French Expressions Using the Word Quelque

French Expressions Using the Word Quelque The French word quelque actually implies a few and is likewise utilized in numerous colloquial articulations. Figure out how to state in a short time, fairly, in a word, and more with this rundown of articulations with quelque. A few Jai quelques idà ©esI have some ideas.Jai quelque envie...I have some longing, I sort of need... About il y a quelque 10 ansabout 10 years agoquelque 5 000 voituresabout 5,000 vehicles Different Expressions quelque picked (pronoun)somethingquelquefois (adverb)sometimesquelque part (adverb)somewherequelquun (pronoun)someonequelques-uns, quelques-unes (pronoun)some, a couple of quelque distancesome separation fromen quelque sorteas it were, as it were, in a word, in a wayet quelquesand change, somewhat more thanCà ©tait 5 euros et quelquesIt was 5 euros and change.quelque autre thing, quelques autres plural nounsome otherY a-t-il quelque autre restaurant ?Is there some other restaurant?Jai quelques autres idà ©esI have some other ideasquelque picked de adjsomethingquelque picked dintã ©ressantsomething interestingquelque peusomewhat, rather, a bitquelque... quewhatever, whichever quelque prix que...At whatever value that...quelque tempssome timeattendre quelque tempsto hold up a little whiledans quelque tempsbefore longdepuis quelque tempsfor some time

Ideas for Teaching Life Skills in School

Thoughts for Teaching Life Skills in School Utilitarian fundamental abilities are aptitudes that we procure so as to carry on with a superior, all the more satisfying life. They empower us to exist joyfully in our families, and in the social orders where we are conceived. For progressively commonplace students, practical fundamental abilities areâ often coordinated at the objective of getting and keeping a line of work. Instances of normal practical fundamental abilities themes for educational plans are getting ready for prospective employee meet-ups, figuring out how to dress expertly, and how to decide everyday costs. Be that as it may, word related abilities are not by any means the only everyday issue aptitudes that can be educated in schools. Sorts of Life Skills The three significant fundamental abilities territories are day by day living, individual and social aptitudes, and word related abilities. Every day living abilities extend from cooking and cleaning to dealing with an individual spending plan. They are the aptitudes vital for supporting a family and running a family unit. Individual and social abilities help sustain the connections that understudies will have outside of school: in the working environment, in the network, and the connections they will have with themselves. Word related abilities, as talked about, are centered around finding and keeping business. Why Are Life Skills Important? The key component in the greater part of these educational programs is a progress, getting ready understudies to in the end become dependable youthful grown-ups. For the specialized curriculum understudy, change objectives might be increasingly unassuming, however these understudies likewise advantage from a fundamental abilities educational program maybe much more so than average students. 70-80% of impaired grown-ups are jobless in the wake of moving on from secondary school when with a head start, many can join the standard of society. The rundown beneath is expected to furnish educators with extraordinary programming thoughts to help duty and fundamental abilities preparing for all understudies. In the Classroom Help with bringing down or setting up announcement boards.Care for plants or pets.Organize materials, for example, pencils, books, colored pencils, etc.Hand out finished assignments.Distribute bulletins or other materials.Help with agendas for cash for excursions, food, or authorizations forms.Clean chalk-or whiteboards and brushes. In the Gym Help with any setup.Prepare the rec center space for assemblies.Help to keep the exercise centers extra space sorted out. All through the School Get and convey sound/visual gear to classrooms.Help in the library by returning books to racks and fixing harmed books.Wipe down PC screens and shut them down each day.Clean the PC consoles with marginally sodden paintbrushes.Distribute the participation records back to classes for the morning.Help keep the instructors relax clean. Help in the Office Carry mail and bulletins to the staff letter boxes or convey to every one of the classrooms.Help copy materials and check them into their heaps according to need.Collate copied materials.Alphabetize any records that need arranging. Supporting the Custodian Help with ordinary school support: clearing, floor cleaning, scooping, window cleaning, tidying, and any open air upkeep. For the Teacher Everybody needs fundamental abilities for day by day, individual working. In any case, a few understudies will require reiteration, repetition, audit and customary fortification to get effective. Dont take anything for granted.Teach, model, let the understudy attempt, bolster and strengthen the skill.Reinforcing might be required on each new day the kid plays out the ability required.Be patient, understanding and drive forward.

