How Puberty Affects ADHD in Girls

How Puberty Affects ADHD in Girls ADHD Parenting Print Puberty and ADHD Symptoms in Girls The hormonal changes can cause an escalation of symptoms By Keath Low Keath Low, MA, is a therapist and clinical scientist with the Carolina Institute for Developmental Disabilities at the University of North Carolina. She specializes in treatment of ADD/ADHD. Learn about our editorial policy Keath Low Medically reviewed by Medically reviewed by Jonathan B. Jassey, DO on November 13, 2019 facebook Jonathan Jassey, DO is a private pediatrician at Bellmore Merrick Medical and is board certified by the American Academy of Pediatrics. Learn about our Medical Review Board Jonathan B. Jassey, DO Updated on November 27, 2019 ADHD Overview Symptoms Causes Diagnosis Treatment Living With In Children Brand New Images / Getty Images Adolescence can be notoriously difficult, for both parents and children. Fluctuating hormone levels can lead to mood swings, impulsiveness, and trouble concentrating on growing teens. Unfortunately, for teens with attention deficit/hyperactivity disorder (ADHD), the transitions of puberty can be further complicated by ADHD itself.   Kids with ADHD tend to lag behind their peers who do not have ADHD in terms of emotional maturity. This means that for both boys and girls with ADHDâ€"though their bodies are growing and developing similarly to their peersâ€"they are having to deal with all the changes puberty brings at a younger emotional level. In addition, research is showing that girls with ADHD face unique challenges during the onset of puberty. In fact, the disorder becomes easier to detect in girls at this time when the flood of hormones begins to cause dramatic changes in behavior. If you have an adolescent girl with ADHD at this age, you may be wondering how the hormonal changes at this stage of life might affect her disorder. If you notice that she has become more dramatic and emotional about little things, there is a  good reason. Understanding How Puberty Can Affect Girls With ADHD Research is showing that the symptoms of ADHD often intensify for girls during puberty when estrogen increases in their bodies. As you already know, puberty is a time of great change in a girls life as she begins the transition from childhood into adulthood. Her body is growing and developing both physically and sexually and she may experience a wide range of emotions that go along with the biological, cognitive, and social changes that are taking place. Teen girls may feel that they are on an emotional roller coaster, and parents may be on the receiving end of moodiness and emotional volatility as they sort out the issues and internal confusion that their developing bodies, minds, and changing social relationships give rise to. These hormonal changes may cause mood and behavioral difficulties for girls with ADHD especially. Many girls with ADHD become more over-reactive emotionally and hyper-irritable during puberty, and may have problematic mood swings, anxiety, and even feelings of panic. Sleep problems may develop or worsen, and difficulties such as distractibility, inability to focus, disorganization, and feeling overwhelmed may become more prevalent. All of this can lead to increased self-consciousness and feelings of inadequacy. Self-esteem may plummet as a girl begins to internalize negative thoughts about herself. It is helpful to be aware that the hormonal fluctuations that occur throughout a females menstrual cycle can also worsen symptoms of ADHD. Girls with ADHD also tend to have more problems with PMS symptoms, which can further compound the problem. How to Support Your Daughter Just being aware of the effect puberty can have with your daughter is important. When you understand this, you can consciously be more sensitive and proactive in helping your daughter navigate and overcome these challenges and develop positive coping skills that will help her throughout her life. If your daughter lashes out or demonstrates other behavioral issues at home, modulating your own emotional responses can be helpful, keeping in mind that she is struggling within herself and not intentionally trying to be difficult. Now is not the time to let structure and expectations slide, however. All children crave consistency and require boundaries to be set. Children with ADHD especially benefit from routine and predictability as well as regular downtime.   Ellen Littman, Ph.D.,  a licensed clinical psychologist specializing in attentional disorders, recommends some of the following strategies:Validate her perspective, even if you dont agreeDont change plans suddenly; build in time for her to acclimate to itHelp her identify or embrace one of her strengthsListen to her frustrations without offering solutions There are some wonderful books that can be a help. Attention Girls! A Guide to Learn All About Your ADHD by Patricia O. Quinn, M.D., is geared towards girls age 8 to 13 and is a great resource to help girls better understand their own ADHD. Dr. Quinn has another book called 100 Questions Answers About ADHD in Women and Girls. She is also co-author with Kathleen G. Nadeau, Ph.D., and Ellen B. Littman, Ph.D., of Understanding Girls with AD/HD. These are three information-packed books that we highly recommend.

