The document discusses how to raise children to be responsible adults and lists several "ifs" that parents should bear in mind, such as if children are not taught manners they will remain self-centered, and if they do not respect authority they will have trouble obeying other figures later in life. It also provides examples of different uses of the word "if" and their meanings.
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We Plast-pro having very qualified and well experienced professionals to understand and fulfill client’s requirements at its best level. We are offering some services by collaborating with experts in that domain and these experts guide & trained us to provide best and perfect services for our customers.
You are *not* an idiot ~ or maybe we're all idiots.
Keynote at NorthSec 2021.
Talking about school, failure, success, diploma, impostor syndrom, manipulators, burn out, suicide, and how to deal with them.
The talk delivery was more personal, the slides are kept generic.
The recording is available @ https://youtu.be/Iu70J49bPlE?t=20869 (starts at 5:47:49)
Piaget found that children’s ideas regarding rules, moral judgements and punishment tended to change as they got older. In other words just as there were stages to children’s cognitive development so also there were universal stages to their moral development. Piaget suggested two main types of moral thinking:
Heteronomous morality (moral realism)
• Autonomous morality (moral relativism)
How To Travel Back In Time To Fix Your PastGeorge Hutton
http://mindpersuasion.com/emotional-freedom/
If you have any kind of fears or anxieties in the present, or any kind of emotional difficulties, they are easy to fix if you simply go back into the past and heal them. Learn How: http://mindpersuasion.com/emotional-freedom/
The tragic outcome of the kidnapping in Santo André, Sao Paulo, replace the universe of adolescents in the center of the discussion. Never has the world of Alice was so disenchanted as now. The crisis in the teens want to understand who they are, how they behave and how to react in front of a mainly emotional problem? But not today, that parents, educators and experts seeking to understand the behavior of adolescents, whose age begins at around 12 years and can go up to 25, depending on the emotional desnvolvimento of each.
Discuss the difference between the two levels of moral development. .pdfmallik3000
Discuss the difference between the two levels of moral development. Provide an example to
illustrate the points you are making
Solution
Piaget\'s Theory of Moral Development
Piaget (1932) was principally interested not in what children do (i.e. in whether they break rules
or not) but in what they think. In other words he was interested in children’s moral reasoning.
Piaget was interested in three main aspects of children’s understanding of moral issues. They
were
Where do rules come from?
Can rules be changed?
Who makes rules?
Who is to blame for “bad\" things?
Is it the outcome of behaviour that makes an action “bad\"?
Is there a difference between accidental and deliberate wrongdoing
Children’s understanding of rules. This leads to questions like
Children’s understanding of moral responsibility. This leads to questions likeShould the
punishment fit the crime?Are the guilty always punished
Children’s understanding of justice. This leads to questions like
Piaget found that children’s ideas regarding rules, moral judgements and punishment tended to
change as they got older. In other words just as there were stages to children’s cognitive
development so also there were universal stages to their moral development. Piaget (1932)
suggested two main types of moral thinking:
Heteronomous morality (moral realism)
Autonomous morality (moral relativism)
Heteronomous Morality (5-9yrs)
The stage of heteronomous morality is also known asmoral realism– morality imposed from the
outside. Children regard morality as obeying other people\'s rules and laws, which cannot be
changed. They accept that all rules are made by some authority figure (e.g. parents, teacher,
God), and that breaking the rules will lead to immediate and severe punishment (immanent
justice). The function of any punishment is to make the guilty suffer in that the severity of the
punishment should be related to severity of wrong-doing (expiatory punishment).
During this stage children consider rules as being absolute and unchanging, i.e. \'divine like\'.
They think that rules cannot be changed and have always been the same as they are now.
Behaviour is judged as “bad\" in terms of the observable consequences, regardless on the
intentions or reasons for that behaviour. Therefore, a large amount of accidental damage is
viewed as worse than a small amount of deliberate damage.
Research Findings
Piaget (1932) told the children stories that embodied a moral theme and then asked for their
opinion. Here are two examples:
There was once a little girl who was called Marie. She wanted to give her mother a nice surprise
and cut out a piece of sewing for her. But she didn’t know how to use the scissors properly and
cut a big hole in her dress.
and
A little girl called Margaret went and took her mother’s scissors one day when her mother was
out. She played with them for a bit. Then, as she didn’t know how to use them properly, she
made a little hole in her dress.