The Future Is Grim

The Future Is Grim There is much hullabaloo around campus here lately as everyone is buzzing with some exciting new information. Prof. Grimson, head of the Electrical Engineering and Computer Science department (or EECS for short (or 6 for shorter)) has been appointed as new Chancellor! This is no ordinary changing of the guard though, as Eric Grimson is no ordinary faculty member. He loves MIT, which is no small thing to say considering he knows what its like to be a student here (he got his PhD in Mathematics here in 1980, and presumably hasnt left his lab and doesnt know what year it is.) More than just being around here though, he has served on numerous committees and won countless awards for his excellence in teaching. Id be tempted to say Im a bit biased, as he was my 6.01 professor, but the nearly unanimous excitement around campus leads me to dismiss such temptation. The thing is, as you might infer from the awards and excitement, Prof. Grimson is a wonderful guy. Hes incredibly fair and reasonable, and he genuinely cares about his students and the culture at MIT. When I was taking 6.01, there was one day where I was hosed beyond belief and slept through my lab section. This was a fairly substantial crisis as a project was due to be turned in that day, as well as the lab work itself which was a non-trivial part of my grade. I sent Prof. Grimson an email explaining how my body wasnt listening when I told it we had to wake up for class, and asked if there was a way I could make up the lab section. I didnt have much hope for my cause, as it was explicitly stated in class that attendance in your lab section was mandatory with no excuses, but I had to try. To my nigh-infinite gratitude, Prof. Grimson sent me back an email saying he understood and would allow me to attend the Friday lab. This meant he personally had to open the class archives, remove me from my original lab section, and add me to the Friday section just for the day. After that, he had to move me back to my original section. Thats a lot of hassle for one student, and it wouldve been much easier for him to say Sorry Charlie, but hassle he suffered for my sleep deprived butt that week. Those of you who choose to come here in the future are truly lucky to have Grimson as your chancellor, and I, like everyone else, am excited that hell be mine while Im here. With all the praise, it shouldnt surprise you to hear that there have even been some Grimson-related fan art submissions, like this gem: or this, more MIT-ish form of art: yeah, Id say any man who can get hackers to pull a hack for him is a man worthy of MITs respect.

Analysis Of The Environmental Non Sustainability Of The...

Topic: An Analysis of the Environmental Non-Sustainability of the American Coal Industry Title of Book: Big Coal: The Dirty Secret Behind America s Energy Future Author: James Goodell Publisher: Houghton Mifflin Co., 2006. James Goodell is a long-time contributing columnist for Rolling Stone Magazine and the New York Times Magazine. Goodell’s main contributions are writing about environmental issues, such as industrial pollution, and the problem of long-term environmental sustainability. Goodell does meticulous research through interviews with coal miners, coal industry executives, and other participants in the chain-linked process of coal production and usage. In Big Coal, the overarching problem of CO2 emissions from†¦show more content†¦Part 2:Outline of the Book (150)Section 1: The Dig †¢ In Chapter 1: The Saudi Arabia of Coal, Goodell (2006) defines the coal mining industry as a foundation for the â€Å"life cycle† of coal mining and production in Gillette, Wyoming, the â€Å"Saudi Arabia† of coal production in the United States, 40% of American coal is produced in Wyoming’s Powder River basin (p.4). †¢ In Chapter 2: Coal Colonies, Goodell (2006) describes the poverty, corporate exploitation, and other difficulties of mining life under the Massey Energy Corporation in West Virginia. These coal mining â€Å"colonies† show the power of corporate dominance over miners, the local ecology, and coal production. †¢ In Chapter 3: Dogholes and Chapter 4: The Carbon Express, Goodall (2007) defines the â€Å"dirty† methods of coal mining and the environmental danger that coal mining brings to the ecology. More so, Goodell exposes the glamorous depiction of coal mining by corporate executives and politicians. Section 2: The Burn †¢ In Chapter 4: Infinite Needs, Goodell (2006) defines the historical rise of Thomas Edison’s coal powered electricity, which defined the demand for American coal mining, production, and usage: â€Å"Edison created a nation of electric junkies† (p.109). †¢ In Chapter 5: The Big Dirty, Goodell (2006) defines the rise of pollution as a historical development throughout the late 19th century and into the 20th century. CO2 had

History and Description of Transcendentalism

