Gross Motor Quotes

We think of English as a fortress to be defended, but a better analogy is to think of English as a child. We love and nurture it into being, and once it gains gross motor skills, it starts going exactly where we don't want it to go: it heads right for the goddamned electrical sockets. We dress it in fancy clothes and tell it to behave, and it comes home with its underwear on its head and wearing someone else's socks. As English grows, it lives its own life, and this is right and healthy. Sometimes English does exactly what we think it should; sometimes it goes places we don't like and thrives there in spite of all our worrying. We can tell it to clean itself up and act more like Latin; we can throw tantrums and start learning French instead. But we will never really be the boss of it. And that's why it flourishes.

We think of English as a fortress to be defended, but a better analogy is to think of English as a child. We love and nurture it into being, and once it gains gross motor skills, it starts going exactly where we don’t want it to go: it heads right for the goddamned electrical sockets. We dress it in fancy clothes and tell it to behave, and it comes home with its underwear on its head and wearing someone else’s socks. As English grows, it lives its own life, and this is right and healthy. Sometimes English does exactly what we think it should; sometimes it goes places we don’t like and thrives there in spite of all our worrying. We can tell it to clean itself up and act more like Latin; we can throw tantrums and start learning French instead. But we will never really be the boss of it. And that’s why it flourishes.

We think of English as a fortress to be defended, but a better analogy is to think of English as a child. We love and nurture it into being, and once it gains gross motor skills, it starts going exactly where we don’t want it to go: it heads right for the goddamned electrical sockets.

Coonskin caps and silly putty were just not going to cut it anymore. The good mother got her kids toys that were educational, that advanced gross and fine motor skills, that gave them the spatial sensibilities and design aptitude of Frank Lloyd Wright, and that taught Johnny how to read James Joyce at age three. God forbid that one second should pass where your child was idle and that you were not doing everything you could to promote his or her emotional, cognitive, imaginative, quantitative, or muscular development.

There’s a widespread conviction, spoken and unspoken, that the road to riches is trimmed in Ivy and the reins of power held by those who’ve donned Harvard’s crimson, Yale’s blue and Princeton’s orange, not just on their chests but in their souls. No one told that to the Fortune 500. They’re the American corporations with the highest gross revenues. The list is revised yearly. As I write this paragraph in the summer of 2014, the top ten are, in order, Wal-Mart, Exxon Mobil, Chevron, Berkshire Hathaway, Apple, Phillips 66, General Motors, Ford Motor, General Electric and Valero Energy. And here’s the list, in the same order, of schools where their chief executives got their undergraduate degrees: the University of Arkansas; the University of Texas; the University of California, Davis; the University of Nebraska; Auburn; Texas A&M; the General Motors Institute (now called Kettering University); the University of Kansas; Dartmouth College and the University of Missouri–St. Louis. Just one Ivy League school shows up.

