Educational achievement Essay

Educational institutions have two basic functions. On the one hand, they act as agencies of socialisation, transmitting social rules, norms and values; on the other hand, they are mechanisms of allocation, channels for selecting and training people to fill the many occupations of industrial economies. This dual function of socialisation and allocation is fulfilled to some degree by all educational systems. However, in a society with a complex division of labour there is often a contradiction between the two functions of socialisation and allocation. This essay will use both Marxist and Functionalist perspectives to question the educational system. Educational policies after the Second World War were primarily concerned with facilitating greater, and more equal, access to educational qualifications. This was attempted in R A Butlers 1944 Educational Act which sought to make entry to selective schools and universities meritocratic, that is dependent on ability rather than social status or wealth. The Act proposed a system in which children would be transferred at the age of eleven to grammar, secondary modern, or technical schools according to their ‘age, aptitude and ability’. Grammar schools continued to be seen as superior and biased towards middle class males due to the academic subjects, Mathematics (traditionally a male subject) and English being the key indicators used to measure the students. Since we have simple tests of discovering children’s natures (and there are luckily two varieties of these) we can perfectly easily tailor the schooling they get to suit these natures. Such a position accords a pretty self fulfilling and pessimistic function to education, and the fact this process of division has always produced a high correlation with the division between middle class and working class children simply serves to confirm the appropriateness of the division in the first place. ( Miller, 1992 pg. 15 ). The above quotation highlights how the commonly held attitudes towards the working class only reinforced the class distinction. Talcott Parsons stated in his writing on education its † Functions to allocate these human resources within the role structure of adult society†, (Haralambos and Holborn, Sociology Themes and Perspectives 1995 pg. 729). Perhaps if the government had built a larger quantity of technical colleges then the education system would have been more successful in allocating individuals into work roles that match their abilities. By its very nature the eleven plus looked at student’s academic skills completely ignoring student’s personal abilities. Whereas in the education systems of Germany and Japan, in the same period, the majority of students took a vocational path in order to secure educational success. Perhaps this is why their societies achieved greater industrial and economic accomplishment (Abercrombie, Warde Contemporary British Society 1994 pg. 350). Equally, successful entry to a grammar school was not guaranteed if the student had passed their eleven plus exam, this was due to the limited number of places. If we compare the number of grammar schools in Surrey, (which is known for its large percentage of upper and middle class), to the number in the industrial Midlands (with its high population of working class), there is proportionally less number of places for students, therefore making the educational system largely a postcode lottery. It is sighted in Plummer’s ‘Failing Working Class Girls’, that not only did grammar schools have better teachers but also superior buildings and resources- An overwhelming proportion of working class children were being educated in elementary schools. Their inferior buildings and resources, lack of graduate teachers and limited curriculum, compared badly with the better resourced secondary grammar and fee paying schools, attended mostly by children from middle class backgrounds. (Plummer 2000 pg. 15). From the 1960’s onwards, education was increasingly measured in terms of economics i. e. as an institution of national interests rather than personal fulfilment. During this period racial and ethnic minority groups entered the debates, due to immigration becoming more prevalent. It was assumed that children coming from these backgrounds needed to become like the white populous as quickly as possible therefore little genuine progress was made (Finch, 1984). Perhaps this is due to the nature of the curriculum for example, history lessons concentrating on white European perspective with often-fanciful representations of ethnic cultures. Equally teachers and local authorities did not understand their growing presence in schools and it emerged that in some schools, Head teachers were refusing to admit more black pupils (Donald and Rattansi, ‘Race’, Culture and Difference, 1992 pg. 14). Professor John Rex, a leading figure in British Race Relations Research, accused ‘black youth’ of being â€Å"arrogant, rumbustious and contempurious† and having â€Å"†¦ a certain fascination for violence†. (Rex, New Debates in Black Politics 1990 pg. 18 and 33). It’s hardly surprising that these students felt marginalised. In addition under achievement of ethnic groups appeared to be over looked- †¦ many of the teachers indicated they had never considered seriously the apparent failure or under achievement of working class or black children in the education system. (Lee, Pride and Prejudice; Teachers, Class and an Inner City Infants School, 1987 pg. 108). Girls coming from an ethnic minority are not the only group held back from achieving their full potential – equally white girls coming from middle class backgrounds feel this. Even today, the dominant (arguably unconscious) ideologies to reinforce cultural norms of gender behaviour (Walker and Barton, 1983); both pupils and staff give these norms in schools. Girls are not expected to do as well, are not brought up to be assertive to the same level as their male counterparts, and therefore tend to underachieve and blame themselves for it (Light and Dwek, 1987). Staff praise different qualities. Until very recently girls choices in curriculum activities were limited, they were encouraged to veer away from scientific or technical subjects; Deem 1978 sights girls examination result successes tend to be in art subjects, which have limited value for entry into employment and therefore lead females down a different route in further education. The format of exams themselves and other measures of curricular achievement are biased towards males e. g. multiple choice tests are geared towards ‘male logic’ than ‘female’ abilities. Issues such as these highlight the importance that moves are made to alter prejudice expectations and the way assessments are undertaken; including educating teachers to understand their own biases, promoting a change in the expectations of girls so they can achieve what is really within their interests and capabilities. Another area in which the education system is failing today is the treatment of those to be deemed as special needs. The 1988 Education Act defined this by ‘learning difficulty that calls for special educational provision to be made’. This definition obviously makes some comparison with a ‘norm’, this norm is not specified and different education authorities have different averages. Although steps are being taken to move away from labelling since the 1983 Warnock Report many such pupils are still educated separately within schools themselves or special schools together, this again becomes a self-fulfilling prophecy. Barton and Tomlinson (1981) ask, ‘ at which point does caring become controlling? ‘ this is due to current attitudes that problems are psychological, rather than social and pupils are categorised. Despite the promises of the 1940’s Act and the many worthwhile reports that have been commissioned (and largely ignored), still the education system in Britain is riddled with inequalities as set out above. The education system has lost its focus on personal fulfilment. Arguably the pupil has become a homogenised asset to be utilised in the interest of economic progress. If the child does not meet this criteria then they are virtually excluded to protect the accepted norms that society seeks to reinforce on tomorrow’s world. In the ideal situation school children will learn a variety of skills throughout their schooling, to aid his or hers development to achieve their full potential. By the time a young person leaves school at whatever age suits their abilities and aspirations, they should be a self confident and fulfilled individual. Each individual should have gained a wealth of knowledge, motivation for further development, life skills and exam success, which realistically reflects their capabilities. Equally a pupil should have had the opportunity to form friendships with peers and to have built relationships with teaching staff, thus providing a positive image of society at all levels. Everyone should have been exposed to new ideas and activities. This is an ideal; how many people having experienced the British Education system would relate their own schooling to this statement? For many this statement is totally alien to their experiences due to the inherent prejudices the institution reinforces such as the class structure, racism, sexism, beaurocracy and commercialism of schools. It is evident that British schooling has changed considerably since 1945, in many ways there has been great improvement for the majority of pupils. However still today there are a significant group covering ethnic minorities, girls and Special Educational Needs pupils who have largely been over looked so far. If Britain is to make the most from its human resources it is vital that attitudes change so that the individuals’ potential, which is currently ignored, may be fulfilled. Bibliography Miller, J. , 1992, More Has Meant Women: The Feminisation of Schooling, Institute of Education and London: Tufnell PressParsons, T. , 1995, Haralambos, M & Holborn, M. , Sociology Themes and Perspectives. Fourth edition. London: Collins Educational Abercrombie, N & Warde, A. , 1994, Contemporary British Society. Second Edition. Cambridge: Blackwell Publishers. Plummer, G, 2000, Failing Working Class Girls. Stoke-On-Trent, Trentham Books. Finch J. , 1984,’Its Great To Have Someone To Talk To’: The Ethics and Politics of Interviewing Women’, in C. Bell and Robert (eds) Social Researching: Politics, Problems, Practice, London: Routledge and Kegan Paul. Donald J. , Rattansi A,.1992, ‘Race’ Culture & Difference, London, Sage Publications. Rex J. , 1990, Debates in Black Politics, Warwick, Warwick University. Lee, J. , 1987, Pride and Prejudice: Teachers, Class and an Inner City Infants School, in m. Lawn and G. Grace (eds) Teachers: The Cultural and Politics of Work, Lewes: Falmer Press O’Donnell G. , 1985, Mastering Sociology, Basingstoke, The Macmillan Press. Pugh, M,. 1994, State & Society A Social and Political History of Britain 1870-1997, London, Arnold Publishers. Other Sources: Campaign for Real Education web-site – www. cre. org. uk Word Count 1,691.