The term transcendentalism has sometimes been difficult for people to understand. Maybe you first learned about Transcendentalism, Ralph Waldo Emerson and Henry David Thoreau in high school English class, but couldnt figure out what the central idea was that held all those authors and poets and philosophers together. If youre at this page because youre having difficulty, know that youre not alone. Heres what Ive learned about this subject. Transcendentalism in Context The Transcendentalists can be understood in one sense by their context—that is, by what they were rebelling against, what they saw as the current situation, and therefore as what they were trying to be different from. One way to look at the Transcendentalists is to see them as a generation of well-educated people who lived in the decades before the American Civil War and the national division that it both reflected and helped to create. These people, mostly New Englanders, mostly around Boston, were attempting to create a uniquely American body of literature. It was already decades since the Americans had won independence from England. Now, these people believed, it was time for literary independence. And so they deliberately went about creating literature, essays, novels, philosophy, poetry, and other writing that were clearly different from anything from England, France, Germany, or any other European nation. Another way to look at the Transcendentalists is to see them as a generation of people struggling to define spirituality and religion (our words, not necessarily theirs) in a way that took into account the new understandings their age made available. The new Biblical Criticism in Germany and elsewhere had been looking at the Christian and Jewish scriptures through the eyes of literary analysis and had raised questions for some about the old assumptions of religion. The Enlightenment had come to new rational conclusions about the natural world, mostly based on experimentation and logical thinking. The pendulum was swinging, and a more Romantic way of thinking—less rational, more intuitive, more in touch with the senses—was coming into vogue. Those new rational conclusions had raised important questions but were no longer enough. German philosopher Kant raised both questions and insights into the religious and philosophical thinking about reason and religion, and how one might root ethics in human experience and reason rather than divine commands. This new generation looked at the previous generations rebellions of the early 19th century Unitarians and Universalists against traditional Trinitarianism and against Calvinist predestinationarianism. This new generation decided that the revolutions had not gone far enough, and had stayed too much in the rational mode. Corpse-cold is what Emerson called the previous generation of rational religion. The spiritual hunger of the age that also gave rise to a new evangelical Christianity gave rise, in the educated centers in New England and around Boston, to an intuitive, experiential, passionate, more-than-just-rational perspective. God gave humankind the gift of intuition, the gift of insight, the gift of inspiration. Why waste such a gift? Added to all this, the scriptures of non-Western cultures were discovered in the West, translated, and published so that they were more widely available. The Harvard-educated Emerson and others began to read Hindu and Buddhist scriptures and examine their own religious assumptions against these scriptures. In their perspective, a loving God would not have led so much of humanity astray; there must be truth in these scriptures, too. Truth, if it agreed with an individuals intuition of truth, must be indeed truth. Transcendentalisms Birth and Evolution And so Transcendentalism was born. In the words of Ralph Waldo Emerson, We will walk on our own feet; we will work with our own hands; we will speak our own minds...A nation of men will for the first time exist, because each believes himself inspired by the Divine Soul which also inspires all men. Yes, men, but women too. Most of the Transcendentalists became involved as well in social reform movements, especially anti-slavery and womens rights. (Abolitionism was the word used for the more radical branch of anti-slavery reformism; feminism was a word that was invented deliberately in France some decades later and was not, to my knowledge, found in the time of the Transcendentalists.) Why social reform, and why these issues in particular? The Transcendentalists, despite some remaining Euro-chauvinism in thinking that people with British and German backgrounds were more suited for freedom than others (see some of Theodore Parkers writings, for instance, for this sentiment), also believed that at the level of the human soul, all people had access to divine inspiration and sought and loved freedom and knowledge and truth. Thus, those institutions of society which fostered vast differences in the ability to be educated, to be self-directed, were institutions to be reformed. Women and African-descended slaves were human beings who deserved more ability to become educated, to fulfill their human potential (in a twentieth-century phrase), to be fully human. Men like Theodore Parker and Thomas Wentworth Higginson, who identified themselves as Transcendentalists, also worked for freedom of those who were enslaved  and for womens expanded rights. And, many women were active Transcendentalists. Margaret Fuller (philosopher and writer) and Elizabeth Palmer Peabody  (activist and influential bookstore owner) were at the center of the Transcendentalist movement.  Others, including novelist Louisa May Alcott and poet Emily Dickinson, were influenced by the movement.

