Effects of the Ebola Virus essays

Effects of the Ebola Virus essays Throughout history a variety of deadly diseases have threatened mankind. Many diseases have the capability to spread fast and rapidly kill people. But with modern advances in medicine, man had defeated most of these deadly diseases and thought the threat was over. However, a shockingly new and deadly disease caused by the Ebola virus has challenged the medical community. The medical researchers of today cannot find a cure or vaccine to halt the spread of this pathogenic disease. The Ebola virus is a definite threat to mankind, and its symptoms have a devastating effect on the human body. The most recent outbreaks of Ebola were very deadly because the Ebola virus is a new disease. The initial outbreak was of an unknown origin in Zaire, Africa, during the year 1976. The medical community was unsure of how to handle Ebola, since it was the first recorded outbreak. This first outbreak in Zaire was followed by a second outbreak in western Sudan, also during the year 1976. In total, 340 people died from Ebola out of the 550 cases that were identified in these two nations ("Ebola History" N.pag.). Ebola was discovered again in 1995 in Kikwit, Zaire, when a victim infected an entire surgical team. Those infected developed symptoms of viral Hemorrhagic Fever disease. There were approximately 233 deaths out of the 293 cases caused by Ebola in 1995 ("Ebola History" N.pag.). Each of the separate Ebola outbreaks have killed many people. Therefore, it is imperative that all people of the world take great precaution so that another outbreak does not occur. The Ebola virus is a frightening disease. It is called Hemorrhagic Fever, which means it causes uncontrollable bleeding. When an outbreak occurs, it carries a 50% to 90% mortality rate ("Ebola Overview Virus" N.pag.). Ebola is a virus that travels in different organisms or hosts. The virus kills its present host while it tries to jump to a new host. When Ebola i...

Resiniferatoxin Is Much Hotter Than Capsaicin

Resiniferatoxin Is Much Hotter Than Capsaicin The hottest hot pepper is no match for the spicy heat of the resin spurge Euphorbia resinifera, a cactus-like plant native to Morocco. The resin spurge produces a chemical called resiniferatoxin, or RTX, which is a thousand times hotter on the Scoville scale than pure capsaicin, the chemical that produces heat in hot peppers. Law enforcement-grade pepper spray and the hottest hot pepper, the Trinidad Moruga Scorpion, both pack a punch of about 1.6 million Scoville heat units. Pure capsaicin comes in at 16 million Scoville units, while pure resiniferatoxin has 16 billion- yes, billion- Scoville heat units. Both the capsaicin from hot peppers and the resiniferatoxin from the Euphorbia can give you chemical burns or even kill you. Resiniferatoxin makes the plasma membrane of sensory neurons permeable to cations, especially calcium. Initial exposure to resiniferatoxin acts as a strong irritant, followed by analgesia. Even though the chemicals may be painfully hot, both capsaicin and resiniferatoxin can be used for pain relief.

Segmentation targeting positioning (stp) Essay Example | Topics and Well Written Essays - 250 words

Segmentation targeting positioning (stp) - Essay Example If we talk about positioning, it is the marketing concept, which is related to the creation of product image in target market segments. â€Å"Positioning is what the customer believes about your products value, features, and benefits† (Jackson, 2007). John Williams, who is the author of this article, focuses on the ideas of marketing segmentation along with the concepts of targeting and positioning. He believes that market segmentation means to recognize the diversity of a market and a company can get success in the market if it becomes successful in satisfying the customers by recognizing the needs and demands of each of the target markets. â€Å"The correct way is to segment the market on the basis of the differing desires† (Williams, 2006). He believes segmentation to be the key towards success of the marketing strategy. About targeting, the author believes that it is the process of targeting those market subdivisions where the demand of any specific product or service is high. The author’s stance regarding positioning is that it is the difference between a company’s product and the ongoing competition in the minds of the consumers. The article is a well-written document, which highlights different issues related to market segmentation, targeting, and positioning. Williams, J. (2006). Marketing GNOME Part Two: Segmentation, Targeting and Positioning. Retrieved October 09, 2011 from

Research Methodology, Design and Process Essay Example | Topics and Well Written Essays - 6000 words

Research Methodology, Design and Process - Essay Example Nursing practice, like other professions, has constantly been enriched and improved by research critical evaluation strategies. As a result, research critical evaluation involves the most effective means of collecting, analyzing, and evaluating information regarding any aspect in (nursing) practice (Stebbins 2006). The critically generated information becomes the basis of making decision in any field with the aim of improving or filling out the deficiencies that other materials demonstrate. Conducting research is a process that follows specific steps, where in most cases, it has been found seven critical steps are followed. The seven steps are: defining research question, asking for help, developing research strategy and locating resources to use in conducting the research, utilizing the most effective search techniques, reading critically, synthesizing and seeking meaning, understanding the scholarly communication process and citing sources, and lastly, evaluating the sources in the most effective critical way (Stebbins 2006). ... In addition, the review will involve establishing whether the author (s) state explicitly the ideas and information contained in the article; what contribution the article has on the topic it presents; and kind materials presented in the work. This is in addition to how the materials have been expressed and argue about the topic being presented; what alternatives exist in terms of arguing on the materials presented; the available and presentation of theoretical issues in the article; and lastly, the impersonal reaction/argument with regard to the article presented. Quantitative and qualitative research works are both utilized in the nursing practice, with the processes of critique evaluating these two types of information differing greatly. In this research project, critical evaluation of two articles will be conducted whereby, the quantitative critique review will be conducted on an article titled, ‘Measuring self-perceived public health nursing’, while qualitative crit ical review will be conducted on an article titled, ‘Barriers to, and facilitators of post-operative pain management in Iran Nursing’. The third article selected to be used in enriching information for the two articles is the article titled, ‘Delineating the role of a cohort of clinical research nurses in a pediatric cooperative clinical trials groups’. It should be known that the basis of article critical review and evaluation would largely be carried out within the precepts of purpose and objectives of the article, design process, and nature of the article, setting framework of the article, sampling procedure and technique, methods of investigations, research variables, findings, and applicability of

