Diseases and Conditions of the Endocrine System Essay

Assignment: For each scenario that follows, explain how and why you would schedule an appointment or suggest a referral based on the patient’s reported symptoms. Be sure to first review the â€Å"Guidelines for Patient-Screening Exercises† found on page iii in the Introduction section of your Workbook. 1. A male patient calls for an appointment. He reports experiencing the sudden onset of excessive thirst and urination. He says that he is thirsty all the time and cannot seem to get enough to drink. How do you respond to this phone call? I would first ask the patient if he has been checked for diabetes or if he is a diabetic. The second step I would take would be to schedule him in an appointment for that day, this could be a serious condition related to Diabetes Insipidus which means he will need to get immediate medical attention. 2. A female patient calls the office and says she thinks she has swelling in her neck and is beginning to experience difficulty swallowing. How do you respond to this phone call? I would ask the patient if she had a sore throat or had recently gotten over a cold or respiratory infection. I would also ask her if she is having an allergy to something that she might be allergic to, if she sounds short of breath over the phone I would suggest that she go into the emergency room if we could not get her in that same day to see the physician. 3. An individual calls the office stating he is experiencing periods of rapid heartbeat and palpitations, insomnia, nervousness, and excitability. He states that despite excessive appetite and food ingestion, he is losing weight. How do you respond to this call? I would ask the patient if they have checked their blood pressure and pulse, and if they have a heart condition, high blood pressure or anxiety. I would then request that this patient go through the emergency room immediately to be monitored because of the burst of rapid heartbeats and heart palpitations, these could be signs of high blood pressure (hypertension), a high anxiety attack, or heart attack. 4. A woman calls the office stating that her husband, who has been diagnosed with diabetes, is experiencing excessive thirst, nausea, drowsiness, and abdominal pain. She just noticed a fruity odor on his breath. She wants to know what to do. How do you respond to this call? I would place the caller on hold while I got the physician on the phone, this could be a serious condition and the patient may need immediate medical attention or the physician may want to meet them at the emergency room for further testing. The patient should check their sugar levels and monitor them until their appointment time. 5. A patient calls the office saying she has started experiencing weight loss, excessive thirst, excessive hunger, and frequent urination. She also tells you her mother and aunt have diabetes. She says she just does not feel right. How do you respond to this call? After listening to this patient’s symptoms, and the family history of diabetes, this could be an indication of diabetes mellitus. I would then schedule in this patient the same day so that we can do a diagnostic evaluation and give her the proper treatment she needs, as well as instructions on how to control this illness.

Historical Foundations Of Reggio Emilia Theory Education Essay

Jackman ( 2005 ) stated that Reggio Emilia is a town in northern Italy which became the name of a universe renowned attack in Early Childhood Education. They established what is now called the Reggio Emilia attack shortly after universe war two during that clip when working parents helped to construct new schools for their immature kids ( New,2000 ) The history of the Reggio Emilia attack began in 1945.Loris Malaguzzi was the laminitis of this attack. Who was Malaguzzi? Malaguzzi was a blooming instructor who had heard about a school the villagers of Villa Cella had built out of the ruins of their war-ravaged community which was close to Reggio Emilia. ( Malaguzzi,1994 ) Newsweek Magazine, ( Kantrowitz & A ; Wingert,1991 ) picked Reggio Emilia, in Italy ‘s Emilia-Romagna part, as an illustration of a grass-roots undertaking that has become an international function theoretical account ( Kantrowitz & A ; Wingert,1991 ) .The narrative of how Malaguzzi became the laminitis of this attack was: In 1946, a instructor named Loris Malaguzzi rode over on his bike to take a expression at the work in advancement. Malaguzzi stated that, he was so impressed that he ne'er left. By the clip he retired as manager in 1985, he had built a plan praised by early-childhood pedagogues around the universe for its committedness to invention. â€Å" A school needs to be a topographic point for all kids, † he says, â€Å" non based on the thought that they ‘re all the same, but that they ‘re all different. † ( Kantrowitz & A ; Wingert, 1991 ) This attack was inspired by John Dewey ‘s progressive instruction motion ( Jackman 2005 ) .Lee Vygotsky believed in the connexion between civilization and development and Jean Piaget ‘s theory of cognitive development, Malaguzzi developed his theory and doctrine of early childhood instruction from direct pattern in schools for babies, yearlings and kindergartners ( Jackman 2005 ) LeBlanc ( 1997-2012 ) stated that the Reggio preschools dwelling of infant-toddler Centres which have been publically mandated since the 1970s are available to kids from birth to six regardless of economic circumstance or physical disablement, and go on successfully to this twenty-four hours. Theoretical foundations of the Reggio Emilia attack The foundational doctrine of the Reggio Emilia Approach displaces in the province that â€Å" cognition is a co-constructed and socially go through trade good, which occurs within a historical, cultural and political context † ( Gandini, L, 1993 ) . Education is an of import effort of developing every facet of a kid ‘s head, organic structure, emotion and societal competency. The Reggio Emilia attack emphasizes openness to new cognition on instruction. Therefore, there are two specifying feature of the Reggio Emilia Approach are that foremost it is chiefly founded upon continued research in both its ain patterns and other educational attacks, and 2nd it emphasizes the function of a kid ‘s cultural, societal and physical environment in the development of an educational course of study. Furthermore, the most influential theoreticians for Reggio Emilia attack will be Bruno Ciari, John Dewey, Jean Piaget and Lev Vygotsky ( Gandini, L, 1993 ) . Each of the theoreticians has their ain sentiment and premises on this attack. Lev Vygotsky signified that acquisition occurs through interaction between grownups and kids. Adults, as more adept and advanced spouses in the acquisition investing, provide societal counsel and mold to kids, promoting the development of both their cognitive and societal procedures. The following theoretician Jean Piaget ‘s position is more focussed on a kid ‘s cognitive development. Piaget saw rational and cognitive struggles as constructing a higher order of idea, and an authorization for larning within societal scenes. John Dewey ‘s premise on the attack emphasized the function of idea and societal interaction in the development of the acquisition procedure. Experience and probe formed the nucleus of the acquisition procedure. John Dewey ‘s doctrine of ‘progressive instruction ‘ sees collaboration in larning where both instructors and pupils interact and cooperate in the educational procedure. He felt that kids would develop the interior motive to larn if instructors gave them the freedom to build cognition from their ain probes ( Nkechy Ezeh, 2005 ) . The last theoretician will be Bruno Ciari. He was possibly the most influential individual in the development of an interactionism instruction system in the Municipality of Reggio Emilia in Italy. From the early 1950 ‘s, Ciari thirstily campaigned for an instruction system that would advance the development of the whole kid. He concentrated more on greater community-involvement in instruction, where parents, instructors, and other citizens engage in unfastened duologue on all facets of instruction. Among his proposals include holding two instructors for each category, that each category has non more than 20 pupils, and that the physical environment of the school is governed as a 3rd instructor. Teachers play a really of import function in a kid ‘s early development. Teachers observe and document undertakings utilizing photographs and/or videotape. This certification is â€Å" assembled † ( conversations between instructors and kids are typed out and set onto colorful climb boards with affiliated images ) and displayed throughout the schoolroom. Children view themselves as capable scholars and of import subscribers to the undertaking, when they view the panels. The panel besides allows each kid to return to their learning procedure. Educators know the worth of a kid ‘s thought and they monitor the kids ‘s address really closely. They besides join custodies with kids to be after following stairss of thoughts. The image of the kid shapes the function of the instructor and involves four major constituents. Teachers are: Co-constructors: A spouses, ushers, raisings, solves jobs, learns, hypothesizes Research workers: A learns, observes, revisits Documenters: A listens, records, shows, revisits Advocates for kids: A involved in the community, political relations associating to kids, speaks for kids and nowadayss work to other pedagogues and community members. The schoolroom environment is said to be the 3rd instructor for a kid. It is of course designed to be warm and accepting to both grownups and children.Children are encouraged to paint and chalk out in category frequently. There are many workss and â€Å" homey † touches in the infinite to back up a close home-school connexion. The instructors frequently place mirrors in interesting topographic points around the schoolroom. The stuffs are attractively displayed in baskets to ask for kids to come and play with them. The layout of the physical infinite can include a common infinite for kids to garner for group work and drama. Children ‘s graphics and certification panels are attractively displayed on the walls throughout the school. There are different types of course of study in the Reggio Emillia attack, some are play-based and some are non. A child-centered course of study is partly play-based, but is teacher-guided utilizing what the kids are interested in. The kids are the instructors, and the instructor assists in obtaining the cognition that they would wish the kids to larn, through each subject. For case, if the kids were interested in farm animate beings, so the instructors would come up with course of study ( math, scientific discipline, linguistic communication, etc. ) that they would run into certain aims of that topic.A teacher-led course of study is where the involvements of the kids are n't brought into the current course of study. The subjects and lessons would be preplanned, possibly even months to old ages before the instructor implements these lessons in the schoolroom. This is a structured acquisition environment in which the instructor is developing the countries that they deem most importan t.A child-led course of study takes the kid ‘s involvement one measure farther. Not merely are the lessons planned after what the kids are interested in, but the kids plan the lessons and activities for the twenty-four hours. This thought implicates that each single kid can come up with activities instead so merely the group as a whole. This type of course of study is really play-based, and the centre of the Reggio Emilia attack. Gandini, L. ( 1993 ) . Fundamentalss of the Reggio Emilia attack to early childhood instruction. Retrieved from hypertext transfer protocol: //earlychildhood.educ.ubc.ca/community/research-practice-reggio-emilia Nkechy Ezeh. ( 2005 ) . School of Education: Reggio Emilia attack. Retrieved from hypertext transfer protocol: //www.aquinas.edu/education/certification/reggio_emilia.html Downey, J. , & A ; Garzoli, E. ( 2007 ) . The Effectiveness of a Play-Based Course of study in Early Childhood Education. Retrieved From: hypertext transfer protocol: //teachplaybasedlearning.com/8.html Jackman, Hilda L. ( 2005 ) , 3rd edition, Early Education Curriculum: A kid ‘s connexion to the universe. NY. Thomson Delmar Learning Malaguzzi, L. ( 1994 ) History, Ideas and Basic Philosophy an Interview with Lell Gandini. ( L. Gandini Trans. ) In C. Edward, L.Gandini, & A ; G Forman ( Eds ) The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education ( pp.41-89 ) . Norwood, NJ: Ablex PrintingLeBlanc, M. ( 1997-2012 ) , Reggio Emilia-An advanced attack to instructionRetrieved October 16th October 2012, from, hypertext transfer protocol: //www.communityplaythings.co.uk/learning-library/articles/reggio-emilia Kantrowitz, B. & A ; Wingert, P. ( 1991 ) THE 10 BEST SCHOOLS IN THE WORLD, Retrieved October 16th October 2012, from, hypertext transfer protocol: //www.buildingblocksschool.com/files/Newsweek-Story-on-Reggio1_1_.pdf

