The Development Of A Child s Development - 1297 Words

As you begin this module, identify and write a short account of your aims and aspirations. Elaborate on the strengths and personal qualities, which you bring to this module and outline those areas where you hope your learning and development will occur. (300 words) As I begin studying the Professional Experience module, my aims and aspirations for this module are to develop knowledge and understanding on how to carry out observations, as well as gaining more understanding of the role of observations in a child’s development. I aim to gain more understanding on how to use observations to evaluate the child’s development, by linking theory to practice, and I aspire to develop my knowledge on the role of the practitioner in the child’s†¦show more content†¦I hope that my learning will develop through extensive reading about developmental norms, the theories of learning and play, as well as curricula documents in evaluating the child’s overall holistic development. I am intrigued to learn how to assess a child’s development by carrying out observations and evaluations during my placements. I hope that I will learn how to organize and implement activities with young children and learn how to demonstrate th e understanding of how a child acquires language, along with developing the strategies to support the child’s development. I have never had the opportunity to work with babies in a day care setting, and I’m really looking forward to finding out how this differs to my own previous experience in a primary school. Section 2 Select one observation from your observation journal following the recommended format. Referring to relevant reading and developmental guidelines, evaluate the observation. From this evaluation reflect on how you could promote the child’s development further. Elaborate on your role and discuss the implications for future practice. (1000 words) Name: Sam Age: 3 years and 11 months Sex: Male Date of observation: 7/11/14 Starting time: 10.40 Finishing time: 10.50 No. of adults involved: 1 No. of children involved: 2