The first thing to note about Korean industrial structure is the sheer concentration of Korean industry. Like other Asian economies, there are two levels of organization: individual firms and larger network organizations that unite disparate corporate entities. The Korean network organization is known as the chaebol, represented by the same two Chinese characters as the Japanese zaibatsu and patterned deliberately on the Japanese model. The size of individual Korean companies is not large by international standards. As of the mid-1980s, the Hyundai Motor Company, Korea’s largest automobile manufacturer, was only a thirtieth the size of General Motors, and the Samsung Electric Company was only a tenth the size of Japan’s Hitachi.1 However, these statistics understate their true economic clout because these businesses are linked to one another in very large network organizations. Virtually the whole of the large-business sector in Korea is part of a chaebol network: in 1988, forty-three chaebol (defined as conglomerates with assets in excess of 400 billion won, or US$500 million) brought together some 672 companies.2 If we measure industrial concentration by chaebol rather than individual firm, the figures are staggering: in 1984, the three largest chaebol alone (Samsung, Hyundai, and Lucky-Goldstar) produced 36 percent of Korea’s gross domestic product.3 Korean industry is more concentrated than that of Japan, particularly in the manufacturing sector; the three-firm concentration ratio for Korea in 1980 was 62.0 percent of all manufactured goods, compared to 56.3 percent for Japan.4 The degree of concentration of Korean industry grew throughout the postwar period, moreover, as the rate of chaebol growth substantially exceeded the rate of growth for the economy as a whole. For example, the twenty largest chaebol produced 21.8 percent of Korean gross domestic product in 1973, 28.9 percent in 1975, and 33.2 percent in 1978.5 The Japanese influence on Korean business organization has been enormous. Korea was an almost wholly agricultural society at the beginning of Japan’s colonial occupation in 1910, and the latter was responsible for creating much of the country’s early industrial infrastructure.6 Nearly 700,000 Japanese lived in Korea in 1940, and a similarly large number of Koreans lived in Japan as forced laborers. Some of the early Korean businesses got their start as colonial enterprises in the period of Japanese occupation.7 A good part of the two countries’ émigré populations were repatriated after the war, leading to a considerable exchange of knowledge and experience of business practices. The highly state-centered development strategies of President Park Chung Hee and others like him were formed as a result of his observation of Japanese industrial policy in Korea in the prewar period.

Perceptual motor therapy provides integrated movement experiences that remediate gross-motor, fine-motor, and visual discrimination problems. Activities, including sensory-input techniques, stimulate left/right brain communication to help the child interpret incoming information to the nervous system. Goals are to develop more mature patterns of response to specific stimuli, improve motor skills and balance, and stimulate alternate routes to memory and sequencing for those children who do not respond to the methods taught in the conventional classroom.

An occupational therapist will usually evaluate the child in her office. The evaluation is ordinarily a pleasant experience. While costs vary, expect to spend several hundred dollars. This will be money well spent, and it may be covered by health insurance. Here are some of the areas an OT investigates: Fine- and gross-motor developmental levels Visual-motor integration (doing puzzles or copying shapes) Visual discrimination Neuromuscular control (balance and posture) Responses to sensory stimulation (tactile, vestibular, and proprioceptive) Bilateral coordination Praxis (motor planning)

Eventually I was ready to learn how to perform routine life tasks again. 'Enabling occupation'—that’s what the learning process was called when it was presented to me. Enabling occupation involved the mastery of skills that I didn’t even know could properly be called 'skills.' How to pick up and carry and manipulate a set of common objects: a handbag, a stoneware saucer, a mobile phone, a paperback book. I was told that my new limbs were capable of hefting an automobile, of bending an iron bar, but I couldn’t make them do any of these magical things—not anything remotely close. Instead, I spent my days trying to pick up a thumbtack from a hard surface using my feeble pincer grasp, to activate a light switch with a single articulated finger, and to fasten a long line of shirt buttons, each of which was around the size of a half-dollar coin. During this period, I worked to improve my gross motor skills in parallel. I relearned how to reach for distant objects without collapsing under my own weight, how to twist a standard brass doorknob, and how to pour liquid from a plastic pitcher into a paper cup without spilling everything everywhere or crushing the handle itself in my grip. Eventually I used these newfound skills to practice clothing myself in simple blouses with velcro fasteners and pants with elastic waistbands, struggling to take it all off again when it was time. At some point during this phase, a team of nameless staff members helped me stand upright in front of a full-length mirror so I could stare at my newly-made body, fully exposed, and with my sharpened vision I was able to see the true extent of my transformation, the exquisite atrocity I’d chosen to perpetrate.

gross motor

His personal wealth was larger than the gross domestic product of Hungary; larger than even the market capitalization of General Motors.