Parental Attachment and the Development of Self-Compassion Free Essays

Parental Attachment and the Development of Self-Compassion The Positive Psychology movement focuses on identifying protective factors that promote wellbeing and protect people from the negative psychological effects related to life’s everyday challenges. Research increasingly supports self-compassion as a key component in positive mental health outcomes. However, very few studies have examined factors that lead to the development of self-compassion. We will write a custom essay sample on Parental Attachment and the Development of Self-Compassion or any similar topic only for you Order Now Attachment is known to contribute to the development of healthy social and emotional development (Sroufe, Egeland, Carlson, Collins, 2005). Theoretically, parental attachment should promote the development of self-compassion. Attachment is described as the socio-emotional bond between individuals (Wicks-Nelson Isreal, 2009). Healthy parental attachment develops in the first year of life through consistent, sensitive, and responsive parenting from a stable caregiver (Ainsworth, 1979; Barnas Cummings, 1994; Sroufe, 2005). The attachment relationship with a caregiver is an essential component in helping to form the foundation for healthy personality and functioning in society. For example, attachment is known to influence cognitive ability, development of conscience, coping skills, relationship skills, and the ability to handle perceived threats and negative emotions (Sroufe et al. , 2005; Wicks-Nelson Isreal, 2009). In a review of the Minnesota study, Sroufe (2005) highlights the importance of early attachment in the developmental course. The Minnesota study was a 30-year longitudinal developmental study, commencing in the 1970’s, which followed individuals from before birth until adulthood. The main purpose of the study was to evaluate the â€Å"major propositions of attachment theory† (Sroufe, 2005, p. 49). The primary goal of the study was to test Bowlby’s hypotheses that (1) quality of caregiver-infant attachment is influenced by the interaction history with the caregiver, (2) individual differences in personality can be explained by variations in the quality of early attachment, and (3) secure attachment is related to the develo pment of self-reliance, emotion regulation, and social competence. The quality of infant-caregiver attachment was assessed through observation at 12 and 18 months, using Ainsworth’s Strange Situation procedure. Many outcome variables, or patterns of behaviour, were extensively measured using various methods (questionnaires, observation, standardized testing, parental and teacher reports) at several ages including infancy, preschool years, childhood, adolescence, and emerging adulthood. During the preschool years outcomes such as self-regulation, curiosity, and effective entry into peer group were measured. In middle school, measures of real-world competence, loyal friendships, coordination of friendship, and group functioning were examined. During adolescence identity, intimacy, and self-reflection were assessed. The findings from the Minnesota study provided support for Bowlby’s hypotheses (Sroufe, 2005). First, it was demonstrated that secure attachment is directly related to a history of sensitive, emotionally engaged, and cooperative interaction with a caregiver. Also as Bowlby suggested, secure attachment predicted the development of self-reliance such that individuals who used their caregiver as a secure base to explore during infancy, were later more independent. Moreover, secure attachment predicted adaptive emotion regulation as demonstrated by securely attached individuals having more self-confidence, higher self-esteem, more ego-resiliency (ability to adjust), persistent and flexible coping strategies, and displaying affect appropriate to situations. Finally, strong links were found between secure attachment and measures of social competence from early childhood through adulthood. Individuals with secure attachment were assessed as significantly better on measures such as expectation of relationships, engagement with others, skill in interaction, empathy, and leadership qualities. Sroufe (2005) suggests these findings indicate the critical importance of attachment because it plays an initiating role in the pathways of development and is related to crucial developmental functions. Thus, attachment is associated with adaptive psychological development. One construct associated with positive mental health outcomes, and in consequence is likely to be engendered by attachment, is self-compassion. Self-compassion is a self-attitude that originates from Buddhist philosophy and has recently begun to appear in Western psychology research. Neff (2003a) has