The Runs Test for Random Sequences

Given a sequence of data, one question that we may wonder is if the sequence occurred by chance phenomena, or if the data is not random. Randomness is hard to identify, as it is very difficult to simply look at data and determine whether or not it was produced by chance alone. One method that can be used to help determine if a sequence truly occurred by chance is called the runs test. The runs test is a test of significance or hypothesis test. The procedure for this test is based upon a run, or a sequence, of data that have a particular trait. To understand how the runs test works, we must first examine the concept of a run. Sequences of Data We will begin by looking at an example of runs. Consider the following sequence of random digits: 6 2 7 0 0 1 7 3 0 5 0 8 4 6 8 7 0 6 5 5 One way to classify these digits is to split them into two categories, either even (including the digits 0, 2, 4, 6 and 8) or odd (including the digits 1, 3, 5, 7 and 9). We will look at the sequence of random digits and denote the even numbers as E and odd numbers as O: E E O E E O O E O E E E E E O E E O O The runs are easier to see if we rewrite this so that all of the Os are together and all of the Es are together: EE O EE OO E O EEEEE O EE OO We count the number of blocks of even or odd numbers and see that there are a total of ten runs for the data. Four runs have length one, five have length two and one has length five Conditions With any test of significance, it is important to know what conditions are necessary to conduct the test. For the runs test, we will be able to classify each data value from the sample into one of two categories. We will count the total number of runs relative to the number of the number of data values that fall into each category. The test will be a two-sided test. The reason for this is that too few runs mean that there is likely not enough variation and the number of runs that would occur from a random process. Too many runs will result when a process alternates between the categories too frequently to be described by chance. Hypotheses and P-Values Every test of significance has a null and an alternative hypothesis. For the runs test, the null hypothesis is that the sequence is a random sequence. The alternative hypothesis is that the sequence of sample data is not random. Statistical software can calculate the p-value that corresponds to a particular test statistic. There are also tables that give critical numbers at a certain level of significance for the total number of runs. Runs Test Example We will work through the following example to see how the runs test works. Suppose that for an assignment a student is asked to flip a coin 16 times and note the order of heads and tails that showed up. If we end up with this data set: H T H H H T T H T T H T H T H H We may ask if the student actually did his homework, or did he cheat and write down a series of H and T that look random? The runs test can help us. The assumptions are met for the runs test as the data can be classified into two groups, as either a head or a tail. We keep going by counting the number of runs. Regrouping, we see the following: H T HHH TT H TT H T H T HH There are ten runs for our data with seven tails are nine heads. The null hypothesis is that the data is random. The alternative is that it is not random. For a level of significance of alpha equal to 0.05, we see by consulting the proper table that we reject the null hypothesis when the number of runs is either less than 4 or greater than 16. Since there are ten runs in our data, we fail to reject the null hypothesis H0. Normal Approximation The runs test is a useful tool to determine if a sequence is likely to be random or not. For a large data set, it is sometimes possible to use a normal approximation. This normal approximation requires us to use the number of elements in each category and then calculating the mean and standard deviation of the appropriate normal distribution.

