Behavior Genetics

The behavioral genetics discipline deals with the genetic factors affecting human behaviors. It deals with the formation of behavior with respect to the purview of psychology and psychiatry. These traits may involve cognitive impairments, mental illness, depression, aggression, schizophrenia, substance use, and behavioral problems. Further, behavioral genetics in the light of technological advancement became an important tool in discovering the alleles and genes responsible for the behavioral characteristics of humans.Meanwhile, as environmental conditions provided by the parents and shaped by the society hone individuals to maximize their innate or inborn potentials, the similarities on the growth and developmental patterns among relatives illuminate the effects of their inherited genes. While the genotype dictates the possible occurrence of a particular behavior, the nature shapes the phenotypic behavior that will be expressed.In relation to this, although most developmental psycho logists have taken into consideration the hereditary influences in the development of cognitive skills, mental abilities, and multiple intelligences on every individual, still they believe that environmental conditions take prevalence in molding ones’ personality. As such, experts are in continuous search for the genes responsible for the development and inheritance of various diseases and personality disorders.Title IntroductionCharles Darwin, the proponent of the â€Å"natural selection† theory, was influenced by Francis Galton in relating the biological basis of evolution to behavioral characteristics of animal species (Plomin, Owen, and McGuffin, 1994). The variation on the expression of behavioral attributes of organisms under specific type of species can be attributed to genetic changes. These variations can survive and further change in the succeeding generations of that species (Plomin, Owen, and McGuffin, 1994). For instance, curiosity can be observed in every animal species.Some animals display high level of curiosity than other animal group which projects their survival mechanism. In connection to this, the discipline of behavior genetics is an intensive application of the biological basis of behavior that generally aims for the determination the variation extent of specific trait in a given population of organisms (Plomin, Owen, and McGuffin, 1994). Specifically, it examines both genetic and environmental influences on the trait variation as well as the interactions between heredity and the environment.Behavior genetics is also concerned on the genotype or the underpinning genetic structures in specific behavior (Plomin, Owen, and McGuffin, 1994). In fact, the experiments on animal selective-breeding undeniably showed the influence of hereditary traits in the behavior of different animal species. Behavioral and Medical Genetics The behavioral genetics discipline deals with the genetic factors affecting human behaviors while medical ge netics encompasses the exerted influence of the genes on complex behavior (Parens, 2004).Medical genetics includes genetic factors which influence behavioral trait formation with respect to the purview of medicine such as hypertension, cancer, and diabetes (Parens, 2004). On the other hand, behavioral genetics deals with the formation of behavior with respect to the purview of psychology and psychiatry (Parens, 2004). These traits may involve cognitive impairments, mental illness, depression, aggression, schizophrenia, substance use, and behavioral problems. As well, the demarcation between behavioral and medical genetics is not fully-defined (Parens, 2004).For instance, depression cases which originally classified under the purview of psychiatrists and psychologists are now held by medical doctors. Similarly, the scope of medical researches like Alzheimer’s disease nowadays is also concerned of psychologists. Although, the names of these two endeavors are different, the mole cular approaches, methodological and research questions are principally similar. Genetic Influences At present, most of the experts in behavioral genetics utilize the molecular methods of researchers in medical genetics (Parens, 2004).Both groups employ DNA-based technology to unravel the genetic mystery and the disorder or the behavioral traits. It is important to understand this primary goal of the study prior to the selection of the molecular method of the study. Researchers in behavioral genetics are using classical, epidemiological, and quantitative methods of study (Parens, 2004). For example, the twin studies fall under the classical methods while the DNA-based methods are classified under molecular-behavioral methods.Meanwhile, the experiments on behavioral genetics were conducted not only in microorganisms but also in insects like houseflies, mosquitoes, bees, fruit flies, crickets, wasps, moths and even in cows, fishes, dogs, geese and other animal species (Plomin, Owen, a nd McGuffin, 1994). The artificial selection or selective-breeding of these organisms resulted to conclusive relationship between behaviors and genetic processes. On the other hand, the genotype-environment interactions were assessed by natural behavioral observations on organisms in a defined environmental condition (Plomin, Owen, and McGuffin, 1994).For example, the observations made by early psychologist on the stimulus-conditioned response among animals have contributed in the understanding of human learning. In relation to this, in genetic studies, animals have crucial roles, serving as models for the experiment. For instance, a mouse model that was deficient in HRPT enzyme was genetically engineered in the laboratory so as to understand the human case of this deficiency. The HPRT deficiency, ascribed with a recessive X-linked gene, is associated with Lesch-Nyhan syndrome (Gershon and Reider, 1992).This genetic disorder was correlated with mental retardation and self-injurious behavior through animal studies (Gershon and Reider, 1992). Further, animals are also utilized as models for several neurobehavioral disorders such as epilepsy, alcoholism, and narcolepsy. In this view, animal models, through experiments, serve as means to gain understanding on the nature and occurrence of genetic disorders as well the exploration on the prevention and proper medical treatment. In every animal study, it is generally assumed that the underlying genetic principle works similarly among organisms.Moreover, in the advancement of genetic technology, locating, characterizing, and identifying genetic variation through genes is now possible. Methods in Behavioral Genetics Inbreeding Mice are typically used in inbreeding experiments. Inbreeding is done on animals in order to generate a genetically identical, homozygous population. Approximately after thirty generation, 98-100% homozygous organisms can be produced (Parens, 2004). Since the subjects of the study bear the same g enes, the variation then on their respective phenotypic behavior is directly caused by environmental variables.Twin Studies Inbreeding is not done in humans for genetic traits of the humanoids can hardly be manipulated. Thus, twin studies are of prime importance in dealing with genotypic and phenotypic experimentations. While the identical or monozygotic twins are genetically identical, the fraternal or dizygotic twins are more genetically identical than normal siblings (Parens, 2004). The shared traits among identical and fraternal twins and non-twin individuals are significant for comparison and contrast.If identical twins have more behavioral traits than fraternal twins, genetic influences then interceded. Both identical and fraternal twins, although shared differently in the inherited traits, experience similar pre-natal environment, thus, the genetic factors can be isolated for behavioral assessment (Parens, 2004). On the other hand, the genetic make up of fraternal twins are e ntirely different from non-twin individuals. Also, non-twin siblings have different pre-natal environment, hence, giving opportunity for comparison based on environmental factors (Parens, 2004).Knockout Studies In knockout study design, genes are either inserted or cut form the embryonic cells of mice (Parens, 2004). This is done to control and manipulate the genetic characteristic of the subjects. Then, they are reinserted into a female for gestation. Most knockout studies employed on and off gene mechanism through drug treatment or antibiotic (Parens, 2004). The researcher can turn the gene on or off by the combination of the deleted or inserted gene with a particular gene susceptible to drug treatment. Molecular BiologyGenetics and the advent of molecular biology have brought valuable insights into the inheritance of both genetic and behavioral disorders. For instance, it was identified that chromosomal aberrations resulting to an extra chromosome 21 would cause mental illness in Down syndrome cases (Carson and Rothstein, 1999). Likewise, the gene responsible to various single-gene diseases with mental retardation accompaniment has been identified including their respective complications. Hence, new born screening is implemented nowadays for early detection and medication of metabolic or genetic disorders.Generally, behavioral and biological connections with respect to chromosomal aberrations are easier to determine than the complexity of the normal behavioral patterns (Carson and Rothstein, 1999). Contemporary technology on genetic studies is employed on single-gene treatment along with its behavioral characteristics. For example, DNA from either affected or unaffected population is analyzed in the identification of the culprit gene for the observed behavioral defects (Plomin, Owen, and McGuffin, 1994). After gene identification, the allele responsible for neurological problem is then determined.Similarly, gene mapping technique or linkage analysis is appl ied in the identification of the chromosomal position of a specific gene. Then, the DNAs of both affected and unaffected individuals from different families are analyzed to determine the link between a gene encoded in the DNA or marker and the occurrence of the genetic disorder (Plomin, Owen, and McGuffin, 1994). In connection to this, it is commonly postulated that high association entails the chromosomal closeness of the link between the DNA marker and the disorder.Heredity and the EnvironmentSpecific organisms sustain existence in different environmental conditions as both environment and genes control and direct their growth and development (Scarr, 1992). Thus, it is possible to attribute behavioral observations to genes or environmental factors. Further, the relative influences of environment and heredity as well as their interactions can possibly ascribe with the characteristic variation among members of a population (Scarr, 1992). In genetic studies, twins are typically used for behavioral analysis and comparison.The research on the behavioral developments of identical and fraternal twins, under identical social conditions, is one strategy employed to assess heredity-environment relationships. Likewise, hereditary and environmental influences are also examined by means of the behavioral comparison and contrast among unrelated individuals grown in the same custody like in the case of adopted children. By this method, similarities on the behavioral traits of the subjects would directly ascribe to environmental factors for they are entirely different with respect to genes (Plomin, Owen, and McGuffin, 1994).Furthermore, quantitative methods like biometric technique facilitate the processing of various family genetic-environment data (Plomin, Owen, and McGuffin, 1994). Experts attributed the behavioral phenotype differences among individuals to their inherited genes from their respective parents in parallel with the nurturing environment. However, the diffic ulties in the identification of environmental factors involved in behavioral nurturing are even greater than in the determination of the genes responsible for the phenotypic behaviors.On the other hand, both theoretical and technological advancement along with the conventional techniques provide great help in the study of hereditary-environmental behavior determinants (Plomin, Owen, and McGuffin, 1994). Meanwhile, heredity has been correlated with the variation of intelligence; the nature and transmission of genes is a strong predictor of intelligence. In fact, as estimated, about 40-70% of intelligence variation can plausibly explained by hereditary traits (Plomin, Owen, and McGuffin, 1994).As revealed by more than five decades of research on the intelligence of related individuals, identical twins grown separately are just similar to adopted individuals brought up in the same custody (Scarr, 1992). While identical twins grown up together are much similar as compared to fraternal t wins brought up in the same home, the reared identical twins are much similar than adopted individuals grown in the same custody (Scarr, 1992). Experts in the behavioral genetics discipline argued for the genetic basis of human behaviors such as aggression, depression, impulsivity, homosexuality, and substance use.This scientific search for the genetic basis of behavior led to the reemergence of behavioral genetic determinism bearing the notion that behaviors are largely shaped by genetic processes (Carson and Rothstein, 1999). On the other hand, researches on twins and adopted individuals were the traditional studies conducted to differentiate environmental and biological influences in personality formation (Carson and Rothstein, 1999). Recently, researchers have looked into the DNA parts or genes which probably cause mental health problems like bipolar disorder and schizophrenia, and even depression.However, specific gene responsible for the occurrence of these disorders was faile d to be identified (Carson and Rothstein, 1999). Also, genetic expert were not able to relate basic personality attributes and sexual preferences to any gene. Meanwhile, although some displayed behavior can only be attributed to a single gene, most of the expressed behaviors were generated by several genes or polygenic influence (Parens, 2004). In addition, environmental variables intercede on the genetic influences in behavioral expression resulting to the convolution of the scenario.Hence, for the analysis of genotypic and phenotypic behavioral interrelations, researchers formulated the scale of heritability with zero to one value-range (Parens, 2004). The heritability values are projections of variance measures expressed in the trait due to inheritance. As such, the zero value denotes that the phenotypic behavior is entirely independent from the behavioral gene while the value of one is an indication that the phenotypic behavior is absolutely attributed to the inherited gene.Anal ysis and ConclusionThe aforementioned findings of behavioral studies proved that genetic processes are directly responsible for human growth and development. Meanwhile, as environmental conditions provided by the parents and shaped by the society hone individuals to maximize their innate or inborn potentials, the similarities on the growth and developmental patterns among relatives illuminate the effects of their inherited genes (Scarr, 1992). For example, identical twins grown in different custody have similar traits just like twins brought up in the same family.In relation to this, although most developmental psychologists have taken into consideration the hereditary influences in the development of cognitive skills, mental abilities, and multiple intelligences on every individual, still they believe that environmental conditions take prevalence in molding ones’ personality (Scarr, 1992). Similar to this, as adoption, twin, and family studies showed the genetic influences i n the inheritance of depression and schizophrenia, the role of environmental variables is crucial in the development of personality traits.As such, experts are in continuous search for the genes responsible for the development and inheritance of various diseases and personality disorders. For instance, psychopathological data gathered for a number of years revealed the genetic factors in the alcoholism and other substance use. In fact, alleles which corresponds for the alcohol-metabolizing enzymes, dehydrogenases like aldehyde dehydrogenase were variedly detected among nonalcoholic and alcoholic Chinese men (Plomin, Owen, and McGuffin, 1994).However, conclusive findings concerning gene that is specifically related to alcoholism was hardly produced. It was postulated that alcoholism has complexity which may not only involve a specific gene but also includes synergism among genes and gene-environment interactions. Behavioral genetics in the light of technological advancement became an important tool in discovering the alleles and genes responsible for the behavioral characteristics of humans (Parens, 2004).This discipline has triggered the issues concerning the basis of behaviors; people contended on the genetic explanation for the exhibited behavior as they generally believed on the notions of nature and nurture assumptions. However, the nature and nurture notions, even though may play a significant role in behavior determination, as predictors of behaviors have limited view on behavior acquisition and modification (Parens, 2004). While the genotype dictates the possible occurrence of a particular behavior, the nature shapes the phenotypic behavior that will be expressed.As compared with the Mendelian genetics, behavioral genetics is much complicated for the pea plant used by Gregor Mendel in his experiments directly showed the characteristic variation while animal or human behaviors can hardly be interpreted as they way it was exhibited (Parens, 2004). Thus, t he successful association between genes and behaviors is attained when the genotypic behavior concurred on the phenotypic or observed behavior. In such way, the behavioral genes can be identified and the extent of its behavioral expression can be further determined.References: Carson, R. A. and Rothstein, M. A. (1999).Behavioral Genetics: The Clash of Culture and Biology. Baltimore: Johns Hopkins University Press. Gershon, E. L. and Reider, R. O. (1992). Major Disorders of Mind and Brain. Scientific American, 267(3), 126–133. Parens, E. (2004). Genetic Differences and Human Identity: On Why Talking about Behavioral Genetics Is Important and Difficult. Garrison, New York: The Hastings Center. Plomin, R. , Owen, J. , and McGuffin, P. (1994). The Genetic Basis of Complex Human Behavior, Science, 264, 1733–1739. Scarr, S. (1992). Developmental Theories for the 1990s: Development and Individual Differences, Child Development, 63, 1–19.

