How Creative Limitations Help You Do Better Work

How Creative Limitations Help You Do Better Work Going in for the imaginative slaughter is simpler on the off chance that you have limits. (See #2 beneath) This is the account of innovative restrictions and a MM gadget. I was a K-12 workmanship instructor at a government funded school, and it was the year's end. The center school understudies werent keen on doing a lot other than plan for summer excursion. I had an organizer brimming with incompletely utilized craftsmanship supplies, heaps of pieces of materials and things from the years workmanship ventures, and anxious children on my hands. Id wrapped up my exercise designs, and had seven days left before school was finished. We will do an activity in confinement, I said. I had a table in the focal point of the study hall heaped with bits of paper, popsicle sticks, string, plastic, tangle board, stick, paints, fabric, and a hodgepodge of things. Id fundamentally cleared out the cabinet and discovered a serious assortment of apparently futile trash. Your last venture will be made out of exactly what you see here. Nothing else. I gave them the points of interest: they needed to make something that could cause commotion, to incorporate development or something to that affect, and had great structure qualitites (this was a workmanship class, all things considered). On the last day of class, they would show their machine. It didnt matter how they moved toward this undertaking; I had no impediments on size or unpredictability or even straightforwardness. The main standard was that they needed to make it here, in the study hall, with only what was on that table, and they couldn't utilize in excess of five sorts of things. They couldn't acquire anything from home or outside the homeroom. There were moans and that is unimaginable! what's more, I waved my hand and advised them to get started. And then a voice got back to out from the. Miss Neidlinger, you need to do it to. Its quite reasonable. I promptly lamented the self-assertive confinements I had made. 1. Inventive Limitations Give You More Time For content makers, the principle restriction you face with your substance is that of time. You have cutoff times, and feel the torment that originates from battling inside the limit of time. In reality, if time is such a difficult limit, for what reason would I recommend you ought to have more limits? This is the reason: making subjective impediments will give you additional time. I looked as the understudies took a shot at their undertakings. We just had a couple of days, and I perceived how, when they moved beyond the frightfulness of impediment, they really worked a lot quicker than they had on different undertakings. There was no interruption: this was all they needed to work with, there was a particular result anticipated. Without restrictions, there is a lot of too browse. You sit around idly attempting to make sense of what to utilize and where to go. Limits give you that time back by doing that for you and letting you get down to the matter of making. Its like having a specialty blog: you put rigid limitations on what youll blog about and perhaps it isnt as much fun constantly, however you dont need to sit around idly discovering center. You recognize what youll be expounding on, you comprehend what to think about, you realize what sorts of thoughts you should concentrate on. Rather than the entire universe of thoughts to consider, you have a couple in your grasp. It is safe to say that you are deficient in limits for your substance creation? Set up certain constraints on yourself. Publication schedules, with their early arrangement, are a sort of restriction. Go much further. Possibly youll need to: Set up content constraints. Just compose how-to posts on Mondays, or base a post around a photograph you took for the current week. Open an arbitrary book, similar to George Harrison, and utilize an irregular expression to assemble a bit of substance on. Set up work-time impediments. Limit the measure of time you take a shot at explicit ventures. Our bodies work in ultradian rhythms, and following an hour and a half of work on something very similar, we maximize on accomplishing our best work. At the point when you have restrictions, you have additional time. Your inventiveness cherishes this.2. Inventive Limitations Give You More Freedom Viewing the understudies take a shot at the task was a lot of fun as an educator. Id previously experienced enough this is idiotic critique during the time past craftsmanship ventures, yet this prohibitive task appeared to have truly gotten them energized. In spite of the fact that theyd never let it be known, it was clear they were having a great time with this venture had an explicitly characterized result than they did confronting a clear bit of paper with unlimited prospects. While examining workmanship history in school, I was significantly less keen on very present day craftsmanship than I was in more seasoned workmanship. At the point when all the limits and rules were evacuated and anything goes was the situation, I felt that the workmanship endured. The more seasoned craftsmanship, despite everything working in the builds of even an ambiguous feeling of authenticity, space, shading, and so on was considerably more fascinating. The specialists utilized the guidelines and limits and had the option toif you set aside the effort to truly delve into an artistic creation or sculptureachieve something very perplexing and multi-layered. They stretched those limits as far as possible and came out with a cleaned jewel. How is it that having a limit makes you more liberated, creatively? I frequently consider it a field at the edge of a risky precipice. When there is a fence set up, you can uninhibitedly investigate the field, not pondering tumbling off the edge. You realize that the fence will shield you from going over, and you are all the more free with that limit set up. Without the fence, you would cluster towards the center of the field, continually ensuring you didnt get excessively near the edge. You may investigate a smidgen, yet you guard it close and. You will investigate nearer to the edge imaginatively and push the cutoff points in the event that you have a limit set up than you would in the event that you had no limits by any means. Constraints and rules make you increasingly inventive, not less.3. Restrictions Force You To Create Probably the greatest dissatisfaction Id seen that year in my specialty classes was understudies who turned in dull work when I realized they had quite a lot more capacity. The more extensive and greater and all the more all the way open the task, the more frequently they appeared to leave it to the last or never truly put in an effort. When I at last gave them a prohibitive undertaking, they hopped on it. I was incredibly intrigued with what I was seeing the understudies make. The less assets or alternatives you have, the more you are compelled to really be imaginative. You need to concoct something that isnt the first and most clear arrangement. You must be imaginative to tackle the issue; you cannot count on apathy or whatever is most straightforward. The most alarming day in school? At the point when it was my chance to give an improvised discourse in discourse class. Greatest sentiment of fulfillment and scholarly surge in school? Same day. There is something extraordinarily animating in looking down the test of a perplexing issue, outrageous constraints, and finding that your imaginative siphon can, undoubtedly, be prepared without hesitation. It fortifies your imaginative muscles. You learned you can do it and how to get the inventiveness streaming. Each time you do it, it isnt as hard. You figure out how to do it once more. Once youve tackled an outlandish issue with constrained alternatives, you begin to gain proficiency with the procedure to get things moving once more. Its not as frightening, since you realize you did it previously, and know how you got moving. You make a framework. Need is the mother of creation. English Proverb Those snappy and charming Dr. Seuss books? They were composed with limitations. Green Eggs And Ham was composed on a wager that Theodor Seuss Geisel (Dr. Seuss) couldnt compose a book utilizing close to 50 words. The outcome? He won the wager, obviously, and composed a great book that kids despite everything affection to peruse.

How far was Lloyd Georges fall from grace in 1922 the result of his own mistakes after 1918? Essay

A general political race held in 1918 gave Lloyd George and the Conservative alliance an entirely agreeable dominant part in parliament, yet it additionally left Lloyd George in an unsound position. The alliance comprised overwhelmingly of Conservatives, implying that Lloyd George’s hang on power was very feeble. He was unable to do a considerable lot of the things he would have gotten a kick out of the chance to do in an absolutely Liberal government, basically in light of the fact that he didn't have the help of the Conservatives. After the war, Lloyd George confronted some intense local issues. Right off the bat was the issue of the German reparations and disciplines. There was a solid inclination in Britain that Germany was completely liable for the war, and in this manner ought to be rebuffed harshly. Lloyd George didn't buy in to this assessment. He felt that Germany ought to be rebuffed, however not to the degree that it stopped to exist. He arrived at the resolution that if Germany was successfully obliterated by war installments, it would leave an enormous force vacuum in the focal point of Europe. Lloyd George was stressed that this hole would be filled by the Communist beliefs of the Bolsheviks. Alongside this, the post-war wretchedness that was expending Britain brought about lost notoriety for Lloyd George. The new markets Britain were depending after the war had not emerged, and a few of Britain’s old markets had discovered less expensive providers. This brought about a huge scope shutting of numerous ventures. The disappointment of both France and Russia to take care of their war credits implied that Britain thus couldn't repay the advances obtained from America. This thusly brought about a sensational increment in joblessness, going a long ways past the ‘intractable million’. In both of these circumstances, the Conservatives in the alliance were glad to kick back and let Lloyd George assume the fault for these residential issues. They started to see his lessening prevalence and put forth no attempt to end it. The Conservatives were more than mindful that they had an enormous enough measure of MP’s to have a general lion's share in parliament, so until further notice they were substance to kick back and permit Lloyd George to attempt to work Britain out of it’s efficient chaos. After the war, the tremendous hole in Liberal and Conservative arrangement turned out to be overwhelmingly clear. The problem that is begging to be addressed of the proceeding with nationalization of the coal mineshafts caused numerous issues for Lloyd George. As a liberal, George was agreeable to open responsibility for mines. Realizing that it is difficult to persuade the Conservatives to continue with the nationalization, he requested an autonomous commission into the issue. He told the worker's organizations that he would keep whatever was chosen by the commission. Lloyd George accepted he had turned away the issue by selecting a top appointed authority, Mr. Equity Sankey. Lloyd George felt that Sankey will undoubtedly need privatization of the mines. When Sankey found for proceeding with nationalization, Lloyd George was in a trading off circumstance. He had just vowed to complete whatever Mr. Sankey chose, yet he would not like to disturb the Conservative greater part. At long last, Lloyd George chose to sit idle. This enormously resentful the worker's guilds, and brought about an enduring doubt in him. The Chanak occurrence brought about a comparative circumstance for Lloyd George. Right off the bat, it enlarged the abyss between the two groups of the alliance further, with Lloyd George supporting the Greeks, and the Conservatives proceeding with their help of Turkey. All the more significantly, the Conservatives were concerned with Lloyd George putting Britain at military hazard so not long after WWII. This is the most clear indication of Conservative dissatisfaction with proceeding with the alliance. Lloyd George was likewise tormented by outside elements he had no influence over. A case of this is the adjustment in administration of the Conservative party. Bonar Law was an incredibly persuasive figure inside his gathering. He was acceptable at convincing individuals to his perspective. His replacement Austen Chamberlain did not have the artfulness of Bonar Law. He addressed his gathering about proceeding with the alliance just days after two alliance Conservative MPs had been crushed in by decisions. This implied at the time the Conservatives had next to no patient with the alliance. The developing disappointment with Lloyd George was just raised by his style of government. During the war, George framed a little war bureau that had the ability to make changes in any territory of the legislature. After the war, this proceeded. As opposed to counseling his bureau on significant issues, he wanted to counsel a little gathering of guides. This clearly furious the Conservative bureau, as their impact over Lloyd George was falling. Another wellspring of discontent from the Conservatives toward Lloyd George was the alleged ‘honours scandal’. After his split from Asquith and the first Liberal gathering, Lloyd George’s dissidents required a protected wellspring of subsidizing. To help this, he permitted respects to be offered to rich individuals for a lot of cash. This was positively not the principal case of this event, however it was its primary case occurring on such a wide scale. To additionally add to the issue, a few not exactly appetizing business got themselves titles. The press seized these issues and made it usually known, a lot to the Conservatives alarm. Models like these show plainly that Lloyd George contributed altogether to his own ruin, however it’s likely that the Conservative decrease in help had a bigger influence in his go wrong. While Lloyd George was famous with the general population, he was a constituent resource, yet as his prevalence among the electorate diminished, so did his help from the Conservatives. Backbench Conservative MPs were especially angry with proceeding with the alliance as it implied they had less advancement open doors as various bureau places must be filled by Liberal MPs. Regardless of whether Lloyd George’s notoriety among the electorate had stayed high, it is difficult to envision the Conservatives needing to proceed with the alliance past 1922. The 1918 political race had given the Conservatives the certainty they required subsequent to having quite a long while out of intensity. They understood they would have had a greater part in Parliament without the Liberals in the alliance. While it is difficult to overlook Lloyd George’s inadequacy as Prime Minster in harmony time, unmistakably Conservative thwarted expectation was the fundamental driver of his destruction. List of sources: http://www.spartacus.schoolnet.co.uk http://www.llgc.org.uk â€Å"David Lloyd George †A Biography† Peter Rowland