Irony in The Cask of Amontillado, a Story by Edgar Allan Poe

In his short story â€Å"The Cask of Amontillado,† Edgar Allan Poe tells a tale of murder through the protagonist of the story, Montresor. He is recalling the event years after it happened. Fortunato, the man who gave Montresor a â€Å"thousand injuries . . . [and] ventured upon insult† is walled up in Montresor’s wine cellar. The details of the injuries and insult are never disclosed to the reader, all that is known is that the narrator—Montresor—is angered to the point of homicide. Irony is the key factor in creating an atmosphere of mystery and suspense. Poe uses the setting along with the victim’s name to ultimately enhance the irony in this tale of revenge. The backdrop is one of fun and frivolity, yet the story is bound for a dark and deadly turn. While many people are having a wonderful time at the carnival, Montresor has been plotting murder. Fortunato’s name itself is an ironic aspect of this short story. The name of the victim is more than just a name. The creator of Behind the Name, Mike Campbell writes that Fortunato is a name in Italian, Portuguese and Spanish; Campbell notes that Fortunato stems from â€Å"the Late Latin name Fortunatus meaning ‘fortunate, blessed, happy’† (Campbell); this choice of name is ironic because Fortunato the character turns out to be extremely unfortunate. Both of these ironic aspects help to create suspense in the story. Montresor’s words throughout this story are steeped in irony. When they first meet Montresor says, â€Å"My dear Fortunato, you areShow MoreRelatedFor the Love of God, Poe! Essay1359 Words   |  6 PagesIt is not at all surprising that so many of Edgar Allan Poe’s works explore such themes as death, eyes, the power of the dead over the power of the living, retribution, the human conscience, and especially death and murder. From his disturbingly morbid short story â€Å"The Telltale Heart† to the mysteriously supernatural poem â€Å"The Raven†, Poe’s tales are a direct byproduct of the mayhem experienced in his life, as well as his (arguably) psychologically-tormented mind. Though all of this author’s piecesRead MoreEdgar Allan Poe s The Cask Of Amontillado1232 Words   |  5 PagesPoe’s Irony To develop the analytical paper about the text â€Å"The Cask of Amontillado† by Edgar Allan Poe, some sources will be used to support the thesis statement, which is â€Å"The author uses irony in the text to illustrate the murder of Fortunado by Montresor, who seeks salvation through death†. Also, there is going to be an analysis on the irony found in the text in relation with the story. To support this thesis, I am going to use some examples from some sources such as â€Å"Literary analysis: IronyRead MoreEdgar Allan Poes The Cask of the Amontillado Essay1520 Words   |  7 PagesSomething Unexpected Poe has written a several different stories relating to being buried alive, â€Å"The Premature Burial† and â€Å"The Cask of Amontillado† being the most popular. Edgar Allan Poe â€Å"was one of the seminal American poets and short story writers of the nineteenth century† he was an influencer for writers like Charles Baudelaire and Jules Verne. Poe lost both of his parents as a child and was raised with a foster family and lost his foster mom early, too. He lost many of his loved onesRead MoreThe Cask of Amontillado by Edgar Allan Poe888 Words   |  4 PagesThe Cask of Amontillado by Edgar Allan Poe In ?The Cask of Amontillado?, Edgar Allan Poe takes us on a trip into the mind of a mad man. Poe uses certain elements to convey an emotional impact. He utilizes irony, descriptive detail of setting, and dark character traits to create the search of sinful deceit. Poe also uses first person, where the narrator is the protagonist who is deeply involved. The purpose is to get the reader to no longer be the observer. He wants them to see with MontressorRead MoreTheme Of Young Goodman Brown And The Cask Of Amontillado970 Words   |  4 PagesHawthorne and Edgar Allan Poe compliment and counteract this goal in their works â€Å"Young Goodman Brown† and â€Å"The Cask of Amontillado†, respectively, is with irony. Their masterful use of irony engages the reader in the work and invites them to consider the story and the characters’ intentions. The irony presented in â€Å"Young Goodman Brown† by Nathaniel Hawthorne and â€Å"The Cask of Amontillado† by Edg ar Allan Poe allows us to understand the emotions of the characters and the mood of the work, however, Poe utilizesRead MoreThe Theme of Revenge in â€Å"The Cask of Amontillado† Essay1629 Words   |  7 PagesEdgar Allan Poe’s â€Å"The Cask of Amontillado† is a frightening and entertaining short story about the severe consequences that result from persistent mockery and an unforgiving heart. Poe’s excellent use of Gothicism within the story sets the perfect tone for a dark and sinister plot of murder to unfold. â€Å"The Cask of Amontillado† simply overflows with various themes and other literary elements that result from Poe’s Gothic style of