How Oobleck Works

Oobleck gets its name from the Dr. Seuss book called  Bartholomew and the Oobleck, because, well, oobleck is funny and strange.  Oobleck is a special type of slime with properties of both liquids and solids. If you squeeze it, it feels solid, yet if you relax your grip, it flows through your fingers. If you run across a pool of it, it supports your weight, but if you stop in the middle, youll sink like its quicksand.  Do you know how oobleck works? Non-Newtonian Fluids Oobleck is an example of a non-Newtonian fluid. A Newtonian fluid is one which maintains constant viscosity at any given temperature. Viscosity, in turn, is the property that allows liquids to flow. A non-Newtonian fluid does not have a constant viscosity. In the case of oobleck, viscosity increases when you agitate the slime or apply pressure. Ooblecks Interesting Properties Oobleck is a suspension of starch in water. The starch grains remain intact rather than dissolving, which is the key to the slimes interesting properties. When a sudden force is applied to oobleck, the starch grains rub against each other and lock into position. The phenomenon is called shear thickening and it basically means particles in a dense suspension resist further compression in the direction of shear. When oobleck is at rest, the high surface tension of water causes water droplets to surround the starch granules. Water acts as a liquid cushion or lubricant, allowing the grains to flow freely. The sudden force pushes the water out of the suspension and jams the starch grains against each other.

“The Art Of Communication Is The Language Of Leadership”

â€Å"The art of communication is the language of leadership† James Humes In a project setting, the project manager is the center of communication from almost every aspect of the project. The project manager has the most information about the project, know what needs to be done, and is contact with the contractors, team members and stakeholders on a regular basis. Communication from the leadership level is so important because it sets tone for the entire project. â€Å"Communication by project managers needs to be timely, honest, and unambiguous. The project manager should create an atmosphere that fosters timely and open communication without fear of reprisal and must be open to differing viewpoints†. (Gido, Jack, p. 345) This topic isn’t thought†¦show more content†¦. Cleland and Ireland, two specialists in project management, have one of the more expansive definitions by observing that communication is a process where individuals exchange information through signs, symbols, or behavior (2002, p. 483). â€Å"Project managers and professionals often fail to recognize that communication on a project takes many forms: verbal in-group and individual exchanges of information, and documentation such as design drawings, reports, contracts, work orders, and the like† (Cleland and Ireland, 2002, p. 482). They also point out the significance of informal communication and nonverbal communication. Another expert has a similar model in which he divides communication types into four methods: formal written, informal written, formal verbal, and informal verbal ( Burford (2013) p. 208). Even with the various types of project management communication, nearly all project management professionals refer to one model of communication – Source-Message-Channel-Receiver (SMCR) model. They all agree that communication involves receiving and sending messages. Even non-verbal communication is limited to the SMCR model (Kendrick, 2012, p. 1890. It describes the six stages of interpersonal communication in project management: communication opening; identification ofShow MoreRelatedPersonal Statement : Professional Profile887 Words   |  4 Pagesovercome language barriers while building strong rapport and fostering exceptional interpersonal communication. My ability to keep students engaged has allowed me to relay information to an attentive and receptive audience. To the same extent, my TESOL certification and my former pastoral experience allows me to anticipate the needs of my students and design meaningful and effective coursework based on such needs. 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The new arts education plan would continue our focus on developing knowledge about art forms in variousRead MoreListening: The Most Important Skill of Communication 938 Words   |  4 PagesWithout the communication process this type of relationship is not possible. Specifically, without the skill of effective listening, the most important skill of the communication process, an interpersonal relationship cannot develop. Far too many people do not understand that real communication goes in both directions and that one must listen as much or more than they speak to effectively communicate. Without the ability to listen, an individual will not be successful in the communication process.