proposed that self-compassion plays an important role in psychological health and describes self-compassion as extending kindness and caring towards one’s self. As the term itself insinuates, self-compassion involves treating oneself with compassion, especially when experiencing negative feelings and events. Being compassionate towards oneself entails being able to forgive one’s perceived failures and shortcomings, accepting oneself as human and therefore as limited and not perfect, and also desiring wellbeing for oneself. Neff (2003a) conceptualized self-compassion as comprising three components: self-kindness, common humanity, and mindfulness. Self-kindness refers to extending kindness and understanding to oneself rather than being harshly self-critical and judgmental. Being less judgmental of oneself should also minimize judgment of others. Common humanity is the ability to view negative experiences and limitations as a shared aspect of the larger human experience, instead of seeing experiences as separating and isolating. Consequentially, common humanity also involves recognizing one’s equality with others, which prevents one from being self-centered. Finally, mindfulness requires clearly seeing and accepting one’s emotions as opposed to the tendency to exaggerate or become absorbed with one’s painful thoughts and feelings. These three elements are linked such that they each promote one another. Research has established and continues to support the benefits of self-compassion. Indeed, there is evidence that self-compassion is associated with emotional intelligence, intrinsic motivation, emotion focused coping strategies, and life satisfaction (Neff, 2003b; Neff, Hsieh, Dejitterat, 2005). Additionally, self-compassion protects persons from self-criticism, anxiety, and depression (Neff, 2003b; Neff, Kirkpatrick, Rude, 2007). Self-compassion also involves taking responsibility for one’s mistakes, and in turn being motivated to change maladaptive thoughts and behaviors (Neff, 2003a; Leary, Tate, Adams, Allen, Hancock, 2007). Furthermore, self-compassion, not self-esteem, accounts for the attenuation of people’s reactions to negative events (Leary et al. , 2007). Together these findings indicate the importance of self-compassion as it promotes adaptive psychological functioning while preventing negative outcomes. Self-compassion is also perceived to be distinct from and more beneficial than self-esteem (Leary et al. , 2007). Self-esteem refers to our overall attitude about ourselves (Baron et al, 2008), and has recently been criticized for inconsistently predicting positive outcomes. Although having high self-esteem is known to be related to such factors as positive self-feelings and motivation (Baumeister, Campbell, Krueger, Vohs, 2003), it has also been linked to narcissism, distortions in self-knowledge, increased prejudice and aggression (Baumeister et al. , 2003; Sinha Krueger, 1999). Self-compassion may be a better alternative to promote because it does not involve judgments about oneself or comparison with others as self-esteem does (Neff Vonk, 2009). Self-compassion leads to positive outcomes without the negative drawbacks associated with self-esteem (Neff, 2009). To date, only one study has demonstrated that maternal support and secure attachment predict higher levels of self-compassion (Neff McGeehee, in press). Neff and McGeehee (in press) examined the relationships between self-compassion and psychological wellbeing, cognitive, and family factors in a sample of high school and college students. Because adolescence is known to be a difficult emotional period involving the formation of one’s identity or sense of self (Arnett, 2007), the first goal of Neff and McGeehee’s study was to determine whether self-compassion promotes the same positive mental health outcomes in adolescence as those found in adulthood. Self-compassion was expected to be related to reports of higher levels of social connectedness and lower levels of anxiety and depression. As expected, the results demonstrated that self-compassion was strongly associated with low depression, low anxiety, and high feelings of connectedness. The second goal of Neff and McGeehee’s (in press) study was to explore factors that may contribute to adolescents’ development, or lack of development, of self-compassion. Self-compassion was hypothesized to be associated with maternal support, functional families, and secure internal working models of attachment. Self-report measures were used to assess self-compassion (Self-Compassion Scale), maternal support (maternal subscale of the Family Messages Measure), family functioning (Index of Family Relations), and attachment (The Relationship Questionnaire). The results show that adolescent’s self-compassion partially mediated the relationship