writing. Of these various themes, one that tends to dominant the storyRead MoreAnalysis Of Edgar Allan Poe s The Cask Of Amontillado 945 Words   |  4 Pages2014 Revenge and Irony A friendship is based on trust, but do we truly know anyone in the way we think? In â€Å"The Cask of Amontillado† written by Edgar Allan Poe, a man named Fortunato is about to find out what kind of ‘friend’ Montresor really is. Montresor shows himself to be friendly with Fortunato, but deep down he feels nothing but hate for him. In different ways, both of these men are proud and appear upper class, yet both have faults which will be there undoing. Edgar Allan Poe uses languageRead MoreCask of Amontillado Thesis Theme1058 Words   |  5 PagesIn The Cask of Amontillado, Edgar Allen Poe displays the theme of revenge. In the story, Montressor narrates the story and feels he has been wronged by Fortunado and vows for vengeance against him. Montressor attempts to justify his future crime to the reader. â€Å"A wrong is unredressed when retribution overtakes its redresser. It is equally unredressed when the avenger fails to make himself felt as such to him who has done the wrong.† (Poe 101) Fortunado is unaware of the wrong he caused MontressorRead MoreThe Cask Of Amontillado By Edgar Allan Poe1575 Words   |  7 Pagestale, â€Å"The Cask of Amontillado.† Montresor plots and kills an unwary friend/foe during carnival time for motives that are unclear. The author of this tale, Edgar Allan Poe, influenced by his somewhat tragic life and one of the most influential Gothic writers, uses symbolism and irony to show the multitude of complicated motives of the narrator in his famous horror story. Upon examining Edgar Allan Poe’s life, one is not surprised that he chooses to write such gloomy and sinister stories. Poe’s lifeRead MoreHow The Cask of Amontillado Uses Symbolism and Irony1291 Words   |  6 Pagesstop, yellow means slow down, and the green means to proceed. Another technique used in â€Å"The Cask of Amontillado†is irony. Irony, (in literature), is when the writer uses words to emit a meaning that is usually the opposite of its literal meaning. It is used to catch the reader’s attention and to give the text more depth. In the short story, â€Å"The Cask of Amontillado†, there is verbal and dramatic irony. Irony is important because it allows the reader to transmit an intense meaning without having to

Crime Causation and Diversion Paper Free Essays

Crime Causation and Diversion Paper University of Phoenix Online Juvenile Justice Systems and Processes CJA/473 LeDetra Jones October 01, 2012 Crime Causation and Diversion Paper Today the public became more concern about youth crime rising within the community. The public also believes that some of juvenile delinquents do not belong behind bars whereas others do. In the concern of the juveniles who do not belong behind bars the public started creating community outreach programs, intervention, and prevention programs. We will write a custom essay sample on Crime Causation and Diversion Paper or any similar topic only for you Order Now These programs create an environment for the youth to understand the consequences of their actions, responsibility, and help. This paper will be examining two juvenile diversions, interventions, and prevention programs, which are Island Girl Power and Inafa’ Maolek. The following will be addressed in the paper: How do they work to reduce juvenile crime (Based on analysis). Programs major goals, objectives, and core beliefs? Who are the key participants? Services provided? Which program is most effective at reducing crime and why? How programs reduce juvenile crime and major goal, objectives, and core beliefs The Inafa’Maolek is Guam’s only organization that dedicates exclusively to peacemaking, especially in settling disputes such as mediation, restorative justice, and conflict resolution training of all ages (Inafa’Maolek, 2010). The trainings conducted by Inafa’Maolek helps establish peer mediation programs in more than 30 public schools ranging from elementary to high schools. These special programs currently in schools include Date Rape Workshops, Bullying Workshops, and Hate Crimes Workshops. The organization provides programs to all sectors in the community, including senior citizens (Manamko) as well as DYA families. The heart and souls of its work focuses on mediating conflicts, many referred by Superior Court Judges (Inafa’Maolek). Island Girl Power is a program on Guam that works to Empower, Encourage, and Inspire young ladies to make positive lifestyle choices. This program believes that if the island works together to empower, ncourage, and inspire the young ladies of Guam to make a positive lifestyle choice by promoting positive male and female role models it helps to prevent the abuse and neglect in the families for generations to come (Blaz, 2009). Island Girl Power is a local program, taken, and expanded from a national program Girl Power. Its prevention program focuses on offering young ladies