Male Characters as Less Heroic than the Female Characters of “Generals Die in Bed” Essay

Good stories oftentimes have well-written heroic characters. That is because the hero functions as the character with whom the readers relate to. The significant role of the hero is that he is the one who communicates the experience within the narrative. But what if the central characters of a good story are lacking essential heroic traits? Instead the central characters exemplify unheroic attributes such as cowardice. It would be understandable if the readers would scour the pages of a good story for characters to look up to. This is the subtle effect in Charles Yale Harrison’s â€Å"Generals Die in Bed. † Arguably, the women characters in the novel had acted more heroic than the male characters. But before we traverse further in this discussion, it would be essential to first have a definition of the word â€Å"heroism. † The word carries along a mythological connotation. The first ideas would be of brave men overcoming great obstacles and challenges. The word is often attributed to soldiers, knights, kings, etc. But if treated with a contemporary approach, the word pertains to acts of selflessness geared towards others. In today’s world, we do not have to slay a dragon to be heroes, we just have to be of any help to the people around us. What had lead to the argument that the women were more heroic was the cowardice of the men. The juxtaposition of the level of heroism of men and women had set latter as the more admirable and the former as cowards. If the tone and language of the male characters would be reviewed, especially the narrator’s, it is evident that their mindset are comprised of a mixture of fear and naiveness. The narrator is seemingly a little enthusiastic about going to war. Of course he was afraid, but the fear they experienced in the trenches would be amplified exponentially. The narrator describes what they experienced as hypnotic terror (Harrison 163). The characters of the novel had entered the war as civilians who held up to morals and values. But as they were becoming accustomed to the life at the trenches, they had developed cowardliness. There was even an account wherein they had become afraid to light the candles because they might be spotted by snipers (69). The characters appeared to be less heroic as the war progressed. The narrator even seemed to be relieved when he delivered the last line of the novel â€Å"I am carried up the gangplank. † (170) War songs are usually cheery to raise the morale of soldiers and alleviate â€Å"shell shock. † But in the novel, the songs that the soldier sung expresses fear of what the war has to offer â€Å"I’m too young to die, I want to go home† (15). In addition, most of the soldiers would go to battle in a drunken state. Perhaps it is to some kind of coping mechanism for the stress and distress due to the war. Should we ever consider bloodlust as a heroic trait? There are many recounts of killings interspersed all over the novel. There was an instance wherein the narrator was telling Gladys in a lively fashion that he had committed murder (95). Then when he observed that Gladys was becoming offended and afraid of his story, he laughed and said that the killing took place in the trench. In the narrator’s standpoint, it was as if the murder that he had committed was something easily acceptable and forgivable. It was as if an enemy’s life does not count as life of another human being, but a life of some animal whose destiny is to be brutally slaughtered. The narrator described how he and his comrades had become â€Å"snarling, savage beast† during their brutal encounter with the enemy troop. The male characters in the novel had shown degrading kindness towards humanity. Since it was the males that were sent in the battlefield and develop this dehumanizing kind of mindset, it is the females who are left at home devoid of these ill thoughts. In the light of the novel’s context, a shining example of heroism by the females would be of the nurses. The nurses during times of war had shown outstanding bravery that could be compared to the bravery of men in the frontline. They are the ones who risk their lives in war stricken areas, but instead of killing people, they risk their lives saving the injured. The novel had painted a vivid picture of war with horrific realism, â€Å"severely injured, one of Broadbent’s legs is hanging by one strand of flesh† (147). These are the horrors that the nurses had to battle during the times of war. Furthermore, setting aside the risk of being hit by a stray bullet or being bombarded, the nurses faces the risk of infection and catching deadly diseases. This is an excellent example of heroism because of the risks involve and the nurses motivation of helping those who are in need. An injured soldiers who were healed and taken cared off by nurses should consider the nurses as their heroes. As opposed to the seemingly passive character of the protagonist, one of the most colorful of all the characters is Gladys. For those who had the chance to read the novel, she is easily remembered as to one of the few women who have a proper name in the ensemble of characters. Moreover, she was a â€Å"courtesan† or a prostitute with whom the protagonist had spent a great deal of his time. In effect, Gladys had a significant effect on the protagonist’s worldview. It should be pointed out that being a â€Å"courtesan† or a prostitute is one of the world’s oldest known profession. It would be troublesome to argue that being a prostitute is heroic. However, if we were to discuss selfless acts, nothing could be selfless than selling oneself to provide for one’s family. Just like other companions of soldiers, be them wives, girlfriends, mothers, etc. , they all serve as inspiration for the soldier. It is no secret that women have an inexplicable capability of raising the morale of soldiers. And of course, of all the women exemplifying admirable heroism during the war, it would be the mothers on top of the list. Mothers are directly affected of the war because everyday they battle horrific thoughts of their husbands and sons getting killed in the battlefield, of never seeing them alive ever again. If we would be talking about obstacles and challenges, those thoughts could be hardest ordeals one has to face. Admirably, mothers of war participants overcome those thoughts and still be able to tend to the needs of their children. There is an instance in the novel wherein the narrator and his comrades were wounded and in need of a place to stay. They managed to find a war-torn village where an old woman, a mother, was residing. The hospitable old women provided them with food and a place to stay. She even treated the wounds of the soldiers. The nurturing that only mothers are capable is undeniably heroic. Conclusion The author has described the horrifying experience in the trenches, thanks to his first hand experience of the war. Fear is very evident in the male characters and that fear is communicated to the reader. The absence of characters with whom the reader could view as heroic lead to the conclusion that women were more heroic. Women in the novel were generally described as agreeable. The most negative of all could just be Gladys’ job as a prostitute. Other than that, women were the ones whom the soldiers run to when they need help. The women were willing to help the soldiers even though they are not required to do so. Soldiers will always be of course the heroes in the eyes of the public, of the spectators of the war. But for those who truly take part in the war, not the generals who die in their beds, the heroic acts of women during the war are indispensable. Soldiers are not out there in battlefield to save lives, their duty is to kill the opposition. Fortunately, humans are blessed to be categorized under two very different yet complementing sex, man and woman. The former being able to destroy and the latter endowed with the gift to nurture. Women should be commended in performing their different roles in the war. Arguably, they are more admirable in this context because they fight the war without having to carry the instruments of war like guns, etc. The real heroes of war should not just be judged by the number of people they kill, it should also be by the number of the lives they save. In this novel, we see that many acts of heroism are overlooked. Work Cited Harrison, Charles Yale. Generals Die in Bed. Ontario: Firefly Books Ltd, 2007