World history Essay Example | Topics and Well Written Essays - 500 words

World history - Essay Example The battles are always between the higher powers, powers that greatly surpass our own human existence. The battle is between the gods and demons. As the story commences, we see that the Hindu god Vishnu is fighting a demon by the name of Ravana. In order for Vishnu to be able to fight Ravana successfully, he had to be reborn as a man. Vishnu, the Hindu God was therefore born as the prince Rama. From the start, deception is present. Rama and his wife Sita try to flee and live a life of solidarity and silence. During this time, the demon’s sister falls in love with Rama and tries to get him to leave his wife Sita. He was later attacked because of his negative response to the proposition laid out before him. Both Rama and his brother faught the attackers off. Ravana was still determined to get Rama so he lied and said that Rama’s wife had been mean to him and had attacked him. Ravana was trying to find a way to get at Rama and was holding a grudge. He was very upset because Rama had taken force to his sister in the act of protecting himself. It was done as self-defense. In an act of rage, Ravana ceased Rama’s wife and took her back to live with him. This was done by force. Rama gained help from the outside to get his wife back. Regardless of the situation, he was afraid that his wife had not been faithful to him and cast her out of his life. She was carrying twin boys who eventually ended up living with him. Rama eventually kills Ravana but not without a huge struggle. Rama â€Å"put† Sita through challenges. As a husband, he felt he had the right to â€Å"make sure† Sita still belonged to him. The way Rama treated Sita was immoral. But he was in reality a God. So, did he have the right to treat a human this way? As a God, Rama should know her heart, her thoughts. Rama should be aware of who she is as a person. Bringing her to his level of intelligence would have given her more dignity as a person. Abusing his

Reading Responses to a Poem Research Paper Example | Topics and Well Written Essays - 750 words

Reading Responses to a Poem - Research Paper Example The poem is a tribute to everyone who makes an effort to achieve the seemingly unachievable goal and never loses hope no matter how grave the circumstances are. Discussion Paul Simon utilizes complex and a strong pattern to describe his struggle as a young boy in the poem. The time Paul was a young boy; the NYC was flooded with immigrants from Europe during the Huge Immigration Movement. The mass movement of immigrants precipitated mass unemployment and soon the number of unemployed individuals outweighed the number of employed individuals. The conditions of the commercial sector were pathetic and the employed individuals were forced to work in poor conditions with low wages. Throughout his early years, Paul had to endure hard circumstances to make the two ends meet and to achieve his dreams of endless fame by becoming one of the most famous musician of the world. (Eliot). In simple words, The Boxer depicts and addresses the dark aspects of the incredible life of Paul Simon and milli ons of others who have the courage to endure what it takes to be successful. Many elements of the poem evoke and engaged my interest; particularly â€Å"the pocketful of mumbles† at the beginning of the poem sparks an interest by hinting that the writer is writing about himself. In my opinion, â€Å"the pocket full of mumbles† pays tribute to millions of individuals like Paul, who being the boxers and fighters, have at some point in their life been so beaten up by hardships of life that they have considered to let go of their dreams. Simon cleverly makes use of sophisticated arrangement throughout the poem to maintain interest of the reader till the last stanza. The Poem describes a dual scenario, one of a little boy searching for a job and secondly, it describes the resistance and strength of a boxer. The second element of the poem which attracts my attention is â€Å"when I left home and family I was no more than a boy† discloses the fact that the writer indee d is writing about his own life thus, confirms my speculation at the beginning of the poem. The third element which captured my interest is â€Å"I come looking for a job but I get no offers† informs us about the tremendously importance of trying relentlessly time and time again even if the initial attempts are not rewarded. The poem religiously supports the belief that efforts ultimately do get rewards in the end therefore, one should keep trying because the joy of savoring a hard earned success is known only to him who has the courage to struggle and fight mercilessly like a boxer in the ring. The Young boy is so lonely that he finds peace and tranquility in the whores of New York City. (Bennighof). In the later half, the poem describes the story of a boxer who is struggling against the viciousness of unscrupulous promoters and enduring the meanness of the city streets. The boxer is depicted as a true fighter by his trade whose individuality has been shaped and influenced b y his early years out on the streets as a poor boy. The element which attracts my attention is â€Å"he carries the reminders of every glove that laid him down† which discloses the fact that the boxer is the young boy from the earlier part of the poem who has now grown into a fighter who has achieved his once seemingly unachievable dream but his heart still carries the wounds inflicted by the hardships he faced earlier. Conclusion The poem begins by describing the scenario of the years after the

Outline the factors which influence mental health in later life and Essay

Outline the factors which influence mental health in later life and consider how social workers can contribute to the promotion of mental health and well-being amongst older people AND their carers - Essay Example This is considered the age when one becomes an older person. According to the World Health Organization (2007), there are three age groups that older people can be divided into. The first group is older workers from the age of 55 to 64. The second group is older people from the age of 65 to 79 years while the third group is 80 years and above. These older age groups are the most diverse in terms of education, attitudes, family background, social background, hobbies, preferences and political attachments. There are six main factors that influence mental health. These are financial security, life span experiences, and structural factors such as housing, employment, social support and individual coping skills. The mental health of older people as well as their well-being issues in older people are unique and have a greater relevance to them. Retirement is an issue that has great relevance to people who are 60 to 80 years age (National Institute for Mental Health in England 2003). As much as it means relief from responsibilities, retirement also mean a loss of status, less social relationships and a reduced role in life. This age group also suffers from health and physical deterioration, changing the environment from moving their home, loss of financial stability and a loss of sense of belonging. People aged 80 years and above are found to increasingly lose friends, family members and their spouses (Lehtinen 2008). They use their sense of purpose in life and their functional ability deteriorates. These people constantly deal with bereavement, death and the fact that their own life is ending. Not all of those older people are the same. They have different values, life experiences, health, economic status and culture. When planning the promotion of the mental health for older people, all of these factors should be put into consideration. A person’s continuity through life gives them a positive history filled with experiences. This continuity gives a person

Would children be better served by a program devised by Texas for Essay

Would children be better served by a program devised by Texas for TEXAS - Essay Example The education system hence has roots in the federal controlled program. According to some activist and politicians, some people prefer the education system to be run at the state level rather than at the government level (James & Kevin 17). Education should be managed and controlled at the state local level since different communities have corresponding different needs. Employing a similar curriculum in all may sideline some community’s important aspects of their culture. For example, if examinations show that a certain school is poor in mathematics, it is quite easy to adjust to change this deficit. The parents and the community of Texas at large are well conversant with the educational needs in the society than someone else in California. If the students of Texas are more interested in a certain career than the other, then this passion should be exploited for mass output of human brains. Education controlled at the state level would allocate schools the flexibility they requ ire particularly in managerial and teaching practice. Different populations of our children face different obstacles in learning. Additionally, these children learn in a different manner due to different upbringing, peer influence and cultural activity. We have to recognize this and react by offering schools much freedom to change with circumstances (James & Kevin 77). This will minimize wasteful allocations made from the current federal government which has little use locally. The flexibility will allow schools to and states to plan and implement their timetables and annual calendars appropriately in favor of their other activities and climatic conditions. For instance, when it is too hot in Texas, it may be apparently too cold I another state making education for children not favorable. Hence, having education managed at the local stage will allow the state of Texas to implement a new curriculum and education annual c calendar specifically suiting economic, climatic and political activities in Texas. In accordance to an article in New York Times by Kate Taylor on 6th March, 2012, entailing school funds allocation being reduced by the government to schools, if states had taken excellent control of school, such a thing could not be affect them. According to the interview by John on education, this leadership structure would promote more co-operations between school boards and city/municipality/county governments in district control. Funding resolutions would be completed by a working group consisting of board members in Texas and potentially extra mayor-selected members while curriculum decisions and instruction would be exclusively dealt with by the school board. This has the benefit of allowing school boards on focusing on what they do or can do best as far as education is concerned and allows voters to command the school board in terms of performance regular observation (Robert 78). School superintendents would proceed as the unifying oblige between the sta te and the federal government and a countenance to the public. It will be easier for parents to reach the local administration, monitor their children educational systems and contribute to any reforms and procedures required. For instance, if parents are complaining about a certain issue concerning education, they will not have to travel all the way to the federal government educational headquarters to be addressed on their demands. They will instead visit the educational board managing education here in Texas and have their problem solved by the board. This will enhance a bit of democracy and time consciousness in Texas community (Sheppard 88). This is because the educational system will run on its own as a

People, Management & Organisations Case Study Example | Topics and Well Written Essays - 2500 words

People, Management & Organisations - Case Study Example It is clear from the case study that Cox’s Container Company is suffering from several internal issues related to the workplace culture and organizational behaviour. It is highly important for an organization to adopt and implement effective change management process in order to overcome the current issues and challenges. However, it is highly important for the Cox’s Container Company to implement change management process in the organizational culture in order to enhance strategy development and decision making process. In addition to this, it will help the organization to overcome the current issues that is affecting the profitability and business performance of the organization. This case analysis will outline and analyze the current internal issues and problems related to the organizational structure, organizational behaviour and work culture of the company. In addition to this, this report will discuss about motivation and change management theory that can be imple mented in the management of the organization in order to overcome the issues. Lastly, the study will provide some recommendation plans in order to overcome the current issues. Being one of the leading and profitable organizations, the management of the Cox’s Container Company failed to overcome the organizational behaviour related issue. The organization was founded by Harold Cox. This part of study will outline and analyze the problems that are affecting the business performance of the organization. The management of the organization was following family ownership structure. It can be considered as the consideration, adoption and implementation of the centralized decision making process. The organization faced several issues due to the adoption of centralized decision making process. It is highly important for an organization to ensure effective strategy development and decision making process in order to overcome the issues (Buchanan and Huczynski, 2010, p.73). Poor

MANAGING INTERNATIONAL OPERATIONS Essay Example | Topics and Well Written Essays - 1000 words

