Describe with Examples the Kinds of Influences That Affect...

Assessment Task TDA – 2.1 Child and young person development. Task 2 links to learning outcome 2, assessment criteria 2.1 and 2.2. Describe with examples the kinds of influences that affect children and young people’s development, including: - background - heath - environment While children are influenced by many things, there are no stronger influences than that of their parents. Parents are usually their children’s first playmates, and while there world expands with each passing year, parental influence is still one of the greatest factors in determining the ways in which the child will grow and develop. Background: Naturally parents want to see their children do well. Sometimes though in an effort to keep kids safe,†¦show more content†¦As children all develop at different speeds, a child that struggles at school and has not been identified as having any specific special needs, could suffer from depression thus affecting the child’s development. Other factors that can affect a child’s development can include genetic problems passed on by a parent, mental or physical disabilities, poor living conditions causing illness such as asthma, learning difficulties, autism, dyspraxia, aspergers, poor communication skills due to sensory impairment such as deafness, blindness, partially sighted. Disability brings problems to schools too causing the child to be disadvantaged. These could include lack of specialist staff or poor staff knowledge which can lead to lack of socialisation and integration into the school. Environment: Socialisation is important for children. Parents who offer their children varied opportunities in which to meet new people and experience new things give their children an invaluable gift. When they are babies, children need no more than the attentive, loving care given by their parents, but as they grow, it is beneficial for children to expand their worlds by making friends with other people and learning about different cultures. Children who gain a sense of confidence in their ability to interact with people will take them into adulthood making both their personal and professional livesShow MoreRelated2.1 Describe with Examples the Kinds of Influences That Affect Children and Young People‚Äà ´s Development Including; Background, Health and Environment803 Words   |  4 PagesA child development is influenced in many ways such as their background, health and environment. These factors will have an impact on the child’s different areas of development. Background Children come from all different family environments, cultures and circumstances. Children go through significant family changes such as a family break-up or a new step-family. These can affect a child’s emotional and intellectual development. A child may also change their behaviour, which means there abilityRead MoreChild and young person development1148 Words   |  5 PagesChild and Young Person Development Title Describe the main stages of a child and young person development from birth to 19 years old and the kind of influences that affect this process. Evidence Covered 1.1 Describe the expected pattern of children and young peoples development from birth to 19 years, to include: a) physical development b) communication and intellectual development c) social, emotional and behavioural development 1.2 Describe with examples how differentRead MoreEssay on Child and Young Person Development1179 Words   |  5 PagesAssessment Task – TDA 2.1 Child and Young Person Development Task 2 2.1. Describe with examples the kinds of influences that affect children and young people’s development, including: * Background * Health * Environment Background Children will come from a diverse range of backgrounds including family environments, cultures and circumstances. A child is at school from a very young age to late teens and during this time many families will go through significant changes,Read MoreTDA21 Child and Young Person Developmen6757 Words   |  28 PagesChild and Young Person Development 1) 1.1 Describe the expected pattern of children and young people’s development from birth to 19 years to include Physical Development Communication and Intellectual Development Social, emotional and behavioural Development Physical Development There are expected patterns of development for children from birth to 19 years old. Although all children are individuals and unique and there are factors which can have a bearing on development such as health, environmentRead MoreCache Level 3 Award, Level 3 Certificate and Level 3 Diploma in Child Care and Education15197 Words   |  61 Pagesintroduction to working with children Development from conception to age 16 years Supporting children Keeping children safe The principles underpinning the role of the practitioner working with children Promoting a healthy environment for children Play and learning in children’s education Caring for children Research into child care, education and development Care of sick children Nutrition and healthy food for children Child, family and outside world Working with children with special needs DevelopingRead MoreTda2.1 Child and Young Person Development Essay2286 Words   |  10 PagesTDA 2.1 Child and young person development TDA 2.1 Child and young person development. 1.1 Describe expected pattern of children and young people’s development from birth to 19 years. Birth to one year New-born babies can: * see faces as fuzzy shapes * grasp an object that has touched the palm of their hand * turn their head to look for a nipple or teat if their cheek is touched * suck and swallow * try to make stepping movements if they are heldRead MoreDescribe the expected pattern of children and young peoples development from birth to 19 years, to include: - physical development3356 Words   |  14 PagesSupporting evidence Attachments TDA 2.1.1 ac[1.1a] Describe the expected pattern of children and young people s development from birth to 19 years, to include: - physical development When looking at the expected pattern of children and young peoples development from birth to 19 years, it is important to remember that each child will develop and grow at different rates. Reaching milestones at a more advanced pace or a slower pace than the broad average. This expected pattern includes physicalRead MoreCashe Level 2 Essay example18123 Words   |  73 PagesCACHE Qualification Specification CACHE Level 2 Certificate for the Children and Young People’s Workforce (QCF) CACHE Level 2 Certificate for the Children and Young People’s Workforce (QCF)  © CACHE 2011 Except as allowed by law, or where specified in the text, no part of this publication may be reproduced or transmitted in any form or by any means without prior permission from the Council for Awards in Care, Health and Education. CACHE has provided this Qualification Specification in MicrosoftRead MoreLevel 3 Childcare Unit1 Essay6759 Words   |  28 PagesUnit 1. Understanding child and young person development. 1. Explain the sequence and rate of each aspect of development from birth – 19years. The word development refers not to the physical growth of children and young people, but to the skills and knowledge that they are developing. When looking at child development it is divided into the following areas – Physical Development Refers to learning how to master physical movement. Fine motor skills Read MoreSchools as Organisations Level 36524 Words   |  27 Pagesuniversity 1.2 Describe the characteristics of the different types of schools in relation to educational stage and school governance Local Authority Nurseries * Usually cater for children aged 3-5yrs, can be attached to a primary school or children’s centre. Usually open term time only. Hrs of 9 – 3.30pm. * Follows the EYFS (early year’s foundation stage). Framework to support a child’s development and learning from birth to 5ys. State funded through the LA for children 3-5yrs, 15hrs