Job role of Safety Officer-Free-Samples-Myassignmenthelp.com

Question: Discuss about the Job role of Safety Officer in the Aviation Industry. Answer: Introduction The report is written on the role of the safety officer in the industry of aviation. The aviation industry deals with various disciplines and safety measures in order to secure the lives of the passengers and employees. It is an industry which deals with huge risks and human factors (Wong, Brooks, 2015). Safety officer is very important because it monitors and assesses all the safety measures in order to neglect dangerous hazards and situations (Tong et al., 2015). Human Factors in aviation The safety and security of the flights more or less depends on the performances of the humans in the flight. These performances are categorised as flight Safety and Human Factors in the year 1986. Human factors generally deals with factors like: Deck design of the flights: The design of the flights has a lot to do with the accidents. Hence, it becomes important for the safety manager to look into it and provide advice to the engineers (Wise, Hopkin Garland, 2016). Design of service support: The safety managers looks into the major issues regarding human factors like mechanic anticipation, maintain software tools, maintain communication with the information team and maintaining customer support process (Wise, Hopkin Garland, 2016). Error management: It is important for the safety manager to manage the errors and to rectify them at the right time (Patankar, 2017). Cabin design of the passengers: The issues like emergency exits and the other safety aspects of the passengers are maintained in the leadership of the safety manager. Facts of little value There are factors which are of no particular use for the safety officer. They are: The safety officers do not have to deal with the errors of the pilot (ATPL, 2003). The error of the pilots is not managed directly by the safety officers. Safety officer has no role to play in the process of running the plane (ATPL, 2003). Influences The human factors includes the study of various subjects which deals with factors like psychology, engineering, human psychology, medicine, sociology and anthropometry. Safety is one of the key issues in the aviation along with others (ATPL, 2003). The safety manager deals the system effectively. The safety manager is responsible for the improvement of the effectiveness of the system. The direct influences on the safety officers work are: The safety manager is responsible for conducting the entire safety and security team. The security team is ordered to work according to few principles directives which are provided to them by the safety manager (ATPL, 2008). Efficiency is very important in this sector. The inconsistency in the efficiency can cause havoc causalities in this sector. Hence, the most important factor related to teh safety officers is efficiency (ATPL, 2008). Conclusion The report deals with the human factors which are related to the job role of the Safety Officer in the industry of Aviation. The Aviation Industry has various job roles; this is one of the important job roles among those. The report discusses about the issues which are not important for the job role. In the end the report include the influences on the job role of the sales officer. References ATPL. (2003). Human Performance and Limitations.Atlantic Flight Training LTD. ATPL. (2008).ATPL Ground Training Series: Human Performances and Limitations(4th ed.). Singapore: Oxford Aviation Academy. Maurino, D. E., Reason, J., Johnston, N., Lee, R. B. (2017).Beyond aviation human factors: Safety in high technology systems. Routledge. Patankar, M. S. (2017).Applied human factors in aviation maintenance. Taylor Francis. Tong, D. Y. K., Rasiah, D., Tong, X. F., Lai, K. P. (2015). Leadership empowerment behaviour on safety officer and safety teamwork in manufacturing industry.Safety Science,72, 190-198. Wise, J. A., Hopkin, V. D., Garland, D. J. (Eds.). (2016).Handbook of aviation human factors. CRC Press. Wong, S., Brooks, N. (2015). Evolving risk-based security: A review of current issues and emerging trends impacting security screening in the aviation industry.Journal of Air Transport Management,48, 60-64

Therapy for Children and Young Patients with Anxiety Disorders

Cognitive-behavioral Therapy (CBT) is a practice that has been in existence since 1980s. This approach involves a specific effort to preserve the positive impacts of behavior therapy that have been proved with involvement of the cognitive activities that are exhibited by the individual receiving the treatment.Advertising We will write a custom coursework sample on Therapy for Children and Young Patients with Anxiety Disorders specifically for you for only $16.05 $11/page Learn More The main aim of merging the two approaches is to produce therapeutic change in the client (Albano Kendall, 2002). In its early years, it was highly utilized in Europe and North America for the treatment of various disorders. For instance, it was used for the treatment of panic disorder in United Kingdom and United States. This approach has been effective in the transformation of individual’s thinking and behavior. An