My Chosen Ethical Framework Essay Example for Free

My Chosen Ethical Framework Essay In the field of Human Services a worker is faced with ethical dilemmas on a everyday basis. In some cases,a client may want to make choices that may not be in their best interest. As Harry and Mahoney (1999) stated the paramount goal of human service workers is to enable people to live more satisfying,more autonomous,and more productive lives, through utilizing societys knowledge,resources,and technological innovations. However, this is not always an easy task. The NOHS preamble states â€Å"Characterized particularly by an appreciation of human beings in all of their diversity, human services offers assistance to its clients within the context of their community and environment. Human service professionals and educators uphold the integrity and ethics of the profession, partake in constructive criticism of the profession, promote client and community well-being, and enhance their own professional growth. (Ethical standards for, 1996) However, as we look closely at this preamble we can see that it may cause its own ethical dilemmas especially in the field of addiction. What choices does a addictive professional make when the community and environment that the client lives in is filled with drugs,violence, and crime. It is not unlikely, for an addict to seek help,having no support because family has lost all trust, being poor, vulnerable,and depressed. They may not see anyway out of an abusive relationship and may have even contemplated suicide. They may be a single parent or both partners are using with the child in the home. It is in these circumstances that they do not have the self determination to make the right decisions. While the client has the right to self determination, the counselor has a decision to make like suggesting hospitalization or if there is children living in the situation contacting D. S. S, which violates the clients confidentiality. According to W. D. Ross we are faced with conflicting Prima Facie duties, because of the harm one is doing to themselves or others, we now have a legal duty to report it and violate our clients confidentiality, privacy and intervene for their own safety or the child’s. Therefore Locus-Aggregative Utilitarianism theory,under Teleology could be the only solution for me, because I agree with the philosophy of â€Å"maximizing the greater good amongst greater amount of people†. By using this ethical framework I have now protected the client or the child by removing them from a harmful situation, protected myself and I have protected my agency from legalities. In fact, it is this theory in which I try to live by in my everyday life. I have been married for over 16 years and have 3 children. I always teach my children that their actions they take affects not only them but the community as well. The community may be in the house or in society. To always look for the greater good in everything they do. I have been known to take people into my home because it benefited them. Of course, things didnt always work out right but it still didnt stop me from doing the greater good,So I am definitely, Locus-Aggregative in which maximize the greater good amongst greater amount of people and I dont see me changing these values as I enter into the field of addiction. I would also state that I would follow by Act Utilitarianism because I believe it is important to violate my clients confidentiality in order to protect them,their child, the agency, and myself. While I may lose their trust, if they receive the help they need then then I have done the greater good. Therefore, the preamble to follow the teleology would be as follows â€Å" Human Services is to provide the most good with the least harm to the client and all those who have been affected by their disease, offer assistance to its clients within the context of their community and environment (NOSH) when there is the least harm† â€Å"Addiction professionals,licensed/certified treatment providers,recognize that the ability to do well is based on an underlying concern for the well-being of others. This concern emerges from recognition that we are all stakeholders in each others lives the well-being of each is intimately bound to the well-being of all; when the happiness of some is purchased by the unhappiness of others, the stage is set for the misery of all. Addiction professionals must act in such a way that they would have no embarrassment if their behavior became a matter of public knowledge and would have no difficulty defending their actions before any competent authority.

The Marxist and Functionalist Perspectives on the Family Essay

The Marxist and Functionalist Perspectives on the Family For the purpose of this essay question I will discuss the Marxist and the Functionalist perspectives on the Family. I will compare and contrast them and give a critical analysis of each and place them in historical context as well as modern day. In Britain today there are many different types of families. A social unit living together defines what a family is. The family resembles the core feature of society. Both Marxist and Functionalist perspectives believe the family is what holds society together and helps socialise the future generations. There are three types of family existing in today’s society. The nuclear family resembles a family unit made up of no more than two generations, stereotyped as a mother, father and 2.4 children. The extended family refers to a family unit made of many three generations or more who live with each other or near by. This type is typical of pre-industrial or ‘primitive’ societies. The third type of family is the reconstituted. This type has become more apparent in modern day society. It refers to adults who have married before and have brought their children from the first marriage to the second, creating a new family unit. It is important to note that not every household includes a family – for example student flats. The functionalist perspective believe society is like a machine in that all its institutions sustain continuity and consensus and keep society running smoothly. Functionalists believe the family contributes to society’s basic needs and helps maintain social order. Functionalists have been criticised for placing too much ... ...e into existence with the invention of private property. Both Murdock and Parsons paint a very ‘rosy’ picture of family life. They fail to take in account the darker side of society and family issues such as domestic abuse etc. Parsons views on men and women in relationships are often out dated. A lot of women these days are the breadwinners in the family and therefore the husband and wife roles have been reversed. Functionalist do not recognise that women suffer from the sexual division of labour while Marxists highlight this is their theory. Marxists also come under scrutiny for exaggerating the importance of the family life as being a refuge from the capitalist society. Marxists also underestimate darker issues such as violence within the home etc. Zaretsky overemphasises the fact that family and work are separated.