Deadly Feasts

Erica Dunyon Directed Readings Deadly Feasts by Richard Rhodes I have to admit, on the opening scene I was really skeptical about reading this book. I really have always hated the idea of cannibalism, so when I was reading and imagining this, in my mind one word came to my attention, â€Å"Disgusting! † Progression into the book, however, received my attention, and I continued forward. I enjoyed reading this book. It was very informative, easy to understand, and easy to read. I learned about various prion diseases and their effect on each species they infect.Deadly Feasts is about spongiform encephalopathies including Creutzfeldt-Jakob disease, Scrapies, Rida, Kuru, and mad cow disease. This book explains the relationships each spongiform disease has in common with each other, as well as their signs and symptoms. Mad cow disease and scrapies are quite similar to each other, and was endemic in Britain when this book was published. Another rare disease occurring in humans known as Creutzfeldt-Jakob disease has then been related to mad cow disease. Creutzfeldt-Jakob disease is one in which eats human brains. Kuru is thought to be another spongiform disease.Kuru was thought to be a result of sorcery. Initially when this disease was discovered, the belief was leaning toward this disease taking on a genetically transmissible role. After much research, it is known that it is a transmissible disease spread by the consumption of infected flesh. The extremely unusual thing about kuru, along with other spongiform encephalopathies, is that it lacks the presence of inflammation. Transmissible spongiform encephalopathies (TSEs) are also known as prion diseases. The infectious microbe in TSEs is a specific protein called prion protein.These prion proteins and proteins of the brain are extremely similar. This may be the reason these proteins are not detected by the immune system which is why they do not cause inflammation. These diseases are unique because they are impo ssible to kill. They have been exposed to virtually everything including, extreme temperatures and radiation, and still have the ability to infect and cause disease. Gajdusek believed that transmission of these spongiform encephalopathies was in the form of protein in diseased dead animals, including sheep and cattle that were fed to other cattle.Rhodes refers to a concept known as industrial cannibalism. This means that the supplements were made from dead cows. Despite the fact that cattle were coming down with a disease that decreases the cow population, supplements were still made with the remaining’s of diseased cattle and fed to other cattle. Transmission of this disease can occur months or even up to decades because the disease can incubate for the allotted time. Britain was responsible for the initiation of research in this epidemic group of diseases. Britain did not inform the public in regards to this disease.They also bought diseased animals for half of the market v alue. The British government banned individuals from feeding animal waste to other animals, in 1989 to limit the spread of these diseases. In addition to limitting the transmission of these diseases, as a safety measure, the FDA prevented industries from feeding cattle protein from dead sheep, cattle, and other susceptible diseased animals. Europe still has increasing cases of the disease, which it infects many various herds and species of animals, supporting that the epidemic disease is able to spread across the species barrier The British government, by making the wrong public health choices, has conducted a frightening natural experiment, allowing a lethal disease agent to spread through the human food supply, exposing the entire British population. † (Rhodes 97) America is trying to prevent the spread of spongiform disease transmission from Britain to the U. S. by manufacturing our own beef and meat products. Unfortunately, it would not be known if the disease has affected our population until it is a point when it might be too late. TSE’s are essentially unidentifiable until they progress to the point of brain damage. † (Rhodes 97) Spongiform diseases are still a known problem in the world, and the protection we give ourselves, or lack of protection is an issue brought up by Rhodes. Rhodes refers that spongiform diseases might be Britain's †new Black Death. † He states that the transmissible spongiform encephalopathies are public health problems and not only clinical. Transmission is controlled by actions of both social and institutional aspects.The term the â€Å"new Black Death† refers to the ease of the transmission of the disease. If the plan for eradication is not carefully planned and executed, transmissible spongiform encephalopathies can be a serious epidemically known disease that can cause many deaths. In conclusion, I recommend Deadly Feasts to all individuals, not necessarily limited to only those interest ed in microbiology. This book gives insight on a former, and always possible, group of diseases that can become epidemic at any time. I believe knowledge is power, so knowing about these diseases only contributes to public safety.

Broken Windows Theory Essay Example for Free

Broken Windows Theory Essay The â€Å"broken windows† theory as explained in the article; which holds that physical detoriation and an increase in unrepaired buildings leads to increased concerns for personal safety of residents and a rise in the crime rates, is an applicable theory for the conditions in the inner cities. I believe it also can apply to the current conditions in some suburban areas that are degrading, such as the local town of Norristown where I grew up. Norristown up until the 1960’s and the rise in drug use, was peaceful little mini-city in the suburbs of Philadelphia. Growing up in Norristown, my father would tell me stories of neighbors taking care of neighbors during tough economic times, and even fearing getting in trouble because everyone in the neighborhood would hit him before he got home to his father. The area hangouts were always clean and peaceful, and the houses were up kept. There still was crime, but it wasn’t always violent or prevalent. That all changed in his estimation by the late 1960’s. The drug culture entered into the area, and houses started to become run-down due to numerous squatters living 10-15 at the time in them. Area hangouts became dangerous, and he said they would have to literally fight other groups to be allowed to use the basketball courts. Violent crimes with weapons rose, and so did murder. During the 1970’s and the 1980’s, older residents began moving out in droves despite the Council’s attempts to institute tougher crime-fighting tactics. By the turn of the 2000’s, many neighborhoods looked rundown and were dangerous. I was born in Norristown in 1986 and lived there until my parents were able to move out in 1998. Drugs were rampant, crime was bad, and my mother never let me leave the house without someone older and trustworthy escorting me. If you took the time walking down in the neighborhoods, which we did a lot to get to school, you noticed many of the things mentioned in the â€Å"broken windows† theory breakdown. Many houses had broken windows, graffiti, and were the hangouts for drug users. Squatters were as prevalent as they were in the late 1960’s, with anywhere between 10-20 adults of all kinds of races living in the houses and dealing drugs. The police couldn’t do anything without getting shot. A lot of officers were harmed, and the drug operations to try and stop the flow of drugs from Philadelphia and Camden, NJ were hardly successful. I personally saw two of my cousins fall trapped to both sides of this dichotomy, one became a narcotics officer who was forced into retirement due to being shot in the back by a drug dealer, and another cousin is spending the next 25 years in prison for drug trafficking and the sale of cocaine. Gangs and drug dealers began coming from Philadelphia to establish â€Å"satellite† branches of their operations. People began putting bars on their window s due to the break-ins, community events kept getting cancelled, and the sound of gunshots became normal. By late 2004, the Council in Norristown decided to take action. Rundown houses were boarded up and condemned. Cops were brought in from outside jurisdictions to train the Norristown police on how to run better undercover drug sting operations. Crime was reduced, but murders were still high. The Council also sought out one thing they didn’t before, outside investment by companies to revitalize sections of the town. With these steps, Norristown has begun to improve, and so has the feelings of safety for the local populace. However, Norristown has decades of decay to combat, which will take time. If only they had looked at the â€Å"broken windows† theory they could have fixed this years ago. Broken Windows Theory. (2018, Oct 20).

The Death of Humanity in The Overcoat and Bartleby the Scrivener Essay

The Death of Humanity in The Overcoat and Bartleby the Scrivener - Essay Example The reader's reaction and emotive responses to the deaths of these gentlemen are different for each story because of the narrators. Both stories, as discussed, are similar and these similarities will be dealt with swiftly. Akakievitch is described, in every way, as a second-class citizen, an exploited laborer at the mercy of an unjust society. "He was what is called a perpetual titular councilor, over which, as is well known, some writers make merry, and crack their jokes, obeying the praiseworthy custom of attacking those who cannot bite back" (Gogol, 1). His appearance matched his unfortunate status in life "-short of stature, somewhat pock-marked, red-haired, and short-sighted, with a bald forehead, wrinkled cheeks, and a complexion of the kind known as sanguine." (Gogol, 1)"His superiors treated him in coolly despotic fashion" (Gogol 2). Bartleby gives us the same impressions. The narrator saw him as "pallidly neat, pitiably respectable, and incurably forlorn!" (Melville, 5) and was also employed as a scrivener for very little money. Both men die because they cannot function in a world in which they have no control, a world in which they feel isolated and mistreated. Akakievitch dies from a fever with which he is afflicted because his new overcoat is stolen, a coat for which he has sacrificed and obsessed over for many months. His obsession could very well be seen as the cause of his demise, but it was the one thing he could control. He picked the tailor, the fabric, and the style and even changed his demeanor when he wore the coat. Even though the St. Petersburg winters forced him to buy a new coat, he controlled the details. It was his biggest achievement in a life that was "littered" with obstacles and adversities. When his coat was taken from him, he was devastated, much like the lover who must endure unrequited love. Bartleby died because he, too, was deprived of his only avenue of control. "I prefer not to" was a regular response to a boss who symbolizes the tyranny and exploitive behavior of the upper class proletariat of Melville and Gogol's time. From a Marxist's point of view, Bartleby's defiance can be interpreted as a resistance against capitalist oppression. Melville was a strong advocate of social justices and economic reform, a subject directly related to the social problems arising from industrialization in 19th century America. Although Gogol was a Russian, he too was a strong advocate for social justice. He wrote, however, under political censorship and that could explain why he needed to end his story with the fantastical element of a ghost. It would turn a rather didactic political statement into an Aesop's fable. The Americans had no such censorship. 3 Bartleby and Akakievitch both suffered from malnutrition, a significant factor in their deaths, since neither ate properly. Their reasons for such extreme actions were, however, quite different. Akakievitch sacrificed his evening meal for his new coat. "He even got used to being hungry in the evening, but he made up for it by treating himself, so to say, in spirit, by bearing ever in mind the idea of his future cloak" (Gogol 7). It was his decision to make. "He became more lively, and even his character grew firmer, like that of a man who has made up his mind, and set himself a goal" (Gogol

