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I left my coffee up on the kitchen counter rather than holding it in my hand, and I again spilled some coffee on the counter, where before I had spilled the grains. Of the already-weak cup of coffee, I lost a great deal of the hard-won beverage to 'spillage' and less than I like ended up in my cup. I felt relieved that I did not spill any coffee on my clothing, as this would have required that I remove a stain from the cloth with a nondominant hand, hardly an easy feat!
The additional 'spillage' factor was an important illustration of why children with special needs who are coping with new tasks that are difficult for them seem clumsy, and can often frustrate adults with the 'mess' they make. The mess is not necessarily the result of greater carelessness, or a disregard for the personal property of others, rather it can simply be a problem with physically coping with some...
Also, I specifically selected a task in the morning that I perform when I am tired, and in need of my usual caffeine stimulation. This made the inability to get my desired 'fix' all the more frustrating. It also showed how emotional factors, such as when a task is being learned, and the additional stressors and challenges of the environment can add obstacles to the learning process. This is something that educators may wish to be mindful of, when selecting new tasks for a special needs child to learn. While I would not say that I was 'embarrassed' at the difficulty of performing the task, I would say that the inability to proceed smoothly in the morning, and obtain a cup of coffee of the desired amount and strength was extremely frustrating, and a small letdown at the beginning of my day. I felt quite cranky afterwards.
Childhood obesity is becoming prevalent with every passing day, almost uniformly in the developed parts of the world. This problem needs to be discussed on important forums so that substantial solutions can be sort for this issue as this is creating a lot of burden on the government as well as the parents of the children who become obese. Childhood obesity is defined as a condition in which the child has
Childhood Obesity Growing Where some oppose the idea of childhood obesity being a disease, there is still a growing epidemic where children's weight exceed the normal weight per height and age and increasing health concerns that must be addressed with a commitment to appropriate action plans to reduce and eliminate childhood obesity. From 1971-74 to 2009-10 childhood obesity increased from 4% to 18% in ages 6-11 and from 6.1% to 18.4% for
Childhood Hunger and Structional Functionalism Childhood Hunger and Structural-Functionalism Theory In this essay, I have discussed about childhood hunger. I have described how poverty, hunger, and lack of education play a major role in childhood hunger. I have tried to link low income, nutrition and education with childhood hunger and their long-term effects. I have tried to correlate and integrate all these topics and have presented a macro-level perspective. In the end,
Childhood Obesity in America The authorities can only address the issue of childhood obesity by educating people on the negative effects that the condition imposes, because only then can they get everyone, whether personally affected or not, aboard, and working towards a common childhood obesity-eradication goal (The U.S. Conference of Mayors, 2013). In order to do this, however, the authorities themselves ought to be at the forefront; people need to see
Childhood obesity is one of the most discussed health problems in the United States, and is a growing health issue in many places worldwide. The reason that childhood obesity is a worry for healthcare officials will be discussed in this paper, along with statistics that show the current trends. Also, potential solutions to this crisis will also be presented. How is Obesity defined? The Journal of the American Medical Association (JAMA) defines
Childhood Development Factors Influencing Early Childhood Development Darling and Steinberg (1993) proposed a model of parenting that integrated several prior models. They discriminated between parenting practice and parenting style, with the former representing domain-specific parenting habits and the latter domain-independent social interactions between parent and child. A critical distinction between parenting practice and style, based on their model, is that style communicates to the child how the parent feels about the child