An urbanite does not become a civilized person just because he has had an education. What one assimilates in the city is book-learning and knowledge derived through emulating educated men. But that alone will not make him a civilized person. A man of simple tastes becomes complex through education because he desires to become complex. That is why a lot of educated men enjoy vulgar and obscene things. The cinema has become a vulgar philistine art form. The enormous motor car with its bloated body is a vulgar vehicle. It is difficult to create a complex thing without some vulgarity and grossness. Amongst the things valued by the educated, it is difficult to find things untainted by vulgarity. People who cannot distinguish between grossness and refinement are not uncommon among the urban educated because for many, the measure of civilization is its complexity.

1. Give your toddler some large tubular pasta and a shoelace.  Show her how to thread the shoelace through the pasta. 2. Take an empty long wrapping paper tube and place one end on the edge of the sofa and the other end on the floor.  Give him a small ball such as a Ping Pong ball to roll down the tube.   3. Give her some individually wrapped toilet tissues, some boxes of facial tissue or some small tins of food such as tomato paste.  Then let her have fun stacking them.     4. Wrap a small toy and discuss what might be inside it.  Give it to him to unwrap. Then rewrap as he watches.  Have him unwrap it again.    5. Cut  such fruits as strawberries and bananas into chunks.  Show her how to slide the chunks onto a long plastic straw.  Then show her how you can take off one chunk at a time, dip it into some yogurt and eat it.   6. Place a paper towel over a water-filled glass.  Wrap a rubber band around the top of the glass to hold the towel in place.  Then place a penny on top of the paper towel in the centre of the glass.  Give your child a pencil to poke holes in the towel until the penny sinks to the bottom of the glass.   7. You will need a small sheet of coarse sandpaper and various lengths of chunky wool.  Show him how to place these lengths of wool on the sandpaper and how the strands stick to it.   8. Use a large photo or picture and laminate it or put it between the sheets of clear contact paper.  Cut it into several pieces to create a puzzle.   9. Give her two glasses, one empty and one filled with water.  Then show her how to use a large eyedropper in order to transfer some of the water into the empty glass.   10. Tie the ends/corners of several scarves together.  Stuff the scarf inside an empty baby wipes container and pull a small portion up through the lid and then close the lid.  Let your toddler enjoy pulling the scarf out of the container.   11. Give your child some magnets to put on a cookie sheet.  As your child puts the magnets on the cookie sheet and takes them off, talk about the magnets’ colours, sizes, etc.   12. Use two matching sets of stickers. Put a few in a line on a page and see if he can match the pattern.  Initially, you may need to lift an edge of the sticker off the page since that can be difficult to do.    13. You will need a piece of thin Styrofoam or craft foam and a few cookie cutters.  Cut out shapes in the Styrofoam with the cookie cutters and yet still keep the frame of the styrofoam intact.  See if your child can place the cookie cutters back into their appropriate holes.        14. Give her a collection of pompoms that vary in colour and size and see if she can sort them by colour or size into several small dishes. For younger toddlers, put a sample pompom colour in each dish.   15. Gather a selection of primary colour paint chips or cut squares of card stock or construction paper.  Make sure you have several of the same colour.  Choose primary colours.  See if he can match the colours.  Initially, he may be just content to play with the colored chips stacking them or making patterns with them.

Diana has frequently discussed her concerns about Camilla wither friend James Gilbey. He has provided a sympathetic ear as Diana poured out her feelings of anger and anguish about Camilla. He believes that she is unable to put out of her mind the one-time relationship Camilla enjoyed with Prince Charles. He says: “As a result their marriage is a charade. The whole prospect of Camilla drives her spare. I can understand it. I mean what the hell is that woman doing in her house? This is what she sees as the gross injustice of the thing.” Gilbey, a motor-trade executive, has known Diana since she was 17 but became much closer to her when they met at a party hosted by Julia Samuel. They talked long into the night about their respective love lives--he about a failed romance, she about her fading marriage. In the summer of 1989 she was concerned about winning her husband back and forcing him to make a break with the Highgrove set. He recalls: “There was enormous pride at stake. Her sense of rejection, by her husband and the royal system, was apparent.