Issues in Art Therapy with Children Essay

Art therapy is the therapeutic use of making art within a professional relationship, and the process involved in making art is healing and life-enhancing. In the early 1980s, the American Art Therapy Association (Levick, 1983, as cited in Newcomer, 1993) regarded art therapy as an opportunity for nonverbal expression and communication with the belief that the creative process of art is a means of reconciling emotional conflicts and of fostering self-awareness. The association later expanded their definition to read: â€Å"Art Therapy is a human service profession that utilizes art media, images, the creative art process and patient/client responses to the created products as reflections of an individual’s development, abilities, personality, interests, concerns and conflicts. Art experiences can provide an alternative to verbal forms of assessment and treatment† (American Art Therapy Association Newsletter, 1998). Kaplan (2000) reviewed the findings of other neuroscientists who noted that graphic representation is a complex activity, involving areas of the brain associated with language. For example, Restak (1994) reported that more brain neurons are devoted to vision than the other senses. Kaplan suggests that studio art can facilitate problem-solving abilities, stimulate pleasure and self-esteem, and provide opportunities for successful functioning in children and adults with cognitive impairments. Malchiodi (2003) cites studies by scientists who found that drawing involves complex interactions between many parts of the brain, and notes that science will be central to understanding how art therapy works and why it is a powerful therapeutic modality. Riley (2003) observed that offering opportunities to create art to depressed adolescents as a means of communication that can be enjoyed and controlled provides a lens for viewing their perceptions through their own images, as well as a vehicle for treatment and a way to address resistance. In addition, she finds drawingless confrontational, less familiar, and less judgmental than talk, and that adolescent depression is often masked. Teenagers may also be angry or aggressive, as opposed to the lassitude characteristic of depressed adults, and art-making can serve to relieve painful self-deprecation. Wadeson (1980) noted that drawings by patients experiencing depression showed less color, less affect, and less effort than the drawings of nondepressed individuals. In addition, they showed more empty space and more depressive affect, such as drawing about harming others. Silver & Ellison (1995) described the behavior and history of a 16-year-old who had been arrested and incarcerated for stabbing another youth with a pencil. His history included a volatile temper and it was feared that he might harm others. His father had disappeared and his mother had been killed in a gang-related incident. During his stay in the facility, he was placed on suicide watch, and then was disciplined for angry acting-out. Three weeks after his release, he committed suicide. Advantages of Art Therapy vs. Traditional Verbal Therapy for Children Many studies performed by therapist-researchers have been chosen to focus on art therapy in particular because of the expressive arts benefit of allowing children a nonverbal outlet for their feelings. However, because art therapy is a relatively new modality, there is a minimal amount of research that has been conducted to support its efficacy or usefulness. Therefore, traditionally there has been less acceptance of it as a viable treatment option. Due to this belief, it is important to point out the many advantages of conducting art therapy to treat a wide spectrum of mental illnesses, from severe disorders such as schizophrenia to mild behavioral disorders. There are many therapeutic advantages to this particular type of therapy. Pre-adolescent children often have difficulty expressing their thoughts and feelings verbally. Children’s linguistic and cognitive skills are not fully developed, which limits their verbal expression. Because art therapy involves nonverbal communication, it is useful with this age population whose developmental limitations prevent the level of participation often required in verbal therapy (Newcomer, 1993). Instead of words, the image created by the child is the symbolic representation of a feeling, event, wish, etc. This form of preverbal expression and preverbal thinking does not require translation because it is depicted in image form. For children who are not able to make the translation, art is used as a vehicle for expression rather than words (Newcomer, 1993). Another advantage of art therapy is that the image produced can serve as a catalyst for verbal expression. This image then provides the child with structure and a foundation in an attempt to explain or describe the production (Newcomer, 1993). Many children suffer from low self-esteem and low self-confidence. When a child participates in art therapy activities and can master the materials and projects, it provides an opportunity for the child to increase self-esteem and self-confidence. Many of the participants in the present study suffer from a poor self-image and low self-esteem and confidence. Children, particularly in violent neighborhoods, often feel a lack of control over the unpredictable and unstable environment in which they are living. Therefore, it is important to gain mastery of a task, which helps build a feeling of control. Art projects can serve to do this. Art therapy is advantageous to traditional talk therapy in that it helps to provide a socially acceptable opportunity for expression and is relatively nonthreatening, whereas verbal therapy can carry a stigma. Many individuals, both children and adults, suffer from the stigma of being in therapy. Reducing or eliminating this negative stigma can serve to enhance the therapy (Newcomer, 1993). Art therapy provides a forum where children are able to freely express emotion when discussing their artwork without fear of violating social norms. Another benefit of art therapy is the social component that can be worked into the session if providing group art therapy. By working on group projects and sharing materials, it helps develop interpersonal relationships and fosters cooperation (Newcomer, 1993). At the Lake School’s Insight Through Art Program, all children in the groups share materials and at times engage in group projects. Another advantage of art therapy that has been noted is the decrease in energy level that occurs during the creative process (Newcomer, 1993). Individuals in art therapy are still stimulated as in talk therapy, but in a different way that provides greater relaxation. Many of the children at the Lake School are hyperactive, anxious, and overly excited. Working on an art project provides structure, containment, and limit setting that helps to calm children down. Art can also have the reverse effect on depressed, introverted children. Art and art-making can help stimulate these individuals and increase participation in therapy and decrease inhibition. A disadvantage of verbal therapy is that when working verbally, individuals can stop and filter thoughts and feelings (Wadeson, 1980). It is easier to control and tame your words then your art. This editing can slow down the therapeutic process. Harriet Wadeson lists objectification as another advantage. This term is based on the premise that art expression can form a bridge. Objectification is the notion that â€Å"feelings or ideas are at first externalized in an object (picture or sculpture). The art object allows the individual, while separating from the feelings, to recognize their existence† (Wadeson, 1980, p. 10). Hopefully, the