MANAGING INTERNATIONAL OPERATIONS - Essay Example Most of the EU trading occurs in between the European countries itself, owing to its flourishing nature it stands first among exporting and second among importing countries. The key concepts of European Union are, Integration- combining a range of different pieces into a single body, or the removal of barriers to enable the pieces to move closer together (Jones 2008,pp.88-87), Supranationalism – which express the power of EU decisions that override those made by national governments whenever the two conflict (Ibid ,pp.137-138) and the Intergovernmentalism – the idea of different governments of EU working together to protect its national interests (Ibid 2008,p.87). The most important key institutions of European Union are The council of the European Union representing the governments of the member states; European commission which consists of the commissioners appointed by the member states ,the executive body and driving force ; The European Council that comprises the h eads of state/government of the member states which gives political direction to the EU and sets policy agenda and strategies for the EU and European Parliament elected by the people of the member state, law-making body. ... n spreads some precious lessons to the whole world through their integrated efforts and activities which if put into effect may enable all human beings to live in peace and harmony around the Globe. References Jones, A. (2008) A Glossary of the European Union. Edinburgh University Press. The EU & Supply Chain Management The Supply Chain Management (SCM) can be defined as the† management of upstream and downstream relationship with suppliers and customers in order to deliver superior customer value at less cost to the supply chain† which refers to a system of organizations in moving a product from supplier to the customer (Christopher, 2011, p. 3). SCM heavily depends on the areas of operation management, logistics, procurement, and information technology (Ibid). Some suggest it is more accurate to use the term â€Å"Supply network†, viewing the supply chain as â€Å"a network of connected and interdependent organizations mutually and cooperatively working together to control, manage and improve the flow of materials and information from suppliers to end users† (Chopra & Meindl 2010). Different SCM models were proposed for the better understanding and systematic coordination of the business functions. For instance, Supply Chain Council promotes Supply Chain Operations Reference (SCOR) whereas the Global Supply Chain Forum (GSCF) promotes SCM Model. By going truly global with the SCM, business firms can understand the competitiveness and can identify significant links in the network. It also helps to focus on long term issues. According to Chopra and Meindl (2010), the decision phases of a supply chain includes 3 steps the Supply Chain Strategy or design, Supply Chain Planning and the Supply Chain Operations. Essentially the fundamental role of SCM is to facilitate the

Northern Emancipation 1783 Essay Example | Topics and Well Written Essays - 1000 words

Northern Emancipation 1783 - Essay Example Both the religious leaders and the revolutionist were instrumental and played important role in the events that finally lead to emancipation of the north in1783 (Fiske, 2003). During this time, the African Americans were freed through escape, legal petitions and cases and manumission and hence the process did not take place in a fortnight but was a gradual process. However, one of the reasons for freedom of the African Americans was that the slavery was not economical like the other parts of the America because there were very few firms while the immigrant’s work force was on the higher end. The uneconomical; nature of slavery together with the efforts of the revolutionists enlightened the most people of the north and their moral views on slavery begun to change gradually. This was also coupled with the push for wage labor by the market economy because of the higher immigrants and low agricultural productivity (Fiske, 2003). As observed by Fiske (2003), in the north, the slave ry begun to wither because the slave-owners realized that slavery was impractical due to the agricultural limitations as well as the lack of plantation agriculture that was witnessed in other parts of the nation. This was also accompanied by the non agrarian economic activities that made it even difficult to practice agricultural activities in the region. This resulted into the increase in the other forms of entrepreneurship and hence slavery was becoming irrelevant. Slaves were looked at as liabilities for the owners but were no longer viewed as important assets. As a result there was a shift in the economy of the northern part of the nation. These economic changes forced the slave owners to abandon their slavery. According to Ludlow (1862), this happened because â€Å"the slave owners were forced to confront their own hypocrisy, having born witness to the heroic efforts of black patriots during the revolution, chose to abandon slavery on economic and moral grounds. Most of the bl acks had participated in the colony’s struggle for freedom and hence it was immoral for the white to keep them as slaves while they had shown their patriotism to the nation while they struggled for independence. The blacks were mainly influenced by the Jefferson’s discourse on the natural rights and liberty (Ludlow, 1862). As a result of this, many whites in the north took the issue of rights and liberty seriously and hence begun to emancipate their slaves while the revolutionary war was heightened. Because of these efforts and revolutionary influences, Vermont became the first to abolish slavery in the north during the year 1777. This was then followed by Massachusetts in the year 1783 which resulted into the ending of slavery in many other states that were practicing slavery. Other states that followed were Rhode Island and Connecticut in the year 1784. New York and New Jersey abolished slavery in the years 1785 and 1786 respectively (Ludlow, 1862). This indicates th at the lack of agricultural productivity only did not influence the abolishment of slavery trade but there were also some important revolutionary influences. Jefferson played an important role in the process since he initiated a discourse that would finally lead to the change in perception and the views of the northern whites with regard to slavery activities. The northern emancipation was however very unique and special compared to the other end of slavery

Supreme court cases Case Study Example | Topics and Well Written Essays - 500 words

Supreme court cases - Case Study Example The victims are twelve Nigerians who have appealed to use the law recognized as Alien Statue in a civil case filed against companies that produce oil and were held responsible for being involved in the atrocities that took place during 1992 and 1995. Another major case that has been highlighted and is to be reviewed by the Supreme Court on tenth of October is Fisher v. University of Texas At Austin case, the case focuses upon racial discrimination in admission conducted at the undergraduate level. The case focuses on whether it is constitutionally acceptable to use such means while providing admission. The third major case is Florida v. Jardines and Florida v. Harris which will be heard by the judge on October 31st, this case is regarding the fourth amendment rights related to illegal searches done by law enforcement officers. In this case it is to be decided whether the Fourth Amendment right of the home owner was violated when a dog trained for narcotics detection purposes sniffed drugs outside the home. Another major case related to business that is to be reviewed by the Supreme Court on November 5th is Comcast Corp v. Behrend, in this case the judges have to decided whether Comcast Corp should be decertified or not for charging more than normal prices for providing cable TV service as it is the company enjoys monopoly in the area of Philadelphia. On November 26th the Supreme Court is going to review the case of Vance v. Ball State University, in this it is to be decided whether an employer is to be held responsible for the harassing activities conducted by his/her supervisor within the organization. The situation is such that the supervisor had limited power over the employee and the task of promoting, hiring and firing the employee was handed over o the supervisor. One case that the Supreme Court has accepted to review during the period of 2012

Eating and Mermaids Poolside Grille Essay Example for Free

Eating and Mermaids Poolside Grille Essay We have all decided to go on a Carnival Cruise line costing us all $601. 36 apiece; together it will cost $2,405. 44, for seven nights in the Bahamas and Florida area. We will all drive up to Maryland, Baltimore using $50 in gas for both ways and leaving the houses at 1:00 pm. We will also eat about $4 to $5 a person worth of food on the way down there then on the way back we will spend probably the same amount in order to eat again. On the first day of the cruise we will unpack and relax until 7:30P. M. and eat in the Normandie Restaurant. After dinner we will relax on the deck till 11:30P. M. The next day we will go to the pool and swim. At lunch we will have room service then go back to the pool. At dinner we will go to the Mermaids Poolside Grille. After dinner we are all going to the dance club on the cruise. The third day will consist of a Cookie Decorating class and ice cream eating contest. By dinner we will eat at Pizzeria which is located in the Mermaids Poolside Grille. After dinner we will all just relax. On the fourth day we stop in Florida and relax on the beach soaking up the sun. At dinner time we are eating at the sushi bar and going to the butterflies lounge in the cruise after dinner. On the fifth day we stop at the Bahamas and go shopping with our left over money, which would be $350 per person. When we get back on the cruise we will have room service again. By the sixth day we will be watching a Broadway musical and listening to comedians. We will eat Normandie Restaurant again. On the last and final day we will be packing and playing a couple of games on the cruise like battle of the sexes. When dinner comes around we will eat at Your Time Dining. On the eighth day we will be sadly departing at 8:00am. All of these activities, excluding shopping, will be at no charge because we paid for all of it at the beginning.