The Constitution vs. Racial Profiling The Knock-out Round free essay sample

Explores constitutional issues in racial profiling and discrimination in the wake of 9/11. Examples of profiling are derived from general minority experiences and specifically Arab/Muslim discrimination after 9/11. This paper presents a detailed examination of racial profiling. The writer addresses four scenarios and argues for or against their legal and moral foundation based on the 14th amendment of the United States Constitution. In addition to the writers belief regarding each scenario, we are given key elements of the oppositions argument and the writers rebuttal to that opposition. From the paper: Following the attacks on America September 11, 2001, there were cries for revenge throughout the nation. Anyone who looked Muslim was endangered as Americans took their anger to the streets. Following the attack there were several instances in which pilots refused to fly planes until Muslim looking passengers were removed and angry residents threatened those who looked like one of them. We will write a custom essay sample on The Constitution vs. Racial Profiling: The Knock-out Round or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The initial rage died down and in its place we were given many new security measures that we have been told are for the good of national security. The measures boil down to legalized racial profiling in some cases. Racial profiling is not a new event. It has been around for many years. Racial profiling goes against everything the constitution of this nation stands for; yet in light of the attacks in New York, Americans are less vocal about it then they have been in the past. Now, instead of denouncing all profiling as unconstitutional and wrong, we find ourselves looking at individual profile scenarios and holding them against the constitution to see if we can slide them through. We have entered a new world since the attacks. It is a world in which we are trying to walk a much thinner line between protecting the safety of those who live here and protecting the constitution.

Job Design free essay sample

Hackman and Oldham’s job characteristics model can be used for job design to make sure organizations goals are achieved and employees are satisfied with their jobs. They propose that a satisfied employee has better performance, internal motivation, and lower absenteeism. In order to achieve this, an employee must believe his work is meaningful, he must be responsible for the outcomes, and must see the end result. They believe that using techniques such as job enlargement, job rotation, employee empowerment, and job crafting. Job enlargement is when the tasks and responsibilities of a job are enlarged. More tasks and responsibilities means the employees will feel more meaningful about their jobs. Job rotation is when employees switch jobs from time to time to decrease boredom and repetitiveness. This can be a huge benefit to an employer because the employees will know how to do many different jobs. The employer will have flexible employees who can be utilized in many different ways. We will write a custom essay sample on Job Design or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Another technique an employer can use is employee empowerment. This is when the employee’s opinions are listened to and they have more responsibility. This allows them to take risks and try to become innovators. Employee innovation can really increase productivity because they know their jobs the best. It also means they will be responsible for the outcomes of their innovations. Another technique is job crafting were an employee tailors their job to their strengths. This will help motivate them and will make them more productive. These are ways that the job characteristics model improves job design.