individual can then come to own his or her feelings and integrate them into the self. When in art therapy, the individual is left with a tangible object that can be taken with him or her after the therapy has ended (Wadeson, 1980). In verbal therapy, there are no tangible products. The object(s) is symbolic of the work done in treatment and can also serve as a reminder of skills learned. The person then has a reminder of work done, which is especially beneficial for children. The picture or sculpture is not subject to distortions of memory. An additional advantage of having a tangible product is that it is easier to recall and notice emerging patterns. A therapist and the client can derive a sense of ongoing development that occurs in the therapeutic process. The art object provides documentation that is a direct statement by the patient, not filtered by the therapist (Wadeson, 1980). A final noted advantage is that art taps into primary process thinking and allows the child to process the event without the censorship or inhibitions of secondary process thinking. Literature Review of Art Therapy Research Art therapy programs, unlike traditional doctoral programs in psychology, have not emphasized empirical research. Students studying art therapy enter the field because they tend to be more interested in the clinical work rather than in conducting research. Many programs, though this began changing in the 1980s, do not offer the foundational courses in research design. Given this focus, the field of art therapy lacks the research studies that utilize quantifiable data. Therefore, much of the research regarding the efficacy of art therapy has been case studies. Many prolific writers in the field have written about the lack of art therapy research (McNiff, 1998a, Rosal, 1998; Malchiodi, 1995). â€Å"As a relatively new discipline we have yet to ‘advance’ to the stage where professional researchers separate the process of investigation from the ‘the practice of the craft† (McNiff, 1998a, p. 86). Many art therapists struggle with the more traditionally acceptable research procedures. Creative research methods seem to lend themselves better to studying this unique field because in enables the researcher a better opportunity to provide evidence regarding the process of therapeutic change. To show the changes that occur after the course of art therapy, many practitioner-researchers try to let the artistic products speak for themselves, coupled with a description of how the client moved through the process and experience of art therapy. â€Å"The practice of art therapy generates a desire to ‘show’ data on the part of both participants and therapists. The presentation of imagery is a natural extension of the therapeutic process and a primary feature of artistic activity† (McNiff, 1998b, p. 93). To date, it was difficult to find studies that investigated behavioral changes occurring after the introduction of a school-based group art-therapy program. However, there is research that addresses other changes art therapy can bring about. Rosal, McCulloch-Vislisel, and Neece (1997) conducted an art therapy pilot study in an urban high school with ninth-grade students. The program goal was to improve attitudes about school, relationships, and life; decrease the number of failing grades; and keep students from dropping out of school. Results of this study indicated that the art therapy, in conjunction with the English curriculum, had a positive effect on the subjects. The investigators found that the participants stayed in school, failed a very small number of courses, and improved their attitude about school, family, and self. Another study, conducted by Jasenke Roje (1995), utilized art therapy with latency age children who were victims of the 1994 Los Angeles earthquake. Roje found art therapy to be an effective and successful treatment modality in the recovery of earthquake trauma. â€Å"It enabled children to express internal processes which they had no verbal awareness of and it facilitated working through the defenses in order to identify underlying conflicts which hindered recovery† (Roje, 1995, p. 243). Rosal (1993) investigated the use of art therapy to modify the locus of control and adaptive classroom behavior of children with behavior disorders. Subjects were fourth, fifth, and sixth grade students living in a poor urban area in a large city. Most of the children came from unstable families. All subjects were identified as having behavioral difficulties at school and poor peer relationships. Results of this study were not statistically significant, however, Rosal noted change in the subjects. One of the measures Rosal utilized was The Children’s Nowicki-Strickland Internal-External Locus of Control (CNS-D3) measure. She found that although there were no statistically significant results, both experimental groups made greater moves toward the norm of the CNS-IE than the control groups. A second measure used in this study was the Conners Teacher Rating Scale (TRS). Results indicated that the two art therapy treatment conditions showed significant differences in changes of diagnosis on the TRS. Both art therapy treatment conditions were more effective than the control group in helping the behavior disordered students improve. Seventy-five percent of the subjects in one of the treatment conditions showed an improved diagnosis on the TRS and 67% showed improved diagnosis in the other treatment condition. The third and final measure that Rosal used in this study was a personal construct drawing interview (PCDI) that was developed specifically for this study to measure changes in self-perception. The students in both art therapy treatment conditions showed an increase in positive attitudes, whereas no major change was noted in the control group. In conclusion, Rosal’s study suggests that art therapy may be an effective modality in helping children with behavior disorders increase levels of control. Pleasant-Metcalf and Rosal (1997) utilized a single-case study research design in a school setting to study the effectiveness of individual art therapy with a 12-year-old girl whose academic performance declined following the divorce of her parents. Evidence in this pilot study suggests that school-based art therapy was effective in helping increase academic performance. This study adds to the growing body of literature supporting the notion that art therapy is an important school-based service and can positively impact academic performance. Avidar (1995) explored through two case studies how art therapy can address treatment needs of children who experience pervasive trauma. The subjects in Avidar’s study, much like the ones in the current study, reside in a violent inner-city housing project in a major metropolitan city. Avidar found that art therapy proves to address the psychological needs of individuals who experience chronic trauma. â€Å"[Art therapy] provides distance, expression, mastery, control, and above all, safety and trust† (Avidar, 1995, p. 16). Omizo and Omizo (1989) used art activities with minority children aged 8 to 11 to help improve self-esteem. It is well documented that poor self-esteem, feelings of incompetence, worthlessness, hopelessness, powerlessness, and feelings of inadequacy contribute to delinquency, substance abuse, unemployment, unrealized potential, poor achievement, and involvement with crime (Roundtree, 1979 and Shaplen, 1982, as cited in Omizo & Omizo, 1989). As in Omizo and Omizo’s study, the children in the current study face the aforementioned feelings and problems. Children in the Omizo study were assigned to an experimental group or a control group and were pre- and post-tested using The Culture-Free Self-Esteem Inventory for Children (SEI) to