For example, if healthy 30-year-olds are sleep deprived for six days (averaging, in this study, about four hours of sleep per night), parts of their body chemistry soon revert to that of a 60-year-old. And if they are allowed to recover, it will take them almost a week to get back to their 30-year-old systems. Taken together, these studies show that sleep loss cripples thinking in just about every way you can measure thinking. Sleep loss hurts attention, executive function, working memory, mood, quantitative skills, logical reasoning ability, general math knowledge. Eventually, sleep loss affects manual dexterity, including fine motor control, and even gross motor movements, such as the ability to walk on a treadmill.

Construction of the SS Morro Castle was begun by the Newport News Shipbuilding and Dry Dock Company in January of 1929 for the New York and Cuba Mail Steam Ship Company, better known as the Ward Line. The ship was launched in March of 1930, followed in May by the construction of her sister ship the SS Oriente. Both ships were 508 feet long and had a breath of almost 80 feet and weighed in at 11,520 gross tons (GRT). The ships were driven by General Electric turbo generators, which supplied the necessary electrical current to two propulsion motors. Having twin screws both ships could maintain a cruising speed of 20 knots. State of the art, each ship was elegantly fitted out to accommodate 489 passengers and had a complement of 240 officers and crew. It is estimated that the ships cost approximately $5 million each, of which 75% was given to the company as a low cost government loan to be repaid over twenty years. The SS Morro Castle was named for the fortress that guards the entrance to Havana Bay. On the evening of September 5, 1934 Captain Robert Willmott had his dinner delivered to his quarters. Shortly thereafter, he complained of stomach trouble and shortly after that, died of an apparent heart attack. With this twist of fate the command of the ship went to the Chief Mate, William Warms. During the overnight hours, with winds increasing to over 30 miles per hour, the ship continued along the Atlantic coast towards New York harbor. Early on September 8, 1934 the ship had what started as a minor fire in a storage locker. With the increasing winds, the fire quickly intensified causing the ship to burn down to the waterline, killing a total of 137 passengers and crew members. Many passengers died when they jumped into the water with the cork life preservers breaking their necks and killing them instantly on impact. Only half of the ships 12 lifeboats were launched and then losing power the ship drifted, with heavy onshore winds and a raging sea the hapless ship ground ashore near Asbury Park. Hard aground she remained there for several months as a morbid tourist attraction. On March 14, 1935 the ship was towed to Gravesend Bay, New York and then to Baltimore, MD, where she was scrapped. The Chief Mate Robert Warms and Chief Engineer Eban Abbott as well as the Ward Line vice-president Henry Cabaud were eventually indicted on various charges, including willful negligence. All three were convicted and sent to jail, however later an appeals court later overturned the ship’s officers convictions and instead placed much of the blame on the dead Captain Willmott. Go figure….

We think of English as a fortress to be defended, but a better analogy is to think of English as a child. We love and nurture it into being, and once it gains gross motor skills, it starts going exactly where we don’t want it to go: it heads right for the goddamned electrical sockets. We dress it in fancy clothes and tell it to behave, and it comes home with its underwear on its head and wearing someone else’s socks.

Thus, a simple set of skills, combined with an emphasis on actions requiring complex and gross motor muscle operations (as opposed to fine-motor control), all extensively rehearsed, allows for extraordinary performance levels under stress.

look at your child next time he is watching television and ask yourself what he is doing—or, better yet, what he is not doing. , the child is not: • Scanning • Practicing motor skills, gross or fine • Practicing eye-hand coordination • Using more than two senses • Asking questions • Exploring • Exercising initiative or motivation • Being challenged • Solving problems • Thinking analytically • Exercising imagination • Practicing communication skills • Being either creative or constructive

Yet somehow, in recent years educational theory has come to reject repetition as a good educational tool when it comes to mastering our multiplication tables or identifying geographic locations or learning the correct spelling of words. We accept that to be good at sports or music you must practice over and over until your fine motor skills become your gross motor skills, meaning that you can play Tchaikovsky in your sleep! Over-practice implies enough repetition to make new skills seem easy and natural. Yet contemporary educational philosophies consider large amounts of rote practice to be unnecessary in academics. And so our modern educational system is weak. The purpose of a classical education is to strengthen one’s mind, body, and character in order to develop the ability to learn anything.