Frank Gehry Essay Example | Topics and Well Written Essays - 1000 words

Frank Gehry - Essay Example In 1956, Gehry moved to Massachusetts with his wife in a bid to enroll into Harvard’s School of Design. Sadly, the education life at Harvard was never completed, which saw him drop out and afterwards, divorce his first wife. The reason for his non-completion in Harvard’s Design School was because his ideas for a socially responsible type of architecture were not realized (Isenberg and Gehry 43). He remarried in 1975, and had two more children with Berta Isabel Aguilera. He later went back to California after his attempt at design school failed, and that is where the legend of Frank Gehry was born. Works around the world Shortly after moving back to California, Gehry began making his name a household name through the Easy Edges furniture line. Most of the cardboard furniture products were sold in California between 1969 and 1973 before his marriage to Isabel, and before taking on the task of remodeling his family’s house in Santa Monica. It was this erratic remodeling that saw Gehry capture the architectural world’s attention as his design was deemed unique and out of this world. The famous Walt Disney Concert Hall is among Gehry’s famous works, and this was after he achieved celebrity status after modeling homes in Southern California for a while. The Guggenheim Museum building in Spain and a skyscraper in New York city are also Gehry’s works, and have become tourist attraction sites visited by countless individuals. The Opus Hong Kong tower in China can also be placed among his top achievements (Isenberg and Gehry 48). In some instances, Gehry is said to have been invol ved in the designing of jewelry, liquor bottles, and even trophies. He is said to have designed an ice hockey trophy, which was for the World Cup Hockey tournament. These ‘quick fixes’, according to Gehry, were as a result of the little or lack of realization of exceptional architecture (Lange 53). He, therefore, may have wanted to remain relevant in the field of design even if it meant that he would not be designing buildings and memorials. Style and design and the material used Gehry’s style was a deconstructivist form of architecture, which pushed and challenged the accepted designs of architecture. It is a post-structuralist aesthetic that is most familiar with architects who go against the normally accepted paradigms of architecture, and is most visible and popular in California. This might be because he did most of his works in the area during the 1980’s. It is believed that Gehry calculatedly violates the modernism approach to architecture with his focus on the right angles and cubes (Lange 59). The instability that is the deconstructivist approach is what makes the designs by Frank memorable. Even though the projects may be comprehensive and complete, they tend to bring about the feeling of explosion. In some sense, the nature of the deconstructivist style is to bring about the acceptance of flaws as an inevitable phenomenon in architecture. Cardboard and scotch tape are the materials used to bring the designs in Gehry’s head to life, which later turn into buildings. In many of his works, Gehry has incorporated the use of titanium and stainless steel. Theme in Frank Gehry’s works One thing that makes Gehry a truly gifted architect of his day is his perceptive and immaculate manner of bringing out his designs. He is said to be fond of fish as most of his structural designs are said to have used fish motifs engrained in some

A summary post us even more important in this forum given the range of Coursework

A summary post us even more important in this forum given the range of issues thathave been covered - Coursework Example market and sets high prices than the prices at which the buyers are willing to buy at leading to the restriction of supply quantity and a reduction in the demand of the consumers for the product due to the high prices (Varoufakis, 1998). One example of a monopoly is the government of Saudi Arabia that has total control for supply of oil and the whole oil industry. Other examples include Sky film that has led to increased prices in the pay television business in the UK. Inappropriate competition may result to an oligopoly, which is a form of market failure where a small number of firms dominate the market and decisions by one firms influences that of other firms in the market (Howard et al., 2009). Collusion among the firms leads to setting of higher prices and limiting of supplier affecting the consumers in the market. Examples of oligopolies include Tesco, Sainsbury, Morrisons, and Asda, which have 74.4% of the grocery market and Barclays, HSBC, Lloyds TSB, Natwest, and Halifax, which together dominate the banking sector in the United Kingdom. Inappropriate information may also result to a situation characterized by one buyer influencing the decisions of the suppliers in the market, a situation referred to as a monopsony (Ferguson, 2004). An example of a monopsony in the Natural Led Lumber Media Company where it is the only company conducting lumbering operations in Lumber town. As demonstrated in the above examples of monopoly, oligopoly, and monopsony as cases for inappropriate competition, leading to market failure, which results in the lack of a free market mechanism for allocation of goods and services demonstrated by these conditions in the

Hypertension (high blood pressure) Essay Example | Topics and Well Written Essays - 1000 words

Hypertension (high blood pressure) - Essay Example Blood pressure below 120/80 mm Hg is considered as a normal blood pressure. But, some medical experts claim 115/75 mm Hg as a more stable blood pressure level (Luehr et al., 2012, p. 15). Prehypertension, stage 1 hypertension, and stage 2 hypertension are three major hypertension stages. Prehypertension consists of a systolic pressure in the range of 120 to 139 mm Hg or a diastolic pressure in the range of 80 to 89 mm Hg. Stage 1 hypertension and stage 2 hypertension have a systolic pressure in the range of 140 to 159 mm Hg and 160 mm Hg or greater respectively or a diastolic pressure in the range of 90 to 99 mm Hg and 100 mm Hg or greater respectively (Luehr et al., 2012, p. 15). It is not possible to diagnose hypertension on the basis of one blood pressure reading as blood pressure varies several times in a day depending on activities, surroundings, age, and gender. Hence, doctors keep the patient on an observation and check the blood pressure at intervals for several times to diagnose it. Patients are required to avoid smoking, physical exercise, or drinking energetic beverages (especially with caffeine) for at least 30-40 minutes before the blood pressure readings (Simon & Zieve, 2013). As often during the clinical testing, patients are in stress, doctors ask the patients to measure their blood pressure at home too. Usually, doctors recommend the use of specific ambulatory monitoring equipment that measures blood pressure about every 20-30 minutes during the 24-hours period and gives appropriate readings to help the doctors to diagnose the hypertension in patients (Simon & Zieve, 2013). Based on the clinical and home readings of blood pressure at several times a day for period of time and medical history of patient, doctors diagnose the hypertension condition in the patient (Simon & Zieve, 2013). In order to formally diagnose the hypertension, there are various tests which are required to perform.

Small system practice - social work Assignment Example | Topics and Well Written Essays - 250 words

Small system practice - social work - Assignment Example es are unequal to the larger student community thus as a social worker you may use inequality to promote a higher level of equality in the access of limited resources hence giving them a slightly better chance than the other student community. Using the ERS system it may give many conflicting rules and thus ethical principles may apply. For example, Principle 6-confidentiality and Principle 7- full disclosure both seem to act but the rank in the EPS system dictates the preceding principle gains priority(Ralph & Harrington & Frank 66). This way will ensure ethical practice dilemmas related to immigrants are handled carefully and mindfully.. 4. Building a community partnership strategy. The social student worker will be obliged to bring the families of the deported parents together and through their voices and hearing their wishes and needs advocate for providence through facilities such as foster homes. Bringing together community stakeholders and making it clear of their roles in that it will include giving where the return will be improvements that will propel the lives of the children and families as well as support their

Organization Development and Change Essay Example | Topics and Well Written Essays - 750 words - 9

Organization Development and Change - Essay Example ventions utilized can be categorized into â€Å"human process interventions, technostructural interventions, human resource management interventions and strategic change interventions.† (Cummings, T. & Worley, C., 2008) These methods of facilitating change are similar, and yet different, in several ways. Their first similarity is that they all share a common end result; that is, to promote changes in an organization. Another similar aspect is that all of these interventions have specific target areas where these changes should be implemented. For example, human process interventions are applied to improve how individuals in the organization relate to each other in the workplace. As Cummings and Worley (2008) stated, this kind of intervention focuses its attention on the employees and the processes such as communication, leadership, problem solving, and group decision making which help the employees complete the goals set by the organization. Meanwhile, technostructural interventions concerns itself with technology and how the people in the organization can better utilize systems in the performance of their duties. Human resource management interventions target the proper integration of employees into the organization while strategic change interventions worry itself with how the organization can be competitive in the industry. Since they all focus on different aspects of an organization, the var ious intervention are deemed to be more efficient in affecting change. One more similarity that the major categories share is that even though they target different aspects of a company, they were designed according to an â€Å"understanding of the situational contingencies† (Cummings, T. & Worley, C., 2008) that may exist in the organization. It is only with a better knowledge of the status quo can the OD practitioner decide which form of intervention is necessary to implement change. As mentioned earlier in this paper, the four type of intervention do not only share