Disabled People Basic Human Rights Social Work Essay

Disabled People Basic Human Rights Social Work Essay Uusitalo 1985 asserted that a commonly discussed point about state welfare is its ability to redistribute wealth. However, there are other commentators who do not agree with this assertion and feel that State Welfare (SW) has failed to redistribute wealth and create equality (Miller, 1994; Clegg, 2010; Osborne 2010; Grice, 2009). SW was instituted to, in a way, give basic human rights such as the right to education, health, social services, housing and social security. It was therefore imperative that all individuals had access to it and were treated equally by the system. Thane (2010) asserts that although UK is perceived to be an accommodating society, inequity and prejudice has long existed in the country. Legislative Acts such as the Discrimination Act 1995, Equality Act 2010 and the UN Convention on Rights of Persons with Disabilities legally give disabled people civil rights, yet disabled people remain at a disadvantage. Massie (2007) claims that disabled people of working age are still living below the relative poverty level. This is affirmed by disabled activists such as Mike Oliver, Colin Barnes and others (Barnes, 1981; Oliver and Barnes 1991). It is alleged that SW has not only failed to ensure disabled peoples basic human rights but it has also infringed and diminished some of these rights. This essay will examine the assertion, first by defining what State Welfare (SW) is. Second, it will briefly discuss the theory and history of SW in the United Kingdom and critically examine how SW has enabled disabled people to exercise their rights, especially in recent times, through Independent Living, Direct Payments and Basic Income. Third, it will examine the Human Rights Act 1998 and the UN Convention on Rights of Persons with Disabilities in the light of Human Rights principles. Fourth, it will explore how SW has infringed on the rights of individuals relative to education, housing, employment, health and social security. Last but in no means the least; it will highlight the role of professionals in perpetuating dependency, and discuss the role of the Disabled Peoples movement in challenging SW provision and developing alternative policies and services to remove disabling barriers. It will conclude by drawing the arguments together relative to the question. Definition of Welfare Academicians, historians and social commentators have all attempted to define State Welfare (SW). Lowe (1993) however, purports that there is no formal definition of the term State Welfare. Wedderburn (1965) defines SW as a government obligation of some level which alters demand and supply to ensure fair income distribution. Lowe (2005) has also defined SW as not just a case of providing an isolated human service but a community where the state embraces accountability for the well-being of everybody. The Cambridge dictionary (2011) has described it as a form of tax collection that allows the state to provide basic human rights such as health, social security etcetera to those who require it. Briggs (1961) contextualizes SW by arguing that the state uses its sovereignty to manipulate demand and supply for labour in three ways. The first is to make sure people receive a basic income regardless of the price of their labour or amount of their assets. The second is to minimise uncertainty by meeting peoples basic needs to alleviate social deprivation and the third is to give people access to good quality services regardless of their social standing. While Marshall (1950) purports that welfare rights and social citizenship are closely connected, rendering SW worthless without welfare rights. Esping-Anderson (1990) also points out that social citizenship is made up of the essential notion of SW. Theories of State Welfare State Welfare (SW) does not exist on its own, like any other system it is underpinned by various theories. OBrien and Penna (1998) explain that theories are not intellectual concepts taken out of this world but ideas which give guidance and explains behaviour. SW in United Kingdom (UK) is underpinned by four main theories and they are as follow: Liberalism Liberalism takes the view that individuals should support themselves with the state interfering only when they are not able to do so. Gray (1989), a proponent of pluralist liberalism, maintains that there are different kinds of liberals. Firstly, there are those who take individualism to the extreme and rely on themselves alone, with the state intervening only when it comes to their freedom. Secondly, there are those who although are dedicated to their freedom, do not mind communal plans for socio-political progression. Finally, there are those who also see any state interference as evil. Liberals are said to have created the basics of SW (Clegg, 2011). Marxism Karl Marx and Friedrich Engels wrote their work during the 19th Century. Marxism concerns itself with materialism. Marx and Engels argued that the antagonism among social classes lead to social change, which finally culminates into capitalism: the common evil predominant in todays socio-economic structures. They see capitalism as evil because they hold the opinion that it promotes oppression where the working class are exploited by the ruling class bourgeoisie (Avineri, 1968 pg 3). The tradition of Marxism does not promote the view of SW as fundamentally the Marxist does not view welfare as the way forward for changing inequalities. (Esping-Anderson, 1998). Neo-Liberalism Neo-liberalism is an ideology that sustains an ethical and rational stand for capitalism. It associates itself with economics, social behaviour and social interactions (Thorsen and Lie, 2009). The Neo-liberalists promote the idea of cutting down state debts, reducing state support, changing tax legislation to widen the tax network, getting rid of pegged exchange rates, globalising markets to trade by limiting economic policies that restrict trading among countries, promoting privatisation, private ownership and supporting deregulation. Plant (2010) asserts that Neo-liberalism has produced an open market where the state has ultimate power. Conservatism Conservatism is a belief in organisations and traditions that have developed over the years and have shown to be on-going and stable. The term was devised after the 1833 Reform Act by the Tory Party when they changed their name to Conservative Party. The term has origins in Edmund Burkes 1790 thinking on the French Revolution (Thompson, 2011). The ideology was based on preserving tradition such as the royal family, the church and social classes. Welfare is not paramount on the Conservative agenda as they believe in work, family and patriotism. History of Welfare Whelan (2007) states that welfare for the disadvantaged goes a long way back in British history, with individuals and charities such as churches running schools to educate children and charities meeting the housing needs of the working class. The idea behind these benevolent acts was to relieve the social conditions that industrialisation had created (Head, 2009). Poor Laws were one of the first legislations instituted in 1598 to assist the poor and the disabled in the UK by the Elizabethan government (Slack, 1990). The Victorian government continued to uphold these laws, but in the 1900s life became difficult for the working class such that it compelled the liberal government to introduce various reforms from 1906 to 1914. Some historians claim, that state welfare (SW) developed from the 1601 Poor laws (Thane and Whiteside, 2009). Lowe (1993) asserts that the term SW was created in the 1930s, having first been used derogatorily in Germany to describe the Weimar Republic (Lowe, 1993; Gough, 2005). Weimer was a central city southwest of Germany and the first to be associated with SW (Harsch, 1999). In the UK in 1940, during the leadership of Winston Churchill, the conservative government became concerned about the Second World War returnee soldiers and their reliance on the state to earn meaningful living. In view of this, Sir William Beveridge was tasked with examining the already established National insurance schemes. He produced a report which was to establish SW. The key message in his report was the five giant evils which were namely: Want (representing poverty); Disease (health), Ignorance (lack of education); Idleness (unemployment) and Squalor (housing) (Timmins, 2001). The Beveridge report, 1942, brought changes to education that was laudable, such as promoting education for all (Batterson, 1999). This subsequently led to the enactment of The 1944 Education Act which was based on the Education Act 1870 that offered free education to all children in the country. Through the 1944 Education Act, the government intended to give children an equal chance in education by creating three types of schools: secondary modern, grammar and technical schools. Children were select into various school based on the individual ability (Batterson, 1999). Beveridges report was influential and caused the government to start dealing with poverty and instituted constructive measures that resulted in introduction of universal benefits like The 1945 Family Allowance Act (Pleuger, No Date). This act allowed all families in Britain to receive weekly allowances for their children who were under 16 years, regardless of their financial or social status. Subsequently, other systems were introduced such as the National Insurance system that allowed contributing claimants to claim cash benefits from it. The National Assistance Act was next introduced in 1948 and it provided assistance to anybody who needed help or was not covered by other benefits. That same year the National Health Service (NHS) was also introduced and it provided universal health services. Mandated by the 1946 National Health Service Act, NHS operated on the following values: free care, free for all with clinical needs and not based on the ability to pay (BBC, 1998). However, th is situation changed in 1951 when NHS started charging for dental treatment and prescriptions. Beveridges report also touched on housing issues. There was shortage of houses after the World War II causing people to live in squalor, but between 1950 and 1955 the government tackled this problem by financing local authorities to build council houses for low income families (Burnett, 1987) The housing shortages compelled the government to take measures to alleviate severity by nationalising utility companies as part of the programme to control living expenses. Thirty years after Beveridges From Cradle to Grave report, SW became a permanent part of British society. The economy however took a turn for the worse with high inflation and unemployment. People were ever more reliant on SW and there were calls for a change. (Devine, 2006) Political power changed hands and Margaret Thatcher became Prime Minister in 1979. Mrs Thatcher was of the persuasion that individuals should take care of themselves instead of paying high taxes to support public services like the NHS. Hills (1998), maintains that the Thatcher government emphasised on four things: denationalizing, targeting, disparity and cutting public expenditure. Thatcherism as it was called introduced some far-reaching ideas that produced means testing, selective welfare and privatisation of public services (Glendinning, 1991 ; Hills, 1998). The Right to Buy scheme, for instance, encouraged council tenants to buy their homes. All these policies reinforced belief in self-reliance rather than on state hand outs. By 1997 Britain wanted a fresh pair of eyes after 18 years under the conservative government. Labour reinvented itself as New Labour with Tony Blair as Prime Minister. He introduced New Labour, announcing the discovery of the Third Way (Walker, 1998). New Labour believed that the route out of poverty was through work and therefore constructed SW on jobs for the able and protection for those who were unable. Hills (1998, pg23) poses the question: is New Labour any different? The answer is yes and no as New Labour was seen to have combined conservative ideas of cutting public spending married with a New Labour priority on education. New Labour presented a slightly modified SW as compared to the previous government, the Conservative. They did not however escape criticism, which led to their defeat in 2010. A Coalition government has been formed and the conservatives and liberal democrats have put their heads together to lead Britain. Their aim is to reduce the state fiscal deficit by cutting public expenditure yet again. The theme for SW reform is making work pay (Turner, 2011). Disability Alliance (2010) has indicated that their organisation is worried about what the coalition reforms mean to disabled people. This is similar to the 1980s, where disabled people faced cuts in welfare benefits, restricted access to work and access to unemployment benefit taken away completely (Glendinning, 1991; Hills, 1998). The Coalition government refers to this change as a move to a big society primarily aim to relinquish some of its responsibilities and to give individuals and communities control of services (Sutton, 2011). Reformist Frank Field supports this goal, maintaining that similar arrangements were in place during the 1800s (Sutton, 2011). Human Rights The right to health care, education, housing, income maintenance and social services are all fundamental human rights found in state welfare (SW). The United Nations define human rights as an individual constitutional right that should be enjoyed regardless of whom you are and where you are in this world. Each and every one is allowed to have access to these rights without prejudice (United Nations Human Rights, 2011). Amnesty International (2011) define human rights as rudimentary privileges which should be enjoyed by everybody irrespective of whom they are, where they come from, which skin colour they are, and irrespective of their gender, faith, linguistic background or standing. The British Institute of Human Rights (2006) posits that the fundamental human rights are fairness, equality, dignity and respect. The term human rights was recently coined, but the concept has roots in medieval times. Ishay (2004) asserts that development of the human rights concept has many accounts. Some accounts have said Kings ruled their subjects in such degrading ways because they felt they had the God-given rights to do so. This led people to develop man rights to combat the God given rights. Others indicate that the Quran, the Bible and eastern world teachings have all contributed to the development of human rights (Ishay, 2004). Subrahmanyam (2011) also purports that political struggles such as Liberalism, Marxism, Socialism, etc. have all contributed to creation of human rights. After the genocide committed by Adolf Hitler and his government during World War II, the United Nations General Assembly created the Universal Declaration of Human Rights (UDHR) to prevent that kind of abuse from ever happening again. The UDHR document has become the backbone of many treaties and human rights laws all over the world (Bailey, 2011). Gleeson (2011) asserts that this document was used by the Council of Europe to implement the European Convention on Human Rights (ECHR) in 1953 to safeguard human rights and basic liberties in Europe. The European Court of Human Rights was also implemented by this convention and anybody who feels their rights have been abused can take their case to this court. Britain joined the convention 1951 even though it was not until 2nd October 2000 before the convention became part of the laws in UK (Jepson, 2004). Another recent treaty is the UN Convention on the Rights of Persons with Disabilities (UNCRPD) which was signed by UK in 2008. State Welfare enabling Disabled People to exercise their Rights There have been many