Greek Bank Transformation

Ventricular System of the Brain

Ventricular System of the Brain The ventricular system is a series of connecting hollow spaces called ventricles in the brain that are filled with cerebrospinal fluid. The ventricular system consists of two lateral ventricles, the third ventricle, and the fourth ventricle. The cerebral ventricles are connected by small pores called foramina, as well as by larger channels. The interventricular foramina or foramina of Monro connect the lateral ventricles to the third ventricle. The third ventricle is connected to the fourth ventricle by a canal called the Aqueduct of Sylvius or cerebral aqueduct. The fourth ventricle extends to become the central canal, which is also filled with cerebrospinal fluid and encases the spinal cord. Cerebral ventricles provide a pathway for the circulation of cerebrospinal fluid throughout the central nervous system. This essential fluid protects the brain and spinal cord from trauma and provides nutrients for central nervous system structures. Lateral Ventricles The lateral ventricles consist of a left and right ventricle, with one ventricle positioned in each hemisphere of the cerebrum. They are the largest of the ventricles and have extensions that resemble horns. The lateral ventricles extend through all four cerebral cortex lobes, with the central area of each ventricle being located in the parietal lobes. Each lateral ventricle is connected to the third ventricle by channels called interventricular foramina. Third Ventricle The third ventricle is located in the middle of the diencephalon, between the left and right thalamus. Part of the choroid plexus known as the tela chorioidea sits above the third ventricle. The choroid plexus produces cerebrospinal fluid. Interventricular foramina channels between the lateral and third ventricles allow cerebrospinal fluid to flow from the lateral ventricles to the third ventricle. The third ventricle is connected to the fourth ventricle by the cerebral aqueduct, which extends through the midbrain. Fourth Ventricle The fourth ventricle is located in the brainstem, posterior to the pons and medulla oblongata. The fourth ventricle is continuous with the cerebral aqueduct and the central canal of the spinal cord. This ventricle also connects with the subarachnoid space. The subarachnoid space is the space between the arachnoid matter and the pia mater of the meninges. The meninges  is a layered membrane that covers and protects the brain and spinal cord. The meninges consists of an outer layer (dura mater), a middle layer (arachnoid mater) and an inner layer (pia mater). Connections of the fourth ventricle with the central canal and subarachnoid space allow cerebrospinal fluid to circulate through the central nervous system. Cerebrospinal Fluid Cerebrospinal fluid is a clear aqueous substance that is produce by the choroid plexus. The choroid plexus is a network of capillaries and specialized epithelial tissue called ependyma. It is found in the pia mater membrane of the meninges. Ciliated ependyma lines the cerebral ventricles and central canal. Cerebrospinal fluid is produced as ependymal cells filter fluid from the blood. In addition to producing cerebrospinal fluid, the choroid plexus (along with the arachnoid membrane) acts as a barrier between the blood and the cerebrospinal fluid. This blood–cerebrospinal fluid barrier serves to protect the brain from harmful substances in the blood. The choroid plexus continually produces cerebrospinal fluid, which is ultimately reabsorbed into the venous system by membrane projections from the arachnoid mater that extend from the subarachnoid space into the dura mater. Cerebrospinal fluid is produced and reabsorbed at nearly the same rate to prevent pressure within the ventricular system from getting too high. Cerebrospinal fluid fills the cavities of the cerebral ventricles, the central canal of the spinal cord, and the subarachnoid space. The flow of cerebrospinal fluid goes from the lateral ventricles to the third ventricle via the interventricular foramina. From the third ventricle, the fluid flows to the fourth ventricle by way of the cerebral aqueduct. The fluid then flows from the fourth ventricle to the central canal and the subarachnoid space. The movement of cerebrospinal fluid is a result of hydrostatic pressure, cilia movement in ependymal cells, and artery pulsations. Ventricular System Diseases Hydrocephalus and ventriculitis are two conditions that prevent the ventricular system from functioning normally. Hydrocephalus results from the excess accumulation of cerebrospinal fluid in the brain. The excess fluid causes the ventricles to widen. This fluid accumulation puts pressure on the brain. Cerebrospinal fluid can accumulate in the ventricles if the ventricles become blocked or if connecting passages, such as the cerebral aqueduct, become narrow. Ventriculitis is inflammation of the brain ventricles that typically results from an infection. The infection can be caused by a number of different bacteria and viruses. Ventriculitis is most commonly seen in individuals who have had invasive brain surgery. Sources: Purves, Dale. â€Å"The Ventricular System.† Neuroscience. 2nd edition., U.S. National Library of Medicine, 1 Jan. 1970, www.ncbi.nlm.nih.gov/books/NBK11083/.The Editors of Encyclopà ¦dia Britannica. â€Å"Cerebrospinal fluid.† Encyclopà ¦dia Britannica, Encyclopà ¦dia Britannica, inc., 17 Nov. 2017, www.britannica.com/science/cerebrospinal-fluid.

IS GOOGLE MAKING US STUPID by nicholas carr Research Paper

IS GOOGLE MAKING US STUPID by nicholas carr - Research Paper Example This paper aims to reject the propositions made by Nicholas Carr and also provides ample supporting evidence to reach to a conclusion. The paper provides a fairly balanced debate on the topic before forming any opinion on the credibility of Carr’s opinions and judgments about internet as a source of information or laziness. Carr’ judgments about technology as being an evil are discussed in the paper in detail and evidence is gathered, both, to support and refute the claims. Nicholas Carr focuses his attention on the search engine Google which is being used by almost every individual in the modern world. The author, Nicholas Carr, is of the view that although internet provides an endless pool of information, there are various inconsistencies about the information accessible on it. He argues that internet has distorted the manner of our thinking, analyzing and reading. Carr’s arguments on using internet for reading and researching are strong. The author does not de ny the easy access of information and help on almost every topic using Google or other search engines but emphasizes on the quality of that information accessed which is or may be questionable. The decreased use of published information and original research material being used is the point which Carr is concerned about. The use of Google or other search engines provide relevant but to some extent unreliable information to the user. In support of Carr’s judgements about technology, Gibson’s analysis of technology may be useful. Gibson simple rejects the idea of using internet as a tool to save our time. He proposes that internet provides us with ample space to waste time. He sees internet as a broad system which takes up our whole attention and diverts us from the real necessity which needed to be fulfilled. This is quite true in many cases as internet does not allow us to focus on one topic, task or software. People usually use 2 or more software when surfing through the internet and social networking websites, messengers and other software are used side by side. Gibson claims that " it offers us the opportunity to waste time, to wander aimlessly, to daydream about the countless other lives, the other people, on the far sides of however many monitors in that postgeographical meta-country we increasingly call home" (Gibson 1996). The claims are not invalid as it is evident in the daily life that internet, Google or other social networking websites or software takes up most of our time. When using Google for a research, people often come across a number of new ideas or things which distract the user from the original search. In an effort to highlight the deficiencies that internet and technologies bring in our lives, Bradley provides a useful and convincing opinion. Bradley does not support the ease of communication as a powerful claim in favor of technology but instead refutes it by claiming it to be the best example of our laziness† as it shows our â€Å"inability to communicate face-to-face". The technology is making us lazy and inactive. Google and search engines fdo not merely provide easy yet

Paintings are a reflection of religion Essay Example | Topics and Well Written Essays - 750 words