How to Kill Time in College

How to Kill Time in College 8 Ways to Kill Time in College Home›Education Posts›8 Ways to Kill Time in College Education PostsWhile in college, students have either too little or too much free time. They can study 24 hours a day or do not know how to kill time. Of course, when you have free time, you can do all what you want, however, there are situations when you do not know how to waste time. Thus, QualityCustomEssays.com offers 8 ways on how to kill time in college:• Go shopping. Make a shopping list in order not to forget to buy any of the items you need.• Update your track list. Find some new music so that you can upload it and listen to your favorite songs.• Clean your room. If you have free time, cleaning of your room is the best option. As quite often, students do not keep their rooms clean and tidy. You can also rearrange your room and decorate it.• Do your homework. While in college, one of the best ways to spend free time is to do your homework. Start doing assignments which were given t o you earlier. You will benefit as you will meet the deadline for sure.• Watch a movie, TV show or series. It is the most easy and pleasant way to spend time. Watching some interesting movies or your favorite series is the best time-killer.• Read. Reading is very important for people as they can develop their imagination and get more knowledge. Find an interesting book and you will definitely kill time with pleasure.• Play games. A lot of students like playing computer games; thus, if you have spare time, you can set a record in your favorite game.• Get some exercise. Exercising is not only a way to kill free time but also one of the best means stay healthy. Moreover, it helps you to lose some extra pounds and boosts endorphin production.

Writing a Lesson Plan Independent Practice

In this series about lesson plans, were breaking down the 8 steps you need to take to create an effective lesson plan for the elementary classroom. Independent Practice is the sixth step for  teachers, coming  after defining the following steps:   ObjectiveAnticipatory SetDirect InstructionGuided Practice  Closure Independent Practice essentially asks students to work with little to no assistance. This part of a lesson plan ensures that students have a chance to reinforce skills and synthesize their newly acquired knowledge by completing a task or series of tasks on their own and away from the teachers direct guidance. During this part of the lesson, students may need some support from the teacher, but it is important to empower students to try to work through problems independently before providing assistance to point them in the right direction on the task at hand. Four Questions to Consider In writing the Independence Practice section of the Lesson Plan, consider the following questions: Based on observations during Guided Practice, what activities will my students be able to complete on their own? Its important to be realistic in assessing the classs capabilities and anticipate any challenges that may arise. This allows you be proactive in determining assistive tools that can empower students to work independently.How can I provide a new and different context in which the students can practice their new skills? Real world applications always bring lessons to life and help students see the value in what they are learning. Finding new, fun, and creative ways for your class to practice what they have just learned will not only help with mastery of the topic and skills at hand in the moment but also better assist students in retaining the information and skills over a longer period of time.  Ã‚  How can I offer Independent Practice on a repeating schedule so that the learning is not forgotten? Students can get weary of repeated tasks, so looking for ways to provide a repeating schedule with creative options is vital to success.  How can I integrate the learning objectives from this particular lesson into future projects?  Finding ways to weave the current lesson into future ones, as well as past lessons into the current one, can be a great way to also support retaining knowledge and skills.   Where should Independent Practice take place? Many teachers operate on the model that Independent Practice can take the form of a homework assignment or worksheet, but it is also important to think of other ways for students to reinforce and practice the given skills. Get creative and try to capture the students interest and capitalize on specific enthusiasms for the topic at hand. Find ways to work Independent Practice into the school day, field trips, and even offer ideas for it in fun activities they may do at home. Examples vary greatly by lesson, but teachers are often great at looking for creative ways to foster learning! Once you receive the work or reports from Independent Practice, you should assess the results, see where learning may have failed, and use the information you gather to inform future teaching. Without this step, the whole lesson may be for naught. Its important to consider how you will assess the results, particularly if the assessment isnt a traditional worksheet or homework assignment.   Examples of Independent practice This section of your lesson plan can also be considered the homework section or the section where students independently work on their own. This is the section that reinforces the lesson that was taught. For example, it may say Students will complete the Venn Diagram worksheet, categorizing the six listed characteristics of plants and animals. 3 Tips to Remember When assigning this section of the lesson plan remember students need to be able to perform this skill on their own with a limited number of errors. When assigning this piece of the lesson plan keep these three things in mind. Make a clear connection between the lesson and the homeworkMake sure to assign the homework directly after the lessonClearly explain the assignment and make sure to check for students understating before sending them off on their own. Difference Between Guided and Independent Practice What is the difference between guided and independent practice? Guided practice is where the instructor helps to guide the students and does the work together, while independent practice is where students must complete the work by themselves without any help. This is the section where students must be able to understand the concept that was taught and complete it on their own. Edited by Stacy Jagodowski

Gmo, The Labeling Of Gmos And The Controversy Surrounding...

Introduction Imagine, if you will, something that can protect our food from pests. Something that saves our water resources by watering our crops less. Imagine something that allows us to feed more people and grow more food. This, among many other things, is what the GMOs claim to fame is. What actually is a GMO? In recent years the conversation about this topic has increased significantly for good or ill. We hear amazing things about GMOs, all the potential benefits for mankind and our food. Conversely, we hear very negative things about GMOs and how it adversely affects our food and the people eating these foods. What is the truth? What do the facts says, and what is the world doing about GMOs? This paper will discuss what a GMO is, the labeling of GMOs and the controversies surrounding GMOs. These three topics will lead to a better understanding of the GMO debate. What is a GMO? What is a GMO? GMO stands for genetically modified organism. This is a process in a laboratory where genes are taken from one species and artificially put into another, usually an unrelated species genes. This is done through what is called genetic engineering or GE. Crops can be genetically engineered to withstand applications of herbicide and insecticide. Some crops are even modified to produce insecticide. â€Å"Genetic engineers seek plant resistance to the effects wrought by weeds, insect pests, plant diseases, droughts, and floods. One of the most common examples of GM crops is Bt corn, orShow MoreRelatedEthics Of Genetically Modified Organisms816 Words   |  4 PagesIn the last thirty years, genetically modified organisms (GMOs) have been used for in the production of medicine and food and are widely used in scientific research and the production of other products (Junod, 2009). A GMO is any organism whose genetic material has been altered using genetic engin eering techniques, including mutation, insertion, or deletion of genes (Nelson, 2010). GMOS and GM technology have become a topic of great concern among scientists, regulators, consumers, farmers, andRead MoreGenetically Modified Organisms ( Gmos )1587 Words   |  7 Pagesgenetic engineering of plants is looming as one of the greatest and most intractable challenges of the 21st Century. Genetically modified organisms (GMOs) have been with us for some forty years, yet they are difficult to understand. Despite the fact that much has been written about them, controversy still surrounds their production and consumption. GMOs are the result of genetic engineering, also known as genetic modification, which is the â€Å"deliberate, controlled manipulation of genes in an organismRead MoreEssay about Genetically Modified Foods Speech1295 Words   |  6 Pagesaudience. SPECIFIC SPEECH GOAL: I would like to increase the audience’s knowledge of genetically modified foods, their history, and the controversy that it involves. THESIS STATEMENT: I want to inform my audience by explaining exactly what genetically modified foods are, as well as, there intended purpose, history, advantages, disadvantages and controversy surrounding them. Introduction I. Before you eat a meal or snack do you ever actually think about where it comes from, what is in it, and howRead MoreGenetically Modified Organisms ( Gmo ) Essay1737 Words   |  7 PagesGenetically Modified Organisms The genetically modified organisms (GMO) correspond to plants, animals as well as microorganisms whose DNA has been altered. They are also known as transgenic, genetically manipulated, or engineered organisms. The intentional incorporation or deletion of their genes is intended to introduce or modify some of its characteristics. Although this has been seen as a great advantage by many scientists and supporters of this technology, transgenic organisms suppose a dangerRead MoreModified Food Modifications1433 Words   |  6 Pagessent to almost every grocery store in the United States. This means that majority of individuals, and their families are most likely eating foods that have been genetically modified. According to an article by author, Ajita White, the definition of a GMO is: â€Å"The result of a laboratory process where genes are taken from one species and inserted into another in an attempt to obtain a desired trait or characteristic† (White). For example, corn is on e of the most popular modified food. Shockingly, almostRead MoreWhy The Bad Rap?1114 Words   |  5 PagesGMO- Why the Bad Rap? GMO-It’s a phrase that scares a lot of people, but when you get down to it, almost everything in modern society is a GMO. Take dogs, for example; they began as wild wolves and have been manipulated by humans over hundreds of years to become domesticated companions that we have come to cherish. You know the big, juicy strawberries that we can’t wait to eat every summer have been modified to withstand modern climates, and to optimize nutrition and taste. Ancient farmers of theRead MoreIt Was Only The Beginning Of The Late 20Th Century, When1269 Words   |  6 Pagescorrectly, could help shape the world into a different place. However, even at this moment, people still question its integrity and proper use. Along with genetic engineering, the choice to regulate mandatory laws for genetically modified organisms (GMOs) is disputed. The question concerns whether the government should require labels on all genetically modified foods or let the food companies decide. Our choic es on the matter could shape consumer knowledge and the schema of the market. GeneticallyRead MoreControversy Surrounding Gmo And The Food Industry1644 Words   |  7 PagesThe controversy surrounding GMO. s and the food industry has been a very hard fought battle for the past couple of decades and it has even become more so in recent times, particularly on the opposing side. Many groups against genetically modified organisms in food have been on the rise. As the trend towards non-gmo foods is becoming more popular, companies ranging from cereal producers to fast food restaurants are quickly updating their products to Non-GMO standards in order to meet the growingRead MoreNo Fear Of Gmos Genetically Modified Organisms1447 Words   |  6 PagesNo Fear of GMOs Genetically modified organism, to some people this can be a scary word and other people it doesn’t bother at all. When some think of genetically modified organisms, these crazy images of cross bred plants and animals with extra limbs or odd features come to mind when in reality, genetically modified organisms or GMOs are very normal organisms that are important to society. More recently there has been heated debates over GMOs and how they should be labeled for the public, but thatRead MoreThe Problem Of Genetically Modified Organisms1204 Words   |  5 Pages Genetically Modified Organisms, also called genetically engineered or transgenic food, may provide a solution to help feed a growing world population, yet the debate surrounding GMOs is a mess. Are genetically modified organisms out to save the world or destroy it? The argument from either side is far from cut and dry. I believe that harnessing the power of genes is becoming one of the most important issues that mankind has to deal with today. An issue that is as controversial as it is necessary