policies and laws for disabled people since the establishment of state welfare (SW) in 1945 which have enabled disabled people to exercise their rights. Bracking (1993) states that disabled peoples lives have been transformed since 1939, when disabled people started to speak for themselves. Thornes et al (2000) maintain that there have been four areas of care for disabled people since the establishment of SW. The provision of residential homes, National Health Service (NHS) care, educational services and income maintenance. There have also been several laws that have assisted disabled people in exercising their rights. The Chronically Sick and Disabled Persons Act 1970, for instance, was an important law which came to empower disabled people. Through this legislation councils gained authority to provide care, homes and support to people in the community. It also gave disabled people the same rights to leisure and academic services (BBC News, 2010). The Seebohm Report (1968) recommendations also led to the enactment of the Local Authority Act 1970 which gave local authorities the right to set up community care. The Education Act 1944 recommended that disabled children should school alongside their non-disabled peers (Barnes, 1991). The Warnock Report influenced the 1981 Education Act by recommending that disabled children be educated with their non-disabled peers. The Special Educational Needs Act 2001 gave disabled children, parents and carers the right to be educated in mainstream schools if reasonable adjustment could be made. The Employment Act 1994 made working easier for disabled people even though the quota system did help employers to discriminate against disabled people (Barnes, 1991). The 1948 National Assistance Act gave assistance and support to people in need and replaced the Poor Law. It also gave local authorities the duty to provide community care services for the sick, disabled, the aged and other people. The 1946 National Health Service provided advice, treatment and care to the nation free of charge (BBC News, 1998). The NHS and Community Care Act 1990 promoted community care which has benefited many disabled people. The Community Care (Direct Payments) Act 1996, gave local social services the power to make cash payments, but were not effected until 2003, when it became mandatory to offer it to eligible people after assessment. This allows individuals to buy and manage their own care provision. Disabled people also have available to them the Access to Personal Files Act 1987, which gives them the freedom to access any notes or reports about them held by organisations. Access to Health Records 1986, part of the Data Protection Act, gives individuals the right to health records. The Disability Discrimination Act 1995, which has been replaced in many respects by the Equality Act 2010, safeguards disabled people from being discriminated against in education, employment, access to goods and services, buying and renting. The Equality Duty 2006 demands that public bodies provide services that promote equality. Social security benefits have also become substantial from the humble Industrial Injuries Disablement Benefits and the War Injuries Disabilities Pension to Disability Living Allowance and Carers Allowance which supports extra cost incurred as a result of a persons impairment. Long term sickness assistance like Income Related Employment and Support Allowance, Severe Disablement Allowance and Attendance Allowance are in place to support disabled people. Further support can be acquired through Working Tax Credit, Income Support, Pension Credit, Housing and Council Tax Benefit (DirectGov, 2011). Self-directed care schemes like Direct Payments, Personal Budgets and Independent Living schemes also allow disabled people to access opportunities like their non-disabled peers (Barnes and Mercer 2006). Bracking (1993) affirms that Independent Living gives claimants the freedom to live on their own. Furthermore, it allows disabled people to make and be part of decision making processes. Disabled people are able to select and organise services for themselves and not rely on their local authority or other organisations to provide them. The Mobility and Blue Badge Scheme allows disabled people to buy or lease a car and give help with parking. Barnes (2004) purports that independent living can change the value of disabled peoples life. State Welfare has diminished Rights British Institute of Human Rights (2006) states that human rights are not simply concerned with legislation but impacts on services provided by the state like residential care, academic institutions, hospitals and support workers in disabled peoples home. Barnes and Oliver (1991) postulate that SW cradle to grave promise of safeguarding its participants has not worked or else there would not be a demand for a disability discrimination law. The state has therefore not only been unsuccessful in securing disabled peoples fundamental rights, it has impinged and limited some of them. The Socialist (2010) highlights a recent case in which a disabled womans UN convention Rights and human rights have been ignored by being asked to wear incontinence pads instead of using a commode at night because of the cost of employing a carer. If the local authority wins this case it will have big implications for disabled people across the nation. Federation of Disabled People (2011) purports that the Education Secretary, Michael Grove, was recently informed that not dialoguing over the idea of cutting school building schemes resulted in not considering equality concerns. Centre for Studies on Inclusive Education (CSIE) (No Date) propound that inclusive education is part of the international human rights law. Disabled people have been fighting for inclusive education since SW began and the 1944 Education Act was enacted Although it was stipulated in the Act that disabled children should be educated alongside their peers it never materialised. The Warnock Report in 1978 found that one in five children would need special educational support at one point or another during their school life. The report therefore recommended unit are created on school premises to accommodate such needs (Warnock Report, 1978).These recommendations influenced the 1981 Education Act which also asked for children to be statemented before being placed i n special schools. It furthermore, gave parents the right to appeal against their children special needs assessments. The 1981 Education Act also failed to establish inclusion, integration and accessibility breeching disabled peoples right to access educational institutions at any given time. Rieser and Mason (1992) indicated that not much had been changed by the 1990s. Disabled children were still being educated with the medical view instead of a curriculum. This led to many completing their schooling without proper qualification (House of Commons, 1999). This breeched their right to obtain official recognition for a course they have completed. The 1993 Education Act tried to give parents more rights to appeal against decisions by the Local Education Authority (LEA) to send their child to special needs school. The Act also extended LEAs time frames for assessing children with disability and encouraged inclusive education. Part of the subsequent 1996 Education Act identified and modified certain sections in the law allowing parents to choose if their children were to attend main stream schools. The enactment of the Special Educational Needs and Disability Act 2001 brought disabled children close to inclusion. LEA were now under duty to provide mainstream education for children if that was the wish of their parents but this should not be to the detriment of non-disabled students (Vaughan, No Date). Disability and Equality Duty 2006 gave public services the duty to improve equality in all their services delivery. The most recent Equality Act 2010 also demands that all those providing services like education to provide fair and equal services to people. The conceptualisation of moving towards an all inclusion option for education for people with disability has made in roads with the introduction of the Education Act (Virvan 1992). Policies and Green papers such as Excellence for All Children: Meeting Special Educational Needs, 1997 and the advancement of technology have not been able to address significantly the challenges that face disabled people in education. Johnson and Cohen (1984) suggest that challenges in the classroom, communication levels and total social inclusion are still not fully addressed leaving disabled peoples right to effective education breached. The Office for National Statistics Labour Force Survey 2009 indicates that UK presently has 1.3 million disabled people ready and free to work. 50% of people with disability at employable age are actually employed as equated to 80% of people without disabilities. It is also noted that the type of disability also influences the figures significantly. For example, only 20% per cent of people with mental health difficulties are in work. About 23% have not got any educational credentials in comparison to nine per cent of people without disabilities. Non-disabled people get roughly  £12.30 in equation to  £11.08 that disabled people get (Shaw Trust 2011). These figures evidence the disadvantages disabled people face in employment. Lindbeck (1996) states that Keynesian idea of full employment and Beveridge universal state welfare (SW) system stem from the same roots. In Britain for instance, the governments committed to providing employment, universal state welfare and well-being to its citizens but disabled people had less chances of being in work than their non-disabled peers in the 1970s. These figures improved in the 1980s because a lot of non-disabled people were out of work. By the 1990s things had become worse with 21% against 7% of non-disabled people were out of work. Fagin and Little (1984) assertion that people have dignity, sense of belonging and responsibility in working hold true. Most disabled people however, are stuck on state benefits because of unemployment and under employment situations. Where is their right to respect for their private and family life, home and correspondence if they cannot be involved in community life? Barnes (1992) propounds that reasons given about difficulties that disabled people face in employment is out-dated and no longer acceptable. Although the 1944 Employment Act was designed to give disabled people opportunities in paid work the quota system undermined it. The Disability Discrimination Act and Equality Act 2010 were all designed to combat employer attitude and discrimination but there remain barriers like medical screening, age, education, experience, transportation, appearance and environmental factors that need to be addressed to allow the disabled person to participate actively in employment. Berry (2010) advocates that the idea of state welfare (SW) was to eradicate divisions amongst people, but seems like the impact of the SW has made these divisions even more noticeable. He further asserts that the property division among property holders and renters is emphatic than ever. Equality Human Rights Commission EQHRC (2011) state that there are certain rights a person has in relation to housing and home ownership. One of them are to have and delight in the possession of property, but clearly owning your own home is something that most disabled people do not have the power to acquire. Derbyshire Coalition of Disabled People (DCODP) (1986) state every person has the authority to dwell in a home in any average place but critics have said this is not possible because there is lack of houses in UK more so accessible homes. Although the 1970 Chronically Sick and Disabled Person Act requires local authorities to provide the housing needs of disabled people, most councils have sold their properties and have little stock left (BCODP, 1987). Some Local authorities have to work with other organisations to meet the housing needs of disabled people. Accommodation and supported housing are usually few and farther away from town centres, thus isolating disabled people and breaching their right to independent living. Disabled people also usually have to go through a medical assessment to get into social housing. This practice has been slammed by disabled commentators advocating that it is discriminatory (BCODP, 1987). The Housing Act 1988 did not include disabled people in purchasing council flats and houses in the 1980s. Peck (2011) submits that a lot of people with disabilities cannot get assistance to enable them avert being homeless. Those who do get housed sometimes face houses with adaptations that are not up to standard (Heywood, 2001). State welfare (SW) amongst other things was to provide financial assistance that will relieve poverty and create social protection for all citizens. However, disabled people do not seem to have experienced this relief. Carvel (2005) asserts that three in ten disabled people who are employable are poor and this gap is widening regardless of what the state is doing to combat societal handicap. Smith (2008) advocates that the charity Leonard Cheshire Disabilitys recent report reveals three million disabled people in UK in 2008 lived in relative poverty. Palmer (No Date) states that about a third of people with disability falling between ages 25 and 65 onwards live in poor families, half of Non-disabled peoples figure. Disabled people are poor because they often do not work. Statistics indicated that about 60% of disabled people are not employable in contrast to 15% of non-disabled people (Palmer, No Date). A large percentage of disabled people are willing to work but cannot find employment. Disabled people often do not have the credentials required for working. 75% of people who are of employable age and on benefits are either ill or have a disability. The 1988 disability survey conducted by the Office of National Statistics confirms this deprivation. The survey recognised that most disabled people rely on social security benefits, but the 1988 benefit reforms did not consider these findings and cut social security spending which in turn affected disabled people. DisabledGo (2010) advocate that Equality Human Rights Commission (EHRC) is apprehensive about the governments Work Capability Assessment test and the impact it is having on Employment Support Allowance claimants. Cooper (2010) asserts that the 2011 housing benefit reforms will make a lot of people homeless. The governments plan to cut public spending and relieve itself of some its responsibilities will undermine schemes and programmes that support disabled people. This will inevitably corrode disabled peoples right. The National Health Service posits that disabled people have intolerable challenges accessing their services (Department of Health, 1999) The National Health Services core value is to provide health care for all in UK but it is apparent this not the case. Wide spread discrimination has been reported by various organisations and the media. Brindle (2008) and Triggle (2007) submits that an official inquiry has found that NHS discriminates against people with learning difficulties. They further alleges that the main shortcoming of the NHS is the lack of knowledge in learning disability issues. Disability News Service (2009) state a recent report by Every Disabled Child Matters indicates that disabled children are being let down by the NHS despite having the resources to support them. Aspis (2006) alleges that disabled peoples right to life is in today threatened, as medical staffs are allowed to make life and death decisions about disabled people without making clinical references. He further alleges that scientific experimentations like gene manipulation and pre-natal screening could wipe out disabled people in the not too distant future. F