Paintings are a reflection of religion - Essay Example The essay "Paintings are a reflection of religion" discusses the ways several arts works, particularly paintings, have reflected religion or religious situations.Artistic creations, particularly through paintings, are therefore significant for scholars of diverse endeavors. In the study of expressive symbolism the humanist and the social scientist find common ground. According to Trotter â€Å"the themes of religion have provided the content of painting in the West. In gallery after gallery, the great themes of religion are the subject matter of the paintings. The Louvre in Paris, the Prado in Madrid, and even the Hermitage in Leningrad, display countless paintings of the Annunciation or the Crucifixion or the Resurrection.† In this regard, this essay aims to proffer the ways several arts works, particularly paintings, have reflected religion or religious situations. The discourse would present a comparison of how the works selected were different or similar in some elements t hrough concrete examples. The first inquiry is the rationale for painting religious themes. According to Trotter (1987), â€Å"in great periods of painting, such as the Renaissance in Europe, the wealthy who could afford to hire artists often subsidized major religious works as appropriate to the scale of their own palaces and as gifts to religious institutions† (par. 2). This is the reason why Leonardo da Vinci painted â€Å"The Last Supper† in 1498. Esaak (2010) averred that â€Å"his employer requested him to do so. Leonardo worked for Ludovico Sforza.

Strategy and Competitive Advantages of Aldi Group Essay

Strategy and Competitive Advantages of Aldi Group - Essay Example It is evidently clear from the discussion that by maintaining a healthy work culture the company is in an advantageous position to grab a large share of the market and expand its business. It is noted that the organizational culture is constructed socially and it is influenced by the environment change. It also depends on the leadership strategies adopted by the team leaders of the organization which influences the team members to perform well in teams and have a cooperative attitude. Good performance of the organization has a positive impact on the society and the company gains reputation in the international markets. A well-designed strategy involves the mission and vision of the organization and the way the employees can be motivated to contribute to the organization’s reputation. By applying the cost-cutting strategy the company earns a profit that it can utilize in future business activities. The company aims at developing a new business program in order to invite supplie rs as well as provide benefits to the employees. The business model followed by Aldi was based on efficiency as well as simplicity. The product strategy followed by the managers of Aldi depended on carrying a limited variety of the relevant products that are in high demand in the market. The change management theory involves the building blocks within the company in order to achieve the future goals. The managers of Aldi Inc. plans to carry out the change within the company so that it can compete with the modern world. The company follows the Kotter’s eight-step change management theory that involves various steps to undertake a change within the organization. The first step involves the process of identifying requirement of change within the company. The next steps deal with planning for the change by forming a team. The third step involves that Aldi Inc sets a vision for undertaking the change. The fourth step involves that the employees of Aldi understand the vision and ac cept it. The fifth step involves that managers Aldi plans the strategies in such a way so as to remove the obstacles in the path of undertaking the change. The sixth step involves that the employees and the managers of Aldi plan for a short-term win. The seventh step of the theory involves that the company hires employees to undertake the change and plan for the process to be followed to undertake the change. The ultimate step involves that managers of Aldi Inc. ensure leadership development within the organization for the success of the organization and to achieve its goal.