Why has the New Christian Right been so successful in US politics Essay

Why has the New Christian Right been so successful in US politics since the early 1990s - Essay Example America was one of the most liberal democratic countries in the world until recent times. People from all over the world and from different cultures stayed in harmony in America because of the immense freedom and liberties supplied to them by the most civilized administrations in America. Even though America is a Christian dominant country, Hindus, Muslims, Jews and Sikhs faced no discrimination in America until recent times. In fact they were able to establish their own churches, mosques and temples and were able to spread their religion across America. However, 9/11 world trade centre attack by some of the terrorists forced America to rethink and redefine its policies towards people from other cultures and countries. America society is believed to be the most liberal society in the world. Same sex marriages, gayism, lesbianism and homosexuality are accepted life styles in America at present. Americans do not bother much to reveal their sexual orientation at present. Instead of marriage, the new concept of living together is getting popularity in America now. However, it should be noted that a substantial portion of American population still believe in traditions, customs and religions. They are not ready to accept the changes with both hands. Such people started the efforts to regain the lost values, customs and traditions in America society. As a result of that, concepts such as Christian Right and New Christian Right started to develop in America. Christian right is a term used to describe the right political groups in America. It is an informal coalition of various religious communities such as Catholics, Evangelists and Protestants. Right wing political groups in America are adamant in their beliefs and are not ready to dilute their religious beliefs for political gains. They are keen in developing a political system in accordance with the Christian doctrines. As Republican Party principles are

Presidential commission ability to present ideas to enable the US to Essay

Presidential commission ability to present ideas to enable the US to effectively wage war - Essay Example The other most prominent of these wars is the World War II that took place 1939-1945. In this war, what enabled US emerge the winners in their own way was the air superiority they had. US used aircraft carriers to bomb places including Hiroshima and Nagasaki but this made them had an upper advantage over their enemies whose aircraft strength was bare minimal compared with that of US. In spite of the controversy surrounding the Vietnam War (1955-1975), what made the war last that longer and later on helped the Vietnamese seek their independence after the defeat was the fact that the US military brought in a lot of its soldiers to fight the war. The increase in military strength with thousands of US soldiers fighting made the war last a few more years than it would have (Fredriksen, 154). Lastly, US military’s strength to win wars emanates from the money it puts in the military operations. This is true in the war against terrorism and especially that led to Osama to be captured. This war started in the 2001 and finally subsided with the death of the Al Qaeda leader and mastermind Osama. Trillions of dollars were used to fund this military exercise and finally this entire tax payer’s money yielded results. There are several things the previous military wars by the US has taught the nation and this can be used for future purposes in order to avoid the massive losses that are mostly incurred during wars including death of soldiers, loss of battle ships, spending a lot of money on dead ends and investigations among others. One of these things is the capitalization of US military on the strength of their soldiers. This therefore means that their soldiers are their biggest assets when it comes to war and therefore should always be made to feel that. This is possible through motivating them and appreciating their effort and hard work.

Expatriates in Bahrain Essay Example | Topics and Well Written Essays - 2250 words

Expatriates in Bahrain - Essay Example The politicians in power use it more for personal gain and indulge in vote-bank politics. The visual media should persuade in inviting such people for having face to face interviews and group discussions, with the happenings telecast live on air for the public. Although it is common in some of the countries, it still has a role to play in questioning the integrity of politicians who need to perform consistently over a long period of time. For example, the Network 18 channel group organizes interviews called 'Devil's Advocate' in India with popular figures being questioned. Many countries should follow suit by interviewing politicians in their locale. Of late, many environmentalists are spreading awareness about the Greenhouse effect. The media should help them in reaching out to the public, informing them the statistics regarding pollution, power consumption, etc. There is a team called 'Action network' formed by BBC news corporation where people can get guidance on starting campaigns, and discuss with others who have the same interest. It is for this reason that in 2005, Action Network was awarded top position in the World Forum on eDemocracy's list, highlighting the 'Top Ten Who Are Changing the World of Internet and Politics'. Many News channels all over the world should be encouraged like this to initiate such activities of public welfare. The mass media should also help the Government in getting the views of the public. It should also help the law makers by bringing out facts of how criminals get unscathed through the holes in the law. This could happen only if media takes the responsibility in analyzing the case and bringing the results to the public. Media should also bring out valiant attempts like using Hidden cams in places of suspicion, in uncovering bribery, scandals, forgery and record the incidents that they are confronted with. This would help the Police realize, where they stand in terms of protecting the law and would also gain in convicting the law breakers by the evidences received through media. While media brings updated information from all parts of the world, it is imperative for it to make people realize their global position in the field of Science and Technology. News reports of electronic gadgets, industrial equipments and scientific tools and methodologies should help people to upgrade themselves with the changing world. Computerization was a big factor in the world's development and most of which was possible only through the influence of Media. Media does and should help people to know about the satellites, defense equipments, infrastructure and functioning of other countries so that collective efforts can be taken to make their own Government to have such means. Of course, the challenge is big for the media to achieve such a big task because of pressure from politicians, police and some other people. All said, the media should continue to strive in its efforts to ensure public welfare. The public in turn should help the media in achieving the common objective of changing the 'Face of the Nation'. Expatriates in Bahrain - An Asset or a Burden All that is good does not come cheap. This can be compared with the situation in Bahrain. I have read from the news reports that Bahrain, an isolated kingdom in the heart of Middle East has a rapidly growing

True View and Fair Presentation Essay Example | Topics and Well Written Essays - 2000 words

True View and Fair Presentation - Essay Example Countries like UK, EU, Singapore, Australia, and New Zealand have opted to adopt the 'true and fair view', whereas United States preferred to adopt GAAP standards. (Hopwood, Page, & Turley, 1990) While 'Present fairly in accordance with GAAP' took its origin from the US financial reporting regulations in 1939 (McEnroe & Martens, 1998), UK Companies Act 1947 introduced the concept of 'True and Fair View' for the first time in the UK. (Parker & Nobes, 1994) However the latest version of the International Accounting Standard - 1 (IAS 1) which became operative on or after 1st July 1998 recommends the adoption of both the reporting standards. IAS - 1 requires a fair presentation and disclosure in compliance with the IAS and in cases where there is a misleading element in the compliance to the IAS, the reporting can adopt a limited 'true and fair view' to override the fair presentation. (IAS 1, 1998) This paper examines whether the 'fair presentation' requirements of IAS - 1 undermine the UK's adoption of the view of 'true and fair' in the reporting of the financial statements. There is no authoritative definition of the term 'true and fair view' and some of the approaches to the definition have considered the concept in relation to the individual components of the terms in isolation. (Cowan, 1965) Chastney (1975) suggests that either of the terms does not presuppose the other and the also doubts whether the combined effect of the term amounts to more than the effect of the individual terms. Parker and Nobes (1991) found that majority of the auditors had made a distinction between both the terms 'true' and 'fair'. They also concluded out of their survey on the UK Directors that most of the directors considered both terms are synonymous. Both the terms 'true' and 'fair' have been defined in a precise and exact manner. "The nature of truth, whether it is absolute or relative, whether it exists as a reality, an incontrovertible thing, or as an abstraction, whether it is dependent or independent of the believer/observer and whether any statement can be proven or merely falsified are all aspects that that have been applied to accounting theory and research." (Covaleski & Dirsmith, 1990; Chua, 1986) Meaning of 'Fairly Presented, In Accordance with GAAP' Just like the terms 'true and fair view' there is no precise definition available of the term present fairly in accordance with GAAP' which can be considered as the American Equivalent of 'true and fair view'. Mano et al (1996) observe that the term may mean: The reports presented fairly and also in accordance with the generally accepted accounting principles

Critcally examine the success of operation management theories ,tools Essay

Critcally examine the success of operation management theories ,tools and techniques in the uk supermarket sector - Essay Example Operations management is a science that deals with coordination of all functions of an organization. The major departments within an organization include; accounting, marketing, human resources, information technology departments and purchasing have to be well controlled. The key factors that have led to the development of operations management include; globalization, total quality management, empowerment and techonology.With the world becoming a global village, supermarkets are striving to provide services more efficiently and effectively so as to stay at the top of competition by quickly delivering their services. Operations management is a transformation process that interacts with various departments in an organization. According to Slack â€Å"Operations management helps in developing and managing the value chain process and also in supporting it through using different tools, techniques and methods in order for an organization to be in a position to achieve its goals and objectives within a specified period of time. The Total Quality Management is a holistic approach that requires that all the managers and personnel working for supermarkets to be able to handle customers in an appropriate way. The major supermarkets in the United Kingdom also have got a major challenge in ensuring that they empower all their members of staff regardless of their hierarchy in the organization so that they can take part in achieving the company’s goals and objectives. It refers to the process of organizing and controlling the activities of a business so as provide goods and services to the customers at the appropriate time and place. The major functions of any business involve finance, marketing and operations management. Some of the processes involved in the process management theory include forecasting, capacity planning, and management of inventory, quality assurance, motivation and training of the employees. The traditional objective of

International Business - UK and China Essay Example | Topics and Well Written Essays - 1750 words

International Business - UK and China - Essay Example China has a growth rate three times higher than that of Europe, but wage levels there are typically close to a tenth of the UK's. The mere fact that China is such a successful player in the global economy means that small businesses in the UK are affected by the growth of the Chinese market. There are mutual benefits for both UK and Chinese businesses. China has a strong manufacturing base but is in need of technical expertise and innovative technologies that can be provided by Welsh companies. Moreover, there is a strong incentive for Chinese companies to co-operate with Britain as it can be used as a gateway to Europe, and in turn the biggest consumer market in world. Chinese labor costs are very low. There is a fear from some small firms that British manufacturing base could be undermined. Indeed if a large manufacturer relocates to China this has implications for small manufacturers who are first or second-tier suppliers. In terms of labor costs a UK small manufacturer cannot compete and many are suffering as a result. Others indicate, however, that labor is not their highest overhead and when transport costs are included, they believe that they can compete favourably with Chinese products. Moreover, as China's economy develops its workforce, it will grow in wealth and in turn is potentially an extremely large consumer market for goods. Chinese economy presents threats as well as opportunities to British businesses not only as competitor but as the market and supplier. "China and India now encompassed a third of all humanity, and were a potential mass market, supplier and competitor" (Duckers, 2005). Duckers makes a note that British businesses should not think that high value products can be kept while making low value products in China using the cheap labour. In fact, China is turning many times more engineers and technologists than Europe. China is producing half of the world's cameras, refrigerators and TV sets, 30 per cent of air conditioning and washing machines. The growth of Chinese economy has proved to have positive impact on inflation in UK. "According to Monetary Policy Committee member Stephen Nickell, cheap Chinese imports are one of the main reasons why inflation in the UK has remained low in recent years. At the same time, the price of services such as lawyers' fees and haircuts have risen reasonably quickly" (Conway, 2005). In the result of the rapid growth of Chinese economy, more and more British businesses are considering exploring opportunities for trading in China. When getting started the following challenges need to be considered: "Businesses need to ensure they receive a consular briefing before starting business in China and that the Chinese consulate knows in advance of the visit. China is one of the world's most complex markets and companies should send their best people. Employees should be prepared to stay in the region for at least five years to build a successful market. Companies should not start up blind - they need to undertake their own market research in the region before setting up an office or factory. Talking to complementary companies who have already established a successful base about the issues they faced will be hugely beneficial" (Logan, 2005). As Helen Logan continues, the first step is securing a customer base. "Existing, international customers should be targeted first to build the client base,