anxiety disorder is a condition that is very common among children and teenagers. The disorder is identified in an individual where a person develops a high level of fear that a bad event will happen. The individual becomes vulnerable since all the coping mechanisms are overlooked making him or her pessimistic. The individual adopts a negative cognitive appraisal and becomes very hypercritical and self-focused. This makes him or her view any situation as posing a threat to their lives. There have also been cases of physiological arousal leading to somatic sensations and behavioral avoidance. This is where the child may avoid certain situations like going to school making it hard to ascertain predictions of a negative event (Bailey, 2001). There have been increased rates in the number of children suffering from anxiety disorders in the past few years. This has forced therapists to develop treatment methods that are evidence-based in order to provide a solution to this crisis. Various approaches have been tried where the focus has been to adopt the method that has proven efficacy. Cognitive-behavioral Therapy has been used in the treatment of anxiety disorder. The approach is based on the objective of changing the behavior of an individual that has developed from irrational thoughts (Bailey, 2001). This is through educating the individual and empowering him or her through positive experiences that result to development of coping mechanisms. It involves methods which have been picked from behavioral therapy that have been included by dealing with cognitive components of adjustment. This approach has been used to direct the treatment of children and youths facing anxiety disorders. This is through building effective skills that enables the children to function properly in various situations by avoiding unnecessary anxiety.Advertising Looking for coursework on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More The CBT treatment of children and young patients has been adopted from the practice that has been carried out on adults. This is where the therapists working with the young patients adjust the content and speed of the therapy so that it can match with the level of a particular child. Due to existence of limitations in young patients in terms of metacognition and ineffectiveness in labeling of their feelings, the therapists working with these individuals adopt a more active approach so that they can utilize higher level of behavioral and cognitive techniques (Vonk Early, 2002). When applying this approach on the treatment of children with anxiety disorders, therefore, the therapist needs to understand that the individual is facing harmful thoughts of danger where fear for his or her well being dominate making the perception of the future appear disastrous. The approach of treatment using CBT utilizes three main areas. Using various ways, the identification and understanding of physiologic arousal enable the children facing this problem to have the ability to control the arousal. This is through the instructions that these young patients are given making them empowered to control their bodies and also utilize practices that reduce the arousal. The patients are led through the process of understanding the nature of their thoughts and how events that they encounter can be interpreted without arousing anxiety (Lewis, 2010). Through the provision of ways of challenging the truth of their thoughts, the young patients are able to come up with coping mechanisms through presenting the real nature of the situation at hand. This is an important step in solving the anxiety disorder since the patients are able to deal with dangerous thoughts that lead to avoidance. The patients achieve this through adopting a framework that is rational and realistic. The other step in this approach is supporting the youths to deal with situations that arouse their anxiety (Compton et al., 2009). This is a higher level where the patients are expo sed to these situations and are encouraged to use the learnt methods to deal with the arousal. The therapist guiding these patients assist the patients to face the situation of fear without running away from the fearful situations until their can do so, on their own.Advertising We will write a custom coursework sample on Therapy for Children and Young Patients with Anxiety Disorders specifically for you for only $16.05 $11/page Learn More This approach is very effective for children facing anxiety disorders. Using the cognitive-behavioral approach, the child’s problem is analyzed where feelings of inability to cope with a situation at hand make the child pick an avoidance behavior thus increasing the fears that the child has already built within him or herself. Therapists dealing with such patients have been successful through the adoption of transformational thought diary. This method enables the young patient to rate his or her level of discomf ort using a subjective unit of discomfort scale that ranges from 0 to 10. This helps to identify the patient’s progress and enable the child to move from a situation of helplessness. The child achieves this through developing the ability to identify the initial signs of anxious