Adhd Free Essays

string(296) " psychologists due to problems of availability and accessibility of psychiatrist specializing in ADHD in the Negros Oriental Province where the subjects are to be taken and also, considering that most of the participants cannot afford to seek a psychiatrist’s consultation for final diagnosis\." CHAPTER ONE PRESENTATION OF THE PROBLEM Introduction Attention Deficit Hyperactivity Disorder, also known as ADHD, is one of the most common childhood psychiatric disorders with a prevalence rate of 3 to 5 percent of school-aged children (Worley Wolraich 2005, p. 1571). The ADHD society of the Philippines, a young and dynamic organization committed to create a loving, understanding and supportive environment for children, adolescents and adults with this disorder has been vigorously pursuing a nationwide awareness campaign on the disorder since its formal organization in 2001. We will write a custom essay sample on Adhd or any similar topic only for you Order Now According to their 2006 study, ADHD is said to have 4 percent incidence (more than 3 million) in the total Philippine population (ADHD Society of the Philippines, 2006). Children with ADHD have boundless energy; they exhibit excessive levels of activity such as restlessness, and fidgeting. They have been described as â€Å"perpetual motion machines†- continuously running, jumping, wiggling, or squirming. They experience a greater than average number of accidents, from minor mishaps to more serious incidents that may lead to physical injury or destruction of property. The etiology of ADHD is unknown, but studies have suggested an interaction among psychosocial and biologic factors. The Diagnostic Statistical Manual of Mental Disorders- IV Text Revision (DSM-IV TR) is a common language and standard criteria for the classification of mental disorders published by the American Psychiatric Association. ADHD refers its diagnosis to this tool having met at least six of the criteria under inattention (poorly sustained attention or persistence of effort or task), impulsivity (the inability to stop and think before acting), or hyperactivity (the display of excessive movement not required to complete a task (Townsend, 2008). Handling ADHD children requires a great amount of patience and dedication considering the characteristics of the disorder. Parents would often label the child to be â€Å"out of control† and have difficulties in dealing with these behaviors. Parents may report largely unsuccessful ttempts to discipline and/or control their child (Videbeck, 2008). Having a child with ADHD affects the functioning of the family, contributing increasing stress levels to its primary caregivers. Researches support the idea that the behavior of the child with ADHD can result to increasing parenting stress (Baker, 1994; Harpin, 2004; Strahm, 2008). Research with families with children who have this disorder indicates that these parents report high levels of stress and are more commanding and negative in their parenting style than parents of children without ADHD. Parents of these children tend to report more marital problems, higher rates of psychiatric illness, and lower self-esteem than parents of children without ADHD (Ryan McDougall, 2009). Some researches focus on maternal parenting since mothers are primarily the ones giving direct care to these children and, thus, are also the ones who get more affected by the parenting stress. A research on mothers having children with the disorder revealed parenting to be stressful and demanding (Peters Jackson, 2008). Wallace (2005) study on the perception of mothers having sons with ADHD resulted to extreme difficulties, as well as, their untiring efforts to help their child be accepted in their social and educational community. In view of the difficulties experienced by mothers involved with these children, it is clear that there is a need for more researches to be conducted. This study on the phenomenological approach had enable the researchers to explore the total feelings and experiences of mothers with ADHD children and retrieve significant information on pressing concerns inherent to the individuals. The results of the study will help increase the awareness of the society and the government on the situation’s need for support, not just to the child itself but also to the mothers caring for them as well. Background of the Study Before the conceptualization of this study, the researchers – who are primarily student nurses – were exposed to Psychiatric Health Nursing Rotation. Through this experience, the researchers were provided a learning opportunity of the different psychiatric conditions, among which are childhood disorders. The researchers have particularly given special attention to one type of childhood disorder – the Attention Deficit Hyperactivity Disorder, more commonly known as ADHD. Having enough knowledge on these disorders stimulated the curiosity of the researchers on how parents rear children with ADHD. According to Peters Jackson (2008), mothers are primarily the ones giving direct care to their children and, thus, are also the ones who get more affected by the parenting stress. This study is then based predominantly on the lived experience of mothers as caregivers of children exhibiting ADHD manifestations. Furthermore, considering the physical, mental and emotional stresses brought of having a child manifesting these disruptive and intrusive behaviours, concerns on the totality of experiences and feelings of mothers taking care of children with ADHD had come up to setting the study –what is it like to be a mother with a child/children having ADHD? What do they think or how do they feel when they take care of children with this disorder? These are some of the questions that this research study is intended to answer. At the same time, this study will help the researchers understand and appreciate the experiences of the mothers as they raise their children with ADHD manifestations. Through this descriptive phenomenological study careful descriptions of the total experiences of the said mothers are emphasized, thus, allowing nurses to care for the totality of the human person when they take into consideration aspects of being, such as lived experiences offered by qualitative approach which quantitative methods cannot fully describe. Definition of Terms †¢ Attention Deficit-Hyperactivity Disorder (ADHD) – a disorder most common in children characterized by developmentally inappropriate degrees of inattention, impulsiveness and hyperactivity displayed across situations and cause impairment in social, academic, and/or family functioning. †¢ Pre-diagnosed/ children with ADHD-like manifestations – children with ADHD manifestations critically determined by psychologists using the DSM-IV Criteria. Note: In this study, â€Å"child/children with ADHD† (which is mostly sed in succeeding pages) will have similar meaning with â€Å"child/children with ADHD-like manifestations† as defined. Such phrase is utilized in the course of this study to clearly emphasize that the children involved are only critically determined by psychologists due to problems of availability and accessibility of psychiatrist specializing in ADHD in the Negros Oriental Province where the subjects are to be taken a nd also, considering that most of the participants cannot afford to seek a psychiatrist’s consultation for final diagnosis. You read "Adhd" in category "Essay examples" Mother – single or with a partner, of a child/children with ADHD-like manifestations †¢ Lived experience – the totality of all events that happened or occurred in someone’s life in specific situations. Statement of the Problem Children with ADHD are usually characterized as having excessive activity and difficulty in paying attention (Stuart Laraia, 2005, p. 739). These children are highly distractible and unable to contain stimuli. Motor activity is excessive and movements are random and impulsive. These children have difficulty forming satisfactory interpersonal relationships (Townsend, 2008). Parenting a child, any child, is a difficult task to begin with. When you have a child with ADHD, you are parenting a child who has greater demands, needs more attention and requires greater patience and understanding. Parents, caregivers or sibling of children with ADHD are not exempted from feelings of frustrations, guilt, and perhaps, anger (Videbeck, 2004). This research aims to identify phenomenological themes of the experiences of mothers whose children have ADHD and specifically answer the following questions: ) What is the lived experience of mothers raising children with ADHD in terms of phenomenological themes? 2) What are the essential meanings that could be drawn from the lived experiences of these mothers? 3) What are the implications of the lived experience of these mothers to the nursing profession? 4) What recommendations may be proposed to assist mothers in caring for ADHD children? 5) What are the contextual factors that influence the mothers’ lived experienc es of having a child with ADHD? 6) What are strategies that mothers utilize to deal with their ADHD children? Purpose of the Study This study seeks to qualitatively investigate lived experiences of mothers taking care of a child with ADHD or Attention Deficit Hyperactivity Disorder, a childhood disorder wherein parents find themselves chronically exhausted mentally and physically (Videbeck, 2004). This research aims to discover the totality of feelings from the experiences of the mothers taking care of a child with ADHD. Moreover, this study is intended to explain and apply Husserl’s contemporary descriptive phenomenology as the tradition used in this phenomenological inquiry. The study aims to: (1) elucidate the nature of the lived experiences of mothers of children with ADHD, (2) explore the essential meaning of their lived experiences, and (3) generate phenomenological themes combined from the essential meanings. Significance of the Study To Nursing Clientele. When nurses work with children, it is necessary to work with their families and understand their needs also (Peate Whiting, 2006). It is not only the individual child or young person who suffers from the negative impact of ADHD. Parents and caregivers, brothers and sisters, friends and teachers are also affected. Gaining subjective experiences of living with ADHD may lead to improved assessments and better treatment outcomes for all family members affected by this disorder (Ryan McDougall, 2009). The study puts emphasis on the importance of expressing the totality of feelings of these persons to gain understanding on their situation. The family, most especially the primary caregiver – who is usually the mother – should be taken into account. Knowing what it is like to rear a child with ADHD and identifying phenomenological themes give nurses the understanding and a clearer view of the needs of the mother in order to give uality, holistic care to the mother herself, her child and her family as a whole. To Nursing Practice. Nurses should consider the wider family impacts as part of their assessment and management strategies. This may sometimes require a formal assessment of family needs focusing on personal, social, mental health needs and liaison with other professionals will he lp ensure that families receive the support they require. (Ryan McDougall, 2009, p100). The results of this study would help us understand mothers’ experiences, on what they feel and how they deal with the situation of having children with ADHD. Awareness of the results would increase the nurses’ sensitivity and empathy as they therapeutically communicate with mothers having ADHD children. To Nursing Education. Qualitative research has direct relevance to nursing practice in that they move to uncover life processes. (Polit Beck, 2008). Knowledge of the process increases understanding of the totality of experiences of mothers having ADHD children. This would provide us information and understanding, in which, would help enhance the quality of nursing care. The result of this study would create a much wider range of knowledge base to augment adaptation of mothers in the care of their child with ADHD. To the Nursing