An Overview Of Learning Three Theoretical Perspectives Education Essay

An Overview Of Learning Three Theoretical Perspectives Education Essay There are myriad perspectives on the learning process, understanding the mechanisms of and our understanding of learning as theory and the practical application of methodology has evolved considerably over time. Each theory contributes to our understanding of how learners integrate information and experiences from their environment. This has implications for individual growth and also for institutional policy and practice. In this paper I will review three theoretical perspectives on learning, namely the Constructivist/Cognitivist perspective, the Phenomenographic perspective, and the Socio-cultural perspective, I will describe the salient features and characteristics of each theory, and compare the similarities and differences across perspectives. This will include a discussion of how learners access information, make sense of that information, and act on it in deliberate and purposeful ways as a means of engaging with the world. From there I will investigate what these learning theories emphasize or give relevance to the concepts of context, meaning, and experience. The various perspectives each have something to say about the relationship between context, meaning, and experience as they relate to learning, however the importance of these core concepts differs in how each theory conceptualizes learning, and the importance of the role of context, meaning, and experience. Finally , I will conclude with examples that bring these perspectives to life in my everyday experience, and I will bind these theories together within a cohesive understanding of learning and education as it relates to the interrelationship of the concepts of intrinsic motivation, variation, and transfer. Three theoretical perspectives on learning There are numerous theories of learning, each emphasizing a particular feature of the learning experience. Various theories of learning also describe learning in different ways depending on the viewpoint of the observer. Each theory emphasizes ideas related to context, meaning, and experience in different ways as they relate to learning, both from the perspective of the learner and from the instructor/teacher/coach/mentor. Constructivist/Cognitivist Perspective Objectivity is the delusion that observations could be made without an observer (von Foerster, 1995, pg. 5) The Constructivist theoretical orientation holds that knowledge is acquired experientially, is mediated by our prior understanding, and is based on the belief that we learn by doing rather than observing, and that knowledge is built upon previous learning. The essential core of constructivism is that learners actively construct their own knowledge and meaning from their experiences (Doolittle, pg 1) Piaget was primarily concerned with cognitive constructions that occurred as a result of interactions with Constructivism emerged from early studies of learning, behaviour, and psychoanalysis, and the behavioural viewpoints of Watson, along with Kohler and Koffkas Gestalt psychology. (Tools pg. 7) Constructivism as theoretical understanding exists along a continuum from weak to strong forms constructivism This is an adaptive process whereby behaviours evolve to meet the changing demands of the environment, and cognition serves to makes sense of subjective experience. (Doolittle, 1999, 1) Constructivism emerged from schools of behaviourism and objectivism, which held that there was a knowable objective reality that existed independent of the individual. Constructivism takes the view that meaningful personal experience is the basis of knowledge and learning. Individuals construct meaning within a context of personal experience that is rooted in language, culture, and the social experiences of each individual. There can be no objectively verifiable truth or knowledge within constructivism, as each individual brings a unique perspective grounded in their own previous knowing. Much of this knowledge is tacit and resides in the implicit memory of the learner, but it exerts its influence and acts as a filter through which the individual sees new information and relates it to their understanding of the world. Knowledge and thus learning is constructed within the mind of the individual. Constructivism rejects the notion of an objective and knowable reality independent of the observer, and holds that knowledge of the world is constructed through the active cognitizing on the part of individuals. Constructivism rejects the notion of an oberver-independent world in favour of knowledge reflecting the subjective realities of the observer. (Glaserfeld, 1989, p. 3) Knowledge is not a representation of reality, but instead a collection of conceptual structures that turn out to be adapted or, as I would way, viable within the knowing subjects range of experience. (Glaserfeld, 1989, p. 4) Within Cognitive constructivism (explanation of scheme theory, accomodation, assimilation). Cognitive constructivism adheres to models of knowledge construction that consider the role of memory, cognitive constructs, and schemas without considering fully the subjective nature of knowledge as resident within the mind of the subject. Knowledge in this sense implies an internal representation that accurately reflects an observer-independent external reality. (Doolittle, 1999, 2) Radical constructivism differs from cognitive constructivism by advancing the idea that learning is an adaptive process, and that it is observer-dependent and resides in a fluid and dynamic cognition that considers the subjective experience of knowledge construction. Radical constructivism, like social constructivism, also accepts social interactions as informing knowledge construction. Social constructivism takes the view that social interactions contribute to knowing, and views the social and cultural context as anchoring knowledge to a specific time and place. (doolittle pg 4) These various perspectives exist on a continuum, however the most fundamental understandings are shared. We all hold memories of previous experiences; those collected memories and experiences, both tacit and explicit, become the lens through which we view our current unfolding reality. Emerging evidence within the realm of neuroscience and interpersonal neurobiology may predict further homogenization of constructivist philosophy and understanding. Interpersonal neurobiology views the brain as a social organ built through experience. This insight shifts Cognitive Constructivism further along the continuum in the direction of radical and social constructivism by lending supporting evidence to the two remaining epistemological tenets, namely that cognition organizes and makes sense of ones experience, and that knowing has roots in both biological/neurological construction, and social, cultural, and language-based interactions. (Doolittle, 1999) Learning is transactional, with experience influencing cognitive construction and the pliable cognitive constructions influencing our experience in a duality of experience and subjective reality. As Carr states, the growing body of evidence makes clear that the memory inside our heads is the product of an extraordinarily complex natural process that is, at every instant, exquisitely tuned to the unique environment in which each of us lives and the unique patterns of experiences that each of us goes through. (Carr, 2010, p. ) Carr recounts some of the current research on memory and experience, and expands on the idea that our brain structure continuously changes with experience; brain plasticity, the growing and pruning of synaptic connections over time, changes our very memories and our recollections of experience based on new experiences. (Carr, 2010, p. 190) Researcher Kobi Rosenblum further describes how memory, which in a sense is our recalled experience, can be a pliable and moving target. As he explains, ..the human brain continues to process information long after it is received, and the quality of memories depends on how the information is processed. (Carr, 2010, p. 191) Meaning within Cognitivist/Constructivist Perspective Meaning as significance for each perspective, but it is integral to an understanding of constructivism. Meaning is central to the intentionality of learners; relevance and meaning enhance a learners ability to relate with their world. It also relates to concepts of motivation as it relates to a learners sense of agency and engagement with their experience, ad it highlights the importance of culture and language as social mediators of learning The importance of these memory mechanisms to the development of cognitive psychology is that, once understood, they make it very clear that a persons ability to remember items is improved if the items are meaningfully related to each other or to the persons existing knowledge. The key word here is meaningful.Wynn pg.4 What is meaningful to people is determined by what they can remember of what they have already learned. Wynn pg 4 Opportunities for learning within a constructivist framework occur most readily when what is being learned has relevance or high emotional valence for the learner; in other words when information or experiences are meaningful. In order for learning to be meaningful it should be relatable to previous knowledge and experience. This building-block model of knowledge and experience is entirely consistent with a learner as meaning-maker. The implications for teaching and educational pedagogy are that tasks that have meaning and relevance tend to be of greater intrinsic interest to learners. Research on the experience of learning speaks to the importance of meaning as it relates to knowledge construction, and speaks of the importance of autonomy, agency, choice, and collaboration in driving our instrinsic motivational desires to engage in meaningful tasks, remember and recall information, self-organize, and be curious. A learning context rich in meaning is crucial. Context within Cognitivist/Constructivist Perspectives Learning occurs most successfully at the intersection of a learners previous knowledge of the world and the experience of socially mediated interactions with others, and is influenced by all accumulated social and cultural experiences. (Bodrova Leong, 2007, p. 9) The context for learning resides within the experience and imagination of the learner, and is rooted in prior experience and is mediated by teachers/facilitators and the ecological setting or context. Within this learning context, Feuerstein describes the role of mediation. The mediator creates in a person an approach, a form of reference, a desire to understand phenomena, a need to find order in them, to understand the order that is revealed, and to create it for oneself. (Feuerstein, Feuerstein, Falik, 2010, p. 37) Mediators can take many forms, but they share in common an ability to potentiate a learners ability to benefit from learning experiences. In the absence of a mediator, even in cases where individuals acquire knowledge, they may not understand its significance. (Feuerstein et al., 2010, p. 37) Experience within Cognitivist/Constructivist Perspectives As learners construct their own experiential reality within a social and cultural context, the dyadic interactions that unfold imply a degree of collaboration and engagement with learning that is intrinsically motivated by a meaningful context within which learning occurs/unfolds. Collaborative learning is by its nature socially constructed learning, where the interest of learners is central, meaningful, and contextual. Decontextualized learning by contrast lacks a sense of connection to the experience of learning. Prior experiences of learning are diminished when there is no meaningful context, and authentic experiential learning suffers. When choice around structure and content is collaboratively negotiated, learners are granted a level of autonomy around how and what they learn, and experiences that are meaningful place learning within a context more suitable to the learning style, goals, and priorities of the learner. Kohn emphasizes these conditions of collaboration, content, and choice, as creating the conditions necessary for authentic and intrinsically motivated learning to emerge. (Kohn, ) Phenomenograpy/Variation Theory There is no learning without discernment. And there is no discernment without variation. (Marton, Trigwell, 2000) The theory of phenomenography is connected with the study of human experience, particularly as it relates to educational research. Phenomenography examines thinking and learning within the context of educational research, and seeks understanding of the different ways in which people experience, interpret, understand, perceive, or conceptualize a phenomenon, or certain aspect of reality. (Orgill, ) Marton defines phenomenography as a qualitative research methodology, within the interpretivist paradigm, that investigates the qualitatively different ways in which people experience something or think about something (Marton, 1986). One of the key epistemological tenets related to Phenomenographic theory relates to concepts of variation, discernment, and transfer. Marton postulates that in order for learning to occur, there must necessarily be a pattern of variation present to experience, and this pattern must be experienced. (Marton, variation, pg.1). In order for learning to occur, learners must experience a wide range of variation in experience, with sameness or similarity contributing little to our understanding of experience. Variation and difference create a broader context for understanding experience, and also expand our repertoire when encountering novel situations or circumstances. This transfer of learning is integral to variation theory and a key underpinning of phenomenography. Experiencing difference or variation may be likened to experiences of cognitive dissonance within constructivist models of learning, where an individual experiences dissonance and a perturbation and must adjust their conception of this new information within their existing paradigm. How we categorize, makes sense of, or identify with that difference relates to our discernment skills. Discernment allows a subject to see or sense an experience against the background of his or her previous experiences of something more or less different. ( Marton, pg.386). In essence, as subjects experience greater variation they become more attuned to increasingly subtle differences between the physical, cultural, symbolic, or sensual world that they inhabit. (Marton, pg 386) Every phenomenon that is experienced only in contrast to alternate experiences of the same phenomenon (marton, pg 387) The implications for pedagogy center on the manipulation of the objects of variation in order for learners to experience variation, become adept at discerning, and transfer learning across situations. Excellence in teaching has very much to do with what aspects of the object of learning are subjected to variation, and what aspects of the object are subject to variation simultaneously. (Marton, pg. 391) Subjects learn to manage novelty as a result of having experienced novelty through variation. (Marton, pg. 394). Transfer is concerned with how what is learned in one situation affects or influences what the learner is capable of doing in another situation. (Marton, pg. 499) Meaning within Phenomenographic/Variation Theory Perspective Context within Phenomenographic/Variation Theory Perspective A concept that illuminates ideas of context within the phenomenographic perspective relates to concepts of situated learning. Situated in this instance refers to what surrounds the learning event; that is, to the socially constructed life-world in which a particular instance of learning occurs. (Sameness in transfer, pg. 511) Sameness and difference in learning and experience are acknowledged, however the extent to which we can make use of something we have learned in one situation to handle another situation is a ma Conclusion Learning is not simply acquiring new information and storing it on top of the information we already have. It involves meeting something unexpected (what might describe as a perturbation), something that cannot be easily explained by those theories or understandings we have already developed. To resolve that conflict we have to change what we previously believed (kohn, pg 187) This explanation is the tie that binds constructivism, variation, theory and scheme theory to social learning, along with ideas of motivation and personal agency.