Dickens Elicit Sympathy for His Protagonist Pip Essay Example for Free

Dickens Elicit Sympathy for His Protagonist Pip Essay Charles Dickens was born in 1812 and past away in 1870. Dickens was born into quite a poor family. He attended a small school until he was 12 and got a job sticking the labels onto the sides of bottles. He did not enjoy this job to the presence of vermin on the premises. His parents and siblings got arrested for being in deep debt so Dickens visited them in jail. This led him into a route of life where he had no friends and no reliable source of money. After this he got a job at a solicitor which made him fell even more strongly towards his views that lie and law were unjust. He may have thought this originally because of his parents arrests. Working at the solicitor made Dickens realise that money made life a lot easier and that lack of money brought poverty and sadness. Dickens started his writing career by writing for magazines and newspapers. Most of his money came from a monthly magazine. This is where a part of his story would be published in each issue of the magazine and the next part of the book is in the next issue. This encouraged the readers to buy the next issue and this brought Dickens his wealth. Although he was wealthy just then he would never forget the time in his life when he was force to live in poverty. I think that these life experiences of poverty and sadness may have inspired him to write about them. Such books as Great Expectations and Oliver Twist both refer to a poor child with no parents. This really shows that he is relating these novels to his own experiences. I think that Dickens may have wrote this book to really show the world was like for him but disguising himself at the same time. Maybe he wasnt meaning to refer to his past life experiences but because he will never forget these times it probably came out in his writing even if he didnt mean it to. When Dickens wrote for a monthly magazine he probably thought, if he left the story in a cliff hanger or left the reader feeling that they want to know more, then the magazine would sell more copies. He may have used Pip for this purpose, by, in the way that he makes us feel sorry for him in places where the magazine issue may have ended. He would have used things like still it was all dark, and only the candle lighted us. If the issue ended here then the reader will have just found out about Pip having to go to Satis House and will have just learned about Estella. The reader would want to know what the rest of the house is like and what happens to Pip while he is there. This quotation leaves the reader wandering if anything out to get Pip lies in the dark corridors. Dickens could be using the dark passageways as a way of showing how Pip felt about being in Satis House: he knows no-one; he is on his own and he doesnt know what might happen to him. The dark corridors may be his thoughts about the place he s in and the way he feels about it all- very alone and not sure where he stands with the candle being his only hope, but there is hope. This could relate to when Dickens parents got arrested and he was left all alone in the dark, the corridors, with only the hope of seeing them and the chance of their release at heart, which could resemble the candle. Satis house would be laid out in a darker way than it would be today de to the time that the book was written. This was during the gothic era during which other books such as Mary Shellys Frankenstein and Bram Stokers Dracula were written. This gives you a feel of the time in which Great Expectations was written in.  When Pip enters Satis house he is probably very afraid. This wasnt helped by the treatment he faced from Estella. Though she called me boy so often, with a carelessness that was far from complimentary, she was of about my own age. She seemed much older than I, of course, being a girl, and beautiful and self-possessed; and she was as scornful of me as if she had been one-and-twenty, and a queen.  This kind of grown-up and almost insulting behaviour from someone his own age must have made Pip feel very intimidated and worried of the impression he would give as he clearly likes her when he says being a girl, and beautiful. He may think that if he does not behave in a way that she would consider as appropriate and accepted behaviour of an adult then he would stand no chance in getting to know her better. This makes us feel sorry for him because he is, again, the under-dog. This time to a person, who happens to be the same age as him as apposed to the building and the surroundings that he is in. As Pip gets over the original shock of being put somewhere he has never been with people he has never met before, he begins to take in the house and its surroundings. The house is a very scary place for Pip because he is not used to the vastness and also the dark corridors and hallways. The first thing I noticed was that the passages were all dark and that she had left a candle burning there. Had Pip been used to these surroundings in a great house then he would not have noticed these things but thought it to be normal. Pip comes from a poor family who live in a small house in the country which, again, shows that he would really not feel comfortable in a great house with dark rooms and corridors. During Pips visit to Satis House he meets a woman called Mrs Haversham. Pips first impression of Mrs Haversham are that she is a strange lady who does nothing but sit in her room and feel sorry for herself. I found myself in a pretty large room, well lighted with wax candles. No glimpse of daylight to be seen in it. This is the first thing Pip says in the book when he enters the room. He was probably expecting to go into an open room with large windows letting in the bright day from outside. Pip would definitely have been shocked to see Mrs Haversham sitting on her own in the dim light provided by many candles. When he sees Mrs Haversham he does think she is strange because he says, With her head leaning on that hand, sat the strangest lady I have ever seen, or shall ever see. This was probably quite an awkward moment for Pip as he almost certainly didnt know how to react to seeing her, as he said, Sat the strangest lady I have ever seen, or will ever see. His views of Mrs Haversham are quite likely to be changed as he sees that everything that she has by her or on her is aged and yellow. Everything within my view which ought to be white, and had been white long ago, had lost its lustre, and was faded and yellow. This would seem very strange to Pip as most of the things in his house, that were meant to be white, were white and not allowed to age and go yellow as his strict sister-come-mother would not allow it. When Pip enters the room he says nothing of a greeting as he is so taken a-back by his surroundings and the woman sitting in the chair. When Mrs Haversham finally speaks and breaks the silence she does so in a way that shows to affection or welcoming. Who is it? This is what Mrs Haversham says in welcome to Pip. Its not really what you would expect as a greeting so he probably felt a bit bashful.

Poverty and Lifeboat Ethics Essay Example for Free

Poverty and Lifeboat Ethics Essay A famous Chinese proverb goes: â€Å"Give a man a fish and he will eat for a day; teach him how to fish and he will eat for the rest of his days.† Although this wise advice was given thousands of years ago, nowadays looks like no powerful or rich government on Earth understands that sentence. Garrent Hardin, author of â€Å"Lifeboat Ethics: The Case Against Helping the Poor† show us an honest perspective on how the rich countries in the world, by donating food and money, instead of helping poor countries get out of their misery, cause more hunger and strife. In addition, he tells us that overpopulation in poor countries should be controlled soon, or the current situation will turn ugly very fast. Although Hardin’s evidence is almost indisputable, his position is not. I understand why the author believes that helping poor people is a bad idea but he isn’t looking at many others sides of the situation. At the beginning, my reaction was the opposite. I was totally convinced by Hardin’s theory. I desperately sought a place within a â€Å"lifeboat!† But after discussing the essay in class, and hearing myself repeat Hardin’s words that express his indifference about poor people, and also rethinking his thesis in which poor people don’t have a chance for a better life, I changed my position. I can’t support those ideas because in my own point of view, they are false. It is just not true. Some countries and some societies already made a change. Some countries like South Korea, Singapore and China have broken the poverty cycle. We shouldn’t be so negative and we must remember that even the poorest people on the planet have imagin ation, ideas, beliefs and an imperative necessity to change their own universe. However, I think that the answer is within Hardin’s thesis too. Poor people don’t need food and clothes only in cases of emergency. Instead, they need a few rich governments interested in giving them tools and ways to improve their economies, to develop their ideas and to use their creative minds. Without that little help all life in this planet will disappear. So, helping the poor is also a way of helping everyone else, even rich people. And here Hardin’s thoughts are necessary: â€Å"Without a true world government, controlled reproduction and the use of available resources, the sharing ethic of the spaceship is impossible.† (Lifeboat Ethics: The Case Against Helping the Poor. Pg. 310.) If the poorest destroy their natural resources, the consequences will be for everyone, regardless of how much each possesses. In conclusion, I think Hardin is correct when he asks about the future on Earth, if we take statistics and analyze their results for the year 2050. However, his position against helping poor people and trying to eliminate them from the face of the Earth is wrong. I believe in a true world, where rich countries use their development technology and their healthy, well-nourished minds to decrease the percentage of poverty in the world, and where everyone wins the right to live in this, our planet Earth.