a variety of classes, activities in hopes of expanding their goals. It is a safe place where people can volunteer at their leisure and is expanding into the community through volunteers and center willing to offer classes (Blas, 2009). This program is a clubhouse more like and located in Dededo, GU. Their hours of operations are from Monday through Friday 8a. m. -5p. m. , and Saturdays 9a. m. -3p. m. This clubhouse offers many activities such as dancing, self-defense, and big sister club, etc. The reason this club focuses on young ladies is that it helps them to gain self pride, become wiser, and make smarter choices in life. Young ladies are usually self conscious about themselves and rebellious than males. They are more vulnerable to the outside world once they step into it. While the two organizations/clubs works in many ways of preventing and interventions juvenile delinquency, here are the clubs/organizations major goals, objectives, and core beliefs of what it can provide for the community as well as juveniles. The mission statement for the Inafa’Maolek is a conflict resolution organization dedicated to reducing violence related litigations and foster peace and harmony in schools, Workplaces, and communities (Inafa’Maolek, 2009). The vision statement for the Inafa’Maolek is that it will enhance peacemaking and reduce violence related litigation through advocacy, mediation, and education (Inafa’Maolek, 2009). The mission statement for the Island Girl power is that we want the girls to know just how special they are here at Island Girl Power! We believe that each girl can create a positive change in her life. If every girl makes it her goal to do her best, how can go wrong? We want to give girls ages seven to 14 a safe and enjoyable place to learn and play (Blas, 2010). By making the girls wiser to the world around them girls will make smarter choices in life- and maybe even help a friend. By accepting all girls, regardless of the income or status, we help bridge the gap between the haves and the have-nots (Blas, 2010). When a girl joins a club it means so much to them, the acceptance, and the pride they feel when they are part of a group is irreplaceable. We as an organization help girls understand the importance of community service by showing them the example of the wonderful people who volunteer to create a place just for them (Blas, 2010). The clubhouse goal is to decrease the incidence of teenage pregnancy, suicide, sexual, and substance abuse. These problems are the most serious challenges facing our girls today. We know that we cannot change the island overnight, but we can make it better -One girl at a time! Blas, 2010). The two organizations help juvenile delinquents/youths in the community to improve themselves to make wiser decisions and to give a sense of direction to where they should be in the future. Knowing that the organizations/clubs are do their best to provide the community with the proper services to help the children to become better helps the people to get over that there are other outlets for their teens. With major goals, objectives, and core beliefs here are the key participants of the programs and the services the programs provide. The key participants of these programs and services provided The key participants of these programs are teens in intervention, juvenile delinquents, teens in prevention (joining so they do not commit the crime), and teen volunteers. These key participants help the organizations to better understand teens nowadays. Juvenile delinquents in the early days probably have committed more serious crimes than teens today. There was not enough services provided to the teen besides, juvenile correction facilities. The community is very limited on the help needed for their children, and some are forced to look elsewhere that type of help. Because the key participants are teens whether trouble or just interested in the program, there are services that the programs for them. The services that Inafa’Maolek provides are one, peace theater- where teens perform a situation and how to bring instead of conflict. Second, mediation- where two parties meet privately to work out a solution. Third, restorative justice- RJ sessions provide a context within which people can take responsibility for their actions, restitution are made to victims, offenders are reintegrated, and harmony are restored to a community. Fourth, conflict coaching (Inafa’Maolek, 2009). These are the main services that this program provides, other services include; volunteering in schools, socializing with other teens, restore the community, and helping others who need help. The services that Island Girl Power provides are encouraging girls on their personalities, social skills, looks, and abilities to please other rather than develop their own interests and aspirations. Island style dance classes so that they can learn about who they are and where they come from. Self-defense classes so that young ladies have that skill to protect