The Lottery Essay -- essays research papers

When one thinks of a lottery, they imagine winning a large sum of money. Shirley Jackson uses the setting in The Lottery to foreshadow an ironic ending. The peaceful and tranquil town described in this story has an annual lottery, and you can’t possibly guess what the â€Å"prize† is†¦   Ã‚  Ã‚  Ã‚  Ã‚  The author foreshadows an ironic ending at the very beginning by establishing a cheerful setting. The story occurs â€Å"around ten o’clock† on June twenty-seventh, a time of day that is very bright and joyous and a time of year that is warm and makes people feel happy. The town’s physical setting also contributes to the overall â€Å"normal† feeling of the story. The grass is described as â€Å"richly green,† and the flowers are â€Å"blossoming profusely.†   Ã‚  Ã‚  Ã‚  Ã‚   An ironic ending is also foretold by the town’s setting being described as one of normalcy. The town square is described as being â€Å"between the post office and the bank;† every normal town has these buildings, which are essential for day-to-day functioning. The townspeople also establish a normal, comfortable setting for the story. The children are doing what all typical kids do, playing boisterously and gathering rocks. The woman of the town are doing what all stereotypical females do, â€Å"exchang[ing] bits of gossip.† The men are being average males by chatting about boring day-to-day tasks like â€Å"planting and rain, tractors and taxes.†   Ã‚  Ã‚  Ã‚  Ã‚  Despite this comfortable and normal setti...

Entrepreneurs are born and made Essay

There are two sides to every debate, and the â€Å"what makes an entrepreneur† argument has raged for decades with neither side able to conclusively prove their case. There are many who believe that an entrepreneur must possess personality traits such as vision, passion and drive that are innate and cannot be taught. Others argue that the skills of evaluating opportunities, motivating people and operating a business are easily passed on to eager students looking to be entrepreneurs. The truth is that both sides are right and it’s time for a compromise: Entrepreneurs are born and made. Some people may be natural entrepreneurs and immediately open a business, others will have studied and trained long and hard before doing so, and while each may enjoy some success, neither will be as successful as the person who possesses the inherent qualities and has spent the time to get the education and experience of the business world. A lot of studies and research have been done on this particular matter. In the beginning many theorists believe that people are either born entrepreneur or they are not. Professor of Psychology Alan Jacobowitz, after conducting interviews to more than 500 entrepreneurs in a period of 3 years, concludes that entrepreneurs are born not made. He maintains that his subjects share common characteristics, which include: restlessness, independence, a tendency to be a loner, and extreme self confidence. Still, other researchers maintain that there are other personality characteristics that are uniquely entrepreneurial including being innovative, action oriented, high on need for personal control and highly autonomous. In addition to this, Jacobowitz also devised a chronological schema of entrepreneurial indicator that he calls the five ages of entrepreneur. The ages are early childhood exposure, trouble in school, problems with work, desire to risk, and bliss in business independence. Jacobowitz believes that  entrepreneurial aptitude is static, which means that people are either born with the said characteristic or not. Initially this theory was supported by the majority of theorists but other scholars criticize that it has yet to be empirically proven. John Kao, in his attempt to define entrepreneur in a more satisfying manner, holds that they are catalysts. They make things happen. They use creativity to conceive new things and zeal to implement them. In short, they are both creator and innovator. They both generate new idea and serve as the human vehicle by which implementation of that idea occurs. They take the ball and run with it, overcoming obstacles in the way. Still others have also suggested what they term as entrepreneurial traits; Thomas and his colleague summarized the following traits in what they call the characteristics of entrepreneur distilled from 50 research studies. These traits include: Total commitment, determination, and perseverance; Drive to achieve and grow; Opportunity and goal orientation; Taking initiative and personal responsibility; Persistent problem solving; Realism and a sense of humor; Seeking and using feedback; Internal locus of control; Calculated risk-taking and risk-seeking; Low need for stat us and power; Integrity and reliability. In many instances, entrepreneurs are often described as impulsive, gambling adventurer, intoxicated by his or her own adrenaline. But though they put themselves at risk, they are actually motivated to achieve something greater, which is what separates them from the rest of people. Research also shows that they are more of a risk manager rather than risk-seeker. In addition, McLelland’s work on achievement motivation may also help to understanding the entrepreneurship. McLelland holds that human beings are driven by 3 motives: the need for achievement (accomplishing things), for affiliation (being with others) and for power (controlling others). Of these, the need for achievement is considered to be most relevant in understanding the entrepreneur. McLelland further maintains that this particular need derives from people who want to be responsible for solving their problems, setting their goals and  reaching these goals through their own efforts. In addition to this they also desire some kind of measure for their accomplishments. This need for achievement is highly linked to entrepreneurial tendency. The entrepreneurial characteristics largely refer to innate qualities, which separate entrepreneurs from other people who do not seem to possess entrepreneurial traits. These qualities are what drive them to have a vision and remain motivated to pursue their lifelong goals either for personal or practical reasons. It is these qualities that in turn provide jobs for people. Trait theories are not completely condoned by entrepreneurial researchers. Though many agree with what Jacobowitz identifies as entrepreneurial-type characteristics, mostly choose a more dynamic perspective on the matter. Trait theory approach does not provide a distinction particularly to those of managers â€Å"because traits that are used to describe the characteristics of an entrepreneur can just as easily apply to many managers: it lacks specificity, refers largely to men, and is not applicable in all cultures. In his book, he further holds that â€Å"entrepreneurship is environmentally determined†, which means that there are certain conditions that will encourage entrepreneurial activities. This includes capital availability, mechanisms for realizing value, and availability of other resources namely human resources, information resources such as libraries and data banks, and infrastructure resources such as inexpensive space. Other factors would also prove useful in cre ating an atmosphere conducive to entrepreneurial environment; media attention, idea-generating institution, and cultural environment. David Burnett claims that entrepreneurs can be supplied if two important factors are present: opportunity and willingness to become an entrepreneur. According to Praag, opportunity â€Å"is the possibility to become self-employed if one wants to.† And willingness is the relative valuation of work in self-employment compared to one’s other options for employment. An individual’s willingness is positive if self-employment is considered as the best available career option, thus inherently affected by the anticipated market incentives that are available for would be entrepreneurs, namely and  economic benefits. The supply of entrepreneurship is dependent on both individual level factors and general economic factors. Therefore policymakers can foster potential entrepreneurs by creating a supportive atmosphere through initiative market reforms that both increase the market incentives and the availability of capital that available for entrepreneurs. Krueger and Brazeal offer a dynamic model in their approach towards understanding the entrepreneurial behaviors. It suggests that entrepreneurial intention is based on the interaction between personal characteristics, perceptions, values, beliefs, background, and environment (situational context). They base their approach on Shapero’s models of the entrepreneurial event in which entrepreneurship is defined as â€Å"the pursuit of an opportunity irrespective of existing processes†. Basically the model places emphasis on the notion that beliefs, perceptions and assumptions are learned within the context of a given environment (such as business or community). The attitudes and perceptions bring about intentions, which in turn affect behaviors. Through indirect relationship, the Krueger and Brazeal model proposes the following order: individual’s perceptions, attitudes and assumptions are formed through environment or event. This later translates into intention, or potential, which is reflected in behavior. Thus, this approach suggests that entrepreneurial not only can be learned but can vary across individuals and situations. Naffziger even suggests a step further by stating that the intention to act entrepreneurially is influenced by the interaction of several factors namely individual characteristics, individual environment, business environment, an individual’s personal set of goal, and the existence of a viable business idea. They will make comparisons between their perceptions and probable outcome intended targets, intended behavior and actual outcomes. If the outcomes meets or exceeds perceived outcomes, positive behavior toward entrepreneurial endeavors is reinforced. The same thing occurs if otherwise takes place. Though at the dawn of entrepreneurial researches, many believed that entrepreneurs were born, things have changed now. A lot has been understood about the nature of this idea. The processes involved in the business startups have been observed and analyzed to help people better equipped in embarking an entrepreneurial attempt. An increasing number of higher learning institutions, namely tertiary college education, support the idea that entrepreneurship can be taught. While these schools may not produce entrepreneurs of Ford and Gates caliber, persuasive arguments for this notion have been made. The following examples would be cases in point in entrepreneurship-led development strategies further showing that entrepreneurs can actually be made. Conclusively, I would say that while some people are born to be successful entrepreneurs, those who aren’t born with such quality gift can learn and train to be such. Hence, entrepreneurs are born and made.