measure self-esteem. Results on the post-test indicated a significant difference between the experimental and control group. The minority children who participated in group counseling that utilized art activities had significantly higher social peer-related and academics/school-related self-esteem. Application of Art Therapy in Counseling Children Historically, therapy has been provided in private offices, hospitals, and community clinics. Traditionally, schools have been viewed narrowly as places to educate. Now that we have entered the 21st century, an expanded notion of the function of the school needs to be considered. Schools are not just the place where students learn academic material; schools also shape students’ psychological well-being, especially in poor urban neighborhoods where there are few resources available to families. Schools are the primary institutions where children gather, and as such, they provide an excellent setting in which to deliver effective services to children in need. Individuals and families may not be able to obtain services if they are required to go to an office-based treatment setting. School-based services can provide a solution to the problem of children not being independently mobile and having to rely on a family member, guardian, or some other adult to take them to therapy. Schools are â€Å"where the children are. We have to take the service to them, rather than expect them to come to us† (McNiff, 1997). This is especially the case when working with disadvantaged, at-risk children. There are a multitude of factors that may lead to a lack of participation in treatment. It is often not a lack of desire or motivation for treatment, but rather a confounding situation. Disadvantaged families usually do not have a reliable source of transportation. Therefore, it makes it very difficult to make a scheduled session that possibly is miles away, outside of their community. Another problem with children receiving services outside of the school is that they have to rely on an adult to get them there. Parents in poor urban settings are often disenfranchised by the system and may lack the motivation to get their child to treatment. In addition, there may be crises that arise and other children whose parents or guardians are caring for that make it difficult to get to scheduled appointments. However, with school-based interventions, if the child attends class, he or she is able to receive treatment without relying on an adult to provide transportation. The school is therefore a more effective place to reach children more consistently. The earlier the intervention, the more likely it is that one can eradicate and reshape unhealthy behaviors among children. The longer the behavior continues, the more difficult it is to extinguish. By meeting the needs of children in a school setting, there is a greater chance of targeting and changing negative behaviors at an early stage. There are numerous advantages to school-based treatments when compared to more traditional settings. There is a push for briefer treatments in which the patient takes a more active role in the therapeutic process. In addition, there is no longer the belief that one type of treatment is appropriate for all presenting problems. Art therapy in the public schools is an alternative approach to a variety of problems, one that is both active and brief. The therapy takes place when school is in session; therefore, the school calendar dictates treatment to only be a certain length of time. Another advantage is that the therapist, by being in the school, is part of the school system and climate and has an opportunity to â€Å"gauge the general social climate that is impinging on the child† (Nicol, 1979, p. 83). The therapist can witness the child interacting with peers and teachers and identify problematic social relationships and social skills that are causing difficulties for the child. Providing treatment in a familiar environment is linked to clients remaining in treatment. The school is a very familiar environment for children, thus increasing the chances that the child will remain in treatment. A final advantage of the school-based setting is the collaboration that can occur amongst professionals (Nicol, 1979). Teachers do not receive the necessary training on how to handle children with behavioral problems. The school-based therapist can serve as a resource for the teachers and school staff, providing consultations and in-school workshops. Given the central role that schools play in the lives of children, we need to expand upon this by not only educating children on subjects of reading, writing, and arithmetic, but also help to foster positive self-esteem and emotional and cognitive growth. In addition, schools also should help children build interpersonal relationship skills and help students to develop positive behaviors. By broadening the definition and role the school plays beyond academic success, children will have a greater chance of success and a larger set of skills necessary to make it in the outside world. Most of the literature on art therapy in schools represents work that is taking place in specialized settings, not urban public schools. â€Å"The severity of problems that children bring into school settings is rising dramatically. Violence, sexual abuse, suicide, substance abuse, poverty, and the decay of family and community structures are just some of the numerous issues affecting children today† (Essex, Frostig, & Hertz, 1996, p. 182). Children bring these problems into the classroom and schools are left with the responsibility to handle these grave situations. When a child is in distress, it interferes with the child’s ability to learn. In 1990, a decision by the Supreme Court of New Jersey emphasized the critical need for public school support of these issues. There have been several other legislative initiatives that focus on the benefits of creative art therapies to help individuals who do not respond to more traditional therapies. â€Å"The Senate and House Report (No. 96-712, May 18, 1980) on the Mental Health Systems Act of 1980 gave special attention to the creative arts therapies in the treatment of persons who required mental health services but who did not respond to traditional therapeutic modalities† (Bush, 1997b, p. 10). Janet Bush (1997a) introduced the first comprehensive art therapy program in a public school in Dade County, Florida during the 1979-1980 school year which still exists today. Other art therapy programs have been started in the United States, but they are not as extensive as Dade County and have developed differently. Initially, the goal of the pilot program in Dade County was to provide art therapy for students with physical, emotional, educational, and psychological problems â€Å"to ameliorate a variety of unacceptable behaviors and to help the students learn by improving students’ insights, attitudes, and skills† (Bush, 1997a, p. 9). Eventually, the program narrowed its focus to only include students with emotional problems. While obtaining her graduate degree in art therapy, Bush recognized how students’ problems were directly and indirectly affecting their educational goals. By introducing art therapy in the school, she hoped to assist the children in problem resolution by providing tools to foster self-expression and emotional and cognitive growth. In 1999, the Bade County school district employed 20 Mi-time art therapists to work in 28 public schools. (Minato, 1999, p. 59). As the art therapy program grew and developed, other professionals (psychologists, social workers, family therapists, and teachers) joined the treatment team. At first, the program combined art education along with art therapy. This was due to the fact that