Family Life Education Essay Example

Family Life Education Paper Part I: What is family life education? Include in your answer a discussion of the following concepts: a. A definition of family. b. The purpose of family life education. c. Its intended benefits, its intended audience(s). d. The appropriate content or units within a family life education curriculum (including the contexts for family life education). e. Appropriate levels of educator/participant involvement. f. And ethical considerations. A Definition of Family: There are several different definitions of what family life education (FLE) is, dating back to 1962. Many may say the definitions that have been given are too broad and too vague, therefore, family life educators have moved beyond trying to develop a concise definition and have decided to discuss the aims and concepts that comprise family life education (Family Life Education, p. 4). After extensive research, Thomas and Arcus concluded that family life education deals with families and individuals across the life span, it is based on the needs of families and individuals on an individual basis, it is a multidisciplinary study in a multi—professional practice, and is offered in many different settings. It is also takes an educational approach rather than a therapeutic approach and presents and respects the differences in family values. Lastly, it requires family life educators to be qualified and cognizant of the goals of family life education (Family Life Education, p. 6) The purpose of family life education: In order for a family life educator to successfully develop the appropriate goals and objectives for his/her group, he/she must understand the purpose of family life education. We will write a custom essay sample on Family Life Education specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Family Life Education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Family Life Education specifically for you FOR ONLY $16.38 $13.9/page Hire Writer He/she must know what it is they expect to accomplish and why (Family Life Education, p. 43). The purpose of FLE is to strengthen and enrich an individual’s and a family’s wellbeing (Thomas and Arcus 1992). Family life education programs are intended to be preventative measure, which equips individuals with the necessary resources needed to fulfill their family roles rather than repairing dysfunction within families. Some of the major objectives of family life education include, but are not limited to: 1. gaining insight into ones self and others; . acquiring knowledge about human development and behavior in the family setting over the life course; 3. understanding marital and family patterns and processes; 4. acquiring interpersonal skills for present and future family roles; and 5. Building strengths in individuals and families (Arcus and Thomas 1993). One may assume that if these as well as other objectives are met through family life education, then individuals and families will be better equipped able to handle or prevent problems when they arise. They will also be empowered to live their family lives in ways that are both personally satisfying and socially responsible (family. jrank. org). Intended benefits and audience(s): The intended benefits of family life education are to ensure individuals are educated in their roles and expectations within their family and teach them how to approach and resolve situations that may arise without negative results. The intended audiences for these programs include individuals from all aspect, which include, but are not limited to, age, race, gender, culture, ethnicity, marital status, and economic class. The appropriate content or units within a family life education curriculum: In order for a family life educator to successfully develop and implement programs, he/she must develop and understand his/her philosophy about life. This knowledge and understanding will better equip them to assist others in developing skills needed to live more productive and satisfying lives. When developing curriculum for groups/programs the family life educator must consider how the members function as individuals and as a group. They must consider how ones thoughts/actions will affect others in the group. Understanding how families function as a group helps the educator include all family members in the learning process, making sure everyone has a clear understanding of the purpose of the content. All materials/resources should be based on current research. The family life educator must also take into consideration the individuals attending the programs and make sure content is age appropriate. The content should not ean towards one gender more than the other, positively or negatively and should include information pertinent to different races, ethnic groups, and cultural groups. They should be able to recognize the differences in each individual and family as a whole without regard to their age, sex, race, ethnicity, cultural, and socioeconomic background. The family life educator must also take into consideration the topics they want to include in the sessions and whether they are appropriate or inappropri ate for the setting. They must be able to recognize when inappropriate topics are being discussed and be able to divert the conversation and/or refer them to the appropriate professional that is trained to handle the situation. The example used in the book is sexual or physical abuse. These types of situations may need to be referred to a counselor or to law enforcement, depending on the nature of the situation. They must also make sure that the content discussed is not bias or stereotypical and be familiar with their sources of information, making sure all of their information is up to date/accurate. They should be able to make referrals to the appropriate professionals and research topics when needed (Family Life Education, p. 43) Appropriate levels of educator/participant involvement: As a professional, the educator must be able to recognize and accept his/her own, as well as each individual’s abilities and limitations, which are referred to as the levels of involvement between the educator and the individuals participating in the programs. Educators must cope with some level of personal issues in order to be an effective teacher without moving beyond their level of practice. There are five levels which are described in the Family Involvement Model. Level 1: Minimal Emphasis on Family—focuses more on the institution or organization implementing the programs rather than on the individuals or families involved in the programs. Level 2: Information and Advice—sharing of relevant information and knowledge. At this stage the educator must have good communication skills, being able to initiate discussions, answer questions, know where information came from, and be able to make recommendations (no personal feelings involved). Level 3: Feelings and Support—at this stage the educator must be comfortable with himself and able to communicate personal responses to the group (includes personal experiences). Level 