IFRS and GAAP Accounting Principles Essay Example for Free

IFRS and GAAP Accounting Principles Essay IFRS is also referred to as International Financial Reporting Standards. They are set of standards of accounting developed by International Accounting Standards Board (IASA). They are becoming the standards in the globe to be used for preparation of financial statements for the public companies. IASB is independent body which sets accounting standards which is based in London (McLaughlin, 2009). This body consists of fifteen members who are from nine countries including United States. IASB started operating in 2001 since it succeeded International Accounting Standards Committee. With desperate laws, cultures, tax regulation and commerce, individual nations, overtime have come so as to develop accounting systems of their own. In United States, Financial Accounting Standard Board (FASB), formed in year 1973, was third group which developed the Generally Accepted Accounting Principles (GAAP) in U. S, since the formal setting of standards which started in 1939. FASB is the first group in US which employed independently funded full-time professionals to be independent in accounting profession. Sanctioned officially in 1973 December, by Securities and Exchange Commission (SEC), which was federal regulator, FASB up to now continues setting accounting standards for U. S (Subramani, 2009). IASC was formed shortly after FASB had been formed in the same year so as to develop accounting standards which will be internationally accepted. During the early 1970s, economy of the globe was at that time marked by expansion of the cross-border activities. This time seemed to be right in considering whether there was a need to set universal accounting standards to address world which was shrinking (McLaughlin, 2009). IASC in their effort of promoting acceptance of one set standards of accounting globally, tried to write certain inclusive standards. Committee members often had difficult in achieving a common consensus on proper accounting treatment to transactions which were similar or the same (AICPA, 2010). They identified preferred treatments, but accounting which was different with also different results was as well allowed. They considered this as necessary so as to promote the acceptance of complete set for the world accounting standards. If specific standard was much different from that which was accepted generally in an individual country, that nation may not accept all the set standards. It was better in allowing some alternatives in order to bring many nations into the mix. International Accounting Standards Board (IASB) replaced IASC after it had issued 41accounting standards to be used internationally in 2001. Since formation of IASB, it has issued around eight IFRS and also they have modified several international accounting standards (IASs). In 2000, European Commission provided the international standards large boost as it announced initiative which required every listed company in the European union to be using IFRS starting the year 2005. Before mandatory introduction for all companies to use IFRS, all countries in European Community regulated separately their standards of reporting (McLaughlin, 2009). The measure of using IFRS did not affect the non-listed companies in Europe. European ministers’ council approved IFRS in 2002. At the start of 2005; approximate of 7000 companies effected the change. Around 6500 of these companies had been prior reporting GAAP in their own country, with almost 3000 of them in UK alone (Ernst Young, 2009). EU however, never endorsed three paragraphs in IAS 39, and these were standards which deal with measurements and recognition of the financial instruments. Volatility potential of the earnings which was related to such paragraphs’ accounting macro hedge as well as option of fair value made the standard setters to go back in the drawing board several times, but there was no appearance of silver bullets. Up to now, EU has not fully endorsed set of the IFRS which was promulgated by IASB (Jermakowicz, Epstein, 2008). Failure of EU to fully endorse these set of international standards is significant issues to several reasons, not the few which is requirement in the IAS1, financial statement presentation that is explicitly stated by a company that their financial statements are complying with the IFRS (McLaughlin, 2009). Companies are further not allowed to state their financial statements as complying with IFRS if it does not fully comply with whole body of the IFRS. The accounting standards so as to gain world wide acceptance, there is a need for them to be universally applied. It is necessary to have comparability. Financial statement set prepared using GAAP of country A is not comparable suddenly to another which is prepared using GAAP of country B since both of them on the top states IFRS (AICPA, 2010). United States key regulator priority is the consistent application of these standards. If to be accordance with the IFRS means the similar and same transactions have to be accounted in same way in every nation, then preparing financial statements according to IFRS will have to add value. Investors will no longer waste their effort and time in reconciling financial information when comparing to companies which are similar but in different countries (Subramani, 2009). Capital will then flow efficiently and at a low cost to companies in many places. Another major boost for acceptance of the IFRS was seen in 2002as the Norwalk Agreement was being signed and was reaffirmed in the Memorandum of Understanding in 2006. IASB in the London together with FASB in the Norwalk agreed to remove the differences in their standard sets and converge it on high-quality standards (Ernst Young, 2009). The emphasis was on high-quality and this meant that if the FASB standards or IASB standard was deemed to be better, then the convergence was would be on the superior one. If neither of them had sufficient standards which would qualify to be used internationally, then the two boards would jointly work together to produce new standards. Work is on progress in developing a conceptual single framework which will guide in setting future standards. Convergence between U. S GAAP and IFRS do not mean accounting standards should become identical. It means that in the cases where the transactions are similar or the same, then the accounting should be just the same, or if not so, the disclosures should be transparent to enable reader understand about the differences (Subramani, 2009). Also the standard setters are putting more effort to reduce the difference which is in the two systems. Three significant differences between IFRS and GAAP. The difference between the two set of standards include the following: in the US GAAP in the income statement, extraordinary items is restricted to some items which are both infrequent and unusual (McLaughlin, 2009). Negative goodwill usually is treated as an extraordinary item. In the IFRS, income statement usually prohibits extraordinary items. In the US GAAP the significant items in the income statement are presented separately at the face of income statement just as component of operation going on, where as in the IFRS significant items in the income statement separate the disclosure of nature and also the amount required, but it can be included in income statement or notes (Ernst Young, 2009). Changes in the equity in U. S PAAF are present in all the changes in every caption of the stockholders’ equity either in separate statement or foot note. Equity changes in IRFS at least, presents components which are related to expense and income recognized as section of separate statement (AICPA, 2010). Other equity changes are disclosed either in notes or presented as a part of one, combined statement in all equity changes. Three similarities between IFRS and GAAP. In both accounting standards, exchange losses and gains on the settled items and also on the monetary items which are unsettled should be taken to loss or profit for that period. When loss or gain on non-monetary items is directly recognized in equity, then that loss or gain is further taken to the equity (Ernst Young, 2009). On the other hand if losses or gains on non-monetary item are taken in loss or profit, then related component of exchange would further be included in loss or profit. Functional currency should be currency of primary economy in environment the business is operating. The other currencies should be treated or termed as foreign currencies. Presentation of currencies should be currencies used in presenting financial statement and is usually matter of one’s choice (AICPA, 2010). Financial statements should be prepared by the functional currency of the entity but may be presented by any other form of currency. Individual transactions should be translated at rate on date of transaction, or at any average rate for period if the rates do not significantly fluctuate. Identify three potential risks of IFRS and GAAP convergence. There are several risks which may affect companies as a result of the convergence. They include that; the convergence may risk tax rate and thus making it not to be effective to some companies, it may also risk the long term financial agreements and contracts, and it may also risk timing of the revenue recognition (Ernst Young, 2009).