the original funding for the program came from the art education department. In 1995, the program shifted away from art education and started focusing entirely on clinical art therapy objectives with severely emotionally disturbed children (Bush, 1997a). The activities the school art therapists provided were very comprehensive. They included: consultation, assessment, intervention, professional training and development, research, program planning, and evaluation (Bush, 1997b). Although the Dade County school-based art therapy program has been a success, its success has been measured by observation and experiences of the therapists. This program, along with most school-based art therapy programs, lacks the documentation to support empirical research. The Dade County program has continued to prosper since its commencement in 1979, but empirical research supporting it is minimal (Bush, 1997b). Art therapy in schools, however, has not taken root. It is time for controlled research and documentation on the application of art therapy in schools. Relevant outcome criteria on the effectiveness of art therapy in treating students and the effects of participation on a school’s team should be reported. (Bush, 1997a, p. 13) The Dade County art therapy program is a model program, which can serve to inspire future development of similar school-based art therapy programs. Art therapy in a school-based setting can provide at-risk children with an outlet to work through obstacles that are hindering their educational, emotional, and social growth. Conclusion Behavioral science research has focused on the psychological, emotional, behavioral, and cognitive problems that children exposed to chronic stress and violence face. Research in this area has become increasingly prolific as the rates of violence and risk of exposure increases. This is especially true in large urban cities where the prevalence rate of urban youth exposed to violence and chronic stress is rapidly increasing. There are many factors in the lives of impoverished African-American children that lead to chronic stress. Rutter (1978) identified six significant familial stressors that increased the probability of behavioral disorders among children. They are: (a) the father having an unskilled/semiskilled job, (b) overcrowding in the home or a large family size, (c) the mother suffering from depression or a neurotic disorder, (d) the child having ever been â€Å"in care,† (e) the father having been convicted of any offense against the law, and (f) marital discord (Rutter, 1978). Other researchers examined multiple stressors on school-aged children’s psychological functioning: parental conflict, maternal depression, overcrowding, and family income. Shaw and Emery found that â€Å"cumulative family stressors predicted clinically-elevated child behavior problems and below-average ratings of children’s IQ and perceived social competence† (1988, p. 204). The research suggests there is a significant relationship between exposure to chronic stress, crime, and violence and behavioral, psychological, and academic problems. It is necessary to then take the next step and focus on ways in which to ameliorate these negative effects. Traditionally, psychological services of art therapy have been provided in hospitals, community mental health centers, and private offices. There are, however, numerous factors that impede the ability of at-risk children from getting these needed services that are often provided outside their community. School-based interventions in art therapy can provide one solution to this problem. School-based therapeutic interventions have been effective in helping children to deal with the emotional repercussions of living with multiple stressors. By addressing common problems in a novel way, school-based art therapy therapy opens the doors to many children who otherwise would not receive the needed therapeutic help. The children are in their schools everyday, so why not bring the service to them. Outcome literature supports the notion that school-based intervention programs in art therapy can yield to positive outcomes in the lives of children. References Art therapy: Definition of profession. (1998, Summer). American Art Therapy Association Newsletter, 31, 3. Avidar, A. (1995). Art therapy and pervasive trauma: Working with children in violent communities. Pratt Institute Creative Arts Therapy Review, 16, 10-16. Bush, J. (1997a). The development of school art therapy in Dade County public schools: Implications for future change. Art Therapy: Journal of the American Art Therapy Association, 14(l 9-14. Bush, J. (1997b). The handbook of school art therapy. Springfield, IL: Charles C Thomas. Essex, M. , Frostig, K. , & Hertz, J. (1996). In the service of children: Art and expressive therapies in public schools. Art Therapy: Journal of the American Art Therapy Association, 73(2), 181-190. Malchiodi, C. A. (1995). Does a lack of art therapy research hold us back? Art Therapy: Journal of the American Art Therapy Association, 12(4), 218-219. Malchiodi, C. A. (2003). Art therapy and the brain. In C. A. Malchiodi (Ed. ), Handbook of art therapy. New York: Guilford Press. pp. 16-24 McNiff, S. (1997). Art therapy: A spectrum of partnerships. The Arts in Psychotherapy, 24, 37-44. McNiff, S. (1998a). Enlarging the vision of art therapy research. Art Therapy: Journal of the American Art Therapy Association, 15(2), 86-92. McNiff, S. (1998b). Art-based research. London: Jessica Kingsley Publishers Ltd. Kaplan, F. F. (2000). Art, science, and art therapy. London: Jessica Kingsley. Minato, Laura. (1999). Book Review. The Arts in Psychotherapy, 26(1), 59-60. Nader, K. , & Pynoos, R. S. (1991). Play and drawing techniques as tools for interviewing traumatized children. In C. E. Schaefer, K. Gitlin, & A. Sandgrund (Eds. ), Play diagnosis and assessment (pp. 375-389). New York: Wiley. Newcomer, P. (1993). Art, Music, and Dance Therapy. In P. Newcomer (Ed. ), Understanding and teaching emotionally disturbed adolescents (pp. 515-553). Austin, TX: Pro-ed. Nicol, AR. (1979). Psychotherapy and the school. Journal of Child Psychology and Psychiatry, 20, 81-86. Omizo, M. M. , & Omizo, S. A. (1989). Art Activities to improve self-esteem among native Hawaiian children. Journal of Humanistic Education and Development, 27(3), 167- 176. Pleasant-Metcalf, A. M. , & Rosal. M. L. (1997). The use of art therapy to improve academic performance. Art Therapy: Journal of the American Art Therapy Association, 14(1), 23-29. Restak, R. M. (1994). The modular brain. New York: Scribner. Riley, S. (2003). Using art therapy to address adolescent depression. In C. Malchiodi (Ed.), Handbook of art therapy. New York: Guilford Press. Roje, J. (1995). LA ’94 earthquake in the eyes of children: Art therapy with elementary school children who were victims of disaster. Art Therapy: Journal of the American Art Therapy Association, 12(4), 237-243. Rosal, M. L. (1998). Research thoughts: Learning from the literature and from experience. Art Therapy: Journal of the American Art Therapy Association, 15(1), 47-50. Rosal, M. L. , McCulloch-Vislisel, S. , & Neece, S. (1997). Keeping students in school: An art therapy program to benefit ninth-grade students. Art Therapy: Journal of the American Art Therapy Association, 14(1), 30-36. Rutter, M. (1978). Family, area, and school influences in the genesis of conduct disorder. In L. A. Hersov & D. Schaffer (Eds. ), Aggression and anti-social behavior in childhood and adolescence (pp. 95-114) Oxford: Pergamon Press. Silver, R. , and Ellison, J. (1995). Identifying and assessing self-images in drawings by delinquent adolescents. The Arts in Psychotherapy, 22, 339-352. Wadeson, H. (1980). Art psychotherapy. New York: John Wiley & Sons.