Research. Nurses in practice cannot be effective if they do not understand the patient’s viewpoint. It is evident that some aspects of knowledge of care have been significantly advanced by qualitative research, especially suited to beliefs about health and illness, attitudes and behaviours. It is also relevant that qualitative research is especially suited to when little is known about a subject. As nursing is a constantly changing profession, there are certainly many aspects that affect care about which relatively little is known (Hall, 2006). Research findings from studies provide strong evidences as to which nurses could base their decisions and actions when it comes to giving of quality care for their patients and the significant others (Polit Beck, 2008). This will serve as supplementary knowledge, along with other related studies, to guide future researches that would want to replicate this study to attain generalizability. Together, the results of this study would increase the awareness of nurses and other health care givers to formulate actions to provide support to these mothers having children with ADHD. To the Community in General. A community is a collection of people who interact with one another and whose common interests or characteristics form the basis for a sense of unity or belonging (Allander Spradley, 1996). People try to live as one to thrive and survive with its diversity and complexity. Each member is vital to the well-being of the whole. With the information garnered from this study, the community shall be able to witness the lived experience of the mothers having children with attention-deficit hyperactivity disorder. Through this study, it will raise awareness regarding the needs of these mothers. This would improve the community’s understanding and acceptance regarding their situation, and would encourage the community’s private or public sectors to implement programs which aim to build support for these mothers to at least lessen their burden in taking care of a child with ADHD. Scope and Delimitation This is a qualitative study that targets on one of the receptive and susceptible sectors of our society – the mothers. This narrowly comprises on mothers who have particular experience raising and living with children with attention-deficit hyperactivity disorder or ADHD. This study aims to identify phenomenological themes of the experiences of mothers whose children have ADHD particularly to explore and understand the mothers’ feelings, experiences, and ways of coping with the behavioral manifestations of children with ADHD. The descriptive phenomenological theory of Edmund Husserl served as the study’s main tool in the investigation of this research study. Data gathering was conducted in Negros Oriental within four months, from October 2010 to January 2011 at any equally convenient time for the researchers and the participants. This study considered certain parameters yet still taking utmost consideration on the richness of the data being collected. The researchers have set the following inclusion criteria for limiting the participants: 1. Must be residents of Negros Oriental. 2. Must be willing to participate in the study. 3. Must be of sound-mind. 4. Must be able to articulate and express their feelings and experiences. 5. Must be able to understand and speak Cebuano or English language. CHAPTER TWO REVIEW OF RELATED LITERATURE Attention Deficit/Hyperactivity Disorder (ADHD) Attention Deficit/Hyperactivity Disorder (ADHD), as characterized by the American Psychiatric Association (2000), is a constant and unrelenting behavior of inattention and/or hyperactivity-impulsivity that is more than expected of individuals at the same developmental level. Not all individuals present the same symptoms of ADHD; some display one predominant pattern over the other. As stated in the Diagnostic Statistical Manual of Mental Disorders IV (2000), there are three subtypes of ADHD which are the following: â€Å"Attention-Deficit/ Hyperactivity Disorder (ADHD), Combined Type: this is used when, during at least six months’ time, six (or more) symptoms of inattention and six (or more) symptoms hyperactivity-impulsivity are observed. † â€Å"Attention-Deficit/ Hyperactivity Disorder (ADHD), Predominantly Inattentive Type: this is used when, during at least six months’ time, six (or more) symptoms of inattention are present but show fewer than six symptoms of hyperactivity-impulsivity. â€Å"Attention-Deficit/ Hyperactivity Disorder (ADHD), Predominantly Hyperactive-Impulsive Type: this is used when, during at least six months’ time, six (or more) symptoms of hyperactivity-impulsivity are present but show fewer than six symptoms of inattention. † DSM-IV Diagnostic Criteria for ADHD (APA, 2000) A. Either (1) or (2): (1) s ix (or more) of the following symptoms of inattention have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level. Inattention a) often fails to give close attention to details or makes careless mistakes in schoolwork, work, or other activities (b) often has difficulty sustaining attention in tasks or play activities (c) often does not seem to listen when spoken to directly (d) often does not follow through on instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions) (e) often has difficulty organizing tasks and activities (f) often avoids, dislikes, or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework) (g) often loses things necessary for tasks or activities (e. g . , toys, school assignments, pencils, books, or tools) (h) is often easily distracted by extraneous stimuli (i) is often forg etful in daily activities 2) six (or more) of the following symptoms of hyperactivity-impulsivity have persisted for at least 6 months to a degree that is maladaptive and inconsistent with developmental level. Hyperactivity (a) often fidgets with hands or feet or squirms in seat (b) often leaves seat in classroom or in other situations in which remaining seated is expected (c) often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness) (d) often has difficulty playing or engaging in leisure activities quietly (e) is often â€Å"on the go or often acts as if driven by a motor† (f) often talks excessively Impulsivity g) often blurts out answers before questions have been completed (h) often has difficulty awaiting turn (i) often interrupts or intrudes on others (e. g. , butts into conversations or games) B. Some hyperactive-impulsive or inattentive symptoms that caused impair ment were present before seven years old. C. Some impairment from the symptoms is present in two or more settings (e. g. , school ,work, home). D. There must be clear evidence of clinically significant impairment in social, academic, or occupational functioning. E. The symptoms do not occur exclusively during the course of a Pervasive Developmental Disorder. Schizophrenia, or other Psychotic Disorder and are not better accounted for by another mental disorder (e. g. Mood Disorder, Anxiety Disorder, Dissociative Disorder or a Personality Disorder). Code based on type: Attention-Deficit/Hyperactivity Disorder, Combined Type: if both Criteria A1 and A2 are met for the past 6 months. Attention-Deficit/Hyperactivity Disorder, Predominantly Inattentive Type: if Criterion A1 is met but Criterion A2 is not met for the past 6 months. Attention-Deficit/Hyperactivity Disorder, Predominantly Hyperactive-Impulsive Type: if Criterion A2 is met but Criterion A1 is not met for the past 6 months. In cidence and Prevalence Estimates in the world population reveal that ADHD is prevalent in three to seven percent of school age children with results differing on the sample population and method used. ADHD is more common in males compared to females. Depending on the setting and type of ADHD, the male-to-female ratio ranges from 2:1 to 9:1. According to the data found in the website of the ADHD Society of the Philippines (http://www. adhdsociety. org), a 2006 study indicated a four-percent incidence of ADHD (more than 3 million) in the total Philippine population. According to Videbeck (2008), ADHD was believed to be outgrown, but recently, studies show that it can be carried on into adulthood. It is estimated that two-thirds of children diagnosed with ADHD experience symptoms until they reach adolescence. Etiologic factors Furman (2005, p. 94) states, â€Å"the lack of evidence of an underlying unique genetic, neurologic, psychologic, or biologic pathology and the lack of an identified etiology in ADHD† are one of the many mysteries that researchers are trying to solve. Although the exact cause has not been identified, studies show that ADHD is more common in the first-deg ree biological relatives of diagnosed individuals compared to the general population (APA, 2000). Besides genetics, other factors are associated with ADHD. These factors include abnormal brain structures and level of neurotransmitters, prenatal, prenatal, and postnatal factors including maternal smoking during pregnancy and exposure to toxic substances in utero, environmental factors like elevated degrees of lead in the body, intake of foods high in artificial flavorings, preservatives, and sugar. And lastly, psychosocial factors such as family conflicts, parental discord, high psychosocial stress, and low socioeconomic status all attempt to explain the cause of ADHD (Townsend, 2008). Related Research Studies Mothers’ experiences of parenting a child with attention deficit/hyperactivity disorder. Peters and Jackson (2008) explored the perceptions and experiences of mothers parenting a child with ADHD. Dominant issues were identified such as the caring responsibility being overwhelming, stigma, scrutiny, criticism, guilt, self-blame, and advocacy role of the mother. The study concluded that mothering a child with attention deficit hyperactivity disorder is stressful and demanding, and mothers felt marginalized. The media portraying this disorder contributed to the confusion of the mothers towards this disorder with regard to its causes, diagnosis and treatment. More education is needed in order for them to give appropriate guidance and support to their children with ADHD. The experiences of primary caregivers raising school-aged children with attention-deficit hyperactivity disorder. This study by Lin, et al. (2009) aimed to understand the experiences of primary caregivers who are bringing up school-aged children with attention-deficit hyperactivity disorder in order help address the problems related to caring for school-aged children with attention-deficit hyperactivity disorder. Three themes and seven sub-themes emerged from this study and are the following: the burdens of caring (parenting burdens, emotional burdens and family conflicts), the lack of adequate support systems (lack of support from professionals, spouses and other family members) and the mechanisms of coping (cognitive coping strategies and social coping strategies). The Perceptions of Mothers of Sons with ADHD. Last 2005, a study was conducted by Nancy Wallace that contains the mothers’ own reports of bringing up a son diagnosed with Attention Deficit Hyperactivity Disorder (ADHD) and also describes the effects of the behavioural symptoms and how it influences thinking of observers to the cause of the disorder. The results yielded 5 thematic areas namely nuclear families, siblings, extended families, social network, and education system with various experiences by the mothers. Parents’ experience raising a child with Attention Deficit Hyperactivity Disorder (ADHD). Strahm (2008) conducted a study in order to measure family functioning and parenting stress with parents raising a child with and without ADHD. Results showed that parents in the ADHD group had significantly lower family functioning in marital and sibling relationships and higher parenting stress compared to the typical group. The findings suggest that although ADHD has a significant impact on family relationships and stress, parents work hard to maintain a positive environment for their children with ADHD. Children’s accounts of attention-deficit/hyperactivity disorder. This is a qualitative study done by Kendall, et al. (2003) to find out what were the experiences of children and adolescents living