The Head Start Child Development Children And Young People Essay

The Head Start Child Development Children And Young People Essay The Head Start Child Development and Early Learning Framework provides Head Start and other early childhood programs with a description of the developmental building blocks that are most important for a childs school and long-term success (United States Department of Health and Human Services, 2010, p.1). All children, ages 3 to 5 years old, are expected to advance in all of the areas of child development and early learning that are written by the Framework. All federally funded Head Start programs are also expected to develop and implement a program that ensures such progress is made (United States Department of Health and Human Services, December 2010). The Framework is the base foundation of the Head Start Approach to School Readiness. It aligns with and builds from the five essential domains of school readiness identified by the National Educational Goals Panel and lays out essential areas of learning and development (United States Department of Health and Human Services, Decembe r 2010). The five essential domains outlined in the Framework are: language and literacy, cognition and general knowledge, social and emotional development, approaches to learning, and physical development and health . There are many reasons that children enter daycare and other childcare settings in the years leading up to beginning kindergarten. The primary reason that children enter preschool, either private or public, is a parent returning to work, especially during the first one or two years two of a childs life (Peyton, Jacobs, OBrien, Roy, 2001). Statistics from outside the home preschool programs suggest that non-family child care can provide lasting benefits to children (Campbell, Ramey, Pungello, Sparling, Miller-Johnson, 2002). The later preschool are normally the years that prepare children to start school (Fram, Kim Sinha, 2011). Head Start aims to provide the resources necessary to strengthen the school readiness and general development of pre-kindergarten children who come from low-income families, and a growing prekindergarten movement has extended this type of approach to a wider range of children with growing success (Barnett, Lamy, Jung, 2005). The FACES 2003 cognitive assessment data showed that most children entered Head Start with early academic skills that were below national norms on standardized measures of vocabulary, early math, early reading, and early writing (United States Department of Health and Human Services, 2006, p.2). The cohort stated that the mean standard score for all U.S. children is 100, with a standard deviation of 15. Children who entered Head Start in the fall of 2003 had mean standard scores of 85.6 for vocabulary, 88.4 for early math, 95.0 for early reading, and 86.5 for early writing. These scores were expected because many of the enrolled Head Start children come from disadvantaged families with very low parent education (United States Department of Health and Human Services, December 2006). A 2012 study by Baroody and Diamond stated that reading is an essential area of academic competence that is central to childrens successful development and functioning as adult citizens in society (National Center for Educational Statistics, 2000, p.10), and learning to read is a main focus of instruction in early elementary grades. Children who are successful in reading are also more likely to do well in mathematics and other areas of academic achievement (National Center for Educational Statistics, 2000). Other studies on a nationally representative sample of young children have confirmed that children who participated in a center-based program between two and three years of age demonstrated the strongest cognitive and developmental outcomes at school entry (Loeb, Bridges, Bassok, Fuller Rubmerger, 2007). Language and Literacy Children begin their language development early in life. This includes both receptive and expressive language, as well as understanding and possibly using one or more languages (United States Department of Health and Human Services, December 2010). Children must be allowed to interact socially with other children and adults to fulfill their language development. Children need to have a literacy knowledge to be successful in school. These skills include the basis for learning to read and write, such as basic concepts about printed materials, the alphabet, and letter-sound relationships (United States Department of Health and Human Services, December 2010). Research has shown that children who are interested in reading and literacy activities tend to participate more and are likely to become more proficient readers than children who lack literacy interest. Both literacy interest and engaging in literacy activities, both at home and at school, are important components in childrens early literacy experiences (Baroody Diamond, 2012). There have been several studies on literacy skill development through play, which embed literacy materials within play settings in preschool programs, that have normally shown increases in childrens use of literacy materials and engagement in literacy acts (Bergen, 2002). Research shows that children who enter kindergarten with knowledge in language and literacy are more likely to succeed in schools, and children who are severely lacking in areas such as recognizing letters, phonological awareness, and overall language ability are more likely to experience trouble in learning to read (Bredekemp, 2004). Children who enter the Head Start program come with a wide range of skills. In 2000, the highest quarter of Head Start children were at or above the 50th percentile in early language skills, with the lowest children ranked in the bottom 2 percent (United States Department of Health and Human Services, May 2003, p. iii). The mean standard score for all U.S. children is 100, with a standard deviation of 15. The mean standard scores for children who entered Head Start during the fall of 2003 were 85.6 for vocabulary, 95.0 for early reading, and 86.5 for early writing (United States Department of Health and Human Services, May 2003). Researchers have documented that vocabulary, letter recognition, and phonological awareness are skills needed for children to successfully learn to read. Biemiller (2006) observed that vocabulary is a telling predictor of reading comprehension. A 1997 study by Cunningham and Stanovich showed a measurable connection between oral receptive vocabulary in first grade and reading comprehension in eleventh grade. Whitehurst and Lonigan (1998) and Ehri and Roberts (2006) both reported that letter recognition and phonemic awareness are two of the skills that children need to become proficient readers (United States Department of Health and Human Services, January 2010). Emergent literacy is a key component of school readiness, and early differences in emergent literacy in preschool tend to be made worse throughout the elementary years (Noble, Duch, Darvique, Grundleger, Rodriquez, Landers 2011). Noble et al. found that randomized trials suggested that when struggling parents are taught the parenting skills needed to help their children engage in reading and reading related activities, childrens emergent literacy skills will improve. Huge steps in reading are being seen when children are engaged in such emergent literacy strategies both at home and school (Noble, Duch, Darvique, Grundleger, Rodriquez, Landers 2011). Children love to be read to. Its a small thing that parents can do to improve their childs success in school. Research suggests the skills that children need to become proficient writers include vocabulary knowledge, phonological sensitivity skills, letter knowledge, and an understand of conventional print, all of which contribute to their oral language skills (Powell, Diamond, Bojczyk, Gerde, 2008, p.425) In a qualitative study, teachers in one Head Start classroom stated that it is important to expose children to the alphabet, but cautioned that the exposure should not be forced upon them (Powell, Diamond, Bojczyk, Gerde, 2008, p.427). According to the 2006 FACES Brief, the Head Start program has been stressing the importance of early literacy skills, which includes vocabulary and alphabet knowledge. The average number of letters that Head Start children know by the end of the program year continues to increase. Research shows gains in letter identification and early reading during the Head Start year have increased across the three FACES cohorts, 2000, 2003, and 2006. (United States Dep artment of Health and Human Services, December 2006). In 2006, the Congressional goal of knowing at least 10 letters was being met. (United States Department of Health and Human Services, December 2006). The average number of letters that 4-year-old and 5-year-old children in Head Start could identify correctly has increased significantly since the 1997-98 program year. The mean number of letters correctly identified by children of these ages at the end of the 1997-98 program year was 7. At the beginning of the 2000-2001 school year, children identified 4 letters, and by the end knew an average of 9 letters (United States Department of Health and Human Services, May 2003, p. iii). By the end of 2003-04 program year, the children could identify 10 on average. (United States Department of Health and Human Services, December 2006). The 2012 study by Baroody and Diamond studied childrens alphabet knowledge using the FACES QRS Letter Naming assessment (Westat, 2003). Children were shown three plates that included eight to nine uppercase letters. The child was asked to name all of the letters he/she knew. The data the researcher used was the number of letters the child named correctly. Due to the fact that childrens alphabet knowledge scores were not normally distributed, Baroody and Diamond created a dichotomous variable: knowing few letters (0-9) or knowing many or most letters (10-26). These categories were based on both the distribution of these data and Head Start letter-knowledge objectives (U.S. Department of Health and Human Services, 2008). Sixty-seven percent of children (54 children) named few letters, and 33 percent (26 children) named 10 or more letters. Children who know more letters and do better on letter identification show higher levels of literacy interest. This is important because letter knowl edge is a good predictor of childrens reading development (Baroody Diamond, 2012). Childrens code-related skills in preschool, which include letter-word identification and alphabet knowledge, are related to kindergarten literacy skills, which are also related to reading and language skills in first through fourth-grade reading comprehension (Storch Whitehurst, 2002). Each Head Start FACES cohort includes a nationally representative sample of 3- to 4-year-old children entering Head Start for the first time in the fall of the program year, their families, Head Start teachers, classrooms, centers, and programs. Children in FACES are administered a one-on-one assessment of their development that includes language and literacy. There have been five FACES cohorts (1997, 2000, 2003, 2006 and 2009) and they show significant gains over fifteen years of school readiness in language and literacy, most notably in narrowing the gap between Head Start children and other preschool-age children, especially in vocabulary knowledge and early writing skills (United States Department of Health and Human Services, May 2003). FACES cohorts use the Peabody Picture Vocabulary Test (PPVT-III)(vocabulary) and the Woodcock-Johnson Revised (WJ-R) achievement battery to look at the childrens development (United States Department of Health and Human Services, May 2003). The FACES 2000 Executive Summary showed more progress in letter recognition skills than in the 1997-98 cohort (United States Department of Health and Human Services, 2003). In 2000, FACES found that students entering Head Start had a mean standard score of 85.3 on the PPVT-III which increased to 89.1 in the spring (United States Department of Health and Human Services, May 2003). Scores on the Woodcock-Johnson Revised in early writing increased from 85.1 in the fall to 87.1 in the spring (United States Department of Health and Human Services, May 2003). The FACES 2003 cohort found more gains vocabulary and early writing skills. The Peabody Picture Vocabulary Test-III found a mean standard score of 85.6 in the fall, that increased to 90.6 over the course of the school year (United States Department of Health and Human Services, December 2006). The WJ-R showed a decrease in early writing skills from a 86.5 mean standard to an 85.9 (United States Department of Health and Human Services, December 2006). FACES 2006 also showed improvements in vocabulary and early writing with mean standard scores of 89.4 and 97.5, respectively (United States Department of Health and Human Services, 2010). In FACES 2009, they used an adapted version of the PPVT which showed that children enrolled in Head Start scored ahead of the non-Head Start children with scores of 257.50 and 251.43 (United States Department of Health and Human Services, January 2010). As shown in the 5 Head Start FACES cohorts, data shows impacts on childrens cognitive development while they are in their Head Start year (United States Department of Health and Human Services, January 2010). Cognitive and General Knowledge Cognitive development encompasses areas such as social science, science, math and logic and reasoning skills. It is only one component of a childs development, but is just as important to a childs learning as is physical, social and emotional systems. When looking at mathematics, it includes the conceptual understanding of numbers, their relationships, combinations, and operations. Science includes the ability to gather information about the natural and physical world and organize that information into knowledge and theories. Social studies looks at understanding people and how they relate to others and the world around them. Logic and reasoning skills include the ability to think through problems and apply strategies for solving them (United States Department of Health and Human Services, December 2010). Jean Piaget was a psychologist who studied the cognitive development in children for over 50 years. He studied his own children and developed his theory of cognitive development. He believed that children acquire knowledge through interacting with the physical environment around them. Piaget believed that cognitive development occurs through the process of assimilation and accommodation. He found that when the child encounters something in the environment that he or she does not understand, the child has to expand, through accommodation, his or her view of the world and thereby restore equilibrium (Zigler Bishop-Josef, p. 15). Professors from Georgetown University constructed a cognitive study using students in Tulsa, Oklahoma to test the success of universally available pre-Kindergarten. Oklahoma has the highest proportion of 4-year-olds enrolled in pre-Kindergarten, 63%, of any state in the union. The study compared two groups of children of very nearly the same age, one of which had attended pre-K and one of which had not. The first group of 5-year-olds barely missed the birthday cut-off for pre-K and the other group turned 5 by the cutoff. The first group were about to start pre-K and the second group had experienced one year of pre-K and were starting kindergarten in the fall. Since the children were literally just days or weeks apart in age, they were expected to have similar skills, unless the experience of pre-K had made a difference. The one year of pre-K did make a difference. In three cognitive exams, letter-word identification, spelling and applied problems, Tulsa students who had pre-K substan tially outperformed those who had not. Statistically significant differences were found among every race of