Battery Failure Electro Chemistry Essay Research Paper free essay sample

Battery Failure Electro Chemistry Essay, Research Paper Problem: BATTERIES TEND TO FAIL AT EXTREME TEMPERATURES. TESTABLE Question: HOW AND WHY DO DIFFERENT BATTERY TYPES FAIL AT EXTREME TEMPERATURES? ELECTRO CHEMISTY BATTERY FAILURE HONORS CHEMISTY RESEARCH PROJECT History OF THE BATTERY The battery s beginnings may be followed back to really ancient times. We know that many of the wise work forces could hold been researching and proving electricity. For illustration, a clay vase, thought to be several thousand old ages old, was discovered in 1932 near Baghdad. It contained an Fe rod inserted into a thin Cu cylinder, which may hold served to keep inactive electricity. Although we may neer cognize the truth, it still makes one admiration if the ancients really did seek to tackle inactive electricity. Whether their predecessors who assembled the clay vase knew anything about inactive electricity or non, we know for certain that the ancient Greeks did. They knew if a piece of gold was rubbed, it would pull light weight objects. And Aristotle knew about the loadstone, a strongly magnetic ore that attracts Fe and metals. Theses two facts prove that the Greek s had the thought procedure to generalize theories and thoughts from simple experiments, therefore taking many to believe that they had a basic apprehension of basic natural forces. The following large measure in the harnessing of electricity came when Benjamin Franklin began to surmise that lightning was an electrical current in nature. To prove his intuitions, Franklin devised his celebrated experiment in which he fastened a key to a kite to see if the lightning would go through through the metal. As we all know Franklin # 8217 ; s experiment worked therefore turn outing that lightning is a watercourse of electrified air. Franklin went on to coin many of today # 8217 ; s standard electrical footings, including # 8220 ; battery, # 8221 ; # 8220 ; charge, # 8221 ; and # 8220 ; conductor. # 8221 ; Amber friction and loadstone analyzing aside, the existent development of batteries for mundane usage has been a undertaking since merely the early 1800 s. Alessandro Volta, a professor of natural doctrine at the University of Pavia [ located in Italy ] , constructed the first setup known to bring forth uninterrupted electricity. To make so he stacked braces of coin-sized phonograph record, one Ag, the other Zn, and separated the braces by a wafer of pasteboard, leather, or some other squashy stuff. The wafers had been soaked in salt H2O and sometimes, alkalic solutions. Several hemorrhoids were assembled side by side and were connected by metal strips. At each terminal of the system, a metal strip was dead set down to dunk into a little cup of quicksilver, an first-class electrical contact. A few old ages subsequently, in 1813, Sir Humphrey Davy came up with a elephantine battery in the cellar of Britain # 8217 ; s Royal Society. It was made up of 2,000 braces of home bases and took up 889 square pess. Davy used this battery for experimental uses. Through electrolysis, he broke apart natural Na and K compounds to insulate pure Na and K metal. It was a hazardous project because both explode on contact with H2O and must be kept immersed in kerosine or some other hydrocarbon liquid. Davy # 8217 ; s work, nevertheless, went beyond mere puttering in the cellar with unsafe chemicals ; the experiments he conducted were important. They paved the manner to a deeper apprehension about the electric nature of things that is ; how simple substances combine through electrical attractive force to organize common natural compounds. Near behind Sir Humphrey Davy # 8217 ; s battery experiments, Michael Faraday was utilizing galvanic hemorrhoids to carry on of import research on electricity and magnetic attraction. He found that by pumping an electric current through a wire, a magnetic field was induced in a parallel wire. Faraday pressed on and in 1831, he showed that a moving magnet could bring forth electricity in a nearby wire. Other scientists meanwhile were bettering Volta # 8217 ; s hemorrhoids. They realized that each zinc-paper-silver sandwich was really a separate beginning of low-tension electricity. That penetration led to the development of single cells incorporating an anode of one metal and a cathode of another immersed in an electrolyte, much like present twenty-four hours batteries. Finally in the 1860 # 8217 ; s, George Leclanche of France developed what would be the precursor of the universe # 8217 ; s first widely used battery: the Zn C cell. The anode was a Zn and quicksilver alloyed rod. Zinc, which was the anode in Volta # 8217 ; s original cell, proved to be one of the best metals for this occupation. The cathode was a porous cup of crushed manganese dioxide and some C. Into the mix a C rod was inserted to move as the current aggregator. Both the anode and the cathode cup were plunged into a liquid solution of ammonium chloride, which acted as the electrolyte. The system was called a # 8220 ; wet cell. # 8221 ; Though Leclanche # 8217 ; s cell was rugged and cheap, it was finally replaced by the improved # 8220 ; dry cell # 8221 ; in the 1880 # 8217 ; s. The anode became the Zn can incorporate the cell, and the electrolyte became a paste instead than a liquid: fundamentally the Zn C cell that is known today. NEEDED TERMINOLOGY The battery being the footing of this research probe needs to be defined and explained. A battery, besides referred to as an electric cell, is a device that converts chemical energy into electricity. Batteries consist of two or more cells connected in series or parallel, average they are either connected caput to chase or tete-a-tete and tail-to-tail. All cells consist of a liquid, paste, or solid electrolyte and a positive electrode, and a negative electrode. The electrolyte is an ionic music director ; one of