Preventing Deliberate Self Harm in Prison: Review of Methods

Preventing Deliberate Self Harm in Prison: Review of Methods Systematic review of the efficacy of methods  of preventing deliberate self harm in prison In delving into an examination of a ‘Systematic review of the efficacy of methods of preventing deliberate self-harm’ it is important to understand that the scope of the examination takes in a broad range of considerations, views and methodologies that are aligned with the main subject matter. Thus, having a clear understanding of what self-harm is represents a necessary facet in order to be able to determine the context within the scope of this examination. Hawton (1) states that â€Å"deliberate self-harm† entails â€Å"intentional self-positioning or self injury, irrespective of the apparent purpose of the act†. The most common forms, and or actions usually entail self-poisoning, overdosing on drugs, and the cutting of oneself (2). The preceding, self-harm, in a prison environment represents â€Å"a significant problem† that â€Å"requires the coordinated input of a number of agencies†, which includes â€Å"acute medical and psychiatric ca re (3)†. The subject of deliberate self-harm represents a broad subject area that includes alcohol abuse, deliberate self-injury by means of cutting, and other techniques. It also entails drug use, starvation, and other means via which individuals seek to harm, and or damage themselves. Harrison and Sharman (4) advise that self-injury represents a manner in expressing deep distress as represented by the cutting, burning, or other injury to oneself. They continue that frequently individuals do not know, or understand why they inflict harm upon themselves, and add that it is frequently a means to communicate what one cannot put into either words or thoughts (4). Harrison and Sharman (4) indicate that self-harm can be described â€Å"as expressing an inner scream†, which after the harm has been inflicted, then individuals are frequently able to cope with life, for a period of time. The preceding is expressed by many studies and articles that self-harm and self-injury represents a broad se t of acts that can, and does emanate from one not looking after their own needs from either an emotional and or physical standpoint (4). The infliction if self-injury can include cutting oneself, scratching, burning, hitting oneself, swallowing, and or putting harmful things inside one’s body, as well as the use of drugs to hide, and or mask distress, for escapism, and or relief (4). Self-harm also can include becoming involved in as well as staying in a relationship that is abusive, taking unneeded and unnecessary risks, eating disorders such as anorexia and bulimia, and as mentioned drugs, along with alcohol abuse (4). The preceding are manifestations of excess that almost all individuals exhibit in some limited form or another as also represented by overeating. Overwork is an illustration of the foregoing whereby one attempts and or tries to lose themselves in an activity as opposed to being alone with their thoughts, and or feelings (4). The foregoing explanation of self-harm, and self-injury spans a broad range of descriptions, and has been utilized to draw attention to the depth of methods that a systematic review of the subject matter entails. In equating a ‘systematic review of the efficacy of methods for preventing deliberate self-harm in prison, it is critical to understand the terms utilized in the preceding title, focusing first on ‘efficacy’ as the core word defining the context. The Merriam-Webster online dictionary (5) defines ‘efficacy’ as â€Å"the power to produce an effect†. This definition is mirrored by Houghton Mifflin (6) that states it, efficacy, is the â€Å"power or capacity to produce a desired effect; effectiveness†. The foregoing represents a significant contribution to the understanding of the range this examination will cover in terms of its systematic review. The core of the problem represent identification, treatment, and follow up, which is r eferred to as interventions at varying stages in the process of uncovering and dealing with individuals exhibiting the traits, and or recorded histories of self-harm. The primary objectives concerning intervention is to identify, and manage self-injurious behaviour, enacting where possible improvement in the individual’s mental state, behaviour patterns, and functioning over the short, medium and long term. The preceding is manifested by less than six weeks, six weeks to six months, and more than six months respectively. The typical manner in which the foregoing is handled in a prison environment is via: the utilization of conventional as well as newer antipsychotic drugs, use of non-pharmacological interventions as represented by dialectical behaviour therapy, and the removal of identified individuals to safe cells whereby they can be placed under close observation. The secondary objectives represent the determination of the invention(s) that might have a beneficial effect. Such also entails understanding the diagnosis of treatable illnesses as evidenced by: severe depression episodes that include psychotic symptoms, as well as post-schizophrenic depression, and the diagnosis of individuals suffering from emotionally unstable disorders of the personality that are borderline This examination shall delve into the understanding of self-harm, and self-injury as it relates to individuals that are incarcerated, along with treatments, evaluation of intervention methodologies, common treatments, strategies in treatment and the efficacy of the methods utilized in prevention of the condition of deliberate self-harm. Jackson and Waters (7) inform us that there is no singular method that provides the necessary scope to answer the broad array of questions concerning â€Å"†¦ public health, health promotion problems and interventions†. They point to Pettigrew and Roberts (8) who advise that when the problem is known, then the types of studies to answer, and hone in on the problem can be deduced. The preceding thus sets the parameters for this examination concerning a ‘systematic review of the efficacy of methods of preventing deliberates self-harm in prison’. Garner (9) advises that in general, â€Å"people who deliberately hurt themselves do so because they feel that they need to, and that the act itself makes them feel better for a while, and more able to cope†. She adds that â€Å"People report overwhelming feelings of misery, emotional distress and hopelessness which lead them to the apparent solution of inflicting pain on their bodies†, and thus harming themselves. For a great many individuals, the preceding, self-harm, represents the solution, but however, it is in the reality a facet of the problem that is unresolved within themselves (9). Harrsion (10) advises that in the â€Å"strictest terms† Deliberate Self-Harm represents the general terminology describing activities that are self-damaging. The foregoing includes activities such as alcohol abuse along with bulimia to add to the other manifestations thus far mentioned. He also advises that Self-Injury makes more specific reference to the activities entailing the utilization of cutting, positioning, bruising, burning, and over-dosing with the intent of suicide as well as other activities directed at self-injury (10). In the preponderance of instances, it has been observed that the infliction of self-injury often means self-protection as opposed to self-destruction, representing a â€Å"way of copping †¦ when things get really bad (11).† Bywaters and Rolfe (11) continue that â€Å"People deal with things in different ways and, unfortunately or not, this is my way†. The preceding is an important understanding in the issue, which is highly com plex. The phenomenon, deliberate self-harm, represents a subject that has, and is entailing â€Å"extensive sociological, epidemiological, psychological, biological and clinical study† along with research as well as speculation as to its causes, reasons and roots (12). Jackson (13) published a set of guidelines which added to the ‘Handbook’ that provide â€Å"a working framework to conduct a systematic review of health promotion or public health intervention† to be utilized in conjunction with other source materials in the conducting of reviews concerning health interventions. There are two types of ‘reviews’ referred to by Jackson (13), which consist of: â€Å"traditional literature reviews/narrative reviews†, and â€Å"systematic reviews (with or without) meta-analysis† The first, â€Å"traditional literature reviews/narrative reviews† is generally conducted as well as interpreted by experts in the field utilizing â€Å"informal, unsystematic and subjective methods †¦ which is often summarised subjectively and narratively† (13). Jackson (13) explains that such processes representing â€Å"searching, quality appraisal and data synthesis are not usually described and as such, they are prone to bias†. The advantage of the preceding is the participation by said experts â€Å"who may have a thorough knowledge of the research field†, however it is also pointed out that the disadvantage is represented by the fact that these individuals and or authors â€Å"may have preconceived notions or biases and may overestimate the value of some studies† (13). In conducting a ‘systematic review’ of an individual with the condition of self-harm and self-injury, Jackson (13) defines the process as one that is â€Å"a review that is â€Å"very much driven†, in today’s terms, â€Å"by the evidence-based medicine movement†. She continues that a systematic review is thus defined as â€Å"a review of the evidence on a clearly formulated question that uses systematic and explicit methods to identify, select and critically appraise relevant primary research† (13). She adds that said systematic review is utilized to â€Å"extract and analyse data from the studies that are included in the review†(13). A meta-analysis represents when two or more studies are combined statistically â€Å"to produce a single estimate of the effect of the health care intervention under consideration† (13). Jackson (13) cautions us that the preceding, a meta-analysis, represents simply the statistical combination conc erning the result from the studies utilized, and that as such the final estimate concerning the effect might not necessarily represent the result found in the systematic review as done via the literature. Accordingly, the preceding should thus â€Å"not be considered as a type of review† (13). The following represents a comparison of the varied types of reviews: Table 1 – Different Types of Reviews, A Comparison (13) The Department of Health, under its â€Å"Delivering the Future† guidelines concerning self-harm (14) state that in many instances, acts of self-harm are not connected with attempts to commit an act of suicide. It states that such may represent instead an attempt to either influence, and or secure aid and help from others as well as a means to obtain relief from what is an unpleasant, and or overwhelming emotional state and or situation (14). Chapter 2 – Clinical Guidelines and Interventions As advised by Jackson and Waters (7), there is no singular method that provides the scope of information, and or definitions to answer the broad array of questions concerning interventions. As indicated by Pettigrew and Roberts (8), the foregoing requires a determination of what the problem is as a means to select the types of studies and information needed to hone in on the problem so that answers can be deduced. Therefore, in order to reach a determination, and or closer approximation of the potential type, or types of intervention needed, a â€Å"preliminary scooping search† (7) represents a means aids in gaining familiarity with the type(s) in interventions. This entails utilizing the questions that are asked, and answered in the interview session as the basis for the preceding. Jackson and Waters (7) in referring to Popay et al (15), as well as Dixson-Woods and Fitzpatrick (16) argue â€Å"†¦ qualitative research should have a role in systematic reviews†. Spen ser et al (17), as cited in Jackson and Waters (7), advises that the purpose of qualitative research is to provide a deeper understanding of the experience that individuals have, along with their experience factors, histories and importantly, their perspectives within their individual settings, and circumstances in an attempt to glean why people behave in the manner they do. The preceding represents the attempt to understand behavioural patterns, and social actions. In a study conducted in the United States representing a small group of just 21 adults that were receiving aid for deliberate self-harm, it was found that the most promising intervention methodology entailed ‘problem solving therapy’ (18). The preceding found that the most promising type of intervention entailed short-term problem solving therapy, that was cognitively oriented psychotherapy. The foregoing, as represented in five studies versus that standard aftercare indicated a trend that showed decreasing self-harm, with the treatment time varying among all five participants (18). In another set of interventions conducted that entailed twenty adults in each study group indicated a reduction concerning the repetition of self-harm incidents (18). The methodology utilized represented what is termed ‘dialectical behaviour therapy (DBT), which is a treatment program that is comprehensive, and was developed to see to individuals with severe dysfunctional problems. It a lso was designed to uncover those who exhibit borderline personality disorder along with recent incidents of deliberate self-harm (18). In addition, the study revealed that the â€Å"administration of antipsychotic flupenthixol† was shown to significantly reduce the percentage of repeated incidents of deliberate self-harm among individuals that had a prior history of at least two previous suicide attempts as opposed to testing the preceding on another trial group whereby a placebo was used (18). Hogg and Burke (19) advise that self-harm represents more in the attempt to relieve distress and or tension than anything else. Clinical Guidelines Nationally, in the United Kingdom, there are ‘clinical practice guidelines’ as represented by what are termed systematically developed statements developed to assist clinicians, and patients in making decisions concerning the appropriate treatment as represented by differing specific conditions (14). And while the aspects of conditions, circumstances, and related criteria differ in a prison environment, it is important to understand that there are national clinical practice guidelines in place that have some applicability. The preceding guidelines have been devised from available research, and evidence that utilized both predetermined as well as systematic methodologies for the identification, and evaluation of evidence concerning the varied specific conditions (14). In those instances whereby sufficient evidence is either lacking, or not compiled in meaningful numbers, and or conclusions, the guidelines incorporate recommendations as well as statements that have been ba sed upon a consensus as arrived at by the development group responsible for the guidelines (14). The National Institute for Clinical Excellence (20) approach the subject of intervention by stating that the management of self-harm calls for the utilisation of both primary as well as secondary care services in order to provide a complete assessment of the individual’s mental health as well as social needs, along with factors that precipitated the situation, and the factors of risk entailing future and further self-harm incidents. This approach is also supported by Green and Sinclair (21) who add that the appropriate treatment methodologies should be sensitive in terms of the differences that exist between patients exhibiting self-harm characteristics, therefore interventions must be mindful as well as acknowledge the diverse needs as represented by differing circumstances. Thomas and Faulkner (22) add that what is termed as â€Å"user led† evidence is increasingly being recognized in both policy making as well as research, and that perspectives of self-harm treatment following incidents should be investigated thoroughly to correlated findings to further establish care pattern guidelines based upon similar lines of historical facets. Such, however has not been the case, as present evidence relies strongly upon patient studies based upon preventing, and managing self-harm based on a medical perspective. The National Institute for Clinical Excellence (20) in its NICE guidelines, recommend that such a study should be implemented whereby qualitative methodology is applied in a rigorous fashion to examine user experiences, and results. The utilization, and importance of clinical guidelines has been devised as a means via which to improve the outcomes along with processes for the treatment, and intervention of individuals demonstrating a tendency, and or actual history of self-harm and self-injury. It is important to understand that the reasons, and causes for self-harm as well as self-injury are not entirely understood, and that each case and instance represents its own unique set of causes, histories, backgrounds, and rationales. As such, the Department of Health in developing said guidelines has cautioned that the preceding does not represent a substitution for either clinical judgment, or professional knowledge (14). In addition, the guidelines indicate that they are not meant to replace, and or supercede the responsibility of qualified health professionals in their rendering of decisions with respect to their patients. The purpose of the guidelines are to aid professionals in good practice points as well as recommendations for medical treatment, along with psychosocial ,and interventions, with the aims to (14): reach an evaluation of the specific medical as well as surgical interventions undertaken during the first forty-eight hours following an episode reach an evaluation, where possible, of risk assessment for the individual involved make an evaluation of the utilization, and role concerning the psychological as well as pharmacological interventions utilized in said episode reach an evaluation concerning the role as represented by service delivery systems, along with service-level interventions regarding the treatment and care of individuals who have committed self-harm acts to integrate all of the preceding to reach a determination of best practice representing the care, and treatment of those persons whom have committed an act or acts of self-harm. The following guidelines are intended to focus upon those individuals that have committed act(s) of self-harm representing an expression that demonstrates personal distress, along with those situations whereby an individual specifically intends to injure themselves (14). It should be noted that the prison systems fall under the guidelines of the NHS, and the guidelines are applicable to these types of situations as such falls under what are termed statutory services (14). Guidelines The HM Prison Service (23) set forth a â€Å"Prison Drug Treatment and Self-Harm† â€Å"to introduce new procedures†¦Ã¢â‚¬  devised to â€Å"minimize the risk of self-harm† from occurring as a result of â€Å"reaction to the stresses† associated with certain drug treatments. It further stated that compliance with the guidelines requires (23): appropriate information sharing to ensure that proper treatments are being conducted as well as to gather database information on treatment effectiveness inventions. That under ‘Mandatory Action’ That the Directors along with Governors ensure: That managers and staff in drug treatment positions are informed of the treatment guidance contents, and are following the prescribed outlines, That case history information shall be detailed, including prior drug treatment as well as mental state, and such provided to a CARAT team while the assessment is being conducted. The preceding is also to be shared with other intervention treatment programs to further the informational base of how differing case histories, and approaches fair in terms of effectiveness to build the historical base of improved interventions in the future. That prisoners under treatment are monitored for emotional as well as mental well being during the drug treatment process. That providers administering drug treatment must have familiarity concerning the ‘multi-disciplinary risk management process’, termed ACCT, or F2052SH, as well as invoking these procedures upon the identification of someone found as being at risk concerning self-harm, and or suicide. Lastly, drug treatment as administered by providers needs to actively promote as well as facilitate healthcare services access, along with the broad array of support services that are in prisons. The national guidelines for prison treatment of self-harm and drugs, as set forth in â€Å"Prison Drug Treatment and Self-Harm† (23), advises that there are a number of important considerations which must be taken into account during the assessment of the potential utilization of treatment for individuals being treated for self-harm as well as the types of support needed. It advises that the management of the process for self-harm, and suicide represents a multi-disciplinary process that must include CARAT, ACCT, and or F2052SH in the risk management process after the identification of an individual with suicide, and or self-harm tendencies as well as a demonstrated history (23). The treatment of self-harm entails the inclusion of any and all prior treatment, and event histories that should be sought concerning the informational basis for the engagement of intervention (23). The intervention process needs to be cognizant of the individual’s prior treatment along with so cial, mental, and family problems as the concerns underlying the issue may lie in these areas. The guidelines, and information as set forth under â€Å"Prison Drug Treatment and Self-Harm† (23) specify that the treatment programs as represented by CARATs, clinical services as well as Intensive Rehabilitation I are collectively the responsibility of the UK Prison system. CARAT represents the care coordinators for prisons with drug problems, and this agency maintains contact with each prisoner identified in their database. CARAT also maintains contact those instances whereby prisoners are transferred between institutions as well as treatment intervention transfers. Increased effectiveness under the shared informational context is seen as a result of the availability of prior history on prisoners, thus providing data on the path(s) taken, and the results achieved. The preceding also aids in the implementation of more effective intervention techniques. A mandatory facet of the guideline calls for the opening of an ACCT, and or F2052SH as soon as they are aware of an individ ual’s suicide, and or self-harm tendencies and or past actions (23). Under the â€Å"Prison Drug Treatment and Self-Harm† (23), the former treatment, medical, and personal histories of individuals represent an important aspect in continuing as well as prescribing new treatment as it aids those in delivering care to build upon past information. Continuity of care is a vital facet in the setting forth of treatment and allied routines, and it also adds that the delivery of treatment, and intervention in isolation is unacceptable (23). Information with respect to the preceding historical aspects can be obtained by those administering treatment from (23): Oasys assessments, LIDS records that record prior episodes as contained in the ACCT or F2052SH database, Healthcare services The â€Å"Prison Drug Treatment and Self-Harm† (23) document states that prisons need to ensure that a written as well as observed policy on the institution’s â€Å"substance misuse service† that covers the following (23): the clinical services that are provided as a result of healthcare, the guidelines for detoxification for opiates, alcohol as well as bebzodiazepines, that information representing assessment, the setting for treatment and overdose, along with essential observations are in keeping with the guidelines as set forth by the Department of Health, that the health care treatment has been and is being administered in accordance with CARAT drug care plans, as well as the fact that an NHS specialist is involved in the guideline preparations. The foregoing procedural guidelines have been devised to reduce incidences associated with self-harm behaviour. The use of drugs is also considered as a self-harm behavioural pattern. As such, clinical assessment concerning the misuse of substances represents an area definable through the first reception into the prison system as represented by initial medical examines as well as screening of the individual’s personal medical files, and sentencing records (23). The foregoing also applies to incidents of self-harm. Identified individuals that have self-harm, and drug use problems are thus referred for clinical misuse assessments (23). Under the â€Å"Prison Drug Treatment and Self-Harm† (23) guideline, prison systems have the responsibility to provide the appropriate settings for clinical interventions that permit unrestricted observation for patients that exhibit complex needs, with such observation available at all times (23). The â€Å"Prison Drug Treatment and Self-Harm† (23) also provides for healthcare and CARAT teams to work jointly on protocols concerning the referral of individuals that exhibit self-harm risk as well as suicide, and other mental health facets. The preceding, protocols, require in addition to prison referral concerning the aforementioned to CARAT teams, that an ACCT, and or F2052SH must be opened concerning any case that has these symptoms (23). The CARAT assessment framework contains elements that are utilized to provide detailed information concerning individual records of treatment as well as health areas as such relates to self-harm. The following specifies the drug intervention record asks and or records the following under the: A. Treatment Section (23): If the individual is presently receiving drug use treatments, under section 5.12 This aspect represents the opportunity to determine the type(s) of treatment administered to the prisoner, and whether such prior treatment records should be obtained. If the individual has had any drug use over the past two years, under section 5.13 Under this segment of questioning the CARAT worker should determine the type(s) of treatment the prisoner received, from the individual themselves as well as the treatment agency. Such data is useful in determining the treatment intervention(s) utilized and how such affected the prisoner, in addition to identifying if the individual had and or has any problems related to coping and related areas. Has the individual had any treatment for drug use in prison, under section 5.13 Details representing prior treatment, help options and other relevant contact details, under section 5.15 B. Health Section (23): If the individual has any mental and or physical health issues, under section 6.2 Under this facet, the CARAT worker seeks information from various agencies as well as healthcare concerning if prior treatment has either caused, and or raised any problems that might contribute to the prisoner’s physical, and or mental health areas. C. Disclosure Form (23): Informed Consent Under the disclosure form, it is indicted clearly that the prisoner’s consent is not a requirement if the CARAT team thinks that the prisoner may be at the risk of committing self-harm. The consent form also permits that information can be shared between agencies, as well as disclosing the treatment the prisoner is receiving. D. Referral Form (23): This form is devised to allow for any other relevant information, such as risk to the prisoner as well as others, access problems, and related areas, to be recorded as part of the assessment, thus resulting treatment formulation. E. Comprehensive Substance Misuse Assessment (CSMA) (23): Under the ‘National Treatment Agency Model of Care’, a Comprehensive Substance Misuse Assessment (CSMA), along with the preparation of a corresponding care plan must be concluded before the administration of drug treatment. However, the foregoing is noted as to potentially not being possible for those individuals whose stay inside the prison system is relatively short. History of Substance Abuse – Under section 1 Under this segment, the CARAT worker’s responsibility is to seek detailed information concerning the prisoner’s prior treatment through asking direct, and informed questions. In the exploration of the preceding, the CARAT worker needs to be mindful of as well as to take into consideration the processes utilised to achieve said outcomes as discovered