The child is then asked, “Who is naughtie.
We Plast-pro having very qualified and well experienced professionals to understand and fulfill client’s requirements at its best level. We are offering some services by collaborating with experts in that domain and these experts guide & trained us to provide best and perfect services for our customers.
You are *not* an idiot ~ or maybe we're all idiots.
Keynote at NorthSec 2021.
Talking about school, failure, success, diploma, impostor syndrom, manipulators, burn out, suicide, and how to deal with them.
The talk delivery was more personal, the slides are kept generic.
The recording is available @ https://youtu.be/Iu70J49bPlE?t=20869 (starts at 5:47:49)
Piaget found that children’s ideas regarding rules, moral judgements and punishment tended to change as they got older. In other words just as there were stages to children’s cognitive development so also there were universal stages to their moral development. Piaget suggested two main types of moral thinking:
Heteronomous morality (moral realism)
• Autonomous morality (moral relativism)
How To Travel Back In Time To Fix Your PastGeorge Hutton
http://mindpersuasion.com/emotional-freedom/
If you have any kind of fears or anxieties in the present, or any kind of emotional difficulties, they are easy to fix if you simply go back into the past and heal them. Learn How: http://mindpersuasion.com/emotional-freedom/
The tragic outcome of the kidnapping in Santo André, Sao Paulo, replace the universe of adolescents in the center of the discussion. Never has the world of Alice was so disenchanted as now. The crisis in the teens want to understand who they are, how they behave and how to react in front of a mainly emotional problem? But not today, that parents, educators and experts seeking to understand the behavior of adolescents, whose age begins at around 12 years and can go up to 25, depending on the emotional desnvolvimento of each.
Discuss the difference between the two levels of moral development. .pdfmallik3000
Discuss the difference between the two levels of moral development. Provide an example to
illustrate the points you are making
Solution
Piaget\'s Theory of Moral Development
Piaget (1932) was principally interested not in what children do (i.e. in whether they break rules
or not) but in what they think. In other words he was interested in children’s moral reasoning.
Piaget was interested in three main aspects of children’s understanding of moral issues. They
were
Where do rules come from?
Can rules be changed?
Who makes rules?
Who is to blame for “bad\" things?
Is it the outcome of behaviour that makes an action “bad\"?
Is there a difference between accidental and deliberate wrongdoing
Children’s understanding of rules. This leads to questions like
Children’s understanding of moral responsibility. This leads to questions likeShould the
punishment fit the crime?Are the guilty always punished
Children’s understanding of justice. This leads to questions like
Piaget found that children’s ideas regarding rules, moral judgements and punishment tended to
change as they got older. In other words just as there were stages to children’s cognitive
development so also there were universal stages to their moral development. Piaget (1932)
suggested two main types of moral thinking:
Heteronomous morality (moral realism)
Autonomous morality (moral relativism)
Heteronomous Morality (5-9yrs)
The stage of heteronomous morality is also known asmoral realism– morality imposed from the
outside. Children regard morality as obeying other people\'s rules and laws, which cannot be
changed. They accept that all rules are made by some authority figure (e.g. parents, teacher,
God), and that breaking the rules will lead to immediate and severe punishment (immanent
justice). The function of any punishment is to make the guilty suffer in that the severity of the
punishment should be related to severity of wrong-doing (expiatory punishment).
During this stage children consider rules as being absolute and unchanging, i.e. \'divine like\'.
They think that rules cannot be changed and have always been the same as they are now.
Behaviour is judged as “bad\" in terms of the observable consequences, regardless on the
intentions or reasons for that behaviour. Therefore, a large amount of accidental damage is
viewed as worse than a small amount of deliberate damage.
Research Findings
Piaget (1932) told the children stories that embodied a moral theme and then asked for their
opinion. Here are two examples:
There was once a little girl who was called Marie. She wanted to give her mother a nice surprise
and cut out a piece of sewing for her. But she didn’t know how to use the scissors properly and
cut a big hole in her dress.
and
A little girl called Margaret went and took her mother’s scissors one day when her mother was
out. She played with them for a bit. Then, as she didn’t know how to use them properly, she
made a little hole in her dress.
The child is then asked, “Who is naughtie.