Relationship Between Personality, Intelligence and Academia

Relationship Between Personality, Intelligence and Academia Alexandra Lamb The Relationship between Conscientiousness, Intellectual Ability, and Academic Performance in an Undergraduate Psychology Cohort Abstract This report examines the relationship between intellectual ability, conscientiousness and academic achievement. Psychology Students studying at the University of Adelaide (N=50) completed online versions of the OCEANIC (Schulze Roberts, 2006) and Advanced Progressive Matrices (APM; Bors Stokes, 1998). Results showed that there was a slight positive association between intellectual ability and academic performance, a slight positive association between conscientiousness and academic achievement and effectively no relationship between conscientiousness and intellectual ability. The study shows that personality traits can be promising predictors of academic achievement and thus may be useful in student development and admission systems. Introduction The relationships between personality traits, intellectual ability and academic performance have long been explored. These relationships were first used, in ancient times, for selecting civil servants in the Middle East, India and China to its current role as the driver of advanced economics (Poropat, 2011). Much of the research done in the past has been linked to theoretical and statistical reviews of the role of personality. One of the earliest applications of personality trait assessment was the prediction of academic performance (Poropat, 2009). This report attempts to further examine the relationship between personality traits, intellectual ability and academic performance in particular, conscientiousness and intellectual ability and their relationship with academic performance. Intelligence is one of the most effective empirical predictors of academic performance (Poropat, 2009). Nothing has changed since the thirties when it was suggested that one of the most important factors in academic achievement is intelligence. Intelligence is the most documented variable as a predictor of cognitive performance and in past research has shown a positive association with academic success (Busato Prins Elshout, Hamaker, 2000). In 2000 Busato conducted a study in which intellectual ability was compared to academic performance over three years. Intellectual ability was positively associated with academic achievement after one year and after three year, which is consistent with earlier studies. However, intelligence is not the only predictor of academic performance. In later research, Kappe and Flier (2012) suggested that conscientiousness, a personality trait that describes impulse control and self-regulation of behaviour (Ivcevic Brackett, 2014), is the best predicto r of academic achievement explaining five times as much variance in GPA (used to measure academic performance) as does intelligence. Earlier studies by Conard (2006) also showed positive bivariate correlations between conscientiousness and academic achievement. Whilst both intellectual ability and consciousness can predict academic performance, Poropat (2009) suggested that conscientiousness is largely independent of general intelligence. Chamorro-Remuzic, Furnham and Moutafi conducted a study in 2004 as a precursor to Poropat’s research in which they found a significant negative association between conscientiousness and two intelligence tests. They suggested that this was consistent with the idea that conscientiousness might partly develop as a compensation for low intellectual level and that high intelligent individuals may not need to engage in systematic, organised and dutiful study or work habits (Chamorro-Remuzic, Furnham, Moutafi, 2004). The goals presented above guided this study, thus this report will further examine the relationships between intellectual ability, personality traits and academic achievement as explored above, focussing on three hypotheses: Hypothesis 1, there will be a significant positive relationship between intellectual ability and academic performance; Hypothesis 2, there will be a significant positive relationship between the personality trait conscientiousness and academic performance and; Hypothesis 3, there will be a significant negative relationship between conscientiousness and intellectual ability. Method Participants The participants were 50 first-year Psychology students studying at the University of Adelaide. The participants took part in the study as part of an assessment task. Materials The OCEANIC (Schulze Roberts, 2006) was employed to measure the Big Five personality traits. Intellectual ability was measured as performance on the short form of the Raven’s Advanced Progressive Matrices (APM; Bors Stokes, 1998). Academic performance was operationalized as the participants’ final grade for the previous semester’s Psychology course. Procedure The participants were instructed to complete online versions of the OCEANIC and Advanced Progressive Matrices. They were free to perform the tasks wherever they chose, but were advised to try to complete the tasks in a quiet, distraction-free environment. The participants were instructed not to collaborate with anyone else on the tasks. There was no time limit placed upon the tasks, but it was stipulated that they had to be completed within a single test session. Results In Table 1, the means and standard deviations for the Big Five Personality traits (Openness, Conscientiousness. Extraversion, Agreeableness and Neuroticism), Intellectual ability (Raven’s APM), and Academic Performance are displayed. In Table 2, the Correlation Coefficients for the variables associated with the three hypotheses are shown (Raven’s APM and Final Grade, Conscientiousness and Final Grade, Conscientiousness and Raven’s APM). In Table 3, the r2-values for the variables associated with the three hypotheses are shown (Raven’s APM and Final Grade, Conscientiousness and Final Grade, Conscientiousness and Raven’s APM). Table 1. Means and standard deviations for the Big Five personality traits, Intellectual Ability (Raven’s APM), and Academic Performance Table 2. Correlation Coefficients for Raven’s APM, Conscientiousness and Final Grade. Table 3. r2 values for Raven’s APM, Conscientiousness and Final Grade. Hypothesis 1: There will be a significant positive relationship between intellectual ability and academic performance. Figure 1. The relationship between Raven’s APM and Final grade. According to Hypothesis 1, a significant positive relationship was expected between intellectual ability and academic performance. As shown in Figure 1, a quantitative analysis (Pearson’s correlation coefficient) indicated that there was a weak-moderate, positive relationship between Raven’s APM and final grade (r = 0.32), and that this relationship was statistically significant (p=0.02). Those who scored high in the Raven’s APM (M=7.8, SD=2.96), which operationalised intellectual ability, tended to score high in their final grade (M=69.66, SD=14.05), which operationalised academic performance. This provided qualitative support for the hypothesis. Hypothesis 2: there will be a significant positive relationship between the personality trait conscientiousness and academic performance. Figure 2. The relationship between conscientiousness and final grade. According to Hypothesis 2, a significant positive relationship was expected between the personality trait conscientiousness (M=36.58, SD=6.98) and academic performance (M=69.66, SD=14.05). As shown in Figure 2, a quantitative analysis (Pearson’s correlation coefficient) there was a weak-moderate, positive relationship between conscientiousness and final grade (r=0.39), and that this relationship was statistically significant (p=0.01). Those with high conscientiousness (M=36.58, SD=6.98) tended to score high in their final grade (M=69.66, SD=14.05), which operationalised academic performance. This provided qualitative support for the hypothesis. Hypothesis 3: there will be a significant negative relationship between conscientiousness and intellectual ability. Figure 3. The relationship between conscientiousness and Raven’s APM. According to Hypothesis 3, a significant negative relationship was expected between conscientiousness and intellectual ability. As shown in Figure 3, a quantitative analysis (Pearson’s correlation coefficient) indicated that there was an extremely weak, but effectively no negative relationship between conscientiousness and Raven’s RPM (r=-0.02), and that this relationship was not statistically significant (p>0.89). Those with high conscientiousness (M=36.58, SD= 6.98) did not consistently score high or low in Raven’s APM (M=7.8, SD=2.96), which operationalised intellectual ability. This did not provide support for the hypothesis. Discussion The purpose of this study was to examine the relationship between personality traits, intellectual ability and academic performance. Adding information, specifically relating to the relationships between intellectual ability and academic performance; Conscientiousness and academic achievement and; Conscientiousness and intellectual ability. According to the correlational analysis, intellectual ability was positively associated with academic performance. This is in accordance with the literature cited in the introduction (Poropat 2009, Busato et al. 2000). However this correlation was smaller than the correlation between personality trait conscientiousness and academic ability, reiterating research by Conard (2006) in the introduction. The r2 values for both these relationships, academic achievement and intellectual ability (r2 =0.10) and conscientiousness and academic ability (r2 =0.15), suggest that only 1% of the variability in academic achievement can be explained by intellectual ability and only 1.5% of the variation in academic achievement can be explained by conscientiousness. This suggests that there are other factors that play an important role in the variation of academic achievement. The association between conscientiousness and academic performance was also positive, suggesting that conscientiousness might have a bigger impact on academic performance than intellectual ability, which is consistent with the cited researchers Kappe and Flier (2012). The correlational research presented a very slightly negative, but effectively no association between conscientiousness and intellectual ability this does not support the relationship suggested by Chamorro-Remuzic, Furnham and Moutafi (2004) whose research highlighted a significant negative relationship between conscientiousness and intellectual ability. The r2 value for this relationship (r2 =0) suggests that 0% of the variance in intellectual ability can be explained by conscientiousness. A lesson that may be taken from this study is that whilst intellectual ability is a positive predictor of academic performance, students are also able to perform well academically if they are willing to work hard and conscientiously. Another practical perspective of the research is that intelligence is probably the most used selection criteria for entrance to tertiary education. However the findings within this study suggesting that Conscientiousness is just as good or potentially a better predictor of academic performance suggests another practical selection tool, provided it can be accurately and validly assessed. (Poropat, 2009) However, conscientiousness creates a greater chance of faking over an intelligence test. There are a number of limitations to this study. Firstly, there is a restriction of range, given it was only first year psychology students surveyed. A bivariate normal relationship may exist for the entire population whereas this relationship may not be evident for all sub-populations (i.e. Psychology students). Or otherwise, what appears to be a linear relationship for a sub-population could actually be a curvilinear relationship for the entire population (Haslam McGarty, 2014). This means the relationships found by doing the quantitative analysis may not be a representation of the wider population. It would be beneficial to conduct a meta-analysis on students of different disciplines and potentially international students to find out how generalisable the results are. The sample size of 50 participants is also small. It is unlikely to reflect the population adequately. Whilst surveys are easy to develop, cost-effective and relatively easy to administer, there are a number of limi tations associated with survey-based research. Researcher’s personal bias and idiosyncrasies are more influential in qualitative research; the knowledge of the study might also influence the participants’ responses. That is, respondents may feel encouraged to provide inaccurate and dishonest answers. Participants may interpret the survey questions and answer options differently and data errors caused by non-responses (i.e the number of participants who chose to respond to the survey as opposed to those that chose not to) may also affect the results. References Bors, D. A. Stokes, T. L. (1998). Raven’s advanced progressive matrices: Norms for first-year university students and the development of a short form. Education and Psychological Measurement, 58, 382-398 Schulze, R. Roberts, R. D. (2006). Assessing the Big Five: Development and validation of the Openness Conscientiousness Extraversion Agreeableness Neuroticism Index Condensed (OCEANIC). Zeitschrift fur Psychologie, 214, 133-14 Chamorro-Remuzic, T. Furnham, A. Moutafi, J. (2004). The relationship between estimated and psychometric personality and intelligence scores. Journal of Research in Personality, 38, 505-513. Conard, M. A. (2006). Aptitude is not enough: How personality and behaviour predict academic performance. Journal of Research in Personality, 40, 339-346. Ivcevic, Z. Brackett, M. (2014). Predicting school success: Comparing Conscientiousness, Grit, and Emotion Regulation Ability. Journal of Research in Personality, 52, 29-36. Kappe, R. Flier, H. (2012). Predicting academic success in higher education: what’s more important than being smart? European Journal of Psychology of Education, 27, 605-619. Busato, V. V. Prins, F. J. Elshout, J. J. Hamaker, C. (2000). Intellectual ability, learning style, personality, achievement motivation and academic success of psychology students in higher education. Personality and Individual Differences, 29, 1057-1068. Poropat, A. E. (2009). A Meta-Analysis of the Five-Factor Model of Personality and Academic Performance. Psychological Bulletin, 135, 322-338. Poropat, A. E. (2011). The Eysenckian personality factors and their correlations with academic performance. British Journal of Educational Psychology, 81, 41-58. Haslam, S. A. McGarty, C. (2014). Research Methods and Statistics in Psychology. Great Britain: SAGE Productions Inc.