Alcohol And Incarceration Impact On Child Care Social Work Essays

Alcohol And Incarceration Impact On Child Care Social Work Essays Alcohol And Incarceration Impact On Child Care Social Work Essay Alcohol And Incarceration Impact On Child Care Social Work Essay This research examines the impact intoxicant or drug usage and captivity of a parent has on kids. This survey is of import to research the kids risk ensuing from holding a parent incarcerated or on intoxicant or drugs. America is face with a serious job that needs to be address. Many parents are in gaol because of drug usage. Many parents that are incarcerated are functioning clip. This could impact the kid in many ways. Children need their parent to steer them when times are difficult. Most of all we need parents as a society to put good illustration for their kids to follow. It is really of import for parents to be good function theoretical accounts. Parents can non be good function theoretical accounts mistreating drugs or intoxicant nor incarcerated. Who will be the health professional of kids of incarcerated parents? In most instances the grandparent takes attention of the kids of incarcerated parent. This is a battle for them besides because they can hardly take attention of th emselves because of income or illness. There are several plans that help at hazard kids such as: Child with Incarcerated Parents ( CHIPS ) plan, Child Welfare League of America, Vermont Programs and The Children at Risk Program ( CAR ) . Due to the war on drugs the captivity rate in America is at record high degrees, the condemnable justness system now touches the lives of 1000000s of kids each twelvemonth ( Mumola, 2000 ) . Parents who go to prison due to drug usage do non endure entirely, the kids besides suffer. Children frequently have jobs in: school, behavioural issues, adolescent gestation, or go intoxicant or drug maltreaters themselves. Parents who use drug or intoxicant influence their kids to prosecute in the usage of drugs and intoxicant. It is widely acknowledged that kids who parents use drugs face many challenges. Children of incarcerated parents that had abuse drugs are likely to ; prosecute in delinquent activities, bead out of school or be incarcerated themselves. Children affected by parents being incarcerated experience challenges keeping uninterrupted household relationships because of alterations in health professionals, separation from siblings, and limited contact with parent. Through research more than half of the 1.4 million grownups incarcerated in province and federal prisons are parents of minor kids ( Mumola, 2000 ) . The bulk of parents are functioning clip for either violent discourtesies ( 46 % of male parents and 26 % of female parents ) or drug discourtesies ( 23 % of male parents and 35 % of female parents ) ( Mumola, 2000 ) . A important figure of incarcerated parents struggle with substance maltreatment. In most instances the female parent is the primary health professional, in a individual parent place. There is a dramatic impact on kids when their female parent is incarcerated versus their male parent. Who is taking attention of your kid while you serve clip? When parents are incarcerated, the grandparents usually take the function of health professional. The range of this survey is to place that parental substance maltreatment can hold negative effects on kids. Many surveies have suggested that parental separation due to imprisonment, intoxicant and/or substance maltreatment had profound effects on kids ( The Osborne Association, 1992 ) . The immediate effects included feeling of shame, societal stigma, loss of fiscal support, weakened ties to the parent, and alterations in household composing, hapless school public presentation, increased delinquency, and increased hazard of maltreatment or disregard ( The Osborne Association, 1992 ) . Surveies have besides linked juvenile delinquency to alcohol and drug use by teens or their parents ( Okrentowich, 2007 ) . Harmonizing to Parsons ( 2003 ) , one out of four households in America suffers with drug or intoxicant related jobs. Through research it has been discovered that domestic force witnessed by kids can hold long-run negative effects ( Okrentowich, 2007 ) . Parental captivity and related enduring injury, separation, and unequal attention interfere with kid development, ensuing in negative long-run results, including intergenerational captivity ( Block, Margaret, Potthast, 2001 ) . Aim The intent of this survey is to foreground the concerns about: safety, well-being, and wellness of kids of incarcerated parent, and provide ways in which: societal workers, kid public assistance, mental wellness, condemnable justness, baby and kid development and policymakers can join forces to run into the demands of kids and their households. Harmonizing to Simmons ( 2000 ) , the constabulary and tribunals do non on a regular basis inquire at the clip of apprehension or condemning whether a captive has kids. The kids of the incarcerated tend to be ignored by the condemnable justness and societal service systems ( Simmons, 2000 ) . Significance The significance of this survey to the field of condemnable justness is to better understand the incarcerated population and its impact on the kids of the incarcerated. Determine the sorts of hazard factors ensuing from holding a parent incarcerated, and determine when the authorities should step in for the intent of the kid good being. Statement of the job The hypothesis for this survey is that there is a relationship between parental drug usage and their kids utilizing drugs. There is besides a relationship between kids utilizing drugs and neglecting classs. Parents who use drugs act upon their teens to make the same thing ensuing in captivity. Separation from parents can do several jobs with kids such as: feeling wantonness, sad or angry, it could besides take to eating or kiping upsets, lower grads, and behavior jobs. Children that are ages seven to ten old ages of age may hold lay waste toing effects socially such as: acquiring entirely with other and holding aggressive behaviour with kids. Children of captive s ages 11-14 have informants their parents take part in offense, apprehension or captivity. Some childs are affected by the absence of a parent, but many kids can non accommodate with their parent absence ensuing in behavioural jobs. Harmonizing to Dr. Elizabeth Dunn and J. Gordon, Late adolescence is the period over which kids develop a cohesive individuality, the ability to prosecute in grownup work and relationships, and the capacity to go independent and self sufficient. Literature Review Life for households during captivity is complicated by the fact that these are non typically traditional household constellations ( Mumola, 2000 ) . A survey of incarcerated male parents found that half of the population had kids with multiple adult females and were hence non populating with all of their kids ( Mumola, 2000 ) . Many of these kids were populating with health professionals other than their parents before the captivity of their female parent or male parent. Several surveies have found that anyplace from 26 to 44 per centum of kids of incarcerated female parents were populating with a health professional other than their female parent before the female parent s captivity ( Johnston 2001 ) . This is besides true among adult females who have been incarcerated more than one time ( Mumola, 2000 ) . A study done by the U.S. Department of Justice, less than half of parents in province prison reported populating with their kids before admittance ( Mumola, 2000 ) . Research reve als that less than one in five of these households had both parents populating with their kids before captivity ( Mumola, 2000 ) . This is really distressing happening with of import deductions for how these households function both during and following a period of parental captivity ( Mumola, 2000 ) . Captivity of a parent in prison can be called a household crisis. In America, an estimated 200, 000 kids in the U.S. have an imprisoned female parent and 1.6 million imprison male parent ( Seymour, 2001 ) . The increasing figure of kids of incarcerated parents has affected the kid public assistance system significantly. Harmonizing to Seymour ( 2001 ) , the kids in the kid public assistance system whose parents are incarcerated have similar jobs that the remainder of the kid public assistance population households suffer from such as: poorness, domestic force, substance maltreatment, and several other jobs, they frequently remain in the kid public assistance system longer and see poorer results than other kids ( U.S. Department of Health and Human Services, 1999 ) . These childs have multiple demands that are disputing to turn to ( Child Welfare, 2001 ) . Effectss on Childs Leading by illustration is really of import when raising kids. Children watch everything their parents do. They frequently want to be merely like their parents. It is of import for parents to put good illustration for their kids. If parents who drink or use