arousal and the training the child receives making him or her gain the skills of anxiety management like relaxation and positive imagery. The patient overcomes the thoughts of danger by challenging them with evidences that are contrary to their perception. With time the patient uses these evidences to develop positive self-talk. Kendall et al. (1993) summarizes the child’s development of coping mechanisms to deal with anxiety through a four step process. Firstly, the young patient learns to identify the anxiety and develops a way of relaxing. Secondly, instead of expecting bad things to happen from a situation of anxiety, the individual overcomes this through positive self-talk. The third step i s adoption of actions and attitudes that are helpful which the problem-solving strategies become. The final step is the self-evaluation where the patient is assisted to appreciate the steps he or she has made in coping with failure and negative self-image. Various studies have discovered treatments that incorporate various methods that assist in the elimination of symptoms of anxiety in young patients.Advertising Looking for coursework on psychology? Let's see if we can help you! Get your first paper with 15% OFF Learn More These approaches have used these procedures where relaxation training has been used together with training to enable the patient deal with the negative thoughts concerning situations that he or she fears. The continued development is observed where the patient is exposed to these situations and instructed on how to utilize coping mechanisms to enable the situation not cause anxiety and distress. The effectiveness of this approach as a therapeutic intervention on young children was illustrated in a program that was conducted by Kendall (1994). In this study, a total of forty seven young patients aged between 9-13 years were treated using CBT approach. The subjects were analyzed using the criteria that involved grouping the subjects into those who had overanxious disorders, those with avoidant disorder and those who had separation-anxiety disorder. The numbers of these subjects were n=30, n= 9 and n= 8 respectively. The program used the treatment condition that involved sixteen weeks of CBT. At the end of the program, the 65 percent of active treatments had noted decrease in illness. This was particularly after the therapists included family management in their approach. The efficacy of CBT approach for the treatment of anxiety disorders in young patients was determined by a study that was conducted by Silverman and his colleagues (Silverman et al., 1999). This was through a follow up program that was done after initial intervention within a range of three, six and twelve months. The study which involved fifty-six young patients aged between 6 and 16 years found that the approach was more effective than use of the control group. This is because individuals who were treated using the CBT approach more than five times the number of all the sample population emerged free from illness. This is in comparison with those who adopted the control group as their model of treatment. Adoption of CBT in the treatment of children with anxiety disorders requires the therapist to look into other related issues that may influence the results of the therapeutic formulation. Firstly, the family of the child is very significant in the success of the treatment. This therefore means that the therapist dealing with the child need to involve the parent of the child (Cobham, Dadds Spence, 1998). The therapist does this after familiarizing him or herself with the family structure and system of belief that the family of the patient holds. This information may also be beneficial to the therapist since he or she is able to have a clear understanding on hidden issues like abuse or other disabilities. The program by Kendall indicated that the involvement of the patient’s family is essential in facilitating the success of the treatment (Kendall Warman, 1996). This is where the parents are directed on how to help their children gain the courage to face situations that they previously feared. Using the acquired cognitive-behavioral skills, the children are encoura ged by their parents through positive reinforcements to deal with these situations until the situations become a common occurrence to them such that it no leads to distress. The role that the patients’ families play in their treatment, therefore, cannot be overlooked. Previous practices have also indicated that the age of the child is of essence when deciding to include the parents of the patient (Dadds et al, 1999). This is where for very young children; the parents are more involved in the therapy process. This is because they need to be directed on how the cognitive-behavioral model functions and how it can be applied to solve the child’s problem. The parents are given specific directions on the management of this model in order to make the treatment process effective. The training of a parent makes it possible to come up with an effective plan to solve problems in children facing anxiety disorders. In addition, therapists are able to advice the parents suffering fr om anxiety to seek treatment in order