themselves or another against harm. Occasional classes in Gef Pago as well as the big sister service where an older girl will help guide the younger ones. Of the services provided by the two programs the most effective program to reduce juvenile crime would be Inafa’Maolek. Most effective program The reason for this decision is the Inafa’Maolek provides services and outcomes used to for schools and became very popular to teens, the government, other programs. It also provides more services than other treatment programs or organizations on the island. There are no other program that provides these services than Inafa’Maolek. It has shown that when teens take these sessions it guides them into becoming better person not only them but for his or her families. Conclusion In conclusion, as the community starts to see more troubled teens/delinquents these organizations/programs are ready to fight these behaviors to make them a better person. These programs were created to help the children because they are the future leaders and so forth. By understanding what drives them to commit these crimes is a mystery and why these programs try to bring all teens and their families to help one another. How to cite Crime Causation and Diversion Paper, Essay examples

Scarlet Letter Essays (601 words) - Film, , Term Papers

Scarlet Letter "Confess thy truth and thou shall have eternal rest." I believe that is the moral to be taught in this novel of inspirational love, yet a novel of much sorrow. The impossible became possible in The Scarlet Letter, a story set back in the Puritan Times. In this response, I will give my reactions in writing to different aspects of the novel; the characters, my likes and dislikes, my questions, and my opinion of the harsh Puritan lifestyle. Hester Prynne, the Reverend Dimmesdale, and Roger Chillingworth each suffered guilt in their own way in the novel The Scarlet Letter. In the beginning of the novel, Hester Prynne should have not suffered the way she did on the scaffold alone. She was forced to be intergated by the high-officials of the town, while holding her little Pearl in arms. Making matters worse, the father of the child was in that very group of officals. She was then sentenced to wear the scarlet letter "A", showing her guilt "externally". Unable to take it off, she was forced to show her guilt to the entire settlement. However, the Reverend Dimmesdale suffered "internally", with a scarlet letter of his own engraved in his mind, and on his chest as well. He felt like he betrayed God, and beat himself in a frenzy to prove his wrongdoing. He often questioned whether his authority was true or not. Roger Chillingworth suffered the least, because he only failed to reveal the secret that he knew, the father of the child who Hester Prynne was forced to live with. This small restriction to his life forced him to suffer "internally". I had different likes and dislikes in the novel The Scarlet Letter. There were many things that needed to be judged to fit into the given catagories, including; character attitudes, and character decisions. For example, the attitude displayed from the Reverend Mr. Dimmesdale was rather unnapealing to me. There are different ways of settling ones guilt rather than whipping oneself in a closet. The one character whose attitude was appealing to me was that of Pearl's. She showed that mistakes in a relationship often lead to bad situations. Her mischeif and connection to the devil are examples of just those situations. Character decisions played an euqally important role. For example, I thought the descision for Hester not to tell who was the father of Pearl on the scaffold to be very brave, but was wrong. She could have ended it a lot quicker if she told the truth. A descision that I supportted was the plan for Hester, the Reverend Dimmesdale and Pearl to leave town, because it was a way to start a new life. Certain questions came about when reading The Scarlet Letter. Many of them involved small details. . For example, why did Hester not tell her daughter at a younger age what the "A" embroidered on her clothes meant? Why did the minister wear elaborate garments when conducting his self-punishment in the closet? However, other questions were involving larger situations. Why did the minster keep quiet when he knew he wouldn't live for much longer? What made Hester finnally remove her scarlet letter (for a short period of time)? The Puritanic age was a harsh and brutal period of time. At many times, citizens had no rights whatsoever. The persecuted depended on the fate of the few elite, or the top officials of town. Their laws were srict regaurding having a child out of wedlock, and if not followed, a scarlet letter "A" would place itself upon that person(s). My thoughts on the whole Puritanic epoch are not sympothetic. The strict rules set guildlines and formed a society in which much of it had no problems. I would even think that if applied to currnet times, it would turn society around dramatically.