Being a Teenager

Being a teenager The teenage years are the years were you try to find out who you are. It’s the best period in life. But it’s also one of the hardest. By Frederik Handberg Hello I’m Frederik. I want to discuss the advantages and disadvantages of being a teenager. My opinion is that it’s hard to be a â€Å"normal† teenager in 2011. It can get confusing whit all the different situations you have to deal with. But there are also many great things when it comes to being a teenager.And I think that that is very important to remember when you’re young and sometimes can feel a bit down over things in life. I think that teenager’s opinions are being heard in the public space. But they are sometimes being neglected. Because people just think we are a bunch of confused minors. Many teenagers have an opinion to how the world and life should be. But we don’t get influence on the decisions which is taken. People still treat us like a child. And that can sometimes get quite annoying when we try to grow up.Many teenagers see the school as a place where they are forced to be during the day. But that isn’t my opinion. Of course it can be irritating sometimes to get up a rainy day and go to school. But I mostly see the school as a place where you meet your friends. And meet new people. Another thing that approximately all teenagers have wondered about, I think. Is their popularity among their friends in the class. Sometimes you can feel like a complete idiot. And other times feel like you can take on the whole world.When you grow up you will also see that you get more responsibility and control over your own life. Although you can feel that your parents are being more irritating and over protective. And you don’t always see your parent’s decisions as a good thing. I guess that is a part of being a teenager and grow up. Sometimes you believe that your parents only are there to make life miserable for you . And set limits for your growing expression. You sometimes feel that your parents must have forgotten how it was to be a teenager.But in the end I think that you will see that you’re parents only tried to take care of you. And do the best thing possible for you. I think our parents would show us even more confidence, if we managed to have a good relationship to them. It is also in the teenage years that you try to define who you are as a person. In other words, what your identity is. That’s why many teenagers try many different things in these years. That not always is thought through. But if we don’t try we won’t move us and develop us in life. Frederik Handberg, 488 words.

Trends of labour (economics) essays

Trends of labour (economics) essays Labour is defined in economics for the real world as the factor of production, which includes all kinds of human effort, bot mental and physical The labour market is a critical feature of every economy and in no two countries of the world is it identical. You will recall that labour is one of the inputs into the production process (refer tp the circular flow model) along with land capital and enterprise. Labour is usually defined as the human effort required to produce goods and services. It can be viewed just as any other commodity in the market place. The labour market is a resource market which is subject to the influences of supply and demand. At any point in time there is a certain supply of labour and a level of demand. Both of these factors are dynamic in nature. The supply of labour can be influenced by the age and health of the population, education standards, government legislation and entry restrictions imposed by labour organisations. The demand for labour tends to be influenced by the state of the economy, the need for labour in the production process and expectations of producers for the future. Factors affecting the demand for labour: Factors affecting the supply of labour: in recent decades we have seen significant changes in the labour market. On the supply side, the quantity of available labour has grown with the increase in population. At the same time adjustments have occurred through changes in the school leaving age and educational requirements for entry into occupations. The increase in population in the latter half of the 20th century has brought with it economic ...