Classmate #1 KYLIE G COPEEhrenreich 1. Ehrenreich wante.docxbartholomeocoombs
Classmate #1: KYLIE G COPE
Ehrenreich
1. Ehrenreich wanted to know first hand what living in poverty was like and did just that. She moved to different cities in America and got low wage paying jobs to see if it was possible to survive on that low of pay. She quickly learned that these poverty-level wages were not enough money to put a roof over your head and you would often need to work 2-3 low paying jobs that are really hard work. Even though you are putting all of this hard work in, the payout is extremely low and contributes to the cycle of poverty.
2. I think that I could carry out this experiment but the level of difficulty for me would be immense. I do think that participating in an experiment like this truly would show people that the minimum wage is not high enough for people to even survive. I think about the money that I make now, which is well above minimum wage (although I only work 30 hours a week), and sometimes it’s rough getting by when unexpected expenses pop out of nowhere. When you are making this amount of money you have zero chance to get ahead.
Newman and Lennon
1. Newman and Lennon’s findinging refute the conventional wisdom about poverty for many reasons. Their findings support the claim that low paying jobs are especially hard to get. These jobs are hard to get for locals in the area, as these jobs are going to people who are commuting from farther neighborhoods. Mothers of young children are impacted by this because without finding a job close to home, they then have to worry about not only affording the commute, but paying for extended hours of childcare. Having personal contacts is everything while looking for a job, at all levels of employment. This “who you know” phenomenon leads to the people who don’t have that connection being without the advantage and less likely to get the job.
Loewan
1. American history courses throughout education have been fantasizing the way that America came to be what it is today. This idea of the “American Dream” is a fantasy and definitely not reality. This country was formed on racism but that is not the narrative taught in schools. History is always twisted just enough in the American education system to make America seem like the good guy. American history lacks an accurate and informed lesson on social class analysis in which explains how the education system is actively against the working class.
2. The “hidden injuries of class” concept represents how interpretations of social classes impact actions in society. Thinking that someone has money and assuming that they must be really smart, the two always go together and this concept challenges that idea. The “blaming the victim” concept is when people are blaming the people who are impacted by social constructs instead of the social systems that have put them in that position.
3. The social class that you are born into will impact your life forever. The care you get as a child and the schooling you receive will in fact.
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Talk for Wheelock College's Alumni Symposium March 2014. Talking about relationships, social media, and how to deal with difficult behaviors- from kids, partners, etc.
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Title: Sense of Taste
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the structure and function of taste buds.
Describe the relationship between the taste threshold and taste index of common substances.
Explain the chemical basis and signal transduction of taste perception for each type of primary taste sensation.
Recognize different abnormalities of taste perception and their causes.
Key Topics:
Significance of Taste Sensation:
Differentiation between pleasant and harmful food
Influence on behavior
Selection of food based on metabolic needs
Receptors of Taste:
Taste buds on the tongue
Influence of sense of smell, texture of food, and pain stimulation (e.g., by pepper)
Primary and Secondary Taste Sensations:
Primary taste sensations: Sweet, Sour, Salty, Bitter, Umami
Chemical basis and signal transduction mechanisms for each taste
Taste Threshold and Index:
Taste threshold values for Sweet (sucrose), Salty (NaCl), Sour (HCl), and Bitter (Quinine)
Taste index relationship: Inversely proportional to taste threshold
Taste Blindness:
Inability to taste certain substances, particularly thiourea compounds
Example: Phenylthiocarbamide
Structure and Function of Taste Buds:
Composition: Epithelial cells, Sustentacular/Supporting cells, Taste cells, Basal cells
Features: Taste pores, Taste hairs/microvilli, and Taste nerve fibers
Location of Taste Buds:
Found in papillae of the tongue (Fungiform, Circumvallate, Foliate)
Also present on the palate, tonsillar pillars, epiglottis, and proximal esophagus
Mechanism of Taste Stimulation:
Interaction of taste substances with receptors on microvilli
Signal transduction pathways for Umami, Sweet, Bitter, Sour, and Salty tastes
Taste Sensitivity and Adaptation:
Decrease in sensitivity with age
Rapid adaptation of taste sensation
Role of Saliva in Taste:
Dissolution of tastants to reach receptors
Washing away the stimulus
Taste Preferences and Aversions:
Mechanisms behind taste preference and aversion
Influence of receptors and neural pathways
Impact of Sensory Nerve Damage:
Degeneration of taste buds if the sensory nerve fiber is cut
Abnormalities of Taste Detection:
Conditions: Ageusia, Hypogeusia, Dysgeusia (parageusia)
Causes: Nerve damage, neurological disorders, infections, poor oral hygiene, adverse drug effects, deficiencies, aging, tobacco use, altered neurotransmitter levels
Neurotransmitters and Taste Threshold:
Effects of serotonin (5-HT) and norepinephrine (NE) on taste sensitivity
Supertasters:
25% of the population with heightened sensitivity to taste, especially bitterness
Increased number of fungiform papillae
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Title: Sense of Smell
Presenter: Dr. Faiza, Assistant Professor of Physiology
Qualifications:
MBBS (Best Graduate, AIMC Lahore)
FCPS Physiology
ICMT, CHPE, DHPE (STMU)
MPH (GC University, Faisalabad)
MBA (Virtual University of Pakistan)
Learning Objectives:
Describe the primary categories of smells and the concept of odor blindness.