students, and among every socioeconomic group. Quality early education benefits all social and economic groups of children (Calman Tarr-Whelan, 2005). Mathematics helps children make sense of their world outside of school and helps them construct a foundation for success in school. Math is for everyone. If math is taught properly at the early childhood level, all children should become proficient in it (Copley, 2010). Children who entered Head Start in the fall of 2000 had academic skill and knowledge levels well below national averages. Academic levels were comparable to the levels found FACES 1997. (United States Department of Health and Human Services, May 2003). The skills that children have when they start Head Start are influenced by home life and other early childhood settings before Head Start. FACES 2000 found that children who entered Head Start with lower math skills made greater gains than the children who came in with average scores. FACES found that students entering Head Start in 2000 scored an 89.7 on the Applied Problem (early math) task in the fall, but scores rose to 89.0 in the spring. This score shows entering students at about the 21st percentile in early math skills, when compared to American children in the same age range. The mean average standard score is 100, with a standard deviation of 15. Scores for the highest quarter of children entering Head Start was 104.7 in math. Therefore, these Head Start children rank in the top 50 percent when compared to all U.S. preschoolers (United States Department of Health and Human Services, May 2003). FACES 2006 used the ECLS mathematics assessment to look at a broader set of skills, including geometry, patterns and measurement. It found a large range of scores in math. The average score for Head Start children was 88.4, with the national average being 100. The ECLS found that the children who started Head Start with the lowest skills scored an average of 68.8 and the children with the highest skills scores on average 105.7 (United States Department of Health and Human Services, 2006). Disadvantaged children are less likely to exhibit well-developed mathematics skills and knowledge than their more advantaged counterparts, both in preschool and continuing through the school years (Noble, Duch, Darvique, Grundleger, Rodriquez, Landers 2011). These families tend to focus on simpler topics, such as counting and shape recognition, rather than on more complex processes such as numerical or geometric reasoning. In two small evaluations with Head Start families, researchers found that children who participated in Family Mathematics Curriculum (FMC) with their parents had significantly higher scores in the areas of enumeration, numerical reasoning, and an overall math composite relative to children in a control group (Starkey Klein, 2000). This supports the idea that, with adequate support and materials, parents can have a significant impact on childrens mathematical skills, allowing for a more successful school experience (Noble, Duch, Darvique, Grundleger, Rodriquez, L anders 2011). Head Start encourages families to become involved in all aspects of their childs learning. Social and Emotional Development Head Start strives to promote young childrens development of social skills and emotional self-growth. Social and emotional development refers to childrens learning the skills needed to foster secure and healthy relationships with adults and other children, manage their own behavior and emotions, and develop a positive personal identity (United States Department of Health and Human Services, December 2010). Basically, this domain includes understand and following classroom rules, sharing with others, making friends, and listening, all skills needed to make children successful in school. Teaching social and emotional skills to young children who are at risk either because of biological and temperament factors or because of family disadvantage and stressful life factors can result in fewer aggressive responses, inclusion with pro-social peer groups, and more academic success (Webster-Stratton Reid, 2004, p. 98). Research in the area of early childhood education has shown that childrens social and emotional skills are important for children to be ready for school and are the basis for cognitive development and knowledge acquisition at very young ages (Center for the Study of Social Policy). Recent research released by Zero to Three, states that if à ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒâ€¦Ã¢â‚¬Å"children do not achieve early social and emotional milestones, they will not do well in the early school years and are at higher risk for school problems and juvenile delinquency later in life (WestEd Center for Prevention and Early Intervention, 2006, p.10). Head Start children have shown growth in their social skills during the Head Start year (Unites States Department of Health and Human Services, December 2006). Early Head Start parents clearly linked their concerns about social and emotional development to their understanding that young children learn in social context and from social relationships (McAllister, Wilson, Green and Baldwin, 2005). Emotional regulation skills and social competence show exceptional growth during the preschool years. Teachers begin to see empathy emerge as children recognize a broader array of emotions. Children begin to understand that their actions can cause feelings in other people that are different from their own (Bierman, Nix, Greenberg, Blair, Domitrovich, 2008). A major developmental task of the first five years of life is the development of self-regulation, or controlling ones own emotions, learning to delay gratification, and building relationships. In fact, providing the experiences that allow children to take over and self-regulate in one aspect of their lives after another is a very general description of the job of parents, teachers, and protectors of children that extends throughout early childhood and into the adolescent years (Committee on Integrating the Science of Early Childhood Development, 2000, p. 94). All children must learn to navigate through the transition of total dependence on others at birth, including learning to regulate their emotions, behaviors, and attention (NAEYC, 2009). In the preschool years, teachers can help children develop self-regulation by scaffolding high-level dramatic play, helping children to express their emotions, and engaging them in planning and decision making (NAEYC, 2009). The preschool period is seen as a critical period for the development of the skills needed for social competence (Tarullo, West, Aikens, Hulsey, December 2008). These skills are best accomplished during the preschool years because building positive social skills and healthy emotional relationships in young children is much easier than later trying to correct behavior and adjustment problems (Domain 6: Social and Emotional Development, website). Young children who know nothing but poverty are at greater risk of enduring emotional problems, particularly internalizing behavior problems (Tarullo, West, Aikens, Hulsey, 2008). Also, children with greater self-regulation in kindergarten are more skilled in reading and mathematics in later grades (NAEYC, 2009). Studies show that aggression declines as children gain the self-regulatory skills that allow them to inhibit reactive aggression in favor of socially appropriate alternatives. The acquisition of these social competencies (emotion regulation, pro-social skills, and aggression control) represent another important facet of school readiness, predicting kindergarten and elementary school engagement and academic success, as well as positive peer relation (Bierman, Nix, Greenberg, Blair, Domitrovich, 2008, p. 823). The FACES 1997 and 2000 cohorts showed gains in cooperative classroom behavior over the course of the program year. Children who started Head Start with lower social skills showed more gains than the children who entered with higher social skills (United States Department of Health and Human Services, May 2003). The mean score on the Total Behavior Problems scale for the FACES 2000 cohort was 5.6. This score shows that the typical Head Start child engaged in several forms of aggressive, hyperactive, or withdrawn behavior at least somewhat or sometimes, or one or two forms of undesirable behavior often (United States Department of Health and Human Services, May 2003). This score was close to the same as in the 1997-98 cohort. The significant declines in problem behavior by children with higher levels of problem behavior indicates that Head Start is having a redeeming influence on the children enrolled (United States Department of Health and Human Services, May 2003). The FACES 2003 showed that Head Start children showed significant fall to spring gains on a measure of social skills and cooperative classroom behavior, similar to gains observed in the FACES 1997 and 2000 cohorts (Unites States Department of Health and Human Services, December 2006). Many Head Start children show growth in their social skills during the school year, with other gains in cooperative classroom behavior and a decrease in withdrawn behavior as observed by classroom teachers (United States Department of Health and Human Services, December 2006). FACES 2006 showed that Head Start teachers reported that children enrolled as 3-year-olds showed more social skills, 18.4 versus 14.8, by the end of their second year enrolled in Head Start and fewer problem behaviors (5.4 versus 7.8) on average (United States Department of Health and Human Services, December 2006). At select time points throughout the school year, Head Start teachers rated children as having relatively strong soc ial skills and few problem behaviors. The January 2010 Head Start Impact Study found strong evidence of an impact of access to Head Start on parent-reported behavior at the end of the Head Start year. Parents reported less hyperactive behavior (effect size= -.21) and fewer total problem behaviors (effect size= -.21) for the Head Start group as compared to the control group. There is suggestive evidence of a positive impact on parent-reported social skills and approaches to learning (effect size=.11) at the end of the age 4 year (United States Department of Health and Human Services, January 2010). The same Head Start Impact Study also found that at the end of the kindergarten year, there is moderate evidence of an impact on parents reports of childrens hyperactive behavior. Parents reported less hyperactive behavior (effect size= -.21) for the Head Start group as compared to the control group. There is suggestive evidence of a favorable impact on childrens social skills and approaches to learning (effect size=0.14) as re ported by parents in this year (United States Department of Health and Human Services, January 2010). At the end of the 1st grade, there is moderate evidence of an impact on parent reports of closeness with their child (effect size=0.10), indicating more desirable or positive behavior for the Head Start group of children compared to those in the control group. There is also suggestive evidence of an improvement on parent-reported positive relationships with their child (effect size=0.10) in this year (United States Department of Health and Human Services, January 2010). School readiness and success in school require both the development of academic skills and the acquisition of positive social skills and approaches to learning (Blair, 2002). The January 2010 Head Start Impact Study showed there was limited evidence of an impact of Head Start on childrens social-emotional development with no impacts identified in the Head Start year or in kindergarten and only limited and conflicting impacts reported at the end of the 1st grade (United States Department of Health and Human Services, 2010, p. 5-1). There is more evidence for the 3-year-olds social-emotional development. Parents reported strong evidence of reduced hyperactive behavior and reduced total problem behavior for children in the Head Start group during the school year. The reduction of hyperactive behavior continued into kindergarten for children in the Head Start group with a moderate report by parents. Parents also reported suggestive evidence of better social skills and positive approaches to learning for children in the Head Start group in both the age 4 year and in kindergarten. Finally, at the end of 1st grade, parents of Head Start group children reported evidence of a positive and closer relationship with their child than parents of children in the control group (United States Department of Health and Human Services, January 2010). Approaches to Learning The way a child looks at learning contributes to their success in school and often in their learning. It is not what a child learns at this age, it is how a child learns. Childrens ability to stay focused, interested, and engaged in activities supports a range of positive outcomes, including cognitive, language, and social and emotional development (United States Department of Health and Human Services, December 2010). The results of the Getting Ready for School study by Noble and colleagues, demonstrated that a targeted parent-focused program may be effective in supporting the development of school-readiness skills of disadvantaged preschool children. Assistance needs to be provided to Head Start programs to identifying and implement evidence-based interventions to help build the skills of parents so that they can help to support their childs school readiness (Noble, Duch, Darvique, Grundleger, Rodriquez, Landers, 2011). The approaches to learning domains encompasses observable beh aviors that indicate ways children become engaged in social interactions and learning experiences (United States Department of Health and Human Services, December 2010). Research shows that where children learn is just as important as how children learn. FACES 2000 found that Head Start classrooms were of good quality across a wide variety of indicators. In 2000-2001 there was an increased percentage of new teachers with advanced degrees that were more likely to be trained in Early Childhood Education and were members of a professional organization than in 1997-1998. The results showed that teachers with more education were more likely to have knowledge and positive attitudes about early childhood practices, which influence classroom quality (United States Department of Health and Human Services, 2003). The FACES cohorts use the ECERS, or Early Childhood Environment Rating Scale to assess Head Start classrooms. The ECERS total score uses a rating scale of 1 to 7, with 1 indicating inadequate quality and 7 indicating excellent quality. FACES 1997 and 2000 cohorts found Head Start classrooms with relatively similar scores. In 1997, no classrooms were s cored inadequate and only 4 of the 518 classrooms studied were scored in the minimal range (3) (United States Department of Health and Human Services, May 2003). In 2000, a revised version of the ECERS found 5 of the 258 classrooms in the inadequate range and 15 of the 258 classrooms scored in the minimal range. FACES 2000 shows a small number of classrooms were rated lower in quality, but low-scoring classroom still only represented 20 of 358 classrooms overall (7.6 percent) (United States Department of Health and Human Services, May 2003). The other end of the scale shows that the number of classrooms rated as excellent increased from 18.7 percent in 1997 to 21.6 percent in 2000 (United States Department of Health and Human Services, May 2003). Both the FACES 2003 and 2009 cohorts showed that quality in Head Start continued to be good. The average ECERS-R score of Head Start classrooms is higher than those of other center-based preschool programs (United States Department of Healt h and Human Services, December 2006). Approximately 70 percent of Head Start children are enrolled in centers that have an ECERS-R score of at least a 5 (on the 7 point system) (