drugs, opportunities are your kid will make the same. Harmonizing to Markel, MD, PhD ( 2005 ) , the National Center on Addiction and Substance Abuse ( CASA ) at Columbia University found that parents who use illegal drugs, maltreatment intoxicant, and utilize baccy put 50 % of the state s kids more than 35 million of them at increased hazard of substance maltreatment and of physical and mental unwellness. We know that kids whose parents have been incarcerated experience a scope of negative results. It is hard, nevertheless, to find whether those effects are a direct consequence of a parent being in prison or the nature of household life in the family. For illustration, a few surveies have found that kids of incarcerated parents are more likely to exhibit low self-pride, depression, emotional backdown from household and household, and inappropriate or riotous behaviour at place and in school ( Henriques, 1982 ) . Some grounds suggests that kids of incarcerated parents are at high hazard for future delinquency and/or condemnable behaviour ( Johnston 1995 ) . The impact of parental captivity on kids can be related to a figure of conditions such as: the offense and apprehension that preceded captivity, or general instability, poorness, and unequal attention at place. Furthermore, the grade to which a kid is affected by a parent s captivity may be determined by a figure of variables, inclu ding the age at which the kid is separated from his or her parent, the length of the separation, the degree of break, the figure and consequence of old separation experiences, and the handiness of household or community support ( Seymour, 2001 ) . Few surveies have straight examined the lives and results for kids of incarcerated parents. In fact, most surveies have been methodologically limited in that they looked at merely a little sample or used unequal comparing groups, hence doing it hard to organize generalisations ( Seymour 2001 ) . There have been no longitudinal surveies following kids from a parent s captivity through release. The effects on kids have been often compared to the experiences of kids covering with divorce, forsaking or the decease of a parent. Children of captives frequently report depression, choler, concentration jobs, fright, sleep troubles, guilt and flashbacks, symptoms associated with post-traumatic emphasis upset. Fewer than half of the parents in province prison reported that they had been populating with their kids prior to captivity ( Seymour, 2001 ) . One-third of incarcerated female parents indicated that they had been populating entirely with their kids in the month prior to captivity ( Seymour, 2001. Eighty per centum of captives reported that their kid was populating with the kid s other parent during their captivity, while 20 per centum cited a grandparent as health professional ( Seymour, 2001 ) . Forty per centum of male parents and 60 per centum of female parents reported that they had at least some sort of hebdomadal contact ( telephone, letters, and personal visits ) with their kids ( Seymour, 2001 ) . A figure of kids are present at the clip of their parent s apprehension. Without that parent, kids mourn ( AdalistEstrin, A ; Mutin, 2003 ) . Some mourn the loss of the parent that was available to care for them ( AdalistEstrin, A ; Mutin, 2003 ) . Others mourn the loss of what could hold been ( AdalistEstrin, A ; Mutin, 2003 ) . In some instances the kid is relieve their parent has been arrested because they are no longer able to ache themselves or others, and perchance they can alter during their captivity ( AdalistEstrin, A ; Mutin, 2003 ) . In other instances when kids are present at the apprehension of their parent, the loss of separation can be compounded by impotence, and force ( AdalistEstrin, A ; Mutin, 2003 ) . In some instances, the kid may see police indifference or ferociousness ( AdalistEstrin, A ; Mutin, 2003 ) . Many kids of incarcerated parents exhibit symptoms of Post Traumatic Stress Disorder, Attention Deficit Disorder and Attachment Disorders ( AdalistEstri n, A ; Mutin, 2003 ) . Social Stigma Children experience the stigma of holding a parent in prison. For most kids, the stigma of losing a parent to prison is felt in their vicinity, among their equals, and from their instructors and household members frequently ensuing in feeling shame and low self- regard. For other kids who come from vicinities or households where captivity is a more common event, the stigma may be less intense but the demands are non ( Gaudin and Sutphen 1993 ) . Unfortunately, schools and communities do non offer specific plans to assist these kids cope with the loss of a parent to prison. Injury Trauma diverts kids s energy from developmental undertakings ( Mumola, 2000 ) . Children in stable environments use their emotional energy to get the hang assorted age specific developmental undertakings ( Mumola, 2000 ) . However, if kids s life fortunes overwhelm their capacity to get by, emotional endurance begins to take precedency over developmental undertakings, ensuing in delayed development, arrested development, or other maladaptive header schemes ( Mumola, 2000 ) . Children find it really hard to get by in state of affairss characterized by uncertainness ( Mumola, 2000 ) . Children with a parent in prison frequently worry about instability and uncertainness as inquiries about their continued attention are being sorted out ( Mumola, 2000 ) . Some health professionals keep information from kids to protect them, nevertheless this lone make the kid feel emphasis and unsure ( Mumola, 2000 ) . Education Child from substance or intoxicant maltreatment and incarcerated households are more likely to hold larning disablements: repetition more classs, attend more schools and more likely to be awol, delinquent and drop out of school because of gestation, ejection or institutionalized. Children whose parents drink excessively much or utilize other drugs may: be tired because of place events and unable to concentrate in school or other activities, witness physical or emotional maltreatment between household members, or see it themselves, be loath to convey friends place due to embarrassment about the addicted parent s behaviour and unable to concentrate on prep because of combat, tenseness or concern at place. Health professional Who is responsible for your kid when you are incarcerated? Harmonizing to informations from the National Survey of Child and Adolescent Well-Being, the primary health professionals who have been arrested have higher degrees of: substance maltreatment, domestic force, and utmost poorness, families with never-arrested health professionals have less of these symptoms ( Dettlaff, Phillip, 2009 ) . Children of arrested and neer arrested health professionals have comparable degrees of clinically important emotional and behavioural jobs, but these jobs are more prevailing in both groups that are typical for kids in the general population ( Dettlaff, Phillip, 2009 ) . The function parents play in their kids s development and the possible impact of a parent-child separation due to captivity besides highlight the demand for societal service bureaus to happen ways to assist households remain in touch during captivity and reunite upon release, where appropriate. One research worker has concluded that trial can be good for kids seeking to get by with the loss of a parent to prison ( Johnston, 1995 ) . One of the most immediate alterations experienced by the household of an incarcerated parent is a alteration in household composing and life agreements. Most kids are non present at the clip of their parent s apprehension, and parents typically do non state the constabulary that they have minor kids ( American Bar Association 1993 ) . As a consequence, many kids are informally placed with other household members and do non come in the Foster attention system following the apprehension of a parent. However, arrangement of a kid varies depending on whether the male parent or female parent is arrested and incarcerated. Children of incarcerated male parents typically reside with their female parents ( 90 per centum ) , while kids of incarcerated female parents are frequently placed with other household members ( 79 per centum ) ( Mumola 2000 ) . Children are more likely to be plac ed in surrogate attention ( 10 per centum ) if their female parent is sentenced to prison than if their male parent is incarcerated ( 2 per centum ) . The allotment of kid attention duties before captivity influences how much the captivity affects these agreements during the prison term. Although incarcerated male parents are less likely to hold been populating with at least one of their kids before imprisonment, these male parents are however involved in their kids s lives to some extent. These male parents besides provided regular fiscal support and/or on a regular basis visited their kids even though they did non populate with them. Yet, because a female parent is typically the primary health professional for her kid, her imprisonment will probably hold a greater consequence on household