Explain the structure and location of the olfactory membrane and mucosa, including the types and roles of cells involved in olfaction.
Describe the pathway and mechanisms of olfactory signal transmission from the olfactory receptors to the brain.
Illustrate the biochemical cascade triggered by odorant binding to olfactory receptors, including the role of G-proteins and second messengers in generating an action potential.
Identify different types of olfactory disorders such as anosmia, hyposmia, hyperosmia, and dysosmia, including their potential causes.
Key Topics:
Olfactory Genes:
3% of the human genome accounts for olfactory genes.
400 genes for odorant receptors.
Olfactory Membrane:
Located in the superior part of the nasal cavity.
Medially: Folds downward along the superior septum.
Laterally: Folds over the superior turbinate and upper surface of the middle turbinate.
Total surface area: 5-10 square centimeters.
Olfactory Mucosa:
Olfactory Cells: Bipolar nerve cells derived from the CNS (100 million), with 4-25 olfactory cilia per cell.
Sustentacular Cells: Produce mucus and maintain ionic and molecular environment.
Basal Cells: Replace worn-out olfactory cells with an average lifespan of 1-2 months.
Bowman’s Gland: Secretes mucus.
Stimulation of Olfactory Cells:
Odorant dissolves in mucus and attaches to receptors on olfactory cilia.
Involves a cascade effect through G-proteins and second messengers, leading to depolarization and action potential generation in the olfactory nerve.
Quality of a Good Odorant:
Small (3-20 Carbon atoms), volatile, water-soluble, and lipid-soluble.
Facilitated by odorant-binding proteins in mucus.
Membrane Potential and Action Potential:
Resting membrane potential: -55mV.
Action potential frequency in the olfactory nerve increases with odorant strength.
Adaptation Towards the Sense of Smell:
Rapid adaptation within the first second, with further slow adaptation.
Psychological adaptation greater than receptor adaptation, involving feedback inhibition from the central nervous system.
Primary Sensations of Smell:
Camphoraceous, Musky, Floral, Pepperminty, Ethereal, Pungent, Putrid.
Odor Detection Threshold:
Examples: Hydrogen sulfide (0.0005 ppm), Methyl-mercaptan (0.002 ppm).
Some toxic substances are odorless at lethal concentrations.
Characteristics of Smell:
Odor blindness for single substances due to lack of appropriate receptor protein.
Behavioral and emotional influences of smell.
Transmission of Olfactory Signals:
From olfactory cells to glomeruli in the olfactory bulb, involving lateral inhibition.
Primitive, less old, and new olfactory systems with different path
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Quantos parágrafos?
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Existem dados?
Figuras?
Topônimos?
Nomes próprios? Personagens?
3. How can we raise our children toward
responsible adulthood? Bottom line, this is the
only thing that really matters, as far as parents
are concerned. Here’s a list of things we, fathers
and mothers should always bear in mind:
4. if our children remain self-centered – “me first”
– they will neglect or mistreat others and think
the world owes them a living.
5. if they have no conscience, they will have no
inner force to resist temptation. They could cave
in to peer-pressures and meet with disasters:
drugs, alcohol abuse, recreational sex, trouble
with the law
6. If they never learn to say “please” and “thank
you” on their own, without prompting, they will
remain as self-centered ingrates.