with attention deficit hyperactivity disorder (ADHD). The sample consisted of 39 children and adolescents with ADHD who participated in indepth, semistructured interviews. Their experiences were reflected in 6 themes: problems in thinking, behaving, and feeling; meaning and identity; taking pills; the importance of Mom; causes of ADHD; and differences associated with ethnicity or race. â€Å"I Have Always Felt Different†: The Experience of Attention-Deficit/Hyperactivity Disorder in Childhood. This study by Shatell, et al. (2008) examined the experience of childhood ADHD within the contexts of home, school, and friendships. The sample included 16 college-enrolled young adults (ages 18–25) with a self-reported history of ADHD. Participants revealed feelings of difference, misunderstanding, and struggle in all areas of their lives (home, school, and friendships). Outlasting disruption: the process of reinvestment in families with ADHD children. Kendall (1998) studied about how families with children who have ADHD manage the ongoing and persistent difficulties caused by their children’s ADHD symptoms. At first, it describes the family life as chaotic, conflictual, and exhausting. As parents undergo through several processes in caring for their child, it arrives at its final stage that involves coming to terms with the child’s disability and reinvesting in the â€Å"real† children, family, other children, marriage, and themselves. The effect of ADHD on the life of an individual, their family, and community from preschool to adult life. Harpin (2005) discussed different effects of ADHD in a child’s life. The impacts mentioned are not only on the child but also on parents and siblings. It provides information on the adverse effects of ADHD upon children and their families as it changes from the preschool years to primary school and adolescence. It also states disruptions to both professional and personal life since ADHD may persist into adulthood. In addition, ADHD has been associated with increased healthcare costs for patients and their family members. With these results, healthcare implications are discussed. Parental beliefs about the nature of ADHD behaviours and their relationship to referral intentions in preschool children. This study by Maniadaki, et al. (2006) compared beliefs of severity, impact and advice seeking of parents whose preschool children present ADHD behaviors with those parents whose children do not display such behaviors. Results showed that almost half of the parents who reported ADHD behaviors in their own child replied that they had never met a child exhibiting such behaviours.. The researchers concluded that parents whose preschool child displays ADHD behaviours tend to perceive them as normal developmental patterns and may suspend the referral of the child. Parenting Stress and ADHD: A Comparison of Mothers and Fathers. Baker (1994) examined the differences between maternal and paternal reports of parenting stress associated with having a child with ADHD. Results showed little difference between maternal and paternal reports of parenting stress in such families. Child behavior, socioeconomic status, and years married contributed more to parenting stress than parent gender. Healthcare Use, Social Burden and Costs of Children With and Without ADHD. In this study conducted by De Ridder and De Graeve (2006), the researchers provided quantitative information on the economic, social and emotional burden borne by families of children with ADHD. Results yielded that the disorder, ADHD, affects schooling, productivity of the parents, and places a psychological and emotional burden on the family. Childhood ADHD also results in a significantly higher use of healthcare with an estimated annual cost that is six times higher compared to the siblings without ADHD. This study concluded that childhood ADHD results in significantly higher use of healthcare and adversely affects academic achievements and parents’ productivity. CHAPTER THREE METHODOLOGY Research Design Polit and Beck (2008) believe that qualitative studies uses an emergent design — A design that emerges as researchers make ongoing decisions reflecting what has already been learned. Thus, the design that has been used here is flexible and resilient enough for researchers to be capable of amending what will be learned and will be stopped when data saturation arises during the track of data collection. This study used Husserl’s Descriptive phenomenology which was first developed by Edmund Husserl. This emphasizes descriptions of human experience. This insists on the careful description of ordinary conscious experience of everyday life (Polit and Beck, 2008, . 228). According to Lauer (1965), it is the goal of phenomenology to unravel the secrets they contain — the essence of things. Thus, the phenomenological approach is useful if little is understood about a phenomenon. The researchers used Husserlian phenomenology as a method in gathering data and Colaizzi’s framework was utilized in analyzing the data collected. Numerous steps has been pursued which include techniques of data collection to clarification from the study participants and comparison from the researchers’ descriptive results with their lived experiences to validate results, and significant steps in between. Kozier, et al. (2004, p. 28) stated that the goal of qualitative research is to thoroughly explain and describe a phenomenon. The researchers collected data through in-depth interviews with the participants. The researchers strived to have full access to the participants’ world and had full detail in their lived experience. Inductive method was used to analyze data by identifying themes and patterns to develop a theory or framework that helped explain a phenomenon. Setting of the Study Taking into consideration the location where the researchers are pursuing their chosen academic degree, the area of coverage for the research study is within the area of Negros Oriental. Another rationale for the chosen area of coverage is to make the most of time and efficiency in gathering data making sure the representative group reflects the population. The setting of the study is in Negros Oriental, the Philippines. Negros Oriental is located on the eastern side of the Negros Island in the Central Visayas Region, occupying the southern lobe of the island of Negros. Negros Oriental is in Region VII (Central Visayas Region) grouped together with other Cebuano-Speaking provinces of Cebu, Bohol and Siquijor. It measures 103 miles from the north to south and from the east to west it is 49 miles at its widest, and 8 miles at its narrowest. It is bounded by a chain of rugged mountains from its sister province of Negros Occidental and separated from Cebu by the Tanon Strait. Negros Oriental consists of twenty (20) municipalities, five (5) cities and five hundred fifty-seven (557) barangays. It is also further divided into three (3) legislative districts. The collection of data took place according to the informants’ preference and convenience. In such a way, the informants were able to express their experiences freely and without hesitations. Informants of the Study Inclusion Criteria The participants of the study are mothers taking care of a child with ADHD. The following criteria are taken into consideration when choosing the participants: – Mother of a child with/pre-diagnosed with ADHD – Must be residents of Negros Oriental. – Must be willing to participate in the study. – Must be of sound-mind and able to articulate and express their feelings and experiences. – Must be able to understand and speak Cebuano or English language. Qualitative Sampling A representative sample is needed for qualitative studies to ensure hat measurements accurately reflect to the population (Polit Beck, 2008). With this in mind, a random sample was not the best method of selecting informants who are knowledgeable, reflective, and keen to talk at length with the researchers. As defined by Polit Beck (2008, p. 343), â€Å"Purposive sampling is a non-probability sampling method in which the researcher selects the participants based on personal judgment about which ones will be the most informative. † With the use of purposive sampling – that is, selecting cases that would benefit the study most – the researchers would probably acquire the most significant data from the target population. Thus, purposive sampling was used by the researchers. The researchers estimated a total of ten (10) prospect participants of this study but only got to interview eight (8) of them since data saturation was then achieved. Research Tool In the research study, data were collected from the study participant using a semi-structured interview. The semi-structured interview was the primary method of collecting data for the lived experience of mothers directly rearing of a school-age child with ADHD. A semi structured interview is an excellent method of collecting data since it gave the researchers an opportunity to endeavor into the deeper real meaning of lived experience of the mothers of an ADHD child. The researchers used the primary question, â€Å"Pwede nimo masulti kanamo unsa imong kinatibuk-ang experiensya sa pag-akatar sa imong anak nga adunay ADHD? † (Translation: Can you describe to us as fully as you can your experience of taking care of a child with ADHD? ) Method of Data Collection The phenomena in which researchers are interested must ultimately be captured and translated into data that can be analyzed. Without high-quality data collection methods, the accuracy and robustness of the conclusions are subject to challenge. (Polit and Beck, 2008, p. 367) In this chapter, the intricate method of data collection, though loosely structured, is discussed as a salient part of this study. Prior to actual data collection, the researchers foremost obtained a clearance from the Silliman University College of Nursing Human Research Ethics Committee having considered that the study includes human participants. The implementation of the prearranged data collection plan was carried out right after which included pre, actual and post-data collection. Pre-data Collection. With the aim of finding the eligible respondents for the study, the researchers tapped a number of institutions within Negros Oriental which can provide permission and data that would be utilized to approach these possible infomants. In particular, identified institutions include the Great Physician (GP) Rehabilation Foundation and Philippine Mental Health Association (PMHA). After permission from the authority was sought, possible key informants were recognized. Researchers have been guided that they must maintain a high level of trust with participants. With this, the researchers initially built rapport to the informants by introducing themselves and briefly stating the purpose of the study. The issue on confidentially was given emphasis as well. After discussion of significant details of the study, the informants were open to voice out clarifications and questions for them to be addressed properly. Granted that the prospect informants agreed to participate in the study, they were then formally asked to sign the Consent Form. Written in English with corresponding Cebuano vernacular, the consent form precisely discussed the study title, purpose, confidentiality, condition of no-risk involved, and contact information of the primary interviewer. Likewise, the information of the use of audio recorder that would ensure verbatim documentation of client responses was mentioned. The informants were given the opportunity in choosing the location, date, time of interview and type of recording device in their most convenient preference. Ultimately, the researchers and the informants had then mutually agreed on specified meeting details for the interview proper. Data Collection. Interview was the most important tool for gathering data in this research study. With the appropriate materials such as the tape recorder, interview guide and previously signed informed consent form, the researchers went to the location of the interview where the participant was most comfortable to stay since the place where the communication occurs, influences the outcome