Assignment 1

Can sit unsupported on floor for a period of 10-15 minutes. Is able to lean forward to pick up an object while maintaining balance. Can rotate body to look sideways and reach out to grasp a suspended object or to pick up a toy from the floor. Demonstrates energetic movements of entire body while in cot, pram or bath. Is able to advance across the floor by using rolling or squirming movements. Makes attempts to crawl and is occasionally successful. Has the ability to strand by using surrounding objects as support to achieve an upright position. But is unable to lower themselves back to the floor in a controlled fashion. When supported in a standing position, can take steps using alternative feet. Demonstrates a visual awareness of people, objects and events which occur in the environment. When offered an object, they will reach out to grab it. Handles objects eagerly and inquisitively, using hands to manipulate them for examination. Pokes at small objects with index finger and uses same finger to point at objects which are out of reach. Can pick up small objects between finger and thumb in a crude ‘pincer’ hold. Can release a held object by dropping it, but is unable to set it down in a controlled manner. Correctly follows the direction of fallen objects, including those falling out of sight. Observes actions of adjacent adults, children and animals with interest for period of a few minutes. Become steady on their feet and display more controlled movements. Can carry an object such as a toy whilst walking. Can climb onto a large chair and turn to sit on it. Kneel without any support and squat to pick up an object. Begin to run steadily but cannot avoid objects. Begin to walk upstairs using a railing, putting two feet on each step. Point to objects that they recognise. Build a small tower using 3-4 blocks. Hold their own spoon when feeding themselves. Hold a pencil with their whole hand or between the thumb and the first two fingers, known as primitive tripod grasp. Can thread large beads onto lace. walks or run by self up and down steps. can stand ,walk and hop. Skilfully climbs trees. Rides a trike expertly . Able to cross arms and legs. Able to throw, catch, Bounce and kick a ball. Dance to music Able to walk on a fine line Able to stand alone on 1 foot for about 1o seconds Can stretch touch toes without moving knees. Can grip strongly with both hands. Able to hop a short distance using both feet. Jump from objects with confidence Able to run and jump avoiding objects Hop with good balance and using both feet and kick a football Able to throw and catch with accuracy Use a two wheeled bicycle with or without stabilisers Skip alternating feet Build towers with blocks high and straight Hold a pencil, write numbers or letters, write their own name May start writing simple stories Walk along bean using arms for balance Use apparatus with skill Increased stamina Use colours naturalistic (green for grass/blue for sky Draw people with features Use a large needle to sew Can ride a 2 wheeled bike quite easily Can skip, hop and run quite confidently Begin to change in appearance and experience puberty Have more control in writing Become more detailed in drawing Growth accelerates Puberty Boys voice changes Girls breast grow Appetites increase Skin may become more oily, causing problems such as acne. Emotional, Social, Behavioural and Moral Newborn– 6 months 9 months –15mts 18 Months – 3 Years 4 – 5 Years 6 – 7 Years 8 – 12 Years 13 to 19 Years New born till 1 month:- Cuddling Shows pleasure at feeding 1-3 months:- Smiles at familiar adult Forces on adult face when being feed Starting to show emotions Take pleasure in sucking Looks in direction when someone is speaking 3-6 months:- Gets pleasure from familiar routine e. g. bedtime bath time Forces on parent/carer giver when feeding Shows enjoyment when cradled Smiles at everyone in their surrounding Stay awake for pro-longed periods At this age 70% sleep through the night 6-9months:- Copies other people emotions Starts finger foods Becomes upset when parent/carer leaves room Becomes shy around strangers Begin to share toys 9-12months:- Likes to chew/suck on objects Drinks from cup with a lid Takes pleasure in making noise with toys Gets pleasure from pointing at what they want Enjoys solitary play Likes familiar adult to be close by ( make strange) Gets pleasure from music and rhyme Know what they want when feeding and at bed time May want a comforter when unsettled

Role of haraam Practices on behavior and performance of employees Case Study

Role of haraam Practices on behavior and performance of employees - Case Study Example She started to come late, misbehave with other employees and take long lunch breaks. Maryam was a lady who work on time and respond fast to the work. However, after four years of her job, she started getting late to her job. When anyone asks the reason, she gave a standard answer that there is a family problem. She was  a  single mother having two babies. Her seniors think that there might be any problem relating to family. However, she continued her habit of getting late after getting warned by the seniors. The observation about her drinking habit was realized at that time although no one had seen Maryam while drinking (Zia-ur-Rehman & Rashid, 2012). The other employees noticed the change in the behavior of Maryam. She started to shout at juniors,  misbehaved with seniors had noticed that her behavior had changed due to her drinking habits. Haleema, who was senior of Maryam,  had started to find out the problem so that the solution would become possible. She inspected about her attitude and realized that there is a problem of drinking with her (Zia-ur-Rehman & Rashid, 2012). It was noticed by Haleema that Maryam started to take much time for lunch breaks. She even sleeps after coming back from a long break. Haleema asked Maryam that if there is some problem she can share it with her. She was kind to Maryam but she was also aware of the organization (Zia-ur-Rehman & Rashid, 2012). Maryam attitude was not beneficial for the organization. The seniors did not like to fire her from the job. However, consistent negative attitude lead the seniors to fire Maryam from her job. Haleema and her boss fired Maryam from job without contacting employee assistance program (EAP), which is concerned with all the job problems. 1. Haleema can not terminate Maryam without running into legal problems because Maryam is the employee of the organization for last four years, and nobody have seen her doing haraam practices with his or her eyes. . Haleema should

Technological Disasters Annotated Bibliography Example | Topics and Well Written Essays - 1000 words

Technological Disasters - Annotated Bibliography Example 2. In the article Cyberbullying: Intervention and Prevention Strategies by (Feinberg, 2011), the author outlines the various prevention strategies of cyberbullying. These interventions are mainly aimed at protecting children and teenagers, since they are the ones mostly affected by electronic bullying. The article also illustrates the various types of cyberbullying. Bullying has severe social, psychological, and physical effects. Feinberg (2011) cites emotional harm as a significant impact of cyberbullying. The cyberbullying victims suffer from post-traumatic stress disorder (PTSD) due to the trauma associated with bullying threats. 3. Donegan studies the history, law, and prevention of bullying. The author illustrates that most teens make frequent access to the Internet, including chatting, downloading music, searching for school assignment, and communicating with friends. As the teens move through the highly competitive education system, they may start to bully or be bullied. Lawmakers continue to wrestle with the issue of cyberbullying. As of June 2010, about 43 states in the United Statea had bullying prevention laws (Donegan, 2012) 4. Little or no warning precedes events that are associated with technological hazards. None of the victims of cyberbullying are prepared to be bullied. Patchin (2006) illustrates the emotional and psychological impacts of cyberbullying. The victims often exhibit symptoms of depression. Depression can be a sign of trauma. Also, the victims of cyberbullying fear to go school, and experience dysphoric feelings of humiliation and loneliness. As a consequence, they often suffer from trauma. Continuing exposure to cyberbullying makes them to suffer from post-traumatic stress disorder. 5. In the book Female crime victims: Reality reconsidered by Burgess-Proctor, Patchin, and Hinduja (2009),