the electrodes will respond, bring forthing negatrons, while the other will accept negatrons. When the electrodes are connected to a device to be powered, called a burden, an electrical current flows. Batteries in which the chemicals can non be brought back into their original signifier one time the energy has been converted, are called primary cells or galvanic cells. Basically if a battery can non be recharged after being used it is called a primary cell. On the other manus batteries in which the chemicals can be reconstituted by go throughing an electric current through them in the way opposite that of normal cell operation are called secondary cells, rechargeable cells, or storage cells. ELECTRO CHEMISTRY BASICS Electrochemistry is the foundation on which batteries are built upon, and is hence necessary to understand. Electrochemistry is the portion of the scientific discipline of chemical science that trades with the interrelatedness of electrical currents, electromotive forces, chemical reactions, and with the common transition of chemical and electrical energy. In general, electrochemistry is the survey of chemical reactions that produce electrical effects and of the chemical phenomena that are caused by currents or electromotive forces. To understand why a battery fails after certain temperatures it is necessary to understand why batteries work in the first topographic point. Using general cognition it can be described that a battery works through a series of redox reactions. Such reactions consist of two parts ; an oxidization reaction, in which an negatron is lost, and a decrease reaction, in which an negatron is gained. When a oxidation-reduction reaction occurs inside a battery the oxidization reaction ever occurs at the anode and the decrease reaction occurs at the cathode. We so use this cognition in add-on to a chart of electromotive forces to infer the electric potency or figure of Vs that a battery can bring forth. The electrode potency is found with the simple equation EMF cell = EMF oxidization + EMFreduction where EMF stands for the electromotive forces ( See Appendix ) . This equation, nevertheless, does non use to this job every bit much as the undermentioned equation, known as Nernst s Law. The jurisprudence states that ef is equal to ( R x T x E ) over ( N x F ) , where ef equals the electromotive force, R is the gas invariable, T is the t emperature in Kelvin, E is the figure of negatrons produced, N is Avagadros figure, and F is Faradays changeless ( See Appendix ) . This equation will let me to prove the electromotive forces that are produced at lower temperatures. THE PROBLEM It is a normally known job that batteries tend to neglect when exposed to utmost temperatures. The job foremost arose when adult male started researching the outer bounds of the Earth s atmosphere. Batteries non able to defy utmost temperature can non be changed so as to be able to defy them ; nevertheless, certain batteries have been made specifically to defy those temperatures and are presently in usage by NASA, other Government, and some commercial applications. Once an object leaves the Earth s land, geothermic heat no longer has a important impact on its temperature, and hence must either rely on its ain heat or direct sunshine. Space is a great illustration of this job and, objects going nearer to the Sun, or in the Sun rays receive high sums of heat, while objects that are non in the Sun beams are highly cold. The National Aeronautics A ; Space Administration or NASA was one of the first to undertake this job. Factors THAT CAUSE THE PROBLEM There is but one factor that causes the job stated. That factor is temperature, and it can be regulated merely in the lab, and non anyplace outside of it. The concluding job that needs to be solved is non how do we modulate the temperature, but how do we forestall the temperature from impacting the chemicals inside the battery, more specifically the electrolyte. Factors THAT RELATE TO THE PROBLEM The factors that relate to the jobs include ; the battery s composing and get downing electromotive force, type of battery, length of exposure clip to high/low temperature, and run out topographic point upon the battery. First off battery composing varies between types of batteries, for illustration depending on the electrodes that a battery has, a certain electrolyte is chosen to be put in the battery, therefore different chemical reactions take topographic point and besides the reaction that the electrolyte has with temperature may change. Get downing electromotive force may play a function in how long it takes for the battery to go affected by the temperature. The length of the exposure clip may besides play a function in the battery s operation, if the exposure clip is non long plenty there may be non reaction on the battery. Finally, if the battery has a high/low drain topographic point upon itself it may do the consequences to be skewed. SOLUTIONS/POSSIBLE EXPIRIMENTS Although there is no redress for batteries, which have already been made, it is possible to do batteries that can defy utmost temperatures. Possible experiment to see which battery performs the best/worst under utmost conditions could be: 1. Measure at different temperature the electromotive force end product of a battery. 2. Use batteries in different temperatures outside. Of class when looking at the two experiments the 2nd is more likely to be that of a younger kid, but basically that is what we want to make: prove the battery as if it were in those mundane conditions. A more scientific attack is to hold a controlled experiment in which, we control our variable ( s ) . Hypothesis From research that I have been carry oning I have pieced together this hypothesis: Once the battery s temperature rises the EMF will increase, the when temperature continues to lift the EMF will fall, when the temperature decreases the battery s EMF will diminish quickly.