of the interaction (Townsend, 2008). Getting acquainted and establishing rapport was important before the researchers started the interview with the participant. A short introductory conversation was done to allay the anxiety of the mother and build trust between the researcher and the participant. In addition, proxemics – the way people perceive and use environmental, social and personal space in interactions (Keltner, et al. , 2007, p. 90) – was also taken into consideration. According to Videbeck (2004, p. 113), people feel less comfortable with smaller distances when communicating with strangers. The most appropriate distance which is acceptable for communication in social work and business settings is the social zone, which utilizes a distance of 4-12 feet. Also, the researchers and the participant were positioned in a manner where no barrier, such as a table, is located between the two of them. Through this, the researchers showed sincerity in listening to the interviewee. The researcher then started the interview proper when the primary question was asked. The primary question was: †¢ â€Å"Pwede nimo masulti kanamo unsa imong kinatibuk-ang experiensya sa pag-akatar sa imong anak nga adunay ADHD? † (Can you describe to us as fully as you can your experience of taking care of a child with ADHD? ) Rephrasing of the question was done by the researcher when the participant had difficulty in answering the question. Another questions related to the primary question were asked: †¢ â€Å"Unsa man ang imo mga nahuna-hunaan sa pagpadako nimo sa imong anak nga naay ADHD? † (Can you describe to us your thoughts in taking care of a child with ADHD? †¢ â€Å"Unsa man ang imo mga nabati sa pagpadako nimo sa imong anak nga naay ADHD? † (Can you describe to us your feelings in taking care of a child with ADHD? ) †¢ â€Å"Unsa kaha ang laing mga butang nga naka-apekto o naka-impluwensya sa katibuk-an nimong kaagi sa pagpadako s a imong anak nga adunay ADHD? † (Can you identify factors that could have affected you in taking care of a child with ADHD? ) Before the termination of the interview, the researchers then asked: †¢ â€Å"Sa dili pa nako palungon ning recorder para mahuman ning atong pag-istortyahanay, naa pa ba kay laing ganahang isulti? † (Before I turn off the recorder and terminate this conversation, is there anything else you want to share? This was done so as not to compromise the collection of data considering there are participants that would not want to fully share their experience until the end of the interview. The participant was given as much time to answer the questions to allow her to gather her thoughts and express her feelings fully and honestly. Also, if by chance the mother refused to answer the question(s) asked, the researcher would not insist on it and would respect the participant’s decision. The participant was also assured of her right not to respond. During the whole course of the interview, the researcher ensured the working condition of the recorder and that the entire conversation was recorded. In addition, the interviewer took note of both verbal and nonverbal cues that transpired during the conversation. The same method of interviewing was done to the other participants, using the same question, until data saturation was achieved by the researchers. Post-data collection. This part of data collection incorporated transcription and confirmation of data with the mother and also included debriefing sessions. Interview was done with the mother and the conversation was transcribed per verbatim including verbal and nonverbal cues that the researchers observed. Important points were emphasized, clarified, and referred back to the mother/interviewee. Afterwards, the researcher-interviewer set another session with the mothers for data to be confirmed and another debriefing session. Debriefing session after data collection was completed in order to permit participants to ask questions or air complaints (Polit Beck, 2008, p. 182). After the whole process of data collection had been completed, the respondents were given incentives. The informants were also properly informed that the interview had ended and that they would be given freedom to communicate with the researchers with significance to the study conducted. Analysis of Data Colaizzi’s framework was utilized in the management and organization of the data gathered in this study. Descriptive phenomenology requires a lengthy and rich description of everyday experiences. This is exactly what Colaizzi’s framework allowed – a wealthy influx of valuable data from in-depth interviews with the study participants. The process of gathering, organizing, and analyzing data is outlined by this framework into several steps that also include returning to the study participants, as a final step of validation (Polit Beck, 2008, p. 520). As already mentioned, Colaizzi’s method comprises seven steps: 1. Each research informant’s verbatim transcript is read to acquire a sense of the whole; 2. Significant statements and phrases pertaining to the phenomenon being studied are extracted from each transcript; 3. Meanings are formulated from the significant statements; 4. Meanings are organized into themes, and these themes evolve into theme clusters, and eventually into theme categories; 5. These results are integrated into a rich and exhaustive description of the lived experience; 6. The essential structure of the phenomenon is formulated; and 7. Validation is sought from the research informants to compare the researcher’s descriptive results with their lived experiences. If necessary, the researcher’s description is modified to achieve congruence with the lived experience of the research informants. The researchers gathered data with the use of audio recording as a means of accurate and convenient way of documentation. Documentation included verbatim responses or verbal cues which the respondents articulated during interview. As soon as the interview was over, the researchers listened to the tape-recorded interviews/conversation and checked for its audibility and completeness as suggested by Polit and Beck (2008, p. 386). Thereafter such, the data were then transcribed for analysis. Interviews were transcribed verbatim from the audiotape by the researchers. The data were then copied directly to a word processing package that is compliant with the researchers’ computers and/or laptops. (Drury, 2001) Each transcription, called a â€Å"protocol† (Colaizzi, 1978), was read several times, as the audiotape of the interview was replayed, to gain a sense of total content. This was particularly emphasized in the first step of Colaizzi’s method, to acquire a sense of the whole. Extracting significant statements from the protocols: Significant statements and phrases pertaining to the phenomenon being studied, the lived experience of mothers rearing a child with ADHD, were extracted from each protocol and coded. Formulating meanings from the significant statements: Next, the underlying meaning of each statement was written. This step â€Å"moves from what the participants said to what they meant† (Forrest, 1989). Transcendence or going beyond to what one experiences is important to form formalized meanings. It involves the researchers being cognizant of contextual factors that modify the meanings of verbatim transcription of the interview. The research informants’ use of sarcasm, jargon, economy of phrase and the expression of strong emotion can alter the meaning of the verbatim transcriptions. (Drury, 2001) This step is a â€Å"precarious leap† (Colaizzi, 1978), and the researchers had undertaken the following check to ensure that they remained true to the data: The underlining meaning of each significant statement, called a formulated meaning, was coded with the same symbol as the significant statement from which it was derived. Another research member then independently read each significant statement while listening to a copy of the audiotape and, referring to a hard copy of the transcribed interview protocol, wrote the formulated meaning for each significant statement. The researchers then compared their notes, discussed any discrepancies, and made adjustments when necessary. Next, the coded formulated meanings from all of the interviews were combined. (Drury, 2001) Organizing formulated meanings into themes: â€Å"The next step in the data analysis is to form clusters of themes that are common to the protocols. The formulated meanings will be sorted into groups that represent specific themes† (Coward, 1989). Each theme was coded and each formulated meaning that was formed part of a particular theme was listed beneath it. (Drury, 2001) Organizing coded themes into theme clusters: The next step in the analysis of data was to organize similar coded themes into theme clusters. At some point, the researchers decided that no further collapsing of the data was appropriate, as to do so would lose richness that was contained in the data. Drury, 2001) Writing an exhaustive description of the phenomenon being studied: The next step in the analysis of data was to produce an exhaustive description of the phenomenon being studied from the theme categories. According to Patton (1990), an exhaustive description goes beyond mere fact or surface appearanc e, but stops short of becoming â€Å"trivial and mundane. † An exhaustive description should communicate the â€Å"voices, feelings, actions, and meanings† of the interacting individuals. A final validation was undertaken by returning to the research informants and asking them if the researchers’ description validated their own experiences. If the results were not congruent to what the participants wanted to imply, the participants have the freedom to modify the rich description and the researchers were responsible to gather and analyze the data rigorously until the resulting essences would be amenable to the informants’ experiences. This was an important undertaking as related to the last step of Colaizzi’s method. Analysis Matrix In order to show how data were analyzed, an analysis matrix is presented which include: significant statements pertaining to the phenomenon extracted from the transcriptions. The second column portrays the formulated meaning which eventually emerged from similar patterns that were identified and sewn together during the course of the study. The last column is the pure essence or the themes, which were derived from the meanings through understanding and analyzing the significant statements that were verbalized by the participants. Respondent |Significant Statements |Formulated |T hemes | | | |Meanings | | |A | | | | |B | | | | |C | | | | |D | | | | |E | | | | |F | | | | |G | | | | |H | | | | Rigour Prior to data collection, bracketing and intuiting are two vital principles in Husserlian phenomenology. Bracketing is the first process in phenomenological reduction. It is withholding and suspension of beliefs, judgments, assumptions as well as biases about the lived experience of mothers rearing children with ADHD. On the other hand, intuiting refers to being open to the meanings attributed to the phenomenon to fully grasp the experience as described by the participants (Speigelberg, 1978). The researchers then maintained these two principles from the start of data collection through in-depth conversation with the informants and observation of non-verbal cues until theme clusters were formulated. Other than the use of bracketing and intuiting prior to data collection, supplementary care was also taken to ensure that the analysis would not be biased by the researchers’ acknowledged preconceptions. The most common technique used by Husserlian researchers to ensure that rigour is not compromised due to researcher bias is to â€Å"identify and articulate assumptions prior to data collection and analysis,† (Morse, 1994). The steps of extracting significant statements and creating formulated meanings from the interview protocols were done independently by the researchers. The formulated meanings were modified to accurately reflect the informants’ lived experience. Another research member then scrutinized and validated the researchers’ organization of formulated meanings into themes and their