Events Throughout History That Have Changed Us †History Essay

Events Throughout History That Have Changed Us – History Essay Free Online Research Papers Events Throughout History That Have Changed Us History Essay Throughout global history, there have been turning points that have led to lasting change. The changes often occur for various reasons because of different events. These events have been witnessed all around the world from Capitalist America to Communist China. The French Revolution is a prime example of people wanting change, for different reasons. The rise of Napoleon Bonaparte as consulate of France is a turning point that caused changes that we still see today. After the execution of Louis XVI, there were multiple government changes. The instability of the government caused various people to come to power. The French writer Voltaire once complained, â€Å"A man traveling across France would have to change laws as often as he changed horses.† The people of France wanted some stability and their lives. Napoleon Bonaparte took full advantage of the people’s want for a government that was stable. After overthrowing the Directory, the French government, in 1799, Bonaparte had a new constitution drafted, which made France a dictatorship, giving him total control of the government. Although he took total control, one of Bonaparte’s first goals was to reconstruct the government. He tried to keep revolutionary ideas, but replaced elected officials from local government with people he appointed. Some other changes that occurred under Bonaparte were establishment of technical school, universities and secondary schools, which were controlled by the government. He also established the Bank of France, which help to change the financial system of France. Every citizen was required to pay taxes; it helped relieved inflation, high prices, and more importantly the debt of France. Perhaps the most important contributions that had real lasting change, was Napoleon’s approach to French law. Bonaparte once said, â€Å"What the French people want, is equality, not liberty.† He did just that. The Napoleonic Code was based on Enlightenment ideas of the time, like equality of all citizens before law and religious toleration. Although it took away freedom of speech and allowed censorship, the French people had been craving for this stability. The Napoleonic Code was not limited to just France. After his death, nations around the world adopted similar law codes. States in America such as New York and Louisiana have civil and criminal codes based on those of Napoleon. Several other states used Bonaparte’s code of law as a model, for their own. The U.S. federal government also uses some Napoleon’s ideas of law. Change is all around us. It is human nature to want change, to want to a better way of life. When someone comes to power and provides stability to a government, in turmoil, people will support. Napoleon Bonaparte coming to power in France was a major turning point in world history, which has had lasting changes that can be seen today. Research Papers on Events Throughout History That Have Changed Us - History EssayAppeasement Policy Towards the Outbreak of World War 2Quebec and CanadaAssess the importance of Nationalism 1815-1850 EuropePETSTEL analysis of India19 Century Society: A Deeply Divided EraBringing Democracy to AfricaThe Effects of Illegal ImmigrationCapital PunishmentBook Review on The Autobiography of Malcolm XNever Been Kicked Out of a Place This Nice

Field Trip Tips for Safe, Fun Learning Success

Field Trip Tips for Safe, Fun Learning Success New teachers might naively think that field trips are easier and more fun than a typical day in the classroom. But throw in crises like a lost group of children or wasp stings, and field trips can go from fun to frantic in no time. But if you adjust your expectations you can come up with a new, more practical way to approach field trips and minimize the chances of drama and mayhem. Tips for a Successful Field Trip Follow these field trip tips and youll likely create fun learning adventures for your students: Explicitly discuss field trip behavior rules with your students beforehand. Teach, model, and review appropriate field trip behavior with your students for at least a week before the big event. Drill into their heads that field trips are not the time or place to mess around and that any aberrant behavior will result in non-participation in any future field trips that school year. Sound serious and back it up with consequences