Ethical Issues Surrounding Genetic Screening and Genetic Engineering Es

Ethical Issues Surrounding Genetic Screening and Genetic Engineering In today’s modern age science is moving at a rapid pace; one of those scientific fields that has taken the largest leaps is that of genetics. When genetics first comes to mind, many of us think of it as a type of science fiction, or a mystical dream. Yet genetics is here, it is real, and has numerous ethical implications. One of the particular areas of interest is prenatal genetics. In this field, many new and outstanding innovations have been made. A mother and father can now check for a large array of disorders that could occur in their child; sexual preference has now been shifted from the hands of a higher being to that of someone with a Ph.D.; and in the near future, a couple will possibly be able to choose the physical features of their child, such as hair color, eye color, etc. Scientifically speaking, all of these new options that parents have is amazing. Not only can they have a healthy baby, but one that is going to be stronger, and better looking. Yet, ethically speaking, many people would dislike the â€Å"playing† of God. And when it becomes possible to create a perfect child, what will prevent us in society from doing so? The field of genetics in prenatal situations has become very advanced over the past few years, yet many of these advancements have given arise to unethical appl ications. In 1990, the first great stride of genetics took place. This was called the Human Genome Project, a large-scale operation that was designed to understand the human genome (genetic structure). Since its commencement, there have been many leaps and bounds that have taken place. For certain genetic issues that we once knew nothing about, we no... ...r the ADA: A Case For Protection From Employment Discrimination.† The Georgetown Law Journal 89.4 Apr. (2001): 973-99. Kluger, Jeffrey. â€Å"Who owns our genes?†Time 163.1 Jan. (1999): 51 Parens, Erik., Adrienne Asch. â€Å"The Disability Rights Critique of Prenatal Genetic testing: reflections and recommendations.† The Hastings Center Report 29.5 Sept./Oct. (1999): S1-S22 Pearson, John. â€Å"Regulation In the Face of Technological Advance: Who Makes These Cells Anyway?† Notre Dame Journal of Law, Ethics, & Public Policy 13.1 (1999): 1-8. Reiss, Michael. â€Å"What Sort of People Do We Want? The Ethics of Changing People Through Genetic Engineering.† Notre Dame Journal of Law, Ethics, & Public Policy 13.1 (1999): 63-92. White, Mary. â€Å"Making Responsible Decisions: An Interpretive Ethic for Genetic Decisionmaking.† The Hastings Center Report 29.1 Jan./Feb. (1999): 14-21.

Love in Poems Essay -- Robert Browning Poetry Literature Essays

Love in Poems Robert Browning’s poem â€Å"My Last Duchess† is based on a real story about the fifth Duke of Ferrera in the Renaissance period. He married a 14-year-old named Lucrezia and then left her for a two-year period. She died at the age of 17. In this poem, the Duke is now looking for a second wife-to-be. Robert Browning is one of the greatest poets in the Victorian age. He writes romantic poems and he expresses love in this poem as obsessive. The poem’s rhyme scheme is a, a, b, b. This is a dramatic monologue. This is the kind of poem where there is only one speaker. In this poem it is the duke. At the very start of the poem, we are already given the idea that the Duke is a proud man especially with his art collections. â€Å"That’s my last duchess painted on the wall†, this quote tells us that he includes his last wife in his collection. The â€Å"my† emphasizes the duke owning his last duchess. By doing this, Robert Browning emphasizes the Duke wanting power especially over his last wife. Her painting is behind the wall now and the Duke shows it to a very few chosen strangers, â€Å"since none puts the curtain I have drawn for you but I†. The painting was made by Fra Pandolf. The Duke is jealous by the fact that the Duchess can blush by receiving any compliments from just anyone. â€Å"Sir, ‘twas not her husband’s presence only†¦into the Duchess’ cheek.† In this quote, the Duke never treated his wife as an equal. But he considered himself higher than her and he wouldn’t lower himself to tell the duchess what she did that annoyed him. He thinks the duchess has no pride at all because she treats everybody equally, â€Å"as if she ranked my gift of a nine-hundred-years-old name with anybody’s gift†. He wants the duchess for h... ...n wants the mistress to understand that it will never be a good idea if she will die a virgin. He is now desperate to get her in bed. If she dies a virgin, the man’s â€Å"lust† will just turn to ashes. The last part of the poem uses a more passionate language and basically gives the mistress a more appealing idea if the man makes love to the mistress. The whole of the third part is describing how the man feels about making love to the mistress. Andrew uses similes â€Å"like morning dew† to compare the â€Å"youthful hue† of his mistress and â€Å"like amorous birds of prey† to describe the way in which they should do the act of making love. Basically, this part has more persuasion than the other parts. It is similar to â€Å"The Beggar Woman† because it represents physical love. However, we will never know if the woman agrees with the man. We are left to decide for ourselves.