evolution to theme clusters. (Drury, 2001) Data collection and analysis were documented to provide an audit trail. Field notes were kept that summarized the date, time, location, and the subject matter of all meetings between the researchers and their advisers, the research informants, and the colleague who validated the analysis. (Drury, 2001) Conceptual Framework In this qualitative study, the following section (Figure 1) illustrates a diagram that utilized the Husserlian phenomenology and Colaizzi’s method as a way of relating the succeeding methodological interpretation. Ethical Considerations In any discipline that involves research with human beings or animals, researchers must address a range of ethical issues (Polit and Beck, 2008, p. 167). Since this study involved humans as study participants, care was exercised in ensuring that their rights were protected. One of the most fundamental ethical principles in research is that of beneficence, which imposes a duty on researchers to minimize harm and to maximize benefits (Polit and Beck, 2008, p. 170). Since this study concerns human research, it is intended to produce benefits for the participants themselves or a situation that is more common, for other individuals or society as a whole. In this study, researchers had an obligation to avoid, prevent, or minimize harm (nonmaleficence). Participants weren’t subjected to unnecessary risks for harm or discomfort may it be physical, emotional, social, or financial and researchers will use strategies to minimize such. Researchers were also prepared to terminate the research if there was a reason to suspect that continuation would result in undue distress to the study participants. Informed Consent. The principle of self-determination means that prospective participants have the right to decide voluntarily whether to participate in a study, without risking any penalty or prejudicial treatment (Polit and Beck, 2008, pp. 171-172). One particularly important procedure done be the researchers for safeguarding participants and protecting their right to self-determination involved obtaining their informed consent. Informed consent means that participants have adequate information regarding the research, are capable of comprehending the information, and have the power of free choice, enabling them to consent to or decline participation voluntarily (p. 176). This right to self-determination included freedom from coercion of any type and required careful thought since the researchers had the position of authority, control, or influence over potential participants (purposive sampling). Confidentiality. Appropriate confidentiality procedures were implemented in this study. A promise of confidentiality is a pledge that any information participants provide will not be publicly reported in a manner that identifies them and will not be made accessible to others (Polit and Beck, 2008, p. 180). Any research information gathered from the participants would not be shared with strangers, nor with people known to the participants, unless the participant gives the researcher explicit permission to do so. In research reports, researchers would take considerable precautions to safeguard identities especially because the study comprised less than ten participants. Other than using a fictitious name, researchers would have to slightly distort identifying information or present only general descriptions. Right to Withdraw Without Penalty. Justice connotes fairness and equity, and so one aspect of the justice principle concerns the equitable distribution of benefits and burdens of research (Polit and Beck, 2008, p. 173). The right to fair treatment was exercised through ensuring that researchers treated people who declined to participate in this study or who withdrew from this study after agreeing to participate in a non-prejudicial manner. CHAPTER FOUR DATA PRESENTATION, ANALYSIS AND DISCUSSION In this chapter, the results of the data collection and analysis are presented in order for the researchers to gain understanding on the phenomenon of the lived experience of mothers of children who have ADHD- like manifestations. Colaizzi’s framework was utilized in the management and organization of the data gathered in this study. An extensive and meticulous process was accomplished to be able to grasp as accurate as possible the account of the existing phenomenon. The process is carried out in the following outline: Interviews (n=8) v Significant Statements (n= 93) v Formulated Meanings (n=164) v Themes (n=43) v Theme Clusters (n=8) v Exhaustive description of the phenomenon v Member Check Colaizzi’s Methodological Interpretation: 1. Each research informant’s verbatim transcript is read to acquire a sense of the whole; The researchers gathered data with the use of audio recording as a means of accurate and convenient way of documentation. Documentation included verbatim responses or verbal cues which the respondents articulated during interview. The interview contained the primary question, â€Å"Pwede nimo masulti kanamo unsa imong kinatibuk-ang experiensya sa pag-akatar sa imong anak nga adunay ADHD? † (Can you describe to us as fully as you can your experience of taking care of a child with ADHD? ) As soon as the interview was over, the researchers listened to the tape-recorded interviews/conversation and checked for its audibility and completeness. Thereafter such, the data were then transcribed verbatim by pairs for analysis. The data were then copied directly to a word processing package that is compliant with the researchers’ computers and/or laptops. Each protocol was read several times, as the audiotape of the interview was replayed, to gain a sense of total content. 2. Significant statements and phrases pertaining to the phenomenon being studied are extracted from each protocol; Significant statements and phrases (n= 94) pertaining to the phenomenon being studied, the lived experience of mothers rearing a child with ADHD, were extracted from each protocol and coded. 3. Meanings are formulated from the significant statements. Identifying the underlying meaning of each significant statements, the researchers were able to come up with the formulated meanings (n=164) coded with the same symbol as the significant statement. The researchers then compared their notes, discussed any discrepancies, and made adjustments. 4. Meanings are organized into themes, and these themes evolve into theme clusters, and eventually into theme categories; The formulated meanings were then sorted into themes (n=43 ). Similar coded themes were then organized into theme clusters (n=8). No further collapsing of data was appropriate and thus richness was contained in the data. 5. These results are integrated into a rich and exhaustive description of the lived experience; From the theme categories, the researchers produced an exhaustive description of the lived experience of these mothers with children who have ADHD manifestations. 6. The essential structure of the phenomenon is formulated; With the exhaustive description derived from this data analysis, the researchers were able to grasp an understanding of this phenomenon. 7. Validation is sought from the research informants to compare the researcher’s descriptive results with their lived experiences. A final validation was undertaken by returning to the research informants and asking them if the researchers’ description validated their own experiences. The results were congruent with what the participants wanted to imply and were all amenable to the participant’s experiences. Theme Clusters DENIAL Denial is an ego defense mechanism wherein an individual refuses to acknowledge the existence of a real situation or the feelings associated with it (Townsend, 2005). Reality here is either completely disregarded or transformed so that it is no longer threatening. It is primarily used to protect the person from immediate impact of a situation that might otherwise cause intolerable pain if consciously acknowledged. In this case, denial was used by the mothers to temporarily isolate themselves from the reality that their child has a disorder especially in the early phase of awareness. This is exhibited in the example statements of Mothers A C: Mother A, Significant Statement 3: I still couldn’t accept at first that my son had some kind of disability. (Dili pa ko kadawat atong una na akong anak naay deprensya. ) Mother C, Significant Statement 26: I said to myself, â€Å"he’s okay. † (Ana ko sa akong kaugalingon, â€Å"okay rana siya. †) In these sample statements, the mothers were able to avoid emotional conflicts by refusing to acknowledge the condition of their child. INEXPERIENCE Inexperience is defined as the lack of experience that would lead to an increase in knowledge or skill (Encarta, 2007). It is also stated in Webster Comprehensive Dictionary (1992) as the lack of knowledge gained from experience. In the context of this study, the mother is forced into new waters. She is faced with the challenge of raising an ADHD child without prior exposure or experience. Rearing an ADHD child is not an easy task as Mother B and H said respectively: Mother B, Significant Statement 1: At first, I totally don’t understand him. He is so restless and I do not know what to do to make him stay put. I don’t understand why he was acting unlike the others. (Wala gyud ko kasabot niya sauna ug ngano ing-ana iya nilihokan na lahi sa uban. Sige ug lihok, kiat kaayo. Makaguol, dili ko kahibalo unsaon siya nga mapuyo. ) Mother H, Significant Statement 89: It’s tiring. I want to cry at first because I didn’t know, I had no experience raising a child with that condition. (Kapoy. Kahilakon ko anang una kay di man ko hibalo wa man koy experience anang galam ug bata nga naa anang kondisyona. ) The mothers’ lack of experience in dealing with the demands of the situation puts them at a disadvantage but was able to overcome such as are now dealing comfortably their children with such disorder. The researcher further supports the development of this theme cluster in relation to the article in the journal Child: Health, Care and Development. The results of the article by Maniadaki, et al. 2006) entitled â€Å"Parental beliefs about the nature of ADHD behaviours and their relationship to referral intentions in preschool children† showed that almost half of the parents who reported ADHD behaviors in their own child replied that they had never met a child exhibiting such behaviours. T he researchers concluded that parents whose preschool child displays ADHD behaviours tend to perceive them as normal developmental patterns and may suspend the referral of the child. BURDEN/HARDSHIP Encarta (2009) defines burden as an experience that is painful or distressing. To be burdened is to be in a place or in a situation which is hard to deal with, a load of hardships entailed with suffering, difficulty, and loss. The situation became burdensome for the mother who has to exert an extra effort to care for her child who has ADHD. Strahm (2008) in his study entitled â€Å"Parents’ experience raising a child with Attention Deficit Hyperactivity Disorder (ADHD)† aimed to measure family functioning and parenting stress with parents raising a child with and without ADHD. Results showed that parents in the ADHD group had significantly higher parenting stress compared to the typical group. The findings suggest that although ADHD has a significant impact on family relationships and stress, parents work hard to maintain a positive environment for their children with ADHD. In addition, the article â€Å"The experiences of primary caregivers raising school-aged children with attention-deficit hyperactivity disorder† by Lin, et al. (2009) showed that there are different types of burdens of caring. These are parenting burdens, emotional burdens and family conflicts. During the course the researchers’ in depth interview, it was found out that taking care of children with ADHD entails the mother to face burdens and difficulties in development, education, and discipline. Lack of resources exacerbated the situation posing a hindrance in finding ways to transcend the difficulties in rearing a child wit How to cite Adhd, Essay examples ADHD Free Essays