The Laws Of Swimming Essay Research Paper free essay sample

The Laws Of Swimming Essay, Research Paper Soon scientist are carry oning research to assist people derive new techniques in swimming. While scientists continue research for new swimming techniques, scientist must get down with early techniques of swimming as a athletics and portion of life. Learning how to swim is non easy. However, swimming is natural philosophies. There are Torahs, perkiness, retarding forces and gestures. To go a good swimmer one should take enterprise to larn how certain techniques evolved. This study will province a brief sum-up of the natural philosophies of swimming and its mechanics A novice swimmer must larn how to drift in H2O. This is known as perkiness, H2O that exerts an upward force against an object to the weight of the H2O that would be pushed aside by the object. For illustration, take three glass bottles the same size, each bottle weighs one lb and can keep five lbs of H2O. We will write a custom essay sample on The Laws Of Swimming Essay Research Paper or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Leave one bottle empty and seal it and put it in H2O. Now the bottle floats high in the H2O with the bulk of the bottle above the surface. Then take the 2nd bottle and make full it with three lbs of H2O and topographic point the bottle in the H2O. Second bottle will drift perpendicular in the H2O. Finally, put five lbs of H2O in the 3rd bottle and infix it into the H2O. The 3rd bottle will drop to the underside but will drop perpendicular. Therefore, first bottle floats because it weighs one lb but pushes aside ten lbs of H2O. Thus it would take some attempt to force the empty bottle underwater. This is called perkiness. The 2nd bottle besides floats but floats perpendicular because three lbs displaces the five lbs of H2O. Although the 3rd bottle sinks, perkiness is still a factor. Thus the bottle is droping but it is droping upward. This is known as specific gravitation. Form Drag ? Form retarding force is opposition to the object? s form and profile to the water. ? For illustration, narrow H2O skis would go through through H2O more expeditiously than a broad H2O ski. The narrow H2O ski pushes less H2O aside than the wider skis. Second illustration to cut down retarding force is the streamlined place. ? To experience the difference, force off from the wall of the pool and seek gliding in assorted places: streamlined, with your weaponries out to the sides, and with your articulatio genuss flexed. As you increase the surface country the H2O must go through around, you increase from retarding force and can non glide as far. ? Wave Drag ? Wave retarding force is opposition caused by H2O turbulence. ? Wave retarding force besides occurs during velocity of the swimmer. The faster the swimmer swims the faster the moving ridge retarding force occurs in the pool. A swimmer can cut down beckon retarding force by smooth procedure of shots but, one must non utilize sprinkling arm entries to cut down beckon retarding force. On the other manus, swimmers can make beckon retarding force ; therefore lane Li Nes have been created to cut down retarding force. Frictional Drag Frictional retarding forces? is the opposition caused by the surface texture of the organic structure as it moves through the H2O. For illustration, to cut down frictional retarding force Olympic swimmers would shave the organic structure hairs to cut down frictional retarding force. This method is thought to increase the velocity of swimmers and cut down frictional retarding force. Law of Inertia The jurisprudence of inactiveness provinces? that a force is needed to travel a organic structure at remainder, to halt a organic structure that is traveling or to alter the way of a traveling organic structure. Law inactiveness effects on Water sports in two facets, foremost the jurisprudence of inactiveness can be divided into two sections. First inactive inactiveness? is the inclination of a organic structure at remainder to remain at rest. ? Swimmer must get the better of every clip he or she enters a pool because the inactive inactiveness of the H2O will defy any attempt alteration place. Second, Dynamic inactiveness? is the inclination of s traveling organic structure to maintain moving. ? To get the better of the jurisprudence of inactiveness, swimmer must present energy to finish a shot than to maintain traveling. Furthermore, dynamic inertia Lashkar-e-Taibas swimmers rest because your organic structure is traveling. However, if one remainder to long during dynamic inactivene ss, one might hold to over come inactive inactiveness. The Law of Acceleration The Law of Acceleration? provinces that the velocity of a organic structure depends on how much force is applied to it and the way of that force. ? The jurisprudence acceleration is relevant in swimming in two ways. First the more force you apply to a shot, the faster a swimmer will swim. Second swimming is more efficient when a swimmer chooses to remain in a chosen way when all your propulsive force is in the same way. The Law of Action and Reaction The jurisprudence of action and reaction provinces? that for every action there is an equal and opposite reaction. ? Reaction and Action can happen in H2O and land. For case, if a ball drops into a pail of H2O the ball stops in the H2O and the H2O will project from the pail. Thus it is making an action and reaction from the ball. A 2nd illustration, when one dives from a plunging board, the? board reacts to the force of your pess moving against it so you can take off for the honkytonk. ? The Law of levers ? The jurisprudence of levers is the merchandise of force and force arm is equal to the merchandise of the opposition and resistance. ? The jurisprudence of levers for swimming can be demonstrated in the arm shot and the forepart crawl. Arm muscles provide the force and the shoulder is the pivot point. Water is the opposition, which comes from the arm during the shots. The manner to better purchase is to utilize less force when swimming. For illustration, the forepart, creep a swimmer can execute this by flexing the cubitus, this reduces the force when needed 330