Impact of the Black Death

Impact of the Black Death Introduction The Black Death was, no doubt, the greatest population disaster that has ever occurred in the history of Europe. The name is given to the bubonic plaque that occurred in the fourteenth century in Europe killing millions of people. The plaque began in the year 1348, and by the year 1359, it had killed an approximate 1.5 million people, out of an estimated total population of about 4 million people.Advertising We will write a custom essay sample on Impact of the Black Death specifically for you for only $16.05 $11/page Learn More So terrifying was the Black Death that peasants were blaming themselves for its occurrence, and thus some of them resulted to punishing themselves as a way of seeking God’s forgiveness. The bubonic plaque was caused by fleas that were hosted by rats, a common phenomenon in the cities and towns. The presence of rats in the cities and towns was due to the fact that the towns were littered, and they were poorly manage d. The worst part of it is the fact that the medieval peasants did not know that the plaque was caused by the pleas hosted by the rats. They actually believed that the plague was caused by the rats themselves. As more and more people died from the Black Death, the impacts of the plague became more profound. The plague affected the demographic composition of the society, and thus it had far-reaching effects on the social, economic, political and even cultural realms of the medieval society. To this day, the Black Death is remembered as the worst demographic disaster to be ever experienced in European history (Robin, 2011). This paper is an in-depth analysis of the impacts of the Black Death. Social impacts of the Black Death The Black Death had far reaching social impacts on the people who lived during the fourteenth century. An obvious social impact of the plague is the fact that the Black Death led to a significant reduction in the human population of the affected areas. This had e xtensive effects on all aspects of life, including the social and political structure of the affected areas. Before the plague, feudalism, the European social structure in medieval times, had created a society in which inequality was rife, with many poor peasants, and rich lords. This fuelled overpopulation, which was a catalyst for the mortality of the plaque. After the plaque, a large number of the overpopulated peasants became victims of the plaque, and thus the lords lacked labourers in their farms. This also led to a significant reduction in the population (Bryrne, 2011). The people who were spared by the plague lived full lives. They regarded themselves as the next victims of the bubonic plague. This led to immoral behaviour that saw societal codes like the sexual codes broken. People did not care about having virtues anymore because they knew that death was approaching fast. As people lost their partners to the plague, the marriage market grew, fuelling more sexual immorality (Carol, 1996).Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Also among the immediate social impacts is the fact that at one point, the number of people who were dying from the bubonic plague was seemingly more than the number of the living. This made it virtually impossible for the living to take care of the ailing, or even for the living to bury the deceased. This was a social crisis that has remained in the books of history as a remarkable impact of the bubonic plague. Economic impacts of the Black Death Immediately after the occurrence of the Black Death, all economic activities were paralysed. The first economic activity to suffer substantially from the plaque was trade. Although people were not aware that it was the infectiousness of the plaque that was making it to kill more people, they were afraid to travel to plagued areas for fear of coming into contact with rats, which they bel ieved was the source of the disease. This substantially affected trade ties between villages and communities in the medieval European society. After the occurrence of the Black Death, other impacts of the plague started affecting the community. The population of the European parts affected by the plaque reduced drastically, leading to a severe shortage of labour for the farms. The demand of peasant farmers increased, with the lords competing for them by relocating them from their villages to the farms of the latter. This made the peasants have a competitive economic edge, as they were able to negotiate for better salaries. As the Black Death claimed more lives, farms were left unattended because the peasants who were responsible for ploughing had fallen victims of the plague. Where the lords were lucky to have had some harvest, it was challenging to bring it home due to a serious shortage of manpower. Some harvest got destroyed in the field as there were no men to bring it home. Som e animals got lost because the people who used to look after them had also fallen victims of the plague. These problems led to a number of other impacts in the medieval society of the fourteenth century (Bridbury, 1973). As farms went unploughed and some harvest remained in the fields, people in the villages starved for food. Cities and towns also faced severe shortages of food since the farming villages around the towns did not have sufficient foodstuffs. Lords had to strategize economically in order to survive, and thus most of them resulted to keeping sheep since it was easier without the manpower. Economic activities that required the presence of large numbers of