentioned that Charlie likes Alan because he did not know Charlie’s family. Charlie takes Alan to a bar where he plays drums, after his drum playing scene Alan asks Charlie about his family; which infuriates Charlie. He becomes aggressive and throws root beer on Alan all the while accusing Alan that someone sent him there to talk to him. Alan feels that he and his wife are on top of each other, that he has no man hobbies. So when Charlie comes to his home the next night wanting him to go out, he jumps at the idea. Charlie repeadely tells Alan he has to take his shoes off when Alan comes to his house and he is repeatedly remodeling the kitchen. Charlie is always listening to music and especially on particular song called â€Å"Reign O’er Meâ⠂¬ . While watching the movie I concluded that Charlie did have PTSD and possibly depression. Alan would have what I think is a Co-dependency disorder. Donna Remar was in a 10 year marriage and 5 out of the 10 year marriage her husband cheated on her. She is now trying to pursue Alan for sexual relations at his dentist office. She is denied by Alan and turn she writes a letter stating that Alan tried to make sexual intentions to her and that she was going to file a law suit against the practice and him. She later apologizes for her behavior and tells Alan why she must have been acting the way she was due to her past relationship. Later she runs into Alan and Charlie at Angela’s office. This is where I am guessing she takes an interest in Charlie. I would think that Donna is suffering from a Narcissistic disorder. What does the song Reign O’ver Me mean and who is it by? The song sounds like the writer wrote it after losing a loved one, sad and depressing. The song lyrics â€Å"Love, Reign o’er Me† concerns the main character of Quadrophenia, Jimmy, having a personal crisis. With nothing left to live for, he finds a spiritual redemption in pouring rain. As Townshend described the song: [It] refers to Meher Baba’s one time comment that rain was a blessing from God; that thunder was God’s Voice. It’s another plea to drown, only this time in the rain. Jimmy goes through a suicide crisis. He  surrenders to the inevitable, and you know, you know, when it’s over and he goes back to town he’ll be going through the same shit, being in the same terrible family situation and so on, but he’s moved up a level. He’s weak still, but there’s a strength in that weakness. He’s in danger of maturing (Townshend, 1972). I can see why Charlie sings this song over and over again in the court room. I can also see why the producer picked this particular song for the movie. This song has pain like the pain Charlie is feeling from losing his family. It also has the back history of the going hand in hand with the mental disorders in the movie. You can also see that Charlie singing and replaying the song over and over again, somewhere subconsciously he does remember his family. PTSD (Post traumatic stress disorder) to my knowledge is something that can happen to someone after a traumatic event such as war for soldiers and then again with mothers who have just given birth and I would say that would be due to the chemical changes in the body. The â€Å"fight-or-flight† response is a healthy reaction meant to protect a person from harm. But in post-traumatic stress disorder (PTSD), this reaction is changed or damaged. People who have PTSD may feel stressed or frightened even when they’re no longer in danger. PTSD develops after a terrifying ordeal that involved physical harm or the threat of physical harm. The person who develops PTSD may have been the one who was harmed, the harm may have happened to a loved one, or the person may have witnessed a harmful event that happened to loved ones or strangers. PTSD was first brought to public attention in relation to war veterans, but it can result from a variety of traumatic incidents, such as mugging, rape, torture, being kidnapped or held captive, child abuse, car accidents, train wrecks, plane crashes, bombings, or natural disasters such as floods or earthquakes. (NIH, n.d.) Is there treatment for PTSD? The answer is yes there is. There are two types of ways for treatment psychotherapy and/or medication. Various forms of psychotherapy are helpful in PTSD. Cognitive behavioral therapy (CBT) helps a person learn behavioral techniques for relaxation and restructure patterns of thinking that foster anxiety. Exposure therapy involves systematically exposing someone to the memories and events associated with a trauma and reducing the fear response to these events, under the guidance of a trained therapist. EMDR (Eye Movement  Desensitization and Reprocessing) involves presenting the patient with various visual and tactile stimuli meant to release emotional experiences and