Tom’s closing speech in The Glass Menagerie -- English Literature Tenn

Tom’s closing speech in The Glass Menagerie Tom’s closing speech in The Glass Menagerie is very emotional and ironic. However, this monologue is somewhat ambiguous and doesn’t implicitly state whether Tom found the adventure he sought. It seems as though he never returned to St. Louis, and spent the remainder of his life wandering from place to place. This is inferred when he says,† I didn’t go to the moon, I went much further-for time is the longest distance between two places†¦Ã¢â‚¬  Throughout the play, the fire escape has been a symbol of Tom’s entrance and exit into both his reality and his dream world. He tells us that his departure marked the last time he â€Å"descended the steps of this fire-escape†, thus permanently embarking on his journey of solitude into what was once only a part of his dream world. From the statement, â€Å"(I) followed, from then on, in my father’s footsteps..† the reader can see that Tom acknowledges that he has chosen a path which is very similar to that of his father’s. In recognising this fact, Tom also admits that he abandoned his family just like Mr. Wingfield did. Tom’s journey does not seem to bring the escape and excitement that he had always longed for. He says, â€Å"The cities swept about me like dead leaves..† This description does not sound as though it comes from a traveller who is ecstatic about visiting different parts of the world. Cities are anything but dead; on the contrary, they are vibrant and full of life, and persons who are artistically inclined tend to be attracted to bustling cities. By categorising all the cities as dead leaves, Tom classifies them as similar entities in which he notices no individuality, uniqueness or excitement. He cannot relish in the beau... ...scape, and she will most likely carry this pain for the rest of her life. It also symbolises Tom’s final farewell to her. Essentially, this monologue reveals that Tom’s escape has not been as complete or as perfect as he had hoped. While he has escaped the physical limitations of the Wingfield apartment and the restrictions of his job at the warehouse, memories from his past and feelings of regret seem to create an intangible prison for Tom. He has been unable to remove himself from the coffin and leave all the nails untouched, as was his former desire. His statement of â€Å"I am more faithful than I intended to be!† alludes to the fact that he is fully cognisant that he has left his family to struggle with the consequences of his departure. The Glass Menagerie ends with Tom’s life being exactly opposite to the one he had foreseen when he planned his escape.

Acupuncture :: essays research papers

Acupuncture   Ã‚  Ã‚  Ã‚  Ã‚  Acupuncture is a Chinese medical practice that treats illness and provides local anesthesia by the insertion of needles at predetermined sites of the body. Acupuncture may also follow many other forms. The word acupuncture comes from the Latin word acus, meaning needle, and pungere, meaning puncture. The Chinese call acupuncture Chen Chiu.   Ã‚  Ã‚  Ã‚  Ã‚  On doing my research over acupuncture I used many different sources. I got most of my information from the Internet. I discovered a large acupuncture clinic in Houston and contacted them over the phone. I never really realized that acupuncture was used so much in this country, but there are many places acupuncture is used in the United States.   Ã‚  Ã‚  Ã‚  Ã‚  Acupuncture is used in the treatment of a wide variety of medical problems. It is used for ear, nose, and throat disorders, respiratory disorders, Gastrointestinal disorders, Eye disorders, and Neurological and Muscular disorders. The needles used in acupuncture are usually only inserted from 1/4 to 1 inch deep into the skin. There is usually no pain in acupuncture. Usually if any pain it is only mild. Most of the needles now used in acupuncture are disposable needles. Acupuncture does not always only involve needles. They may also use other methods such as moxibustion, cupping, electronic stimulation, magneotherapy and various types of massage. There are also many different styles of acupuncture practiced all over the world.   Ã‚  Ã‚  Ã‚  Ã‚  There are many things to consider when choosing an acupuncturist. Acupuncture is a licensed and regulated healthcare profession in about half the states in the United States. There are many acupuncture practices which are not certified, so when choosing one some research is required. If you get acupuncture usually between five to fifteen sessions are required, depending on the severity of the complaint. Many acute conditions only require a single treatment. The main thing to remember when receiving acupuncture is to simply relax. After acupuncture treatments much of the pain may be gone after the first treatment, or in some cases it takes more. In some cases the pain may become worse, this is known as the rebound effect.   Ã‚  Ã‚  Ã‚  Ã‚  The clinic I got most of my information from is a clinic in Houston. They specialize in Acupuncture Therapy for diseases and conditions such as acute and chronic pain, degenerative diseases, arthritis, M.S., post-stroke, migraine

I Will Make a Difference :: College Admissions Essays

Essays - I Will Make a Difference I think that it is important for me to look around and ask myself what kind of things I can do to help my country. Recently, at school, we collected money for the Red Cross. We had to explain over and over to the students that it didn't matter if you gave one dollar or twenty dollars. Whatever you give will help others and be appreciated. Even though I am too young to make a big impact on the people involved in the tragedy, I feel like my small part may have let them know that people everywhere care. It's true that we all need to make a difference in times of crisis and need, but we also need to strive to make a difference each day. I know that I can make a difference in the lives of many people by simply lending a helping hand or showing kindness to others. I try to take the time to cheer up my grandmother and older friends in the nursing home by paying them a visit. I know my parents stay very busy and it helps them out when I come home and lend a helping hand without being asked. I can help a friend with their homework, or sometimes help by just being there to listen to them. I can also make a difference in the community where I live. Last year my class held a car wash to raise money for the Animal Shelter. We went to visit the dogs there and I realized that the money we raised made a difference for some of them.