peasants like the farming of grains lost their popularity. This, in turn, led to serious shortage of basic commodities like bread. This, coupled with the fact that the production of all kinds of foodstuffs had decreases, led to inflationary prices on commodities (â€Å"The Black Death And Its Effects†, 1935). The poor were left thriving in an environment full of hardships as the prices of foods skyrocketed.Advertising We will write a custom essay sample on Impact of the Black Death specifically for you for only $16.05 $11/page Learn More Political impacts of the Black Death The Black Death had a number of political impacts. First of all, the feudal social system of the fourteen-century European population demanded that peasants could not relocate from their villages at will. For a peasant to relocate from his/her village, he/she had to seek the permission of his/her lord. After the Black Death, it became increasingly difficult for lords to get the number of peasants they required to provide them with the labour for their farms. This made lords to disregard the law, and relocate peasants to their villages so that they could work in their farms. Most of the times, the lords even declined to return the latter to their rightful villages in a bid to get maximum benefit from their labour. Another political impact of the Black Death also stems from the reduced population of the affected areas. This is because after the number of peasants reduced, and they were able to negotiate salaries and even relocate from their villages, contrary to feudal law, the government imposed stricter rules to regulate the way peasants offer their manpower to the lords. This was done by the introduction of the 1351 â€Å"statute for labourers† (Bridbury, 1973). The statute provided that payments to peasants were to be made with reference to the payments that were made in 1346. This meant that peasants would receive payments using the terms that were prevailing before the plague occurred. The statute was structures such that both the lord and the peasant could be accused of breaking the law by either the peasant receiving a higher payment, or the lord giving the same. The effect of this statute was that a good number of peasants disobeyed it, leading to, arguably i nhumane punishment. This fuelled revolt among the peasants who sought to fight for their rights in the 1381 Peasants Revolt (Bentley et al., 2008). After oppressive statutes like the statute for labourers came into force, peasants started to be resistant. They therefore organized a number of revolts in a bid to attract the attention of legislators to their plea of fairness. The most serious of these revolts was the aforementioned 1381 peasant revolt. The peasants had gathered in huge numbers and marched to London. They killed senior officials of the King and took control over the tower of London. Among their main grievances was the fact that, thirty-five years after the occurrence of the Black Death, the population had reasonably grown and the pre-existent demand for labour had substantially reduced. The lords were therefore threatening to withdraw the privileges they had given to peasants since their demand was no more. This led to the revolt as the peasants sought to fight for the ir privileges.Advertising Looking for essay on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conclusion From the discussion above, it is evident that the Black Death had a lot of impacts on the European medieval society. It changed the demographic set-up of the community and thus it substantially affected the social activities of the peasants. This can be evidenced by the aforementioned increase in cases of sexual immorality as people had lost their partners in the plague. The Black Death also had a number of economic impacts which resulted from the drastic decrease in the population of peasants. This can be evidenced by the aforementioned change by lords from grain farming to sheep farming. Lastly, the Black Death had a number of political impacts which can be exemplified by the development of the aforementioned statute for labourers. Studies of the impacts of the bubonic plague are still ongoing. This is despite the fact that most of the impacts were realized immediately after the plague and their effects on the society analyzed. Political activists during the time, who w ere mostly lords, had observed the effects of the plague and made societal changes that were bound to benefit them. However, scientists still believe that the European society still suffers significant effects of the bubonic plague. For instance, it has been established that England, where the greatest effects of the bubonic plague were perhaps felt, has significantly lower genetic diversity than it is suspected to have had in the eleventh century. Geneticists explain this by the argument that the deaths that resulted from the Black Deaths were the cause of the low genetic variation in Europe. Reference List Bentley, Jerry H., Ziegler, Herbert F., Streets, Heather E. (2008) Traditions and Encounters: A Brief Global History, ch9,15,19, McGraw-Hill, Inc. Bridbury, A. (1973). The Black Death. The Economic History Review, 26: 577 – 592. Bryrne, J. (2011). Black Death. World Book Advanced. Web. Carol, B. (1996). Bubonic Plague in the nineteenth-century China. Robin, N. (2011). Apo calypse Then: A History of Plague. Special Report. World Book Advanced. Web. The Black Death And Its Effects. (1935). Readings in English History Drawn from the Original Sources: Intended to Illustrate a Short History of England. Boston: Ginn.