free the mind of blockages. In addition, support groups help people with PTSD work through their feelings with others who have had similar experiences. The goal of therapy is to encourage the patient to recall all details of the event, express grief, complete the mourning process, and get on with life. For children, this may involve play therapy. Benzodiazepines, such as Valium, Xanax, and Ativan, are often useful for short-term, immediate relief of anxiety symptoms associated with PTSD. Long-term use of these medications is strongly discouraged. A class of antidepressants known as selective-serotonin reuptake inhibitors (SSRIs), such as Celexa, Paxil, Prozac, Lexapro, and Zoloft, help modify levels of neurotransmitters (chemicals) that foster appropriate communication between nerve cells, and can improve PTSD. Research also suggests that other medications, such as beta-blockers and corticosteroids, may help diminish the likelihood for forming strong negative emotional memories when given soon after experiencing a highly traumatic event. The blood pressure medicine prazosin has also been shown in preliminary research studies to help alleviate nightmares associated with PTSD Anti-epileptic drugs with mood stabilizing properties, such as Depakote or Tegretol, may lessen mood swings and explosive anger. Anti-psychotic drugs may help people with PTSD who have persistent paranoia. (Goldberg, 2014) This disorder is to be said what Charlie is suffering from. Clinical Depression seems to be a common diagnoses in today’s society. It seems like anytime you talk with someone about medical history or problems it always comes up that they have depression. Now there are many types of depression and it all depends on which one you have been diagnosed with to determine on how your behavior works with this diagnoses. I am classified as having depression and I am classified as to have bipolar. To me I feel that these are the same exact thing. My understanding behind bipolar is you have very wide mood swings from sad, happy, deeply depressed, angry, and aggravated. The depressive phase of bipolar disorder shares many similarities to regular depression, including prolonged sadness, inability to concentrate, loss of energy, difficulty sleeping, and thoughts of  suicide. People with bipolar depression, however, tend to have more unpredictable mood swings, more irritability and guilt, and more feelings of restlessness. They also tend to move and speak slowly, sleep a lot and gain weight. According to HelpGuide.org, your depression might be bipolar disorder if: You’ve experienced repeated episodes of major depression. You had your first episode of major depression before age 25. You have a first-degree relative with bipolar disorder. When you’re not depressed, your mood and energy levels are higher than most people’s. When you’re depressed, you oversleep and overeat. Your episodes of major depression are short (less than 3 months). You’ve lost contact with reality while depressed. You’ve had postpartum depression before. You’ve developed mania or hypomania while taking an antidepressant. Your antidepressant stopped working after several months. You’ve tried 3 or more antidepressants without success. (Staff, 2012) To my knowledge there are at least 2 ways of treatment for depression or bipolar and that is psychotherapy and medication. With myself being classified as both I have done both types of treatments. I have done both treatments with no involvement from the other and with both hand in hand; and I feel that doing both treatments together at the same time is the way to go. You have less episodes of both conditions. I would feel that Charlie is also clinically depressed as well is Alan possibly. What is a Co-dependency disorder? The term codependency has been around for almost four decades. Although it originally applied to spouses of alcoholics, first called co-alcoholics, researchers revealed that the characteristics of codependents were much more prevalent in the general population than had been imagined. In fact, they found that if you were raised in a dysfunctional family or had an ill parent, you’re likely codependent. Don’t feel bad if that includes you. Most American families are dysfunctional. You’re in the majority! Researchers also found that codependent symptoms got worse if left untreated. The good news is that they’re reversible. Following is a list of symptoms of codependents. You needn’t have them all to qualify as codependent (Lancer, 2012). Symptoms of codependency are low self-esteem, people pleasing, poor boundaries, reactivity, caretaking, control, dysfunctional communication, obsessions, dependency, denial, problems wi th intimacy, and painful emotions (Lancer,  2012). Narcissistic personality disorder is