Infancy Through Adolescence Essay

Changes in the home environment such as marital conflict, divorce and poor parenting can adversely affect family dynamics, and children especially, can develop both mental and physical health problems. Research finds a correlation between parental separation and the internalizing and externalizing problem behaviors in children; this includes childhood sleep problems due to marital conflict. Children can help define and influence the dynamics of marital conflict. Studies show that in early childhood, parent-child relationships are critical to a child’s healthy development especially the mother-child relations and maternal depression can cause poor parenting leading to emotional and behavioral problems. Child maltreatment is associated with alterations in stress physiology, increased risk for emotional and behavioral issues and increased risk for mental health issues in adolescence. Positive and supportive co-parenting can buffer against the negative effects of marital conflict and divorce especially in low-income and at-risk families. Successful co-parenting relationships can positively affect a child’s socio-emotional development and mental health. Family dynamics and changes in the home will affect the development and well-being of a child throughout infancy or adolescence. Home environments which are dysfunctional in nature, experiencing marital conflict, and separation/divorce or poor-parenting can cause problems within a child’s development including mental and physical issues. Some children will internalize their problems and suffer from anxiety and depression. Others will outwardly externalize their behaviors through aggression and conduct problems; preteens are especially at risk for antisocial behavior (Taylor, Purswell, Lindo, Jayne, & Fernando, 2011; Sentse, Ormel, Veenstra, Verhulst, & Oldehinkel, 2011). In the Barry & Kochanska (2011, p. 237) study, they point out that dysfunctional parenting, parental depressive symptoms and marital conflict are associated with childhood adjustment and development. Consistently, studies show that marital problems adversely affect child development and adjustment. As Rhoades, Leve, Harold, Neiderhiser, Shaw & Reiss (2011) state â€Å"the association between marital hostility and child adjustment is clearly established† and â€Å"pathways from marital hostility to child adjustment have been well studied, research[ed] to date† (p. 282). And Teti & Cole (2011) further add that â€Å"faulty parenting is frequently cited as a major causal factor in the development of child psychopathology† (p. 25). Emotions and Family Dynamics In Barry and Kochanska (2010) study, the authors look at family emotional well-being, the critical nature of the parent-child relationship and how this impacts a child’s development. Emotions are given and received through individuals and family relationships are shaped by them; family dynamics are influenced and develop from these relational emotions. The emotional affects are multi-dimension and reach all family members reciprocally. One approach known as transactional family dynamics looks at mutual influence processes between all family members (Schermerhorn, Chow & Cummings, 2010, p. 869). Although few studies have been conducted, the transactional family dynamic modal theorizes that if there are marital problems and conflict, the focus is not exclusively on the husband and wife’s problems, but how the family children also influence the marital relationship’s conflict. In one rare study, it was found that â€Å"in families with high levels of marital conflict, child externalizing problems predicted increases in marital conflict† (Schermerhorn et al. , 2010, p. 869); thus supporting the reciprocal nature in families. In support of other research, results from Schermerhorn, et al. (2010) study found that if a child is negative then it is associated with less marital positivity (p. 878). Within family subsystems, the marital relationship and the parent-child relationships are directly influenced by individual emotions and their interactions with one another. Some of these familial emotional interactions, reactions and feelings are healthy, but most are not when there is marital conflict; these unhealthy emotions create a variety of outcomes for a child’s development. Barry and Kochanska (2010) states, â€Å"In families, emotions profoundly influence mental health of the individuals, including sense of security, coping, personal growth, competence, adjustment, behavior problems, and psychopathology, including recovery and relapse† (p. 237). The emotional development, security and socialization of a child are directly related to the emotional exchange between the parent and child relationship; in fact, Barry and Kockanska (2010) find that it is a critical dimension especially during the early childhood years (p. 238). Since emotional healthiness is critical to healthy family relationships then unhealthy emotional states can be detrimental to a developing child causing attachment issues and possible psychopathology as they develop into adulthood. Parents’ emotional reactions to children’s emotions have important consequences for social and emotional development, including children’s psycho-physiological regulation, coping, emotional understanding, and friendship quality (Barry & Kockanska, 2010, p. 237). Home Environments and Child Development Some of the variables which cause changes in the family’s home environment and affect child development are marital conflict, divorce and poor parenting; these changes can be more negatively influential in lower-income environments. Family is one of the major components in human development; therefore, childhood development is greatly influenced by the health of the family unit and home environment. Studies have shown that marital conflict in the family will increase the risk of adjustment problems in children; additionally, marital conflicts can lead to negative parenting, such as inconsistent discipline or disengagement, putting the parent-child relationship at risk and further adding to the risk of child maladjustment (El-Sheikh & Whitson, 2006, p. 30; Peris, Goeke-Morey, Cummings, & Emery (2008), p. 633). Peris et al. 2008) finds that â€Å"marital conflict is linked to a host of ineffective parenting practices, ranging from the use of inconsistent discipline to diminished displays of warmth and responsivity in the parent-child relationship† (p. 633). Another area of concern in families with marital conflict is parentification of children in which the child takes on a parental role by providing emotional support for the parent; it is a reversed role where the child takes care of the parent. In the Peris et al. study, the authors look at how parentification responsibilities can be very stressful and taxing for a middle adolescent hich can cause, as previous research shows, shame, guilt, poor academic performance, increased adulthood depression and anxiety, and difficult peer relationships of which girls are at a greater risk than boys. (Peris et al. , p. 634). Peris et al. also points out that in childhood, parentification is associated with externalizing and internalizing behaviors, and poor social adjustment; additionally, poor parenting practice such as psychological control where a parent will use guilt to control their child’s behavior and maintain closeness will put children and adolescence at greater risk to maladjust ment and behavioral problems. Additional findings from Peris et al. study show that youth and their parents perceive the parentification dynamic differently. Youth perceive the relationship as low in warmth and support but the parent perceives it as warm and close; the study also concluded that the youth study group demonstrated internalizing and externalizing behaviors (p. 638) which is consistent with their hypothesis, other empirical studies and literature topics on parentification. Children from homes with higher levels of conflict have more adjustment problems than children from less conflictual homes especially with prolonged marital conflict (El-Sheikh & Whitson, 2006, p. 30). Marital conflict affects girls more than boys in which they have greater internalizing symptoms. El-Sheikh & Whitson (2006) explain that girls are subject to greater socialization pressures and communion especially during late childhood and adolescence; this socialization process is opposite of a boy who is pushed socially to be more independent. Girls may also be more emotionally involved in the marital arguments and boys avoid the conflict by claiming their independence (p. 37). Nonetheless, marital conflict has lasting affects for both boys and girls which affects childhood, adolescence and into adulthood. Social development is at risk in children who are from homes with marital conflict, divorce or poor parenting. Booth-LaForce & Oxford (2008) report that an unsupportive parental environment such as found in stressful environments like single-parent homes and/or low income can cause insensitive parenting which can lead to socially withdrawn behavior in children; (p. 299) many of these children who are socially withdrawn display â€Å"social-cognitive deficits and unskilled behavior, their self-perceptions are negative, they are more likely to be rejected and victimized by peers, and experience loneliness and depression† (p. 1298). Social learning theorists argue â€Å"that marital disruption may lead children to l earn angry, coercive, hostile, and even physically aggressive approaches to interpersonal problem solving† (Gattis, Simpson, & Christensen, 2008, p. 833). Another area of concern in childhood development within stressful home environments is the increase risk for stress-related physical illnesses. In a study by Fabricius & Luecken (2007) they report that â€Å"high family conflict, abuse, parental psychopathology, and divorce can serve to establish enduring dysregulations in the child’s physiological stress responses, promoting pathophysiology in the brain and body† (p. 195). Another area of concern is sleep deprivation. Marital conflict is related to disruption in a child’s sleep; sleep problems in children can be related to internalizing symptoms and externalizing behaviors. Additionally, children with sleep problems can also reciprocally influence the conflict between the parents. As Kelly & El-Sheikh (2011) point out â€Å"marital conflict and child sleep problems may be reciprocal and cyclical: exposure to marital conflict may lead to children’s sleep disruptions, which in turn may lead to increased marital conflict† (p. 413). Studies have also found that sleep problems in children can lead to aggressive behaviors (Kelly & El-Sheikh, 2011, p. 413). Separation, Post-Separation and Divorce Taylor, Purswell, Lindo, Jayne, & Fernando (2011) report that children from divorced families are at a higher risk for emotional and behavioral problems including antisocial behavior, disruptive conduct, delinquency, aggression, anxiety, depression, feelings of loneliness and abandonment, emotional maladjustment and academic problems (p. 124-125). A new family structure is stressful for all family members with each affecting the other. Higher levels of parental stress cause changes in the parent-child relationship putting it at risk. Lack of communication, conflict, hostility, stressors related to the divorce and the new family dynamics cause frustration and anger among the members. High rates of divorce continually influence the numerous studies conducted which look at their affects of divorce on childhood development. According to Sentse et al. (2011) â€Å"10-25% of children that experience a parental separation grow up to have more emotional and psychological problems† (p. 98). These problems can stem from the broken family, previous marital conflict, loss of support from family and friends, economic disadvantage and parenting problems. In the current study by Sentse et al. , the researchers found parental separation’s main affect on developing children was externalizing problems; although for some children the separation brought relief from all the marital conflicts. The study also found adolescences that were more temperamentally fearful had increased levels of internalizing behaviors; some of the side effects of the fearful individual who experiences parental separation include withdrawal, ignored by peers, anxious or depressive feelings – resulting in a cycle of negative symptoms which could result in mental health problems (p. 03). Depressive symptoms can stem from marital conflict and divorce; cyclically, marital conflict and divorce can cause depressive symptoms. Mothers are particularly prone to depressive symptoms and clinical depression during highly stressful events in their lives such as marital conflict, separation or divorce. Mothers who are depressed are likely to be less supportive and nurturing with their children and they are usually negative and critical which can lead to developmental problems such as internalizing and externalizing problems in their children (Connell, Hughes-Scalise, Klostermann & Azem, 2011, p. 53). Mothers with depression have â€Å"higher rates of irritability and aggression, which in turn may induce distress, anger and behavior problems in children† (Deboeck, Farris, Boker, & Borkowski, 2011, p. 1312). Deboeck et al. (2011) also finds that a mother’s psychosocial health can directly affect the development of a child; and, children of depressed mothers have difficulty regulating affect, have increased hyperactivity and attention deficits (p. 1313). Several studies have looked at maternal depressive symptoms and found a link between the mother’s criticizing, hostile parenting causing externalizing behaviors in adolescents; additionally, adolescents with depressed mothers were more likely to become depressed when they [adolescent] are faced with family conflict and discord (Allen & Manning, 2010, p. 833). Single motherhood is more stressful on both the mother and the children; single mothers are more likely to be depressed than married mothers. Compared to single mothers, married mothers have better mental health (Afifi, T. O. , Cox, B. J. & Enns, M. W. , 2006, p. 122). There are at least 9. 5 million families in American in which single mothers are head of the household (Afifi et al. 2006). Parenting stress is unusually high in single-mother homes and mothers have â€Å"greater financial difficulties, social isolation, and childcare responsibilities† compared to mothers who are married (Afifi et al. & Taylor, Purswell, Lindo, Jayne, & Fernando, 2011). Past research has found identified stressors which negatively affect the psychological well-being of single mothers; they are, low income, low education, family size, and ethnicity (Afifi et al. . 126). The results of Afifi et al. study found that psychiatric disorders in married mothers is lowest, with a slight increase in never married mothers, and the greatest increase was found in separated/divorced mothers; however, previous research found that women going through a separation or divorce had higher rates of poor mental health before the separation/divorce and after (Afifi et al. p. 127). Afifi et al. found that separated/divorced mothers had high levels of depression, dysthymia, GAD, alcohol abuse, PTSD, drug abuse, agoraphobia and antisocial personality disorder. Co-Parenting, Healthy Family Relationships, and Positive Outcomes Although marital conflict, separation/divorce, and poor parenting can adversely affect the home environment and negatively influence the development of children, there are positive factors which counter these adverse affects. Co-parenting is one of those factors. Co-parenting is associated with parents who mutually and cooperatively parent and raise their child together as a team. Although most of the research on co-parenting has been done on married couples and fathers, some does exist on co-parenting after the marital relationship has dissolved. Co-parenting can exist in families with marital conflict as part of a solution to positive parenting even in the midst of chaos and conflict. Positive co-parenting can buffer a child against the negative effects of marital conflict and divorce. There is increasing â€Å"evidence [which] indicates that successful co-parenting relationships are beneficial for children’s socio-emotional development† (Dush, Kotila, & Schoppe-Sullivan, 2011, p. 356). Other studies have found that co-parenting affects children positively by decreasing both internalizing and externalizing symptoms (Isacco, Garfield, & Rogers, 2010, p. 262). Healthy co-parenting relationships between separated or divorced couples can significantly improve the relationship between the non-residential father and the child; it could also help improve the relationship between the mother and father by reducing conflict. Many divorced fathers are less involved with their children and co-parenting because of the relational conflict with the divorced mother. Dush et al. (2011) states the key ingredients for co-parenting includes joint investment in the child, valuing the importance of each parent, respecting the other’s judgment, and ongoing, open communication (p. 357). A key factor for increasing healthy family relations and positive outcomes for children in families with marital conflict or divorce is active, supportive father involvement. As Dush et al. points out, â€Å"cooperative co-parenting relationships may be key to fostering positive nonresidential father involvement and lower levels of inter-parental conflict which have been linked to children’s behavioral outcomes, academic achievement, and psychological well-being† (p. 356). Another key component which fosters positive outcomes for children is father-child communication which has shown to decrease externalizing behaviors; (Afifi et al. 2006) additionally, open communication within the parent-child relationship where the child feels comfortable talking with their parents about the divorce has shown that children cope better (Taylor et al. , 2011). â€Å"A strong parent– child relationship can help ameliorate many of these [divorce] difficulties† (Taylor et al. 2011. p. 125). Family therapy is another positive component which can buffer the affects of marital conflict and divorce. Therapy can provide support for family members, teach problem-solving skills, communications training, conflict management and resolution.