PLEASE: SUBMISSION
THANK YOU: THANKFULNESS
EXCUSE ME: HUMILITY
SORRY: RESPECT TOWARD OTHERS, HUMANITY
7. If they do not respect their parents’
authority, they will have trouble with all other
rightful authority: teachers, employers, the
law, “God Himself”.
8. If they receive no life-directing guidance from
their parents in childhood, they may desperately
need guidance later from parent-substitutes:
marriage counselors, physicians, mental health
professional, even cult gurus.
9. If they see life as mostly play, they may use the
automobile as a toy or as a weapon. Either
way, they could kill or cripple other people.
10. If they form a habit of lying, they will fatally get
caught someday.
11. If they see work as a burden to be shunned, they
will see work as adolescents see it: just a source
of “spending money”.
14. What would you do if you were walking through
a park and saw a couple get into a heated
argument? The man didn’t hit the woman, but
seemed to be on the edge of physical violence.
15. Or, imagine if you were in your neighborhood
convenience store, and you saw a brazen
shoplifter at work, The shop owner’s not a
friend, but she’s always been friendly to you.
16. What would you do? Would you think you had an
obligation to intervene? What do you think
others would do?
17. The answers to these questions may surprise
you. For many people, they can be ethical gray
areas – situations where there’s not a clear
enough reason to act.
18. Primetime sent a crew of cameras and actors to
stage the scenarios and see how people would
behave, and talk to them afterward to explain
why they behaved the way they did.
25. 0.Zero
IF ___________________, ____________________
1st:
IF ___________________, ____________________
2nd.
IF ___________________, ____________________
3rd.
IF ___________________, ____________________
Mixed I: 3rd and 2nd.
IF ___________________, ____________________
Mixed II: 2nd and 3rd.
IF ___________________, ____________________
26. “it always happens under any given
circumstance”
0.Zero
PRESENT CAUSE PRESENT CONSEQUENCE
IF ___________________, ____________________
If we heat water up to 100ºC, it boils.
If you carve a circle around a tree, it dies.
If you want to have fun, go to London
27. “it will happen depending on the odds”
1st
IF ___________________, ____________________
PRESENT CAUSE FUTURE CONSEQUENCE
If they see life as mostly play, they may use
the automobile as a toy…
If they form a habit of lying, they will fatally
get caught someday
28. “what would happen or what would be
happening if things were different now”
2nd
IF ___________________, HYPOTHETICAL CONSEQUENCE
HYPOTHETICAL CAUSE ____________________
What would you do if you were walking
through a park and saw a couple...
If I were a boy, I think I would understand...
If I had a million dollars, I would look prettier
29. “what would have happened in the past or
what wouldn’t have happened if some things
in the past had been different”
3rd
PAST CAUSE PAST CONSEQUENCE
IF ___________________, ____________________
If I had studied harder, I wouldn’t have failed.
If I hadn’t drunk so much, I wouldn’t have
woken up feeling sick.
If I had been nicer, she wouldn’t have left me
30. “what wouldn’t be happening now or what
would be happening now if things had been
different in the past”
Mixed 3rd and 2nd.
IF ___________________, ____________________
PAST CAUSE PRESENT CONSEQUENCE
If I had studied harder, I would be in College.
I wouldn’t be in jail if they hadn’t caught me.
I would be married now if I had said “yes”
31. “what would have happened in the past or what
wouldn’t have happened in the past if the
world were different ”
Mixed 2nd and 3rd.
IF ___________________, ____________________
HYPOTHETICAL CAUSE PAST CONSEQUENCE
If I weren’t so rebelious, I woudn’t have failed
I wouldn’t have missed so many opportunities
if I were more flexible.
If I weren’t so stubborn, I would’ve accepted
that job offer.
32. 0.Zero
IF ___________________, ____________________
PRESENT CAUSE PRESENT CONSEQUENCE
1st:
IF ___________________, ____________________
PRESENT CAUSE FUTURE CONSEQUENCE
2nd.
IF ___________________, HYPOTHETICAL CONSEQUENCE
HYPOTHETICAL CAUSE ____________________
3rd.
IF ___________________, ____________________
PAST CAUSE PAST CONSEQUENCE
Mixed I: 3rd and 2nd.
IF ___________________, ____________________
PAST CAUSE PRESENT CONSEQUENCE
Mixed II: 2nd and 3rd.
IF ___________________, ____________________
HYPOTHETICAL CAUSE PAST CONSEQUENCE