between their reports of mental health and maternal support, family functioning, attachment style, and adolescent egocentrism, indicating that family factors can impact wellbeing through self-compassion. Additionally, individual differences in self-compassion were predicted by family factors. In particular, maternal support and secure attachment were positively correlated with self-compassion, whereas maternal criticism and insecure preoccupied and disorganized attachment styles were negatively associated with self-compassion. Unexpectedly, there was no relation found between the insecure dismissing attachment style and self-compassion. The results regarding attachment styles were interpreted using Bartholomew’s model of attachment styles (Bartholomew Horowitz, 1991). Bartholomew’s model (Bartholomew Horowitz, 1991) characterizes four different prototypic attachment styles of adolescence and adulthood, according to one’s views of the self (dependence dimension) and others (avoidance dimension) as either negative or positive. Secure attachment, corresponding with low dependency, low avoidance, and a positive view of both self and other, involves being trusting and comfortable with intimacy and autonomy. Having a secure sense of self-worth and trusting others to be supportive may have facilitated the development of self-compassion among adolescents in Neff and McGeehee’s (in press) study. Insecure preoccupied attachment corresponds with low avoidance, high dependence, a positive view of others, but a negative self-image, and is characterized by clinginess, jealousy, and being preoccupied with relationships. Insecure dismissing attachment is distinguished by low dependence, high avoidance, a positive view of the self, a negative view of others, and involves inflating self-worth, being counter dependent, and being dismissing of intimacy and the importance of relationships. Disorganized or fearful attachment involves distrust of others, social withdrawal, feelings of inadequacy, fear of intimacy, and corresponds with high avoidance, high dependency, and a negative view of both the self and others. The anxiousness about deserving care or not expecting support from others in relationships may hinder individuals with insecure attachment styles from developing self-compassion. Given the findings from Neff and McGeehee’s (in press) research, the characteristics of secure attachment should promote the development of self-compassion. Namely, a positive self-image may help form a sense of self-worth that should in turn lead to self-kindness. In addition, being able to trust others helps form a connection with others that may foster common humanity. Conversely, the characteristics of insecure attachment may impede the development of self-compassion. Doubting one’s worth and lacking trust in others suggest a lack of an emotional foundation necessary for self-compassionate thinking (Neff McGeehee, in press). Similarly, dependency on others to feel good about oneself may prevent the ability to accept oneself, which is a necessary feature of self-compassion (Neff McGeehee, in press). Futhermore, considering the relation of early attachment to positive developmental outcomes (Sroufe, 2005; Scroufe et al, 005), attachment conceivably contributes to the development of self-compassion. Attachment is important in initiating the development of adaptive psychological functioning (Sroufe, 2005; Scroufe et al, 2005). Self-compassion is a healthy self-attitude, which promotes positive mental health outcomes (Neff, 2009). Therefore, the development of a self-compassionate mindset should emanate from early attachment. Neff and McGeehee ’s (in press) findings are the first to establish a relationship between attachment and self-compassion. However, Neff and McGeehee’s (in press) study is limited in that it they did not examine how attachment promotes self-compassion, due to its cross-sectional and correlational design. The study was restricted to adolescents and young adults, and used self-report data rather than observational measures. As a result, only the status of the attachment relationship and level of self-compassion present in adolescence were assessed. Further research is necessary to investigate the role of parental attachment in the development of self-compassion. It is of crucial importance to identify the early factors and processes associated with attachment formation which could promote the development of self-compassion among children. Following this, there is also a need to create a measure for self-compassionate thinking and behaviour among children. Being self-compassionate may involve different thoughts and behaviours according to ones age or stage of development. In order investigate the development of self-compassion, it is essential to be able to