How to Write an Effective News Article

How to Write an Effective News Article Whether youre interested in writing for a school newspaper, fulfilling a requirement for a class, or seeking a writing job in journalism, youll need to write like a professional to produce a good article. So what does it take to write like a real reporter? Researching the News Story First, you must decide what to write about. Sometimes an editor or instructor will give you assignments, but often you’ll have to find your own topics to cover. If you have a choice about the topic, you might be able to pick a subject related to your personal experience or family history, which would give you a strong framework and a dose of perspective. However, you must work to avoid bias. You may have strong opinions that could affect your conclusions. Beware of fallacies in your logic. You also could pick a topic that revolves around a strong interest, such as your favorite sport. Even if you end up with a topic close to your heart, you should begin with research, using books and articles that will give you a full understanding of the subject. Go to the library and find background information about people, organizations, and events you intend to cover. Next, interview a few people to collect more information and quotes that reflect the public’s perception of the event or story. Dont be intimidated by the idea of interviewing important or newsworthy people.  An interview can be as formal or informal as you want to make it, so relax and have fun with it. Find people with backgrounds in the topic and strong opinions, and carefully write down their responses for accuracy. Let the interviewees know that you will be quoting them. Parts of a News Article Before you write your first draft, you should be aware of the parts that make up a news story: Headline or title: The headline  of your article should be catchy and to the point. You should punctuate your title using Associated Press style guidelines, which specify, for instance, that the first word is capitalized, but, unlike other title styles, words after the first word (except for proper nouns) typically arent. Numbers arent spelled out. Other members of the publication staff frequently write the headlines, but this will help focus your thoughts and maybe save those other staffers some time. Examples: Lost dog finds his way homeDebate tonight in Jasper HallPanel chooses 3 essay winners Byline: The byline is the name of the writer- your name, in this case. Lead (sometimes written lede): The lead is generally the first paragraph and is written to provide a preview of the entire story. It summarizes the story and includes many of the basic facts. The lead will help readers decide if they want to read the rest of the story, or if they are satisfied knowing these details. The story: Once you’ve set the stage with a good lead, follow up with a well-written story that contains facts from your research and quotes from people you’ve interviewed. The article should not contain your opinions. Detail any events in chronological order. Use active voice- not passive voice- when possible and write in clear, short, direct sentences. In a news article, you typically put the most critical information in the early paragraphs and follow with supporting information, to make sure the reader sees the important details first and, you hope, is intrigued enough to continue to the end. The sources: Put your sources with the information and quotes they provide, not at the bottom of each page or the end of the story, as you would for an academic paper. The ending: Your conclusion can be your last bit of information, a summary, or a carefully chosen quote to leave the reader with a strong sense of your story.

Strategic Management Essay Example | Topics and Well Written Essays - 3000 words - 11

Strategic Management - Essay Example Belasen and Frank (2007) in their paper â€Å"Competing values leadership: quadrant roles and personality traits†, sought to establish a system of number and order of leadership roles and tag the associated personality traits which determine leadership roles to them. Thus it’s an effort at establishing a system of metrics to define an otherwise indeterminate and disparate amount of values. Their use of LISREL to determine the extent of fit between competing values framework (CVF) and quadrants is essentially one loaded with a priori tenets of recalcitrant logic. Next Haakonsson, Burton, Obel and Lauridsen (2008) in their paper â€Å"How failure to align organizational climate and leadership style affects performance†, hypothesize that â€Å"misalignments between climate and leadership style are problematic for organizational performance†. The study is based on regression analysis of data collected through a questionnaire. Though the authors acknowledge an element of prejudice and bias on the part of Chief Executive Officers (CEOs), there is still a considerable divergence among variables because the study is primarily a posteriori in its outcomes. Despite the existence of various influences on organizational culture and leadership style, a common tendency to produce a confluence of ideological stances on the part of the two cannot be altogether absent either. Finally Lakshman in his paper â€Å"Attributional theory of leadership: a model of functional attributions and behaviors†, applies cognitive complexity theory and attributional complexity theory to the study of positive and functional contingency model of leadership style with primary focus on the strategic behaviors of the manager/leader. According to the author in so far as subordinates are self-efficacious and motivated by a particular leadership style there is no divergence from the trend-setting behavioral construct. This assumption

Why Study the History of Philosophy Essay Example | Topics and Well Written Essays - 1750 words