Children Immigrants Essay -- Immigration History Italian Child Labor E

Children Immigrants Immigrant children did not live an easy life in the nineteenth century. Most children were never educated. Italian children immigrants were rarely put through schooling. However, Eastern European Jewish immigrants looked at public schooling as their best way to help their children enhance their potential in life. Chicago, Detroit, and New York City had large populations of Jewish and Italian immigrants. The conditions of the children in all three cities were similar yet different with cities in which they lived in. Jewish and Italian immigrant children had to overcome many obstacles during their adjustment to American life in the nineteenth century. Italian immigrants' children were cast into adult life at a very early age. Many of these children worked in their homes. 'They 'take out' work from sweatshops to their homes, where at times they work twelve, fourteen and sixteen hours a day finishing pants, or overalls, or children's jackets and knee pants for fifty or sixty cents a day'(The Italian girl in Chicago). An average day of work was usually like this with grueling twelve to sixteen hours. Italian children in the city of Chicago were likely to marry at a young age. Italian children also seemed to question their father?s authority and their religion. ?Children of Italian parentage seem to repudiate the language, religion, and customs of their fathers more often than do the children of other foreign groups? (The second generation). It is prevalent that the Italian culture is carried in their children. These Italian children formed a generation gap. ?Though as rule they do not mix with their American schoolmates outside the classroom, they quickly acquire an Americanism which is in violent contrast to the customs of their parents? (The second generation). Italian children often found themselves caught between their culture and authority of the schools and their families. School had a way of causing Italian children to feel inferior to those who spoke English as their first language. Italians who could master English had enable them to break free from their Italian neighborhoods and venture into Chicago. There were different expectations that pertained to boys and girls of Italian decent. Southern Italian girls in Chicago were guarded more strictly than the same Italian immigrant girls from the north side. Italian immig... ...ntity Explorer: Immigrations and Migration CD-ROM. New York: McGraw-Hill/Primis, 1998. ?Tenement Homework, New York, 1912? New York/Italian/At home. American Identity Explorer: Immigrations and Migration. Kenneth Waltzer and Kathleen Geissler, Curators. CD-ROM. New York: McGraw-Hill/Primis, 1998. ?Girls on the street, 1979? New York/East European Jewish/Inter group relations. American Identity Explorer: Immigrations and Migration. Kenneth Waltzer and Kathleen Geissler, Curators. CD-ROM. New York: McGraw-Hill/Primis, 1998. ?Bishop School Class, 1906? New York/East European Jewish/ Socialization. American Identity Explorer: Immigrations and Migration. Kenneth Waltzer and Kathleen Geissler, Curators. CD-ROM. New York: McGraw-Hill/Primis, 1998. ?The Second Generation, 1939? Chicago/Italian/ Socialization. American Identity Explorer: Immigrations and Migration. Kenneth Waltzer and Kathleen Geissler, Curators. CD-ROM. New York: McGraw-Hill/Primis, 1998. ?Italian Neighborhoods in Detroit, 1939? Detroit/Italian/In the streets. American Identity Explorer: Immigrations and Migration. Kenneth Waltzer and Kathleen Geissler, Curators. CD-ROM. New York: McGraw-Hill/Primis, 1998.