as needed. Its good to have your students scared of testing the boundaries on field trips. Emphasize that they are representing our schools reputation when they are off-campus and that we want to present our best behavior to the outside world. Make it a point of pride and reward them afterward for a job well done.Give your students a learning task ahead of time. Your students should show up for the field trip with a base of knowledge on the subject at hand, as well as questions to answer before returning to the classroom. Spend some time in the weeks before the field trip discussing the subject matter. Review a list of questions they will be looking to answer during the field trip. This will keep them informed, engaged, and focused on learning all day long. Choose parent chaperones wisely. Field trips require as many adult eyes and ears as you can get, but unfortunately, you cant be everywhere at once. From the first day of school, observe the parents of your students closely, looking for signs of responsibility, firmness, and maturity. A lax or careless parent can be your worst nightmare on a field trip, so choose your parental allies wisely. That way, youll reap the benefits of having adult partners in the field trip process.Make sure you have all the necessary medications. Talk to the school nurse and procure any and all medications that your students usually take during the day. While on the field trip, make sure you administer the medications accordingly. If you have students will allergies, you may need to get trained on how to use an EpiPen. If so, the student involved will need to stay with you at all times.Arrive at school early on field trip day. The students will be excited and antsy, ready to go. Youll want to greet the chap erones and give them instructions for the day. It takes some time to organize the sack lunches and ensure that everyone has what they need for the day. And one last pep talk on appropriate behavior never hurt anybody. Give your chaperones the tools they need to succeed. Make nametags for all chaperones and students. Create a cheat sheet of the days itinerary, special rules, your cell phone number, and the names of all kids in each chaperones group; distribute these sheets to each adult on the field trip. Procure and label grocery bags that each chaperone can use to carry the groups sack lunches. Consider getting a little thank-you gift for each chaperone, or treat them to lunch that day.Be proactive with regards to challenging students. If you have a student who causes trouble regularly in the classroom, its safe to assume he or she will cause at least five times more trouble in public. If possible, ask his or her parent to be a chaperone. That will usually limit any potential problems. Also, when you are making groups, split any problem pairs into separate groups. This is a good policy for troublemakers, chatty kids, or bickering frenemies. And its probably best to keep the most challenging stude nts in your own group, rather than pawning them off on an unsuspecting parent chaperone. Count all day. As the teacher, you will likely spend most of your day counting heads and making sure everyone is accounted for. Obviously, the worst thing that can occur on a field trip is losing a student. So count accurately and often. Enlist the help of chaperones in this task, but do it yourself too, for your own peace of mind. Keeping track of each and every student is the number one priority of field trip day.Do a debriefing when you return to the classroom. If you have a few extra minutes after the field trip and before dismissal from school, put on some soothing classical music and have the students draw about what they saw and learned that day. It gives them a chance to decompress and review what they experienced. The next day, its a good idea to do a more active and in-depth review of the field trip material, extending the learning further and connecting it to what youre working on in the classroom.Write thank-you notes after the field trip. Lead a class language arts lesso n the day after your field trip, formally thanking the people who hosted your group. This serves as an etiquette lesson for your students and helps form your schools good reputation at the field trip destination. In future years, this goodwill could translate into prime perks for your school. With proper planning and a positive attitude, field trips can be unique ways to explore the outside world with your students. Stay flexible and always have a Plan B, and you should do just fine.