Why Study the History of Philosophy - Essay Example Philosophy is the art of rational thought that is unique from the other disciplines in that it relies on the application of logic and reason to generate knowledge. Most people’s failure to understand philosophy is related to their attitude of viewing it as a mere thought about knowledge or language. The intellectuals that discover philosophy develops the curiosity to dig deeper into the historical books to understand its beginnings. A philosopher must have the ability to reason and possess a rational faith. The knowledge of the historical perspective of philosophy proves that the modern philosophical circumstances have been crafted by changing times. It is only through understanding this interlink between the history of philosophy and the modern human life that learners can truly appreciate the discipline, otherwise, they would view the discipline as a mere art. This paper is seeks to explain the significance of the study of the history of philosophy. The discussion will be ba sed on the relation between the study of history of philosophy and modern philosophy, and the value of studying the history of philosophy. History of Philosophy Philosophy emanates from thoughts related to information gaps that do not satisfactorily explain situations. Philosophy contributes in filling these gaps through suggestion of theories meant to resolve these problems. The study of history of philosophy enables learners to understand the meaning associated with the philosophical concepts suggested by rationalists such as Spinoza, and empiricists such as Locke.1 For instance, Spinoza believed that existence is determined by a shared substance and that a free man is always honest in his deeds. Berkeley downplayed the possibility of the existence of an external world. Leibniz argued that an empty space is imaginary and all substances are mirrors of God. This helps the modern philosophers to combine the traditional concepts of philosophy with the scientific allusion of nature. Ph ilosophy is an art of expression of human faith. The discipline extends into every aspect of human life. Socrates asserts that life is not worth living without self reflection or personal examination. This implies that most people understand their life better if they know how to philosophize. However, according to John Stuart Mill, philosophy is not an ultimate path for contentment.2 Although philosophical studies have clarified problems such as the definition of truth, freedom of will and the nature of time, most of its concepts appear to ignore solutions to some problems. According to Tan, those who do not understand the historical concepts of philosophy postulates that the discipline is a mere opinion held by every individual in relation to past experiences.3 This notion makes these people assume that traditional perspective is not applicable in modern life. However, historical studies proves that historicism in philosophical studies is the benchmark for the validity of the moder n perspective. The knowledge of the historical perspective of philosophy proves that circumstances have been crafted by changing times. Just like in the modern times, various people applied different mechanisms in improving and advancing knowledge. The history of philosophy outlines these mechanisms and enable the modern people apply them in advancing their understanding of philosophy. Benefits Knowledge and Reality The study of the history of philosophy seems like an art in the early stages of learning but progresses into a discipline requiring the application of knowledge when grappling philosophical problems.4 The knowledge and reality associated with ancient philosophy encourages people to not only analyze the views of the philosophers, but also