Wishing Someone a Happy Birthday in German

Wishing Someone a Happy Birthday in German If youre going to speak the language, its important to learn how to wish someone a happy birthday in German. Before giving birthday greetings, though, you need to know about an important cultural point especially among older Germans: Wishing a German a happy birthday before his special day is considered bad luck, so dont do it. And as for gifts and cards you may want to send, make sure to mark on the package that the recipient should open it only on her birthday or afterward- but never before. There are also a number of ways to say happy birthday in German, but birthday wishes can vary widely whether they are spoken or written, or even depending on where the recipient resides in Germany. Spoken Birthday Expressions The following phrases first show how to say happy birthday in German, followed by the translation in English. Note that the translations are the English equivalents and not literal, word-for-word  translations. Herzlichen Glà ¼ckwunsch zum Geburtstag!   Happy birthday!Alles Gute zum Geburtstag!   Have a good birthday!All das Beste zum Geburtstag!   All the best on your birthday!Viel Glà ¼ck zum Geburtstag!   Best of luck on your birthday!Ich gratuliere Ihnen zu Ihrem 40/50/60 etc.   Congratulations on your 40/50/60th etc. birthday.Herzlichen Glà ¼ckwunsch nachtrglich.   Happy belated birthday. Written Birthday Expressions You can write all of the above-mentioned expressions in a card, but if you want something a little more ausfà ¼hrlicher (detailed), you may want to try some of these expressions. Herzlichen Glà ¼ckwunsch zum Geburtstag und viel Glà ¼ck/Erfolg im neuen Lebensjahr!   Happy birthday and much happiness/success in the new year.Ich wà ¼nsche dir zu deinem Geburtstag alles Liebe und Gute- verbringe einen wunderschà ¶nen Tag im Kreise deiner Lieben.   I wish you all the best on your birthday. May you spend a wonderful day surrounded by those you love.Ich wà ¼nsche dir einen herzlichen Glà ¼ckwunsch zum Geburtstag und alles Liebe und Gute und ganz viel Gesundheit und Spaß. Lass dich schà ¶n feiern.   I wish you a happy birthday and all the best and much health and fun. Have a good time celebrating.Herzlichen Glà ¼ckwunsch und alles Gute zum Geburtstag wà ¼nscht dir (your name).   I wish you happy birthday and all the best on this day.Herzlichen Glà ¼ckwunsch zum (birthday number)sten und alles Gute. Happy Xth birthday and all the best. Happy Birthday From All Over Germany Not every city or town in Germany says happy birthday the same way. You may run into variations in dialect, depending on where you are in the country and where the birthday  Junge oder Mdchen, Mann oder Frau  (boy or girl, man or woman) lives. The city or region is listed on the left, followed by the German happy birthday greeting and then the English translation. Bayern (Bavaria): Ois Guade zu Deim Geburdstog!   Happy birthday!Berlin: Alles Jute ooch zum Jeburtstach!   All the best on your birthday!Friesland: Lokkiche jierdei!   Happy birthday!Hessen (Hesse): Isch gratelier Dir aach zum Geburtstach!   I congratulate you on your birthday.Kà ¶ln (Cologne): Alles Juute zum Jeburtstaach!   All the best  on  your birthday!Norddeutschland (Plattdeutsch - Low German): Ick wà ¼nsch Di alls Gode ton Geburtsdach!   I wish you all the best on your birthday.

Childhood Prejudice Essay Example | Topics and Well Written Essays - 1500 words

Childhood Prejudice - Essay Example This will be elaborated and pointed out in the succeeding pages. According to Piaget, the stages of cognitive development, plays an important role in the learning ability of a child. Learning process involves the introduction of a stimulus for orientation and it teaches the child the manner of response in accordance with what is learned. Furthermore, cognition involves a schema that follows a chronological order that allows no interruption, otherwise will create an adverse effect. This involves the encoding of the perceived stimuli followed by the storing of the data encoding in the memory. Finally the retrieval of such memory when the need arise thus completing the entire process. This cycle follows a patter in processing information along with the other psychological and biological skills. The impact of this process is also determined by the social and environmental factors present, together with the constant reinforcement aid of education and authorities. Should there be a flaw, disruption or inadequacies to that process, learning becomes defi cient. Thus the child begins to form biases or preferences. According to Frances E. Aboud (1988), prejudice is not genetically inclined to happen, as it happens along with the development of the cognitive skills. In her book entitled Children and Prejudice, she asserted that at a very juvenile age, beginning 3 to 4 years, "children already notices racial distinctions, absorbs racially related images and assumptions, begin to learn and express racist ideologies (Aboud. 1988). Biases are formed due to the primary obvious aspect particularly noticed by the child at first glance, like the colour of the skin. The child absorbs everything that is perceived by the senses like sponges, and because they are incapable of discerning the right from wrong, therefore requires guidance from authority figures such as the parents. Thus the acquisition of preference among children is parallel with that of the parent's. The research further concluded that the meagre cognitive skills as well as the predisposition to ethnic preferences becomes gradually diminish as the child learns the distinction between virtues and mere peripheral. But this conjecture was opposed by Author Rupert Brown (1995), emphasizing that prejudice do not disappear with adulthood. In his book Prejudice: it's a social psychology, he said; "thirdly, and Aboud (1988) has noted, there had been some marked changes in measured prejudice level in adults over the past 40 years and yet recent studies of children's ethnic prejudice have shown that children below the age of 10 still continues to manifest various kinds of bias and discrimination" (p. 154). Nevertheless, he agreed to Aboud's finding about the three-stage model in which cognition is governed solely by perception and affective process occurring until the age of five. To strengthen her claim about the correlation of cognitive development to the development of prejudice in children, Aboud, together with Amato came up with a book in 2001 entitled Developmental and socialization influence of prejudice on inter-group bias, in which it claims the existence of prejudice even at the time when the child begins to form social organization. As earlier stated