construction and operation. Trial Keeping relationships between parent and kid during a period of captivity can be hard. There are several barriers kids of captivity parent have to digest such as: inconvenient visiting hours, uncomfortable or mortifying security processs, and high cost of having cod calls from prison and long travel times to the correctional installation ( McMurray, 1993 ) . More than half of incarcerated female parents do non have any visits from their kids while they are in prison. It is normally helpful for kids to see their parent in prison to assist maintain that parent and child bond ( AdalistEstrin, A ; Mutin, 2003 ) . However there are frequently behavioural reactions after visits because kids frequently feel the heartache of go forthing their parent one time once more ( AdalistEstrin, A ; Mutin, 2003 ) . These behaviours are really painful ensuing in the parents to bespeak non to see ( AdalistEstrin, A ; Mutin, 2003 ) . Surveies have proved that bulk of kids cope with the crisis of pare ntal captivity better when they visit their parents ( AdalistEstrin, A ; Mutin, 2003 ) . However, it takes clip for kids and households to cover with the feelings that the visits raise ( AdalistEstrin, A ; Mutin, 2003 ) . While non sing, is sometimes easier on the emotions in the short tally, out of sight, is non out of head ( AdalistEstrin, A ; Mutin, 2003 ) . Programs for kids Two plans that help kids of incarcerated parents are the Youth Advocacy Program ( YAP ) and the Children with Incarcerated Parents ( ChIPS ) plan operated by the Center for Community Alternatives ( CCA ) ( Weissman, 2001 ) . The first measure in these two peculiar plans is to set up trust. Confidentiality is the 2nd measure because most of the clip kids of incarcerated parents try to conceal the truth about their parent ) ( Weissman, 2001 ) . Specific plan s focal point on issues such as: isolation, self-esteem, and shame ( Weissman, 2001 ) . Others focus on developing schemes for get bying with the absence of a parent, developing support systems, substance maltreatment, and understanding the correctional system ( Weissman, 2001 ) . Another chief end is to promote the kids of incarcerated parents to take part in other youth-oriented CCA plans. The Child Welfare League of America The Child Welfare League of America ( CWLA ) is an association of more than 1,100 public and non-profit-making bureaus devoted to bettering life for more than 3.5 million at hazard kids and young persons and their households. Member bureaus are involved with bar and intervention of kid maltreatment and disregard, and they provide assorted services in add-on to child protection affinity attention, household Foster attention, acceptance, positive young person development plans, residential group attention, kid attention, household centered pattern, and plans for pregnant and rearing adolescents. Vermont Programs Vermont has a plan that helps kids of incarcerated parents. This plan is an branch of the Lamoille County Court Diversion Restorative Justice Programs ( Barr, 2008 ) . The intent of this plan is to forestall childs from come ining gaol or prison. This plan is available to kids that have parents or guardian that is incarcerated ( Barr, 2008 ) . Harmonizing to Barr ( 2008 ) , research shows that kids who have strong and stable household connexions, do good in school, and are connected with their communities are more likely to be successful as grownups. Through instance direction the CJR aid kids and their households achieve ends within: school, community, and place life ( Barr, 2008 ) . The CJR specializers frequently make place and school visits ( Barr, 2008 ) . Harmonizing to Barr ( 2008 ) , over clip, the undertaking has revealed that the most needful aid has been in assisting kids receive preventative medical attention. This plan is the lone one of its sort funded by the provi nce. The Children at Risk Program The Children at Risk Program ( CAR ) is a drug, intoxicant, and delinquency bar plan. The plan is aimed at enrolling high hazard striplings eleven to thirteen old ages of age life in troubled vicinities. The plan provided services such as: intensive instance direction, household services, mentoring, and inducements. The household services were responsible for working with really household member and turn toing really job that could impact the place environment and support for the young person. The instance direction had to find the demands of the young person and their household. The young person was assigned a wise man if he or she did non hold a caretaker in the family. The CAR plan besides provided: tutoring, aid making prep, proving and particular instruction category. For good behaviour inducements was given to the young person. Methodology This current undertaking reveals the consequence intoxicant or drug usage and captivity can hold on a kid. The participants were striplings 11 to 13 old ages of age and parents populating in troubled vicinities, male ( 52 % ) and female ( 48 % ) ( Harrell, Adele V. , Cavanagh, Sridharan, 1999 ) . The race of participants were black ( 58 % ) , Hispanic ( 34 % ) , and white or Asiatic ( 8 % ) ( Harrell, etc. 1999 ) . The primary attention giver was frequently the female parent ( 80 % ) ( Harrell, etc. 1999 ) . The male topics were chosen through a random choice. The females offer to take part from a convenience sample. The major types of variables in this survey was how long did you utilize alcohol or drug, household history of captivity or force, who was the primary health professional at the clip of apprehension, how many childs do you hold and their age, and if the kid of all time had jobs with drugs or intoxicant ( James, 2003 ) . The Statistical plan ( SPSS ) will be used to analy se the variable for this survey. The hypothesis for this survey is that there is a relationship between parental drug and intoxicant usage and adolescent substance maltreatment. There is besides a relationship between adolescent substance maltreatment and neglecting classs. Harmonizing to Markel, MD, PhD ( 2005 ) , the National Center on Addiction and Substance Abuse ( CASA ) at Columbia University found that parents who use illegal drugs, maltreatment intoxicant, and utilize baccy put 50 % of the state s kids more than 35 million of them at increased hazard of substance maltreatment and of physical and mental unwellness. Children of incarcerated parent have multiple demands that are disputing to turn to. The survey consist of samples from two hundred 20 nine work forces and 50 two adult females aged 18 and older, who were in their first 40 eight hours of captivity in the section of corrections and who were voluntary participants in Arrestee drug maltreatment monitoring ( ADAM ) plan ( James, 2003 ) . Participants of the ADAM plan were selected from all arrestees charged with any condemnable act ( James, 2003 ) . The male topics were chosen through a random choice procedure, and the female topics were taken from a convenience sample ( James, 2003 ) . The survey that was administrated used a questionnaire completed as an dependence to the ADAM plan chief interview ( James, 2003 ) . All the participants of the ADAM plan had to listen to a 2nd informed consent statement before completing the chief study, after which they were asked to finish the 10 minute interview ( James, 2003 ) . The interview was submitted in person/face to confront interview ( James, 2003 ) . Variables used in the survey include the sex and race of the respondents, type of offense was incarcerated for, household condemnable history, history of drug and intoxicant usage and place the drug that was used, age when foremost started utilizing drugs and/or intoxicant, in last 12 months how many times did you utilize drugs and/or intoxicant ( James, 2003 ) . The other variables is refering to the captive kids including: how many kids and their ages for which you are responsible for, who does the kid reside with, who take the duty of watching the kid while the respondent is incarcerated, the figure of yearss of school the kid was absent within the past 12 months, if the kid had of all time had a history of drug and/or intoxicant usage, if the kid had of all time been admitted in a juvenile detainment installation, and if the kid had of all time received any support such as tutoring, guidance, or rearing categories ( James, 2003 ) . This survey examined the captive population and households at hazard and the connexion between parental substance usage and captivity and its impact on the kids of the incarcerated ( James, 2003 ) . Children of incarcerated parents frequently have jobs in: school, behavioural issues, adolescent gestation and intoxicant or drug maltreatment. The kids may besides endure from multiple psychological jobs including injury, anxiousness, guilt, shame, and fright ( The Women s Prison Association A ; Home ) . Many surveies have suggested that parental separation due to imprisonment, intoxicant and/or substance maltreatment had profound effects on kids ( The Osborne Association, 1992 ) .