recognize and measure self-compassion among children. Findings from such prospective research can be used to help encourage healthy attachment, perhaps through parent sensitivity training, and educate parents how to foster self-compassionate thinking and attitudes in their children. References Ainsworth, M. S. (1979). Infant-mother attachment. American Psychologist, 34, 932-937. Arnett, J. J. (2007). Adolescence and emerging adulthood: A cultural approach. Saddle River, NJ: Pearson/Prentice Hall. Bartholomew, K. , Horowitz, L. M. (1991). Attachment styles among young adults: A test of a four-category model. Journal of Personality and Social Psychology, 61, 226-244. Baumeister, R. F. , Campbell, J. D. , Krueger, J. I. , Vohs, K. D. (2003). Does high self-esteem cause better performance, interpersonal success, happiness, or healthier lifestyles? Psychological Science In The Public Interest, 4, 1-44. Barnas, M. V. , Cummings, E. M. (1994). Caregiver stability and toddler’s attachment-related behaviour towards caregivers in day care. Infant Behaviour Development, 17, 141-147. Baron R. A. , Branscombe, N. R. , Byrne, D. R. (2008). Social Psychology. Boston, MA: Pearson/Allyn and Bacon. Leary, M. R. , Tate, E. B. , Adams, C. E. , Allen, A. B. Hancock, J. (2007). Self-compassion and reactions to unpleasant self-relevant events: The implications of treating oneself kindly. Journal of Personality and Social Psychology, 92, 887-904. Neff, K. D. (2003a). Self-compassion: An alternative conceptualization of a healthy attitude toward. Self and Identity, 2, 85-101. Neff, K. D. (2003b). The development and validation of a scale to measure self-com passion. Self and Identity, 2, 223-250. Neff, K. D. (2009). The role of self-compassion in development: A healthier way to relate to oneself. Human Development, 52, 211-214. Neff, K. D. Hsieh, Y. , Dejitterat, K. (2005). Self-compassion, achievement goals, and coping with academic failure. Self and Identity, 4, 263-287. Neff, K. D. , Kirkpatrick, K. L. , Rude, S. S. (2007). Self-compassion and adaptive psychological functioning. Journal of Research in Personality, 41, 139 – 154. Neff, K. D. , McGeehee, P. (in press). Self-compassion and psychological resilience among adolescents and young adults. Self and Identity. Neff, K. D. , Vonk, R. (2009). Self-compassion versus global self-esteem: Two different ways of relating to oneself. Journal of Personality, 77, 23 – 50. Sinha, R. R. , Krueger, J. (1998). Ideographic self-evaluation and bias. Journal of Research in Personality, 32, 131-155. Sroufe, L. A. (2005). Attachment and development: A prospective, longitudinal study from birth to adulthood. Attachment Human Development, 7, 349 – 367. Sroufe, L. A. , Egeland, B. , Carlson, E. A. , Collins, W. A. (2005). The development of the person: The Minnesota study of risk and adaptation from birth to adulthood. New York: Guildord Press. Wicks-Nelson, R. , Isreal, A. C. (2009). Abnormal Child and Adolescent Psychology. Saddle River, NJ: Pearson/Prentice Hall. How to cite Parental Attachment and the Development of Self-Compassion, Papers

National Vital Statistics Reports

Question: Give a brief discussion on roddy analysis and ganz analysis? Answer: Roddy Analysis The main purpose of this article is to develop a new method to determine the true strength of recommendation with help of the research evidence and expert opinion (Arias, Heron, Tejada-Vera, 2012). For this purpose a Delphi technique is used to produce 10 recommendations to determine the role of exercise therapy in osteoarthritis of the hip or knee and determine the strength of recommendation and grade each recommendation with basis of the two categories- category of evidence and strength of recommendation. In addition with this traditional process here a new method is applied, all the patients are asked to point out how strongly they give ratings to each recommendation. A 10 cm visual analogue scale is used to record the patients opinions. For all the patients the research question was how strongly they rated each recommendation (Minio, et al, 2011) . In the traditional approach strength of recommendation highly related with the category of evidence, therefore strength of recommend ation is dependent variable and category of evidence is independent variable (Hoyert, Xu, 2012). To overcome this problem this new method is developed. This new system of grade power of SOR is less controlled than the traditional methodology and offers the benefit of allowing SOR for measures which cannot be assess in RCTs for practical or moral reasons to upgrade according to expert view (Murphy, Xu Kochanek, 2013). What was the research question? Whether the new system is better to determine the true strength of recommendation What were the independent variables? What was the dependent