The Art Institute of Chicago Essays - Visual Arts, Whistlers Mother

The Art Institute of Chicago By Bill M. Beverly Louis Shields Art 129 IN2 April 22, 2017 When visiting the Art Institute of Chicago, one can find many different works of art, many different types of art, and many different categories of art. Recently, the A rt I nstitute has brought back the artist known as James McNeill Whistler's work entitled "Whistler's mother" which inspired people to visit while on display this year from March to May of 2017 for the first time in 60 years . The artist painted a rendition of his actual mother using oil on canvas in 1871 while she was living in London. Another work of art displayed, Willem de Kooning 's " Excavation " has been on display at the art institute for some time. The inspiration for this artwork was a rendition of women working in a rice field from an Italian movie using oil on canvas. Talking about "Whistler's Mother" , James said in 1878 about his most famous painting, Arrangement in Grey and Black No. 1 (Portrait of the Artist's Mother), "Take the picture of my mother, exhibited at the Royal Academy as an Arrangement in Grey and Black.' Now that is what it is. To me it is interesting as a picture of my mother; but what can or ought the public to care about the identity of the portrait?" The artist p ainted this portrait in 1871 . T he portrait was intended to demonstrate Whistler's recent focus on tonal harmonies over subject matter. Both austere and ambitious, accurate and abstract, the portrait serves as a quintessential expression of his then-newly developed "art for art's sake" aesthetic. The composition w as initially met with puzzlement, but it was soon lauded, spurring a staggering quantity of critical responses, reproductions in various media, a lso referenc ing within popular culture. Despite Whistler's intentions, the portrait of Anna McNeill Whistler , his actual mother, has thus become an icon of motherhood, beloved by Americans but rarely seen in the United States. The painting is 56.81 by 63.94 inches displayed in a frame of Whistler's own design. It is exhibited in and held by the Musee d'Orsay in Paris, having been purchased by the French state in 1891. It is one of the most famous works by an American artist outside the United States. It has been variously described as an American icon and a Victorian Mona Lisa . Again, "Whistler's Mother" is currently o n display at the Art Institute of Chicago through May of this year 2017. In March of 2017 , Whistler's most favored masterpiece return ed to Chicago for the first time in over 60 years. The fame of this iconic work is considered his most focused work of approximately 25 objects, including small / large-format paintings, prints, drawings, posters, and other ephemera. The exhibit's presentation also explores Whistler's use of family members as subjects, his abstract treatment of conventional genres such as portraiture and landscape, and the arc of his professional ambition. The return of "Whistler's Mother" to the Art Institute of Chicago is especially meaningful given the museum's deep holdings of Whistler's paintings, prints, and drawings. Championed by the museum during his lifetime, Whistler is considered one of the 19th-century artists whose work lies at the core of the Art Institute of Chicago's collection. Several unverifiable stories have been relate d to the painting; one is that Anna Whistler , his mother, acted as a replacement for another model who couldn't make the appointment. It is also said that James originally envisioned painting the model standing up, but his mother was too uncomfortable for pos ing while s tanding for extended period s . Another story associated with the painting is that Mr. Whistler called upon his beautiful young neighbor, Helena Lindgren, to sit in his mother Anna's place when she grew too tired. Well into her old age, Helena talked of secretly modeling for James, who was especially enamo red of her hands. Accordin g to a surviving letter of 1935 , his mother Anna had first called on the Lindgren ' s to ask that Helena's older sister, Christina, be her stand-in not Helena . However, Christina's

Mary Lou Retton, Olympic Gymnastics Champion

Mary Lou Retton, Olympic Gymnastics Champion Mary Lou Retton (born January 24, 1968) won a gold medal for the United States in  womens Olympic gymnastics in 1984. She was the first American woman to win gold in the all-around event, and she won the most Olympic medals of any athlete at the 1984 Games. She also was known for her warm style, enthusiastic personality, iconic pixie haircut, and a more muscular build than many other female gymnasts. Fast Facts: Mary Lou Retton Known For: Gold-medal-winning U.S. Olympic GymnastBorn: January 24, 1968 in Fairmont, West VirginiaParents: Ronnie Retton and Lois RettonPublished Work: Mary Lou Rettons Gateways to Happiness: 7 Ways to a More Peaceful, More Prosperous, More Satisfying LifeAwards and Honors: Five Olympic gymnastics medals, including one goldSpouse: Shannon Kelley (divorced)Children: Shayla,  McKenna, Skyla, EmmaNotable Quote: You give up your childhood. You miss proms and games and high school events, and people say its awful...I say it was a good trade. You miss something but I think I gained more than I lost. Early Life Mary Lou Retton was born on Jan. 24, 1968, in Fairmont, West Virginia. She was the youngest of five children. Her father Ronnie Retton played basketball in college and was a minor league baseball player. Her mother Lois signed up Mary Lou for dance classes when she was 4, then enrolled her and her older sister in gymnastics classes at West Virginia University. She didnt have to be pushed into working out.  I would sleep in my leotard on Friday nights because I was so excited about gymnastics on Saturday mornings, Retton told Texas  Monthly magazine writer Skip Hollandsworth. She later remembered at age 4 watching Olga Korbut skate in the 1972 Olympics for the Soviet Union and identifying with her courage and vigor. Four years later, it was Romanian gymnast Nadia Comaneci who caught her eye, inspiring dreams of Olympic gold. Preparing to Compete By the age of 12, Retton had become dedicated to gymnastics and was competing in national and international competitions. Her parents allowed her to move to Houston, Texas when she was 14 to study and train with gymnastics coach Bela Karolyi, a Romanian defector who had previously coached Comaneci. She lived with the family of a fellow student and finished high school via correspondence courses while training 8-10 hours a day. She enjoyed the rigorous gymnastics schedule and flourished under Karolyis coaching. Retton stood out physically from many of the other female gymnasts. She was muscular, a change from the petite athletes that fans were accustomed to seeing in competition, even at the highest levels of the sport. One month after beginning her training with Karolyi, Rettons team went to Madison Square Garden in New York, New York, for the McDonalds American Cup Competition. She wasnt ranked high enough to be invited but she went as a substitute. One of her teammates got injured and Karolyi put in Retton. She won the competition and set a meet record, putting her in contention for the 1984 Olympics only two years away. Competition By 1984, Retton had won 14 all-around competitions in a row and was expected to compete in the 1984 Olympics in Los Angeles. She was then 16 years old. The Soviet Union and most of its allies were boycotting the Games in response to the United States boycott of the 1980 Olympics. About six weeks before the games were to start, Retton suffered a major knee injury, which turned out to be torn cartilage. She and her parents opted for minimally invasive arthroscopic surgery, which enabled Retton to walk immediately and to begin training after just one week of physical therapy. In the weeks before the Games, Retton would lie in bed, her eyes closed, imagining each piece of equipment and each routine and performing perfectly. Then she imagined receiving the gold medal with The Star-Spangled Banner booming around her. Olympic Showdown Sometimes, creative visualization works. At the Olympics, she won the gold medal in womens gymnastics for the all-around competition. The win was dramatic. Coming into the last event, she was barely behind Ecaterina Szabo of Romania. Retton approached her event, the vault, needing a 9.95 out of 10 to tie Szabo for the gold medal, and a perfect score of 10 to win it outright. She scored a 10. Olympic rules required that she perform another vault, although her first score still would count. So she landed another perfect 10. In addition to the gold medal in the all-around event, Retton won an individual silver for the vault, a bronze for the uneven bars, another bronze for the floor exercise, and another silver as part of the team competition. The five medals were the most for any athlete at the 1984 Olympic Games. Legacy Following her retirement from gymnastics in 1985 after winning her third American Cup title, Retton briefly attended the University of Texas at Austin. She married Shannon Kelley, whom she had met in college, in 1990, and they had four daughters: Shayla,  McKenna, Skyla, and Emma. She made many commercials, appeared in several movies and television shows, and was a popular speaker. Among the other recognition, Mary Lou Retton was the first woman to be featured on the front of a Wheaties box and she became a spokeswoman for the cereal brand. Through the many accolades and honors, she retained her fresh and perky personality and continued to convey a sense of being the girl next door. She was inducted into the International Gymnastics Hall of Fame in 1997. Sources Retton, Mary Lou. Mary Lou: Creating an Olympic Champion. Hardcover, First Edition edition, McGraw-Hill, September 1, 1985. Retton, Mary Lou. Mary Lou Rettons Gateways to Happiness: 7 Ways to a More Peaceful, More Prosperous, More Satisfying Life. Hardcover, Broadway, April 4, 2000. Retton, Mary Lou. The Olympic Dream and Spirit Volume 1: Stories of courage, perseverance and dedication. Mary Joe Fernandez, Bela Karolyi, et al., Paperback, Cross Training Pub, November 1, 1999. Retton, Mary Lou. Encyclopedia, The Gale Group, Inc., 2004.