The Bet by Anton Chekhov

The Bet by Anton Chekhov After reading the bet one can see Through the prisoner's decision, the author proves to the reader that money is evil, money teaches life lessons, and when human will is tested it can be impossible to break.This story proves once and for all money is the root of all evil. When the young man told the older man, "The death sentence and the life sentence are equally immoral, but if I had to choose one I would choose the second." This quote caused such excitement for the younger man, but he had no idea what he was soon to get himself into. As the older man made the 2 million/ 5year bet the younger man being young, naive and only thinking of MONEY caused him to over react. The young man said, "I'll take the bet, but I would stay not five but fifteen years!" When the young man made this bet he was corrupted by money and not thinking about anything but his greed.Anton Pavlovich Chekhov. Oil on canvas. From the c...If he would of though about the bet for one day he was of realized he was los ing the best years of his life. So after reading this one has proven that money causes spilt second decisions to be made all the time, and it usually turns out for the worst.In " The Bet" money teaches a few life lessons. When the man is about half was though his "sentence" he realized that he had learned so much that it is a reward in itself. The anther wrote, " In the sixth year the prisoner began zealously studying Languages, Philosophy, and History." If it wasn't for the Two Million he probably would never even thought about trying to teach himself Languages, Philosophy and many other teaching. So pretty much in an indirect...

Choose one of these photographs to analyse the context of play ( Early Assignment

Choose one of these photographs to analyse the context of play ( Early childhood education ) - Assignment Example The materials that these children have to play include; a handcart, tins, pieces of wood, sticks, stones and long pieces of wood or metal. The context of play in figure 2 would suit children between five years and seven years. Children at this age have developed their fine motor and gross motor skills. These skills allow the children to hold things firmly enough to allow for their play. Children at this age are also particularly interested in play that requires initiative. They are learning to become autonomous and independent and are quite initiative at this stage. At this age, a child’s world gets filled with the magic of discovery, exploration and make-believe which is a means of development. This is what causes their interest in such games (Crowther, 2006). Creativity refers to turning new, imaginative ideas into reality. It requires passion and commitment. Imagination is the ability to form images and sensations without perceiving them through your senses. It is a creative faculty of the mind. Imagination is a power of the mind. Promotion of creativity and imagination in children’s play is extremely beneficial. This is because children make use of their imagination and creativity to interact and play with other people and things found in their environment (Wellhousen, 2004). They also use the level of creativity and imagination developed during play to make decisions in their day to day lives and solve problems. Imagination helps children develop critical thinking skills which are later on extremely necessary in life. Creativity is also crucial for development because it enables children to create solutions for their problems. It also teaches them how to make decisions (Sigelman, 2011). In the context of play in photo 2, we witness a lot of creativity and innovation taking place. The children are trying to place the long pieces of metal on the handcart. They have

The importance of effective care management practices in the nursing Essay

The importance of effective care management practices in the nursing - Essay Example The researcher states that effective care management is essential for the betterment of nursing management and also for the betterment of the overall society. A patient gets satisfied if the nurse delivers him an effecting and caring service and also the disease of the patient gets cured with ease. Nurses are required to implement effective care management practices with the help of team work and collaboration with others (doctors and patients). Nursing can be described as a service profession where nurses play two basic roles: care provider and care manager. As a care provider the main role of a nurse is to provide greater care to her patients who are suffering from diseases or health-related problems. As a care manager the main role of a nurse is to provide her patient a comfortable environment and practices to get rid of all the pains and sufferings. Effective care management is an essential requirement for the purpose of providing effective nursing services to patients. The notio n of care management is particularly important for nurses because they are the most important care provider to the patients. It is also because they are the care manager of the most important service sector in society, the health care sector. Among all care management practices the nursing care management is the most important care management practice in health care sector of society. Care management practices have been recognised not as professions which require professional status; rather care management has been identified as one of the most important practices in service sectors of the society.... It is also because they are the care manager of the most important service sector in society, the health care sector. Among all care management practices the nursing care management is the most important care management practice in health care sector of society. Care management practices have been recognised not as professions which require professional status; rather care management has been identified as one of the most important practices in service sectors of the society (Cress, 2010, p.400). Care management is described not as a necessity for the purpose of improving health conditions of a person, but it is looked as a critical strategy element of health plans of the society. Effective management of care and chronic health conditions are absolute necessities in modern society; not only from society’s point-of-view, but also from economic point-of-view. From society’s perspective greater health care management leads to greater effective and improves health condition s of the society. From the perspective of economics, effective health care management means greater savings in terms of human resource through effective health conditions of societies (Berger, 1999, p.199). The notion of care management can be used as one of the most important concepts in health care sector, nursing management. Nursing management can be described as a process where nursing resources are coordinated and integrated to deliver an organised high-client care to different individuals and groups or communities. This nursing management requires collaborations and team works among different agents who are involved in the heal care service sector of the society (Nagelkerk, 2006, pp.9-10). The notion of care