Function of the SAT - PrepScholar 2016 Students Encyclopedia

Function of the SAT - PrepScholar 2016 Students' Encyclopedia SAT / ACT Prep Online Guides and Tips Many 4-year U.S. colleges and universities require SAT or ACT scores fromtheir prospective students. Admissions officers, particularly those selecting for academic ability, consider the SAT as a measurement of academic ability and potential. The SAT is meant to be a reasoning test that evaluates students' problem-solving and analytical skills, rather than their specific content knowledge. Note: this article is a series in the PrepScholar2016 Students' Encyclopedia, a free students' and parents' SAT / ACT guide that provides encyclopedic knowledge. Read all the articles here! SAT scores are not the sole criterion for admission, nor are they the only measure of academic ability within a student's college application. Scores are considered in conjunction with high school grade point average (GPA), course selection, and other indicatorsof achievement. Many admissions officers emphasize that they take a holistic view of each applicant, considering the "whole person" as evidenced by his/her grades, extracurricular involvement, recommendations, and personal essay, among other demonstrated interests, accomplishments, and goals. While most colleges do not publicize specific SAT score minimums, many share data on the average scores of their accepted students. If this data shows a range of scores from the 25th to the 75th percentile, then the higher end of the range may be more representative of the school's SAT score expectations for the majority of regular applicants. The lower end of this kind of range may reflect the scores of special interest applicants who can gain admission with lower SAT scores, like students who are recruited for athletics. While many admissions officers claim they take a holistic approach, some will not review applications that do not contain a certain minimumSAT score. Conversely, high SAT scores are rarely a guarantee of admission, especially not at selective institutions like those in the Ivy League. Studentsthat entered Harvard's class of 2017, for example, had an average SAT score of 2237. Harvard's recruited athletes, on average, scored 173 points lower on the SAT than their non-recruited classmates. In addition to sharing data on average SAT scores of incoming students, most colleges share their policies on SAT scores. Some schools "superscore" the SAT, or take students' highest section scores across all testing dates and recombine them into a maximized composite score. Popular schools that have a policy of superscoring the SAT include Boston University, Columbia, Harvard, Johns Hopkins, MIT, Princeton, and the University of Connecticut. Other colleges look at a student's highest sitting on one date he/she took the SAT. Schools that consider students' "highest sitting" include Arizona State University, Colorado State University, Oregon State University, and University of Wisconsin. By researching their prospective colleges' stance on SAT scores, students may adjust their preparation and test-taking plans accordingly. An increasing number of colleges have adopted test flexible and test optional policies. These may allow students to send SAT Subject tests or AP tests in lieu of the general SATor to choose whether or not to send their SAT scores. NYU, for example,allows students to send three SAT Subject Tests or three AP tests in lieu of the SAT, among other options. While students may be able to decide whether their scores are an accurate representation of their academic ability when applying to test optional schools, those who omit their scores may be at an empirical disadvantage when compared with theirpeers who chose to include their scores. HampshireCollege is the only school thus far that has adopted a "test blind" policy, stating, "We will not consider SAT/ACT scores regardless of the score. Even if it's a perfect score, it will not weigh into our assessment of an applicant." While colleges take varied approaches to their consideration of SAT scores, College Board states that the SAT is meant to give national perspective to local data from schools on students' achievement and ability. As a standardized test, College Board maintains that the SAT measures academic ability independent from differences among students' educational experiences by school district, including variationsin curricula, school funding, and course rigor. Critics of the SAT drawon data that shows a correlation between higher SAT scores and higher levels of family income and parental education. Rather than testing students "on a level playing field," SAT critics claim that the SAT contributes to existing patterns of social and educational inequality. The changes made to the redesigned SAT, which will be administered starting in March of 2016, may have been partially motivated to address these criticismsand to make the SAT more accessible to students across income levels. The elimination of high level vocabulary words in favor of medium-range, multiple meaning words, for instance, may be one change aimed to make the test more fair and to improve its validity and predictive power. College Board also recently began a collaboration with Khan Academy to offer free videos, lessons, and sample questions for students to prepare for the new SAT. In addition to addressing the concerns of critics, College Board may have been motivated to update the SAT in order to remain competitive with its counterpart, the ACT. Historically, the majority of American students who lived on the East and West coasts took the SAT while students in Midwestern states took the ACT. In 20, the number of students who took the ACT nationwide surpassed the number that took the SAT for the first time. The redesigned SAT will more closely resemble the ACT in several ways, particularly in the format of its vocabulary questions and its newly optional essay. Read more from the SAT Encyclopedia! Further Reading Which Colleges Superscore the SAT? Colleges Requiring All SAT Scores Sent: Complete List How Can You Build the Most Versatile College Application?