to avoid negative influence on the treatment of their children (Gowers, 2009). Basically, the sex and age of the patient do not bring out significant differences in terms of the patient’s self-ratings of anxiety both before the treatment and after the process. In a study that was conducted to demonstrate the efficacy of cognitive-behavioral therapy for young children facing anxiety disorders, reduction of anxiety in children was achieved using this approach (Wenar Kerig, 2006). This research indicated that the role of parent involvement in this treatment and the need to start the intervention early leads to positive results. This study illustrated that individual CBT combined with parental involvement led to better results. There have been other methods that have been utilized in the treatment of anxiety disorders. For instance, pharmacologists have focused their treatment on the use of antidepressants (Silva, 2003). This method has led to positive results especially due to its efficacy (Scott, Mughelli Deas, 2005). However, this method when applied to children has led to negative effects. This has led to therapists turning to the use of cognitive-behavioral therapy since it has been used on adults without any side effects. The adoption of the approach on young children facing anxiety disorders has produced positive results since it does not cause any side effects like the pharmacologic agents do. According to Arnold et al (2003), CBT is the most effective treatment approach when dealing with children and other young patients suffering from anxiety disorders. The most effective setting for the application of cognitive-behavioral therapy for young patients is in an education setup. This is because within the school setting, the program can be designed to fit both the patients and their families. This is through adopting the appropriate timing for the therapy sessions and the time that the treatment will be delivere d. The schedule can be arranged to avoid interfering with the school and family programs. In addition, this setting is appropriate since the adjustment made ensures that the patients maintain regular attendance in the sessions of treatment and increase the chances of completing the program (Gail et al, 2005). When the needs of the young patients are considered, adoption of the treatment in the school setting can be the most effective for the therapy intervention process. The strengths of CBT approach are seen in its ability to be applicable in various setting without reducing its effectiveness. This is unlike other methods that adopt the clinical-based intervention alone (Steele, Elkin, Roberts, 2008). CBT on the other hand can be applied in the community setting. The program can be initiated in schools and the follow up done in the patient’s homes. This makes it possible to involve the families of the patients a factor that has made the approach bear more positive results. The strength of the CBT approach can be pointed in its commitment to empowering the patient thus making him or her take control of the situations that may emerge even in the future (Stallard, 2009). By exposing the individual to situations that have always aroused fear and distress and helping him or her utilize the learnt coping mechanisms, the individual feels as part of the solution making him or her develop a positive self image. Despite its success in treatment of young patients facing anxiety disorders, cognitive-behavioral therapy has several limitations. Firstly, the accessibility of these services has proved hard to many families, thus limiting the benefits that this approach brings to these individuals. This has been caused by the number of individuals who have been trained to undertake the processes are fewer than the number of patients who require their services. This is particularly because the skill is mostly learnt by psychologists and psychiatrists who are not enough when compared with the high rate of the occurrence of this condition among children and young adults (Raul et al., 2006). Secondly, the application of CBT in the treatment of individuals with anxiety disorders has sometimes been a challenge to most families. This is because most parents find it hard to refer their children for therapy treatment especially when the children are very young with the fear that the society will point a blaming finger on them as the cause of their children situation (Barrett, 1998). In addition, some families lack the understanding of the importance of therapy for their children. This is because these parents may not understand what problem their children may be facing thus; they do not see the need for the therapy intervention. Some families may not afford the cost of the therapy especially when the model is individual as it may overstretch their resources. Another concern that has been proposed especially when involving the parents of the patients is o ccurrence of overprotective behaviors among the parents towards their children. When the parents are not instructed properly on their role they might prevent their children from dealing with their former fears by shielding them from these situations (Barrett, Dadds Rappe, 1996). In conclusion, cognitive-behavioral