All drugs have a risk-benefit profile, and the usual thought within medicine is that a drug should provide a benefit that outweighs the risks. A drug that curbs psychotic symptoms clearly provides a marked benefit, and that was why antipsychotics could be viewed as helpful even though the list of negatives with these drugs was a long one. Thorazine and other first-generation neuroleptics caused Parkinsonian symptoms and extraordinarily painful muscle spasms. Patients regularly complained that the drugs turned them into emotional “zombies.” In 1972, researchers concluded that neuroleptics “impaired learning.”30 Others reported that even if medicated patients stayed out of the hospital, they seemed totally unmotivated and socially disengaged. Many lived in “virtual solitude” in group homes, spending most of the time “staring vacantly at television,” wrote one investigator.31 None of this told of medicated schizophrenia patients faring well, and here was the quandary that psychiatry now faced: If the drugs increased relapse rates over the long term, then where was the benefit? This question was made all the more pressing by the fact that many patients maintained on the drugs were developing tardive dyskinesia (TD), a gross motor dysfunction that remained even after the drugs were withdrawn, evidence of permanent brain damage. All of this required psychiatry to recalculate the risks and benefits of antipsychotics, and in 1977 Jonathan Cole did so in an article provocatively titled “Is the Cure Worse Than the Disease?” He reviewed all of the long-term harm the drugs could cause and observed that studies had shown that at least 50 percent of all schizophrenia patients could fare well without the drugs. There was only one moral thing for psychiatry to do: “Every schizophrenic outpatient maintained on antipsychotic medication should have the benefit of an adequate trial without drugs.” This, he explained, would save many “from the dangers of tardive dyskinesia as well as the financial and social burdens of prolonged drug therapy.”32

MILD HYPOTHERMIA Mild hypothermia has been termed by some experts as “a case of the umbles”: the patient typically first stumbles, then fumbles, grumbles, and later, mumbles. As gross motor skills are affected a stumbling gait begins. Fine motor skills decrease and give rise to fumbling. The patient begins to draw inward, becoming less and less sociable. Designed to function optimally at approximately 98.6 degrees F (37 degrees C), the brain will begin to malfunction when its temperature drops below the ideal. In the case of hypothermia, normal thought processes become impaired. Mild hypothermia could be termed “mild stupidity.” Patients begin to make poor decisions, such as not putting on rain gear when rain begins to fall. Patients typically show increasing confusion and apathy. Fine shivering, relatively controllable by the patient, begins. A healthy sign, shivering is the body’s involuntary form of exercise to increase core heat. But mild hypothermia is insidious, affecting the ability of the patient to think, to be aware of its onset, to take care of self. When the brain first senses heat loss is gaining on heat production, it stimulates the primary defense mechanism against further heat loss—vasoconstriction of the peripheral circulation (shrinking of the blood vessels in the skin). This vasoconstriction dramatically slows blood flow to the surface of the skin, where it will lose heat into the surrounding environment. The lack of blood causes the skin to become pale and cool. BMR will increase in response to the threat of cold, with an accompanying increase in heart rate and respiratory rate.