B.F. Skinner and Operant Conditioning Research Paper

B.F. Skinner and Operant Conditioning - Research Paper Example Subjects opt for alternatives that result to low risks. Choice introduces self-control where the subject learns how to wait for better rewards instead of settling on immediate smaller rewards. A reinforcement schedule delivers reinforcement to an organism according to a predefined rule. Food is a common reinforcement used to condition hungry rats and pigeons. The schedule delivers the food for a switch closure as a result of a lever press or a peck. Similar experiments have been conducted on humans and the results are similar to those from animals. However, human beings have resulted into a wider range of adopted behavioral strategies compared to animals. A time-based schedule is the most effective where the reinforcement is delivered after a fixed or variable time period. A time marker or the reinforcement is utilized in time-based schedules. Trial-by-trial versions are also utilized during conditioning. For example, in the fixed interval schedule, an inter-trial interval precedes e ach trial and extra-empty trials where no food is given to the rats. In operant conditioning, the acquired behavior is reversible and can only be repeated when the reinforcement is available. ... This is evident in different results from subsequent results of the experimental history. This indicates that the animal has undergone some internal transformation, but the learned behavior is reversible. Several researchers have encountered problems when uncovering the reversible behavior and the nonreversible internal state of the animal. Skinner is concerned with the reversible behavior and not the internal state of the subject. This makes it difficult to draw a plausible conclusion on the cause of the reversible behavior when a second reinforcement is withdrawn after a short exposure. During conditioning, the organism is exposed to the reinforcement at timed intervals. Doubling the interval time doubles the wait time after a learning period. The organism develops an approximation to the interval to be timed. In some procedures, the organism can be exposed to a stimulus and different responses are expected after an absolute or relative duration. The subject can be exposed to two s timuli that confront it with two choices. For example, a rat can be given food after either a press on the left or right lever. After a learning period, the subject is presented with the two stimuli in lieu, which introduces the question of how it distributes the responses. The subject has to develop an intermediate duration in order to differentiate between the two stimuli. Other factors such as the degree of hunger can influence the response during a fixed interval procedure. A time discrimination procedure can mitigate this problem. The subject is exposed to food after a fixed time followed by a longer period of no food. This helps the subject learn to wait then respond until the behavior has been learnt properly. Interval timing is widely used by

Time Travel Essay Example | Topics and Well Written Essays - 2500 words

Time Travel - Essay Example And having thought what to do, we can only do it now: while the time for action is future we can only await it, and once it is past it is too late. When it comes to time travel, the perception of difference somewhat diminishes, according to various scientists theories presented in various ways we conclude that most of them agree with the notion that in order to travel back in time one has to travel faster than the speed of light. Only in such condition one can travel in time. Along with the speed of light, there are other three factors that are considered for a person in order to travel. Those factors or four elements on which time travel is based are considered at the very core of science fiction, which are: Foote has his own unique perception according to which traveling whether it be the future or the past is reasonable to justify and can be universally accepted by the judgment that a person is always involved in traveling all the time, every minute and at every second and particularly in his sleep because as we sleep our consciousness takes a several hour-long leap into the future. It is no wonder that this scenario has a respectable, if dateable, past in the literature of science and fiction. But nothing, nothing except dream and memory, stands in relation to travel to the past as sleep does to travel to the future. Travel to the past takes all customary notions of cause and effect, as Foote believes in the laws of thermodynamics. (Foote, 1991, p. 9) which suggests, "heat is a form of energy that is in motion". Let us examine this quotation what Foote has said. Heat is a form of energy and so is the man. A living energy in the form of meat and flesh. A man if moves in motion obviously generates and radiates energy and if a man travels faster than the speed of a light it is for sure that he would wake up in an environment which is quite old and ancient for him. Faster than light travel No doubt Foote has related human capabilities with those of the speed of light. Here is the theory presented by Foote based upon FTL travel first: it is true that the physicists of the tribe have devised a mathematical fiction called the tachyon, which, if it exists, must travel faster than light. Greatly simplified, the logic runs like this: in the universe we observe, we postulate the existence of tardyons, particles which must travel more slowly than light, and luminons, which always travel at precisely the speed of light. The more energy one puts behind a tardyon, the faster it travels and the heavier it gets; but as one approaches the speed of light, vast increases in energy are required to accomplish minuscule increases in speed. Only an infinite amount of energy which is not available to us in this universe will suffice to bring a tardyon to the speed of light". (Foote, 1991, p. 9) There is indeed an asymmetry in respect of past and future in the way in which we describe events when we are considering them as standing in causal relations to one another; Macbeath explains this as it reflects an objective asymmetry in nature and thinks that this asymmetry would reveal itself to us even if we were not agents but mere observers. It is indeed true, that our concept of cause is bound up with our concept of intentional action: if an