Maternal instincts vs. social instincts Essay Example for Free

Maternal instincts vs. social instincts Essay Sethes most severe behavior as a mother, that distinguishes her as socially constructed by both her mothers actions and the abuse of slavery, because she alters the rules, determines for herself what is acceptable and unacceptable, what is right and what is wrong, suggests that she is simultaneously the best mother and the worst, and without question, revolutionary. Trudier Harris notes that Morrison succeeds in making Sethe so simply human and American (the God-given right to motherhood, love of ones children, desire of a better life for them, love of freedom, nonconformity) that we cannot easily condemn her act even when we clearly do not condone it (Fiction and Folklore 171). This is the case when social and moral norms are being neglected before the maternal instincts, which are proven to be more powerful than social ones. Yet Sethe was a pretty little slavegirl that had recognized a hat, and split to the woodshed to kill her children (Beloved 158). The rapidity with which she acts certainly shows it’s innate and essentialist behavior. Sethe is a mother both under the confines of slavery and then in freedom. But she is a different mother in each situation, thereby confirming the socially constructed nature of her mothering. She proudly explains to Paul D the essence of motherhood; and Paul D knew exactly what she meant: to get to a place where you could love anything you chose—not to need permission for desire—well now, that was freedom (Beloved 162). Sethe is proud of herself, her accomplishments, and appreciates her freedom. OReilly suggests that Sethes flight to freedom is structured specifically as a heroic quest (133). (Please explain a little) In reality, The very meaning of a hero and heroism is redefined, making it possible for Sethe to inscribe herself as subject and celebrate the reproductive feats of nursing and birth as heroic labor (OReilly 134). Heroism here is referred here to boldness to become a mother in such a life-denying circumstances. This is true also for Sethes rebellious and atypical rescue of herself and children as well. Interestingly, when Sethe is no longer someone elses property, she suddenly sees her children as her own her own property, so to speak. After being owned, she wants ownership too, of herself and her children. Sethe has never had anything to call her own in her life and suddenly everything is her own. She acts and reacts based upon everything she has seen, heard, and felt in her lifetime, a lifetime of slavery. She knows the notion of ownership. Sethe reacts as a result of her newfound possessiveness and ownership of her children. Again, she is creating her own language and law for motherhood. Paul D understands part of this: the possessiveness, the love, and the freedom. But he does not understand the killing. To her, death and the potential of heaven is better than slavery and hell on earth. Thus, this murder may prove her more animalistic, as schoolteacher would argue she already is, or perhaps, less so, because her decision was a conscious one, thought out and made of her own free will (Beloved 193). She takes responsibility for herself and her actions by refusing to accept patriarchal societys laws regarding slavery, laws regarding murder, and traditions regarding a womans place, especially a black womans place. So, instead of returning to slavery under schoolteacher and his two physically and emotionally abusive nephews, she assumes society, institutes an instant matriarchal ruling system, the social instincts, empowered by her own mothers actions and perhaps toying with Gods power: what Sethe giveth, Sethe taketh away. She does not regard the murder of her daughter as taking life away from her daughter, but as keeping her daughters life away from schoolteacher, away from slavery, and putting it in a better place. Sethe believes that once Beloved is dead and moves on to eternal life, neither schoolteacher nor slavery can touch. She is safe. She will be where Sethes own mother is. Sethe believes she is preserving Beloved by killing her. She is preserving the purity of her body and mind. Beloved will not be ripped apart by the men or the institution that governs slavery. She will not be raped physically or emotionally. Thus, to Sethe, she has succeeded in preserving her daughter. In Beloved, Sethe is both subject and object, rigid and excessive, mother and daughter. She is exerting influence as well as receiving it and she exerts it because of the way she has received it from her own mother. This becomes relevant to her handling of Paul D, as well. Paul D does not understand what he must accept in order to make a life with Sethe. He cannot accept his place in the household as something other than the head and he does not understand Sethes love, protectiveness, or murder of her daughter. Paul D s reaction to the knowledge of Sethes actions, according to Jan Furman, forces her to rebuff all attempts to minimize her victories as a woman, as a mother. And so she takes back from Paul D the responsibility for her breasts that she had given (75-6). She takes all responsibility back. This tells the reader again that Sethes strength surpasses all. Morrison flat out tells the reader that she is tougher, because she could do and survive things they believed she should neither do nor survive (Beloved 47). She cannot be the weak slave woman when her actions, her love, and her strength of character make her larger than, more powerful than schoolteacher, Halle, Paul D, maybe all of patriarchal society itself. Her actions certainly disrupt the societal norms. However, the inherent issue remains regarding essentialism and social constructionism. Is birth civilized or is it animalistic? Mothers are trained, from the onset of motherhood, to virtually be more natural, more like animals. Then, later in life, when those tendencies take a different form, in protectiveness of their young, mothers are maligned for the same behavior and actions that were instilled upon them during pregnancy, labor and childbirth, and this is Sethes plight. She attempts to take the proper measures, which is her defined, unstereotypical manner. Therefore, as in Sethes case, the concept of mothering may have essentialist qualities, but the individual mother is socially constructed. Why, then, does Sethe kill Beloved? Why, after her milk was taken from her by one of the nephews, taking practically all of her motherhood with it, does she begin to take motherhood away from herself when she fought so hard to get it under freedom? Why wouldnt her sons, Howard and Buglar, let go each others hands (Beloved 183)? They fear the one person who should be their haven in this world. Is motherhood that powerful? Why does it take Sethe twenty years to figure out that she should have killed schoolteacher, not her own child, as is evidenced by the fact that when Mr. Bodwin comes to take Denver to work, Sethe goes after him and not Denver (Beloved 262)? Is it because the institution of slavery was so strong that it would have claimed her and her children even if schoolteacher were dead? And if the structure of slavery were so powerful, and one sees the negativity, the hatred, the racism in its structure, then one must claim matriarchy for the solution. One must see Sethe as a powerful and revolutionary woman who, although she commits murder, although she kills her own best thing, her crawling already? girl who impresses her with her advanced physical capabilities, makes her own decisions under her own set of rules, given to her because she is a mother. She can no longer conform to an authority that prevents her from protecting her young in undoubtedly excessive ways once the hummingbirds of motherhood point their beaks into her heart. Paul D and schoolteacher reference Sethe in terms of animal characteristics with a negative connotation. But if one can co-opt the male masters language one can offer that it is not always bad for a mother to have animalistic tendencies, though she should not be measured by them. Interestingly, the non-biological mothers will offer even further examination of social constructionism, because they are created out of necessity. The question arises, then, as to whether their mothering behavior becomes essentialized once they assume the role of mother. A biological mother certainly could reject her children, reject motherhood, and remain only selfishly self-aware. Yet, for the most part, the mothers do not make that choice. Are the attributes of motherhood universal, essential, regardless of the societal constructs playing on their decisions? Or do these stereotypes for motherhood break down under severe circumstances? Let us answer these questions in the next section.