• SHE WAS CLEANING UP the dishes on the picnic table when Marshall and Stenko finally came out of the motor home. Marshall had done the tour of The Unit so many times, for so many people, that his speech was becoming smooth and well rehearsed. Fellow retired RV enthusiasts as well as people still moored to their jobs wanted to see what it looked like inside the behemoth vehicle: their 2009 45-foot diesel-powered Fleetwood American Heritage, which Marshall simply called “The Unit.” She heard phrases she’d heard dozens of times, “Forty-six thousand, six hundred pounds gross vehicle weight . . . five hundred horses with a ten-point-eight-liter diesel engine . . . satellite radio . . . three integrated cameras for backing up . . . GPS . . . bedroom with queen bed, satellite television . . . washer/dryer . . . wine rack and wet bar even though neither one

The practice of tipping a paint brush started contaminating everybody and everything in a watch dial factory. Painters noticed that after sneezing into a handkerchief, it would glow. You could see the brush twirlers walking home after dark. Their hair showed a ghostly green excitation, and they could spell out words in the air with their luminous fingers. Some, thinking outside the box, started painting their teeth, fingernails, eyelashes, and other body parts with the luminous paint, then stealing away to the bathroom, turning out the lights, and admiring the effect in the mirror. There was no problem finding gross radium contamination in a factory. There was no need for a radiation detection instrument. All you had to do was close the blinds. Everything glowed; even the ceiling. Most workers were each swallowing about 1.75 grams of radioactive paint per day. By 1922, things started going bad in the radium dial industry. In the next two years, nine young radium painters in the West Orange factory died, and 12 were suffering from devastating illnesses. US Radium, the biggest watch-dial maker in town, strongly denied that anything in their plant could be causing this. No autopsies were performed, and the death certificates recorded anemia, syphilis, stomach ulcers, and necrosis of the jaw as causes. The dead and ailing, however, had dentists in common, and these health professionals had noticed unusual breakdowns of the jaws and teeth in all of these women. It was beginning to look like another case of an occupational hazard, following closely behind tetraethyl lead exposure at General Motors and “phossy jaw” from white phosphorus fumes in the match industry. Could it be the radium?

Children requiring primary somatosensory interventions are likely are to display frequent sensory misperceptions, appetite, feeding, or metabolism problems, persistent somatic or visceral dysregulation, fine or gross motor movement or balance impairment, sleep problems, or endocrine issues. Such anomalies will be in excess of normal for the developmental age. The treatment protocol will emphasize somatosensory experiences, self-regulation, and movement interventions, all of which provide the appropriate nature and pattern of activation to help these lower networks change. Language, reasoning, logic, and understanding are de-emphasized in favor of core regulatory functions. The somatosensory activities must be carried out in a richly positive relational context (Core Element 3) as the activity itself is insufficient for positive developmental growth and neural organization. Sensory activities must be planned and scheduled at specific times each day for short periods of about 10 to 15 minutes. Pick activities the child will enjoy, as children will not repeat those that are unrewarding. The activity, environment, and method may need to modified periodically to keep them fresh, attractive, and fun. Never force the child into an activity if he or she is uncomfortable with it. Take baby steps if the child is uncomfortable. Find safe ways for the child to engage in and experience the activity.

clustered behind national barriers, what was good for General Motors was good for America. The annual gross domestic product figure meant as much to GM’s American customers as it did to the company. If the US economy grew by 5 per cent, there was a high chance the auto-maker’s bottom line had expanded by a similar amount. America’s median income growth rose in line with GDP. Much the same could have been said of Britain’s ICI, or Rolls-Royce. That is an outmoded way of measuring growth in today’s world. Since 2009, the US economy has expanded by roughly 2 per cent a year. Yet it took until 2015 for the median income to regain the level it enjoyed before the Great Recession. Perhaps ‘enjoyed’ is the wrong word. The median income in 2007 was below what it was in 2002, at the start of the business cycle that lasted for most of George W. Bush’s presidency. What is good for Apple may not be good for America. It shuttered its last US production facility in 2004. The Bush expansion was the first on record where middle-class incomes were lower at the end of it than at the start. Today, the US median income is still below where it was at the beginning of this century. Clearly what the typical American understands by growth differs greatly from that of macroeconomists. GDP numbers insist we are doing well, at a time when half the country is suffering from personal recessions. The