variable? strength of recommendation is dependent variable and category of evidence is independent variable What was the sample size and how was it chosen? Some patients are asked to rated each recommendation What was the experimental design and use of control group? Here the experimental design is SOR-VAS. Were the instruments of measurement shown to be reliable and valid? The instrument of measurement shown to be reliable and valid What data types were included? The data types are nominal or ordinal Describe the statistics used, what they were used for, and the results. Here mean and standard deviation of vas score is calculated for each recommendation group, and ANOVA method is used to test whether there is difference among the group What were the researchers conclusions? How did they answer the research question(s)? This new system of grade power of SOR is less controlled than the traditional methodology and offers the benefit of allowing SOR for measures which cannot be assess in RCTs for practical or moral reasons to upgrade according to expert view. How was error controlled? The error in the traditional SOR system is controlled in this new system by allowing the SOR to upgrade or downgrade with respect to the expert opinion relating generalizability, safety, common sense, and cost effectiveness Did you see any concerns with the research study? If so, what? There is a limitation in the new VAS-SOR system. This new system does not depend on explicit criteria, this system does not examined and assessed by external groups. Ganz Analysis Main purpose of this article is to compare the oral care practice with current evidence based practice of ICU nurses and determine whether EBP is related with personal demographic or professional characteristics (Kochanek, et al, 2012). For this purpose a sample of 218 ICU nurses are considered. A questionnaire is set up and the nurses are asked to answer those questions. This questionnaire consists of the questions regarding demographic and professional characteristics and a checklist of oral care and current evidence based practice. A descriptive statistics and frequency data is used to explain the sample of oral care practice (Hamilton, et al, 2013). And analysis variance method is used to test whether EBP is related with demographic or professional characteristics. After that Cronbachs alpha statistics is used to check the reliability of the test (Osterman, et al, 2015). After performing this procedure the researcher are concluded that though the ICU nurses consider oral care as a high level of priority, the evidence based performance level is relatively low. And EBP is not related with demographic and professional characteristics (Martin, et al, 2012). What was the research question? Comparison of oral care practice with current evidence based practice of ICU nurses and determine whether EBP is related with personal demographic or professional characteristics What were the independent variables? What was the dependent variable? Current evidence practice is dependent variable and personal demographic or professional characteristics are independent variables What was the sample size and how was it chosen? A sample of 218 ICU nurses are selected for this purpose What was the experimental design and use of control group? The experimental design is describe the oral care practices, then compare this oral care practices with current evidence based practices and test whether these practices are related with demographic or professional characteristics Were the instruments of measurement shown to be reliable and valid? Since the questionnaire is a checklist use of Cronbachs alpha for this tool was not appropriate. Cronbachs alpha is used to check the reliability of test. What data types were included? Some data are numerical and some are categorical Describe the statistics used, what they were used for, and the results. Descriptive statistics and data are used here. Also a analysis of variance method (ANOVA) is used to test the hypothesis What were the researchers conclusions? How did they answer the research question(s)? According to the researcher though the ICU nurses consider oral care as a high level of priority, the evidence based performance level is relatively low. And EBP is not related with demographic and professional characteristics How was error controlled? Error was controlled by calculating the Cronbachs alpha statistics for deleted item and after deletion if the value of the Cronbachs alpha increases then exclude the item from the list Did you see any concerns with the research study? If so, what? Among the ICU nurses no one could explain for oral care what assessment tool was used. Reference Martin, J. A., Hamilton, B. E., Ventura, S. 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