a mental disorder in which people have an inflated sense of their own importance and a deep need for admiration. Those with narcissistic personality disorder believe that they’re superior to others and have little regard for other people’s feelings. But behind this mask of ultra-confidence lies a fragile self-esteem, vulnerable to the slightest criticism. Narcissistic personality disorder is one of several types of personality disorders. Personality disorders are conditions in which people have traits that cause them to feel and behave in socially distressing ways, limiting their ability to function in relationships and in other areas of their life, such as work or school. Narcissistic personality disorder treatment is centered on psychotherapy. Narcissistic personality disorder is characterized by dramatic, emotional behavior, which is in the same category as antisocial and borderline personality disorders. Although some features of narcissistic personality disorder may seem like having confidence or strong self-esteem, it’s not the same. Narcissistic personality disorder crosses the border of healthy confidence and self-esteem into thinking so highly of yourself that you put yourself on a pedestal (Narcissistic Personality Disorder, 2011). After researching these disorders I see that Charlie does indeed suffer from PTSD and in my opinion is clinically depressed as well. I am doubting my earlier statement that Alan is co-dependent due to the research on the topic there. Still there is a part of me that wants to say he is co-dependent. His father and mother are seen in the beginning of the movie in separate rooms and seem to not get along with each other. Is this classified as a dysfunctional family? Alan can’t tell his wife that he wants space for himself and feels suffocated by their relationship, he uses Charlie’s freedom and condition to get him out of the house and away from his wife. To me he does have a Co-dependency disorder. My research on narcissistic personality disorder has really made me think that this is what is wrong with Donna. She has a high confidence when asking Alan if he wants a sexual favor from her. When she is denied and is told that she will not be seen by him or any other dentist there you can then see the fragile self-esteem  rising in her. Although I looks like Angela helped Donna out by talking to her in there sessions as well as helping Alan on the sidewalk and Charlie in their brief short sessions. In my opinion Alan did not just help Charlie with his problems and by being a friend but he helped Donna out by rejecting her then allowing her to come back which gave her the opportunity to admit she had a problem and to apologize. In retrospect I think Donna helped Charlie by supporting him and not trying to judging him. Yes I think it also has to do that she would remind him of his wife as well. Charlie helped her in the same fashion as just letting her be there and not asking for nothing. Charlie also helped Alan without even knowing he did. He got Alan out of his house and gave him some freedom, time away from his wife. In the end Alan admits to his wife he hasn’ t been open with her and apologizes and Charlie admits to his in-laws that he does remember his family but it’s hard for him. There is hope at the end of this movie for all. I enjoyed getting to watch this movie in class. I think it is a great insight on how people’s behaviors are they have suffered a great loss and when they have a psychological disorder. I would absolutely recommend this movie to a friend/ family member to not just watch due to it being a great movie but for a little knowledge when dealing with a loved one in these situations. References Townshend, P. (1973, October 23). Love, Reign o’er Me. Wikipedia. Retrieved June 17, 2014, from http://en.wikipedia.org/wiki/Love,_Reign_o’er_Me#Lyrics Post-Traumatic Stress Disorder (PTSD). (n.d.). NIMH RSS. Retrieved June 17, 2014, from http://www.nimh.nih.gov/health/topics/post-traumatic-stress-disorder-ptsd/index.shtml Understanding Posttraumatic Stress Disorder — Diagnosis and Treatment. (n.d.).WebMD. Retrieved June 17, 2014, from http://www.webmd.com/anxiety-panic/understanding-posttraumatic-stress-disorde r-treatment Bipolar Disorder vs. Depression: How to Tell the Difference. (n.d.). Casa Palmera. Retrieved June 17, 2014, from http://casapalmera.com/bipolar-disorder-vs-depression-how-to-tell-the-difference/  » Symptoms of Codependency – Psych Central. (n.d.). Psych Central.com. Retrieved June 17, 2014, from http://psychcentral.com/lib/symptoms-of-codependency/00011992 Narcissistic personality disorder. (n.d.). Definition. Retrieved June 17, 2014, from http://www.mayoclinic.org/diseases-conditions/narcissistic-personality-disorder/basics/definition/con-20025568