The Physics of the High Jump Essay -- Science Essays

The Physics of the High Jump The world consists of many phenomena. Some of them are mysteries to us as human beings, while many others can be explained. Progressively over the centuries, science has helped us to better understand the spectacular things that physically affect the human race and the earth. Almost every single thing that deals with the physical aspect of our existence can now be explained through physics, which in turn helps us to better understand our surrounding environment. Where I have always been involved in sports, I am very interested in the specific physics that each sport consists of. One such sport that fascinates me is the high jump, and for this reason I am going to delve into the physics of the high jump and break it down to explain the different laws and physics that encompass it. The high jump can be broken down into three stages: the run up phase or approach, the take off phase, and the flight or bar clearance phase. By understanding these three stages and the different laws of phys ics that make them up, one will have a much greater understanding of the high jump and its mechanics. In order to begin this analysis, I need to start with the very first stage of the high jump, which is the approach or run up phase. The run up phase begins with the jumper standing up vertically, in position to begin running, about ten strides away from the bar that is to be cleared. According to professors Jesus Dapena and Alexander P. Willmott of the department of Kinesiology, from Indiana University,â€Å"[the] run-up serves as a preparation for the takeoff phase, the most important phase of the jump†(2). The run up phase can be broken down into several parts. The first part of the run up phase generally follows a straight-... ... world that are associated with the high jump. The high jump may not be a spectacular phenomena or even a mystery to many people, but it doesn’t change the fact that it is governed by many principles of physics. By understanding the physics that make up the high jump, one can obtain a totally new understanding of the mechanics of this incredible sport, and in doing so can acquire an appreciation for the principles of physics that govern our earth and us as a human race. Works Cited Dapena, Jesus, and Alexander P. Willmott. â€Å"Scientific Services Project: (USA Track & Field),HIGH JUMP #23 (Men) Research Report.† â€Å"Diss. Indiana University, 2002.† Kirkpatrick, Larry D., and Gerald F. Wheeler. Fourth Edition Physics A World View. Fort Worth: Harcourt College Publishers, 2001. Santos, Jim. Practical Coaching Techniques for the HIGH JUMP. Iowa: Championship Books, 1981.

Cuban Revolution Essay -- essays research papers

Fidel Castro, inspired by Josà © Martà ­ who first dreamt of a Cuban Revolution who died a martyr before he could succeed, wanted to overthrow the corrupt government under Fulgencio Batista. Castro gathered an army of revolutionaries known as the Fidelistas who were driven by nationalism, idealism, patriotism, and the thought of possibly becoming a martyr, a historical glory of Cuba. The result of this revolution in Cuba was an overthrow of the government and the start of a Communist state that still remains today. Several events occurred that led up to the Cuban Revolution. The first war for Cuban independence lasted from 1868 through 1878 and became known as the Ten Years' War. The following year, the "Little War" began and lasted just over one year. The next attempt for independence began in 1892 by Josà © Martà ­. In 1901 the United States passed the Platt Amendment which further angered the Cubans and increased the desire for independence. The Revolution of 1933 was led by a series of small uprisings. Then, in 1952 when Fulgencio Batista seized power and ended the constitutional government in Cuba. The 26th of July movement, also known as M-26, in 1953 was another step toward revolution. Although the M-26 was a physical fight, the first operations of the revolution did not occur until late in 1956. Fighting continued until 1959 when Batista fled the country. The Ten Years' War be...

Eddie Mabo is not only a hero of the film Mabo? Essay

In the film , the director Rachel Perkin demonstrate us that Eddie Mabo is a hero . He commit himself fully to fight tirelessly for aboriginal rights of land. In the process , Eddie Mabo get much support by his wife, his lawyers, his friends. These people sacrifice something and bear pressure for supporting Eddie Mabo. So these people also are heroes. Meanwhile , Australia government also is anti-hero, the government admit the mistake and reconcile with aboriginals and apology. Nera . Eddie Mabo’s wife. As a wife she bring up their family with Eddie often absent, ans in the early days has to work at night in a prawn-packing factory to help when she heavily pregnant with their fourth child. Nera’s support for Eddie does not only involve bringing up their family for Eddie,she also develops deep faith in his cause, her attitude changed completely. In the early,she says to Eddie†if you do not stop mixing with those commos I am leaving you and take children away from you.After she hears about The Aboriginal Advancement League from Eddie,she becomes a committed worker for aboriginal right She teaches aboriginal children skill in the Aboriginal school Eddie establishes . When the family receive death threats, Eddie wants to send Nera and children away, but Nera says she is not going anywhere. In fact , she is aware of the danger,but she still stay with Eddie Mabo , not going to run away from Eddie Mabo. Those situation show us Nera is strong, loyal , hard-working . So Nera is a hero. Bryan Keon-Cohen is Eddie Mabo’s lawyer. After Eddie Mabo lose his land-right case in supreme court, Eddie decide to take the case to the High Court ,he meet Bryan Melbourne,this is their first meet.As a lawyer he tirelessly fight for Eddie’s cause. He know there is no money in the case for him and his action is also likely to lose him many other big briefs such as with mining companies or with government. Bryan’s friend says to him:† you’re gonna have to think very carefully, Bryan. It’ll pretty much shape the rest of your career.† .However, in this situation , Bryan still decide to help Eddie Mabo. Finally, he helps Eddie win the case Those example tell us that Bryan is justicial, so he also is a hero. Dave passi is Mer Islander who with Eddie fight , in the supreme court, Killoran intimidates David Passi and his two brothers withraw as plaintiffs. But when the case take to the High Court , Dave Passi returns as a plaintiff, the return of Dave Passi provides new hope for case. We can see Dave Passi bear much pressure. But he still decide to give Mabo support. This action show us  Dave Passi is full of justicial energy as well as Bryan. So , Dave Passi also is a hero. In the film , we can fell the white society is full of racism. In north western Australia , Eddie Mabo going for a drink after work with his fellow white co-workers, he is denied service by the publican , who says, â€Å" you! Out the back!† Later in Townsville he finds this attitude is actually entrenched in white law. Again refused a drink at a bar. Eddie Mabo is told â€Å" It’s not me, mate. It’s the law†. On 26 January , British invade New South Wales.They entrench European culture and customs in the life of the aborigines.they enforce aborigines learn European culture and do not respect the aboriginal culture. However, At the beginning of the film , we can see the Australia government reconcile with Aboriginals. The first screen , Paul kneating says â€Å" Mabo establishes a fundamental truth and lays the basis for.† In fact, The action tell us the government admit these action that they didi are injustice and wrong. The Australia government be brave in admit mistakes and apology .So to an extent the action of the Australia government is a anti-hero. As we have seen, in the film,Eddie Mabo is a hero of the film, but his wife ,his lawyer and his friends bear much pressure and sacrifice something to support Eddie Mabo , so they also are heroes. Even though the Australia government carry out some false measure for aborigines ,but in the end , the government admit the mistakes and apology. so the government is a anti-hero.

A close focus on act III of ‘The Crucible’ Essay

The play, ‘The crucible’, shows how people react to mass hysteria caused by a group of people, as people did during the McCarthy hearings in the 1950’s. The â€Å"House un-American activities committee† searched for communist sympathisers because they were felt to be a threat to the state. Many Americans were wrongly accused of being communist sympathisers and were convicted and sentenced without any real evidence of them having committed a crime. Mere suspicion was classed as evidence. And like the during the witch hunts, anyone who spoke out was accused which made defending yourself a death wish. This is how McCarthyism was linked with the witch-hunts that had taken place in Salem, Massachusetts in 1692. The title of the play describes exactly what was happening at the time of the witch-hunts. A crucible is a container in which metals are heated to extracted the pure element from impurities, and crucible is another word for a cauldron that witches use to brew their magic potions in. So the word ‘crucible’ could metaphorically be used to explain how the activities in Salem were like a potion brewing in a cauldron with the potion being ‘mixed’ to separate the witches (impurities) from the good, god-loving citizens (element). The opening scene of the play shows the girls dancing in the woods around a cauldron, they are spotted by Parris who also see’s that one of them is naked.  The people of Salem were Puritans and so dancing was perceived as a sin.  The morning after the dancing, two of the youngest girls cannot wake from bed. A doctor is called to help the girls but he cannot diagnose what is wrong with them or how they can be helped, His only advice is to look to the unnatural. The girls do not confess to their activities until Parris confronts them. Abigail says all that they did was dance and strongly denies that any of them were naked, ‘Uncle, we did dance.’ ‘There is nothin’ more. I swear it, uncle.’ Mrs Putnam, the mother of the other ill child, believes that her daughter Ruth and Parris’s daughter Betty’s illnesses are caused by the devil. Parris calls for Hale who is an expert on ‘demonic arts’  Parris is the minister of the Village, much to the Putnam’s dismay. Mr Putnam’s brother was in competition with Parris for the position of minister and so the Putnam’s have a grudge against not only Parris, but the Nurse family who prevented him from being minister and many of there neighbours for various reasons. Especially with Giles Corey who has worked out that the Putnam’s will do anything to get their hands on other peoples land, ‘This man is killing his neighbours for their land!’ John Proctor also has a grudge against Parris. Hale arrives in Salem, He is a confident and well education young man who believes he has all the answers. As he is examining Betty Giles Corey distracts him by asking him questions about his wife. Giles says that his wife reads strange books whilst they are in bed and while she is reading, he cannot pray. Hale carries on trying to help Betty with little effect. Parris tells Hale that he thinks he saw a kettle in the grass with the girls in the wood with something moving inside it. Hale questions Abigail but she denies that she drank blood and called the devil. Abigail then realises that if the truth is found out she will get in a lot of trouble and so she passes the blame onto Tituba, Parris’s black slave, by saying that Tituba forced her to drink blood and even blames her wicked dreams on the slave. Tituba confesses to save herself from being hung. She mentions four people’s names that she supposedly saw with the devil. Abigail mentions more and more names and then the rest of the girls join in, mentioning the names of anyone they hate, have a grudge against or just dislike. As the girls cried out more names, the hysteria began to grow.  By accusing others of witchcraft they are diverting attention away from their original misdemeanours. We can see that the Proctors relationship is not very strong, they make petty small talk over dinner and don’t appear to be happy together. One reason for this may be that Elizabeth has not forgiven John for having an affair with Abigail whilst she was ill.  Whilst Mary was at court with the other girls where people were being tried for witchcraft she made a poppet for Elizabeth. Abigail was sitting next to Mary whilst she made it. By now 39 women had been arrested and Goody Osborn was sentenced to hanging.  Mary, who had always been a very shy, timid girl was now becoming very easily led along by Abigail and just as confused between fact and fantasy as the other girls and. This is apparent when she tells the Proctors that Sarah Good had confessed to having made contact with Lucifer, and that Sarah Goods spirit tried to choke her in the courtroom. Mary then speaks of even more fantasy when she says that terrible stomach pains had been inflicted upon her when she had turned the old woman away whilst she was begging. Mary also accused the old woman of mumbling a spell to her, but Sarah Good claimed it was not a spell, it were her commandments. The court asked her to repeat the commandments, but she could not.