Amalgam Model

Counseling Theory: An Amalgam Model, 2008, Name, affirms that science proves what the Bible has long understood and says about man or human nature; that Scripture alone has the correct diagnosis of the sickness and potential outcomes of his endeavors and challenges as well as the results especially, of a fallen nature. The author uses the scientific researches that show how the truths of Scripture are explained and made manifest in the lives of men and women.Practitioners who make use of this model that there is neither competition nor confusion as to the pre-eminence of Scripture; rather, it presupposes that science complements what the Biblical writers as revealed, have long known the real and lasting solutions to the â€Å"sicknesses† that man ahs encountered. I. Introduction Psychology has made great strides in the development of principles and methods and the discovery of facts which find useful application in various aspects of everyday life.The objectives of psychology are : (1) to understand human behavior; (2) to predict human behavior by means of observation and experiment; (3) to influence or alter the behavior of he individual or group in desirable ways so that he can achieve the goal he desires. Behavior is described and analyzed. On this basis, an attempt to predict behavior is possible, and although this may not thoroughly and completely be accomplished in some endeavors, the basic understanding then is that there are certain expectations concerning how any person would act or decide upon things that are within his conscious awareness.Psychology is of great importance to man since psychological problems are common to group relations, in whatever framework a person or group of individuals come from. The thrust of this paper is to develop my own theory of behavior and putting these in the context of the helping relationship. It starts with a basic understanding of human behavior coming from various viewpoints or perspectives. Then it discuss es the reasons why an individual becomes mentally sick or develops unhealthy patterns of behaving towards anything that affect him.This includes the maladjustments that are usually prevalent in a person’s day-to-day functioning especially if and when he has not learned or developed the skills of rightly apprehending the tests of life, so to speak. The work of a counselor is a privilege since the counselee or client will be unfolding his life and makes himself vulnerable to a stranger. It is not an easy choice to make hence, all the training and knowledge would be indispensable to help the client reveal and trust himself to another. Counseling is not a very easy job.But it can be facilitated well when there is a clear vision of what and how it unfolds in the relationship that is established with the client. II. Discussion The paper is divided into different parts and meant to answer to the requirements stated as follows. A. Summary of my overall approach Psychology is the scie ntific of human behavior and mental processes; a study which is of considerable interest to almost all people. In the pursuit of this study is the important feature of understanding the goals or objectives.To describe, explain and predict behavior and if possible control or modify it, are the main objectives of this scientific discipline. These objectives confine as well as broaden student’s approach towards a deeper perspective of the field in the sense that he/she will have a grasp on the variety of subject matters that psychology provides, the advances or breakthroughs it has attained, its inadequacies and shortcomings, as well as forthcoming challenges the discipline faces. Since human individuals are complex and changing, the study is fascinating yet possesses a certain degree of difficulty.Fascinating because it explores all the facets of being human and possessing a certain degree of difficulty because of its multifarious sub-disciplines. Sigmund Freud offered a psycho analytic viewpoint on the diagnosis and understanding of a person’s mental health. Other perspectives, the behavioristic paradigm offers to see this in a different light. The psychoanalytic perspective emphasizes childhood experiences and the role of the unconscious mind in determining future behavior and in explaining and understanding current based on past behavior.Basing on his personality constructs of the Id, Ego and the Superego, Freud sees a mentally healthy person as possessing what he calls Ego strength. On the other hand, the behavior therapist sees a person as a â€Å"learner† in his environment, with the brain as his primary organ of survival and vehicle for acquiring his social functioning. With this paradigm, mental health is a result of the environment’s impact on the person; he learns to fear or to be happy and therein lies the important key in understanding a person’s mental state.Considering that the achievement and maintenance of mental health is one of the pursuits of psychology, the following is a brief outline of what psychologists would endorse a healthy lifestyle. The individual must consider each of the following and incorporate these in his/her day to day affairs: 1. The Medical doctor’s viewpoint – well-being emphasis than the illness model 2. The Spiritual viewpoint- a vital spiritual growth must be on check. 3. The Psychologist’s viewpoint- emotional and relationship factors in balance.4. The Nutritionist’s viewpoint – putting nutrition and health as top priority. 5. The Fitness Expert’s viewpoint- Exercise as part of a daily regimen. The theory I have in mind then is an amalgamation of several approaches, primarily the integration of the Christian worldview and the theories set forth by Cognitive-behaviorists and psychoanalytic models, and biological/physical continuum. There are other good models but a lot of reasons exist why they cannot be â€Å"good enough; † a lot depends on my own personality.Being authentic to who you are, your passion, is effectively communicated across an audience whether it is a negative or positive one. The basic way of doing the â€Å"amalgamation† or integration is that the Christian worldview takes precedence over the rest of the approaches. Although many of the concepts and premises of each theory mentioned are sound and at times efficacious, when it clashes with the faith-based theory, the former must give way to the latter.It is understood then, that I thoroughly examined each of the theory and set them against the backdrop of spirituality. Interpreting a problem that a client suffers for instance, entails that the theoretical viewpoint that I am convinced with, has better chances of properly understanding the maladjustments that the client had been suffering. To come up with the balanced worldview (an integration in other words), the balance between the realms mentioned, including the true fr ame of human individuals and the true nature of God (or theology) are properly considered.Thoroughly accepting the fact that there is no contest between the natural and the spiritual; only that troubles arise when one realm is overemphasized at the expense of another. This thin line or slight tension between the two levels is best expressed in the personhood of Jesus Christ, who was a perfect man as well as God. If we start to equate ourselves with that notion (which is usually happening) and we start to think that we are balanced, then we surely lack understanding or real self-awareness of the fact that we are deeply and seriously out of balance and this is one reason why we need help.B. Philosophy and Basic Assumptions ~What does a mentally healthy person look like and how are his traits different from those who are mentally ill or are developing a certain form of illness. Personality is more than poise, charm, or physical appearance. It includes habits, attitudes, and all the phy sical, emotional, social, religious and moral aspects that a person possesses. However, to be more precise, the explicit behavioral styles covered in the course, perhaps, best captivate an individual’s personality and how he/she is understood.With the different behavioral styles, an overall pattern of various characteristics is seen. Like a â€Å"psychograph,† a person’s profile is pulled together and at a glance, the individual can be compared with other people in terms of relative strengths and weaknesses. The term mentally ill is frightening to many people. Movies, books, and magazines often depict mental illness in frightening ways. In some cases, adolescents suffering from a mental illness do act unpredictably or even dangerously. With proper diagnosis and treatment, most of the symptoms of mental illnesses can be controlled.It is tempting to distinguish healthy adolescents from adolescents with mental illness problems. However, there is often a fine line b etween mental health and mental illness. It is important to understand that mental illnesses vary in their severity. For example, many adolescents suffered from various levels of anxiety or depression. Others have suffered from serious mental disorders with biological origins. Education about the adolescents` mental illness is vital for those with mental health problems as well as for the adolescents` friends and family.Many of the disorders or mental illnesses recognized today without a doubt have their psychodynamic explanation aside from other viewpoints like that of the behaviourist, or the cognitivists. From simple childhood developmental diseases to Schizophrenia, there is a rationale that from Freud’s camp is able to explain (Kaplan et al, 1994). ~ What constitutes a mentally/emotionally healthy person and what causes a person to become dysfunctional? The Christian point of view argues that man is not necessarily or inherently good and that starts him off to a bad star t.The environment further either encourages that innate evil or tones it down. However, the basic idea is that there is a spiritual aspect and this is addressed in what the Christian Scriptures declare as the â€Å"renewing of the mind. † Because this is an integrated approach, it recognizes the work of science with the concept or understanding that it only confirms what Scripture recognizes or identifies all along. Psychology reminds us of the differing opinions of experts in this field. It talks about personality which represents all that the mind, or the mental and affective aspects of a person.People talk a lot about personality or behavior as if it’s such an uncomplicated and unfussy concept, but they end up having difficulty defining it when asked. They are apt to say that it (behavior or personality in general) is something a person â€Å"has. † They describe the behavioral components of particular people in words like â€Å"friendly,† â€Å"nice, † â€Å"forceful,† or â€Å"aggressive,† to paint a picture of what they mean by the term and as a result end, instead, in vague descriptions of how a person usually behaves with other people.On the other hand, when we base our descriptions on concrete and observable actions that people commonly do or adapt, we come up with what experts call as â€Å"behavioral profile. † There are different styles of behavior as well as there are no right and wrong profile. When we come up with correct profiling, the expected result is that we develop ways of getting to know a more concise and accurate picture of ourselves, or people in general. Personality is more than poise, charm, or physical appearance. It includes habits, attitudes, and all the physical, emotional, social, religious and moral aspects that a person possesses.However, to be more precise, the explicit behavioral styles covered in the course, perhaps, best captivate an individual’s personality and how he/she is understood. With the different behavioral styles, an overall pattern of various characteristics is seen. Like a â€Å"psychograph,† a person’s profile is pulled together and at a glance, the individual can be compared with other people in terms of relative strengths and weaknesses. A healthy personality does not mean it does not have any difficulties at all. It means that a person has the capabilities to withstand any turmoil or stress that come his way.He has learned the skills to make him adjust to the internal and external stresses; minimizing conflicts from within and without but in a healthy and normal functioning way. ~ How does personal growth occur in the context of your therapy? Personal growth occurs in the context of self-insights; insights concerning the workings of one’s mind in relation to the structures and stimuli around the person. He self-insight is very significant and crucial to the client for him to be able to work well with t hose who are there to assist in his recovery and eventual personal growth. †¢ What makes your theory work?Christian counselors are prepared to help their clients sort the distinctions and similarities between psychology and the Christian faith? This is important because basic to therapy success is that when therapist and client share similar worldviews, the therapy may then advance. Moreover, do Christian counselors and those in this kind of profession really pursue real interest and deep thirst for a systematic and regular study of the Bible? If they do not do so, they will be deficient of the overall grasp of the Bible’s structure and content and lack a working knowledge of basic biblical doctrines.A deep and thriving relationship and commitment to an equally gifted Bible – believing church will also benefit the counselor in his/her personal life and practice, thus a necessary requirement,. C. Key Concepts ~ Explain the primary points of your theory as if you we re to summarize it quickly for someone The Psychodynamic perspective is based on the work of Sigmund Freud. He created both a theory to explain personality and mental disorders, and the form of therapy known as psychoanalysis.The psychodynamic approach assumes that all behavior and mental processes reflect constant and often unconscious struggles within the person. These usually involved conflicts between our need to satisfy basic biological instincts, for example, for food, sex or aggression, and the restrictions imposed by society. Not all of those who take a psychodynamic approach accept all of Freud’s original ideas, but most would view abnormal or problematic behavior as the result of a failure to resolve conflicts adequately.Many of the disorders or mental illnesses recognized today without a doubt have their psychodynamic explanation aside from other viewpoints like that of the behaviourist, or the cognitivists. From simple childhood developmental diseases to Schizophr enia, there is a rationale that from Freud’s camp is able to explain (Kaplan et al, 1994). In the psychodynamic theory, the following three assumptions help guide a student of human behavior or an expert in this field determine the underlying factors that explain the overt manifestations of specific behaviors.These assumptions therefore, help guide the diagnosis of the presence or absence of mental illness. They are the same assumptions that guide the therapist in choosing what treatment that will better help heal, cure or alleviate the symptoms. These assumptions are: – â€Å"There are instinctive urges that drive personality formation. † – â€Å"Personality growth is driven by conflict and resolving anxieties. † – â€Å"Unresolved anxieties produce neurotic symptoms† (Source: Kaplan et al, 1994). The goals of treatment here include alleviating patient of the symptoms which specifically works to uncover and work through unconscious c onflict.The task of psychodynamic therapy is â€Å"to make the unconscious conscious to the patient† (â€Å"Models of abnormality†, National Extension College Trust, Ltd). Employing the psychodynamic viewpoint, the therapist or social scientist believes that emotional conflicts, or neurosis, and/or disturbances in the mind are caused by unresolved conflicts which originated during childhood years. In the psychodynamic approach the treatment modality frequently used includes dreams and free association, at times hypnosis (as preferred by either the therapist or by the client).The therapist actively communicates with the client in the on-going sessions. The scenario appears that a given patient may have up to five times a week session and runs up to five years in length (Rubinstein et al. , 2007). Cognitive-Behavioral Therapy postulated primarily by Ellis and Beck â€Å"facilitates a collaborative relationship between the patient and therapist. † With the idea tha t the counselor and patient together cooperate to attain a trusting relationship and agree which problems or issues need to come first in the course of the therapy.For the Cognitive Behaviorist Therapist, the immediate and presenting problem that the client is suffering and complaining from takes precedence and must be addressed and focused in the treatment. There is instantaneous relief from the symptoms, and may be encouraged or spurred on to pursue in-depth treatment and reduction of the ailments where possible. The relief from the symptoms from the primary problem or issue will inspire the client to imagine or think that change is not impossible after all.In this model, issues are dealt directly in a practical way. In the cognitive approach alone, the therapist understands that a client or patient comes into the healing relationship and the former’s role is to change or modify the latter’s maladjusted or error-filled thinking patterns. These patterns may include wi shful thinking, unrealistic expectations, constant reliving and living in the past or even beyond the present and into the future, and overgeneralizing. These habits lead to confusion, frustration and eventual constant disappointment.This therapeutic approach stresses or accentuates the rational or logical and positive worldview: a viewpoint that takes into consideration that we are problem-solvers, have options in life and not that we are always left with no choice as many people think. It also looks into the fact that because we do have options then there are many things that await someone who have had bad choices in the past, and therefore can look positively into the future. Just as the cognitive-behavioral model also recognizes the concept of insight as well, this is only a matter of emphasis or focus.In behavioral/cognitive-behavioral therapies the focus is on the modification or control of behavior and insight usually becomes a tangential advantage. Techniques include CBT thr ough such strategy as cognitive restructuring and the current frequently used REBT for Rational Emotive-Behavior Therapy where irrational beliefs are eliminated by examining them in a rational manner (Corey, 2004; Davison and Neale, 2001). Whereas in insight therapies the focus or emphasis is on the patient’s ability in understanding his/her issues basing on his inner conflicts, motives and fears.Coaching the patient on the step by step procedure of CBT is a basic and fundamental ingredient. Here the client is enlightened as to the patterns of his thinking and the errors of these thoughts which bore fruit in his attitudes and behavior. His/her thoughts and beliefs have connections on his/her behavior and must therefore be â€Å"reorganized. † For instance, the ways that a client looks at an issue of his/her life will direct the path of his reactivity to the issue. When corrected at this level, the behavior follows automatically (Rubinstein et al. , 2007; Corey, 2004). D. Therapeutic Goals~ What are your general goals in therapy? Christian counseling admittedly embraces in reality, a basic integration of the biblical precepts on the view of man and psychology’s scientific breakthroughs in addressing the dilemmas that beset human individuals. Depending on the persuasion of the practitioner, especially whether he or she comes from either the purely theological or â€Å"secular† preparation, Christian counseling can either lean to certain degrees of theology or psychology. According to Larry Crabb, â€Å"If psychology offers insights which will sharpen our counseling skills and increase our effectiveness, we want to know them.If all problems are at core spiritual matters we don’t want to neglect the critically necessary resources available through the Lord by a wrong emphasis on psychological theory† (Crabb in Anderson et al, 2000). Dr. Crabb’s position certainly ensures that science in particular, has its place in counseling in as much as theology does. He made sure that all means are addressed as the counselor approaches his profession, especially in the actual conduction of both the diagnostic and therapeutic or intervention phases (Crabb in Anderson et al. , 2000).Trauma inducing and crisis triggering situations have spiraled its occurrence and in its primacy in the US and in many other countries in recent years. Its broad spectrum ranges from the national disaster category such as that of Hurricane Katrina or the 911 terrorist strikes in New York, Spain and England, to private instances such as a loved one’s attempt at suicide, the murder of a spouse or child, the beginning of mental illness, and the worsening situation of domestic violence (Teller et al, 2006).The acute crisis episode is a consequence of people who experience life-threatening events and feel overwhelmed with difficulty resolving the inner conflicts or anxiety that threaten their lives. They seek the help of counse lors, paramedics and other health workers in crisis intervention centers to tide them over the acute episodes they are encountering. These are defining moments for people and must be adequately addressed else they lead lives with dysfunctional conduct patterns or disorders (Roberts et al, 2006).