therapy has led to good results in the treatment of children and adolescents with anxiety disorders. This is both when applied on an individual or a group. Cognitive-behavioral therapy aims at helping the individual to identify thoughts that are irrational after which the individual deals with these unproductive thought through methods like reinforcement and role play among others. This approach is patient-centered since the therapist only act more as a director and instructor while the patient determines how the progress will be achieved. Parental involvement in the treatment process has also been beneficial since it has led to improvement of these results. This is where the individual programme for children with anxiety disorders is improved through â€Å"Family Anxiety Management (FAM)† programme (Barrett, Dadds Rappe, 1996). It is also important to consider the setting of the therapy sessions as the appropriate setting will make the therapy successful. For instance, the education setting is the most effective for young patients as indicated above. Cognitive-behavioral therapy is one of the most validated methods of treatment of anxiety disorder where its greatest success has been proved in various researches that have been launched to come up with solutions to various disorders. References Albano, A. and Kendall, P. (2002). Cognitive behavioral therapy for children and adolescents with anxiety disorders: clinical research advances. International Review of Psychiatry, 14(2), 129-134. Arnold, P, Banerjee, S. P. and Bhandari, R. et al. (2003). Childhood anxiety disorders and developmental issues in anxiety. Curr Psychiatry Rep., 5(4):252-26 5. Bailey, V. (2001). Cognitive–behavioural therapies for children and adolescents. Advances in Psychiatric Treatment, 7: 224-232 doi: 10.1192/apt.7.3.224 Barrett, P. M. (1998). Evaluation of cognitive-behavioral group treatments for childhood anxiety disorders. J Clin Child Psychol., 27(4):459-468. Barrett, P. M., Dadds M. R. and Rappe, R. M. (1996). Family treatment of childhood anxiety: a controlled trial. J Consult Clin Psychol., 64(2):333-342. Cobham, V. E., Dadds, M. R. and Spence, S. H. (1998). The role of parental anxiety in the treatment of childhood anxiety. J Consult Clin Psychol., 66:893–905. Compton, S. and March, J. et al. (2009). Cognitive behavioral psychotherapy for anxiety and depressive disorders in children and adolescents: An evidence based medicine review. Journal of the American Academy of Child Adolescent Psychiatry, 43(8), 930-959. Dadds, M. R, Holland, D. E., Spence, S. H., Laurens, K. R. and Mullins, M. et al (1999). Early Intervention and p revention of anxiety disorders in children: results at 2-year follow up. J Consult Clin Psychol., 67:145–150. Gail, A. Bernstein, Ann E. Layne, Elizabeth A. Egan, and Tennison, D. M. (2005). School Based Interventions for Anxious Children. J Am Acad Child Adolesc Psychiatry, 44(11): 1118–1127. Gowers, S. (2009). Eating disorders: cognitive behavior therapy with children and young people (electronic resource) London: Routledge. Kendall, P. C. (1994). Treating anxiety disorders in children: results of a randomized clinical trial. J Consult Clin Psychol., 62(1):100-110. Kendall, P. C. and Warman, M. (1996). Anxiety disorders in youth: diagnostic consistency across DSMIII-R and DSM-IV. J Anxiety Disord., 10(6):452-463. Kendall, P. et al (1993). Cognitive behavioural therapies with youth: guiding theory, current status and emerging developments. Journal of Consulting and Clinical Psychology, 61, 235–247. Lewis, S. E. (2010). CBT for young children with anxiety disord ers. Brown University Child Adolescent Behavior Letter, 26(11), 3-4 Raul, R. S., Richard, G. and Haruka, M. (2006). Cognitive-behavioral treatments for anxiety disorders in children and adolescents. Primary Psychiatry, 13(5):68-76. Scott, R. W., Mughelli, K. and Deas, D. (2005). An overview of controlled studies of anxiety disorders treatment in children and adolescents. J Natl Med Assoc., 97(1):13-24. Silva, R. R. (2003). Psychopharmacology news. J Child Adolesc Psychopharmacol., 13(4):409-410. Silverman, W. K., Kurtines, W. M., Ginsburg, G. S., Weems, C. F. and Rabian, B. et al. (1999). Contingency management, self-control, and education support in the treatment of childhood phobic disorders: a randomized clinical trial. J Consult Clin Psychol., 67(5):675-687. Stallard, P. (2009). Anxiety: cognitive behavioral therapy with children and young people. London: Routledge. Steele, R., Elkin, D., Roberts, M. (2008). Handbook of evidence-based therapies for children and adolescents: Bri dging science and practice issues (Issues in Clinical Child Psychology). New York, NY: Springer. Vonk, M. E., and Early, T. J. (2002). â€Å"Cognitive-behavioral therapy† In A. R. Roberts G. J. Greene (Eds.), Social workers’ desk reference (pp. 116-120). New York: Oxford University Press. Wenar, C. and Kerig, P. (2006). Developmental Psychopathology: From infancy through adolescence (5th edition). New York, NY: McGraw-Hill This coursework on Therapy for Children and Young Patients with Anxiety Disorders was written and submitted by user Brielle L. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.