Social Phobia

Social Anxiety Disorder: Social Phobia The Diagnostic and Statistical Manual of Mental Disorders defines social anxiety disorder as a marked and persistent fear of social or performance situations in which embarrassment may occur (DSM). Exposure to these situations provokes an immediate anxiety response such as a panic attack (DSM). In order to be diagnosed, fear or avoidance of these situations must interfere significantly with the person’s normal routines, occupational or academic functioning, social activities or relationships, or a person must experience marked distress about having the phobia (DSM). In 400 B. C. , Hippocrates described a young man that displayed the symptoms of a social anxiety disorder. â€Å"He dare not come in company for fear he should be misused, disgraced, overshoot himself in gesture or speeches, or be sick; he thinks every man observes him† (Burton 2009). Throughout the 20th century, psychiatrists described extremely shy patients as having social phobia and social neurosis. British psychiatrists Isaac Marks and Michael Gelder proposed that social phobias be considered a distinct category separate from other simple phobias (Hope, Heimberg, Juster, & Turk 2005). In 1980, the third edition of the Diagnostic and Statistical Manual of Mental Disorders introduced social phobia as an official psychiatric diagnosis. Social phobia was described as a fear of performance situations, but did not include fears of informal situations such as casual conversations or social situations. Patients with broad fears were likely to be diagnosed with avoidant personality disorder, which could not be diagnosed in conjunction with social phobia (Weiner, Freedheim, Freedheim, Reynolds, Miller, Gallagher, Nelson, Gallagher, Nelson, Gallagher, & Nelson 2003). In 1985, psychiatrist Michael Liebowitz and psychologist Richard Heimberg initiated a call to action for research on social phobia (Weiner, Freedheim, Freedheim, Reynolds, Miller, Gallagher, Nelson, Gallagher, Nelson, Gallagher, & Nelson 2003). Due to the lack of research on social anxiety disorder, the disorder came to be known by many as the â€Å"neglected anxiety disorder† (Weiner, Freedheim, Freedheim, Reynolds, Miller, Gallagher, Nelson, Gallagher, Nelson, Gallagher, & Nelson 2003). In 1987, the DSM-III-R introduces changes in some of the diagnostic criteria. To diagnosis social anxiety disorder the symptoms must cause â€Å"interference or marked distress† rather than simply â€Å"significant distress. † It also became possible to diagnose social phobia and avoidant personality disorder in the same patient (Weiner, Freedheim, Freedheim, Reynolds, Miller, Gallagher, Nelson, Gallagher, Nelson, Gallagher, & Nelson 2003). In 1994, the DSM-IV was released, and the disorder was defined as a â€Å"marked and persistent fear of one or more social or performance situations in which the person is exposed to unfamiliar people or possible scrutiny by others† (Weiner, Freedheim, Freedheim, Reynolds, Miller, Gallagher, Nelson, Gallagher, Nelson, Gallagher, & Nelson 2003). The etiology of social anxiety disorder is largely attributed to genetics, and environmental factors. Family studies of individuals with social anxiety disorder show a higher incidence of the disorder than that found in the general population, and a twin study found a concordance rate of 15. % in dizygotes and a 24. 4% concordance in monozygotes (Kedler, Neale, Kessler, Heath & Eaves 1992. ). Of course, there is very little evidence that the genetic factors attributed to social anxiety disorder extend beyond the link between environmental factors since there is very little evidence of neurobiological factors. Other than the fact that se lective serotonin reuptake inhibitors (SSRIs) are effective treatments for social anxiety disorder, there is little evidence to implicate dysfunction of the serotonergic system (Jefferson 2001. . The lack of empirical data identifying neurobiological factors in causing the onset of social anxiety disorder is best stated in a quote by Dr. Murray B. Stein, a Professor of Psychiatry and Family & Preventive Medicine at the University of California San Diego, â€Å"It is clear that we have a long way to go before we can speak with authority about the ‘neurobiology of social phobia’† (Stein 1998. ) Therefore, environmental factors remain the most referred to etiological agent in the onset of social anxiety disorder. Parenting traits such as over control, lack of warmth or rejection, and overprotection are known to be associated with the etiology of social anxiety disorder (Brooks, & Schmidt 2008). Some individuals with social anxiety disorder associate its onset with a specific social event or interaction that was particularly embarrassing or humiliating. Such a circumstance could be considered an adverse conditioning stimulus (Jefferson 2001). There is further evidence that poor results from quality of life assessments can be attributed to social anxiety disorder. Individuals with major depressive disorder, obsessive-compulsive disorder (OCD), panic disorder, and social anxiety disorder have substantially poorer quality of life than community comparison cohorts. In many cases, the quality-of-life impairments associated with these anxiety disorders are equal to or greater than those seen with other chronic medical disorders (Rapaport, Clary, Fayyad, & Endicott 2005). Social anxiety disorder is a common disorder. The lifetime prevalence of SAD is somewhere between 7% and 13% in Western countries (Furmark 2002). Furthermore, epidemiological studies have demonstrated that social anxiety disorder is the most widespread of all the anxiety disorders, and the third most common psychiatric disorder after major depression and alcohol abuse (Brooks, & Schmidt 2008). Therapy and medication are the most common treatments for social anxiety disorder. Cognitive behavioral therapy is the most utilized form of psychotherapy, and has been found to be successful in seventy-five percent of patients (â€Å"Social anxiety disorder,† 2009). This type of therapy focuses on reminding the patient that it is their own thoughts, not other people or situations, that determine how they behave or react (â€Å"Social anxiety disorder,† 2009). In therapy, the patient is taught how to recognize and change the negative thoughts they have about themselves (â€Å"Social anxiety disorder,† 2009). Exposure therapy is also a common form of treatment for social anxiety disorder. In this type of therapy, the patient is gradually exposed to situations that they fear most (â€Å"Social anxiety disorder,† 2009). Exposure therapy enables the patient to learn coping techniques, and develop the courage to face them (â€Å"Social anxiety disorder,† 2009). The patient is also exposed to role-playing with emphasis on developing the skills to cope with different social situations in a â€Å"safe† environment (â€Å"Social anxiety disorder,† 2009). There are several medications used to treat social anxiety disorder. These medications are typically serotonin reuptake inhibitors including Paxil, Zoloft, and Prozac (â€Å"Social anxiety disorder,† 2009). A serotonin norepinephrine reuptake inhibitor (SNRI) drug such as Venlafaxine may also be used as a first-line therapy for social anxiety disorder (â€Å"Social anxiety disorder,† 2009). Typically, the patient begins with a low dosage, and is gradually increased to a full dosage, to minimize side effects (â€Å"Social anxiety disorder,† 2009). It may take up to three months of treatment before the patient begins to have noticeable improvement of symptoms (â€Å"Social anxiety disorder,† 2009). Social anxiety disorder remains a largely misunderstood, and under researched, disorder. Momentum through increased clinical research, in depth understanding through treatment, and stricter guidelines for proper diagnosis are positive indications that Psychology has recognized the debilitating effects of social anxiety disorder on patients. In time, clinicians will be better prepared to treat patients suffering from this disorder, and will improve the lives of patients. References Brooks, C. A. , & Schmidt, L. A. (2008). Social anxiety disorder: a review of environmental risk factors. Neuropsychiatr Disease and Treatment, 4(1), Retrieved from http://www. ncbi. nlm. ih. gov/pmc/articles/PMC2515922/ Burton, Robert. (2009). The Anatomy of melancholy. Charlottesville, VA: The University of Virginia. Furmark T. (2002). Social phobia: overview of community surveys, Acta Psychiatrica Scandinavica, 105, Retrieved from http://www. ncbi. nlm. nih. gov/pubmed/11939957 Hope, Debra, Heimberg, Richard, Juster, Harlan, & Turk, Cynthia. (2005). Managing social anxiety. New York, NY: Oxf ord Univ Pr. Jefferson, J. W. (2001). Physicians postgraduate press, inc.. Primary Care Companion to the Journal of Clinical Psychiatry, 3(1), Retrieved from http://www. cbi. nlm. nih. gov/pmc/articles/PMC181152/ Kedler, K. S. , Neale, M. C. , Kessler, R. C. , Heath, A. C. , and Eaves, L. J. (1992) The genetic epidemiology of phobias in women: the interrelationship of agoraphobia, social phobia, situational phobia, and simple phobia. Arch. Gen. Psychiatry. Rapaport, M. H. , Clary, C, Fayyad, R, & Endicott, J. (2005). Quality-of-life impairment in depressive and anxiety disorders. American Journal of Psychiatry, 162(6), Retrieved from http://www. ncbi. nlm. nih. gov/pubmed/9861470 Social anxiety disorder (social phobia). (2009). Mayoclinic. com. Retrieved (2010, April 25), Retrieved from http://www. mayoclinic. com/health/social-anxiety-disorder/DS00595/DSECTION=treatments%2Dand%2Ddrugs Stein, M. B. (1998). Neurobiological perspectives on social phobia: from affiliation to zoology. Biological Psychiatry, 44(12), Retrieved from http://www. ncbi. nlm. nih. gov/pubmed/9861470 Weiner, Irving, Freedheim, Donald, Freedheim, Donald, Reynolds, William, Miller, Gloria, Gallagher, Michela, Nelson, Randy, Gallagher, Michela, Nelson, Randy, Gallagher, Michela, & Nelson, Randy. (2003). Handbook of psychology. Hoboken, NJ: John Wiley & Sons Inc.