4: Brief Focused Intervention—includes all aspects of levels 1—3 but includes having to assess situations and developing a plan of action. The text book states that although level 3 is typically the most appropriate level of interaction for educators, they also need to be familiar with this level in order to determine when involvement is or is not appropriate. Educators at this level often work with families who have special needs that may not be able to be adequately addressed in level 3. Level 5: Family Therapy—this level is far beyond the scope of a family life educator but is included in the model as a continuum. Family life educators are not trained to handle these types of situations. Family therapy involves a more in dept discussion of personal and serious issues. Ethical Considerations: All organizations have ethical guidelines that they abide by. Codes of ethics are developed to prevent harm to those participating in programs as well as the educators. There are five principles mentioned that have been based on the teachings of Hippocrates (Brock, 1993, Family Life Education, p. 50). There are: 1. Practice with competence 2. Do not exploit 3. Treat people with respect 4. Protect confidentiality 5. Do not harm When determining whether or not the code of ethics has been violated, the educator must: 1. Identify important relationships 2. Apply the principles 3. Indentify contradictions 4. Apply virtues 5. Consider possible actions 6. Select the appropriate actions. Taking ethical principles into consideration and implementing the process into their programs can help provide family life educators with guidelines to make the right decisions for themselves and the individuals and families who participate in their programs. Part II: What makes for a successful family life education program? Include in your answer a discussion of the following concepts: a. The characteristics of the family life educator, b. Using theory to develop the program, c. The format of the presentation, the needs of the audience, group processes (be sure to include a discussion of how to handle problems), d. Evaluation of programs, and e. Adapting programs for various settings (work, school, religious settings). The Characteristics of the Family Life Educator: Family life educators deal with personal issues, for example, personal values, decision making techniques, communication skills, growth, development, and behavior changes, sexuality, parenting, money management, and so forth. One of their main jobs is to help members of the group analyze, clarify, and determine their own values and value system, therefore, a family life educator must possess skills that allow them to be aware of his/her own attitude and biases as well as those of others. They have to be comfortable discussing others feelings and open to other’s points of view. Next they need to have personal skills and qualities. These skills include intellectual skills, self awareness, emotional stability, maturity, awareness of his/her own personal attitude and cultural values, empathy, effective social skills, confidence in one’s self, flexibility, understanding and appreciation of diversity, verbal and written communication skills, and the ability to relate with others in various age groups, whether it be on an individual basis or in a group setting (Family Life Education, p. 9). They must also develop a personal philosophy. They must consider what they believe and why. They have to ask themselves questions, like, â€Å"What is a family? † and â€Å"Why do we need family life education? † Using Theory to develop the Program: Individuals are unique. If you put three people together and expose them to the same situation, you will have th ree different responses to the situation. In order to understand how an individual or a family evolves over time, it is important that the educator be familiar with several different major theoretical models that are related to families. There are four theories mentioned in the text. There are Family Systems Theory, Human Ecology Theory, Exchange Theory, and Family Developmental Theory. The Family Systems Theory refers to families as a living organism operating within certain boundaries, rules, expectations, and interaction patterns between the members (Family Life Education, p. 60). In other words, they live and react to situations based on what they have been taught. For example, if a child is raised to hate a certain race, when he/she gets older, those â€Å"taught† beliefs will be evident in his/her behavior and attitude towards that race. He/she is likely to teach his/her children to treat that particular race the same way. In this system, whenever there is a change occurs, it does not affect just one person, it affects the group as a whole. The group must then decide whether or not they want to embrace or reject the change. For the most part, the Family Systems Theory function is healthy for families. It provides them with structure. It reinforces and influences positive growth and development of the individuals in the group as well as the family as a group. The Human Ecology theory is based on emphasizing external systems that affect individuals. They include their culture, time, place, gender, and lifestyle. Individuals within families are constantly interacting within their environments. There environments include where they live, social class, job title, health, and family support. When attempting to develop a program the educator must consider this theory. They have to consider factors that may keep the family from attending the meetings. Questions that need to be asked include: 1. Do they have adequate transportation to get to/from meetings? 2. Are all members able to attend? (health, incarceration, etc. ) 3. Are the members cognitively able to participate in the meetings? 4. Are all members willing to attend the meetings for the well—being of the group? The Exchange Theory is based on internal factors that influence an individual, their ability to make decisions and their behavior. The example the book gives is whether or not a relationship between two people will last or not. If willing, individuals area capable of learning new behaviors that will change their way of interacting with others and their way of thinking, but it takes cooperation and the willingness to change from everyone involved, resulting in positive growth within the family. The Family Developmental Theory states that a family grows and changes over time. This growth and change came be from a couple having children, adoption of children, a child marrying, etc. With this theory an educator can facilitate programs based on the different stages a family goes through. For example, newlywed counseling, parenting classes, etc. Implementing classes based on needs usually results in better outcomes and long—term results. Although they are developing these classes for a group, as a family, they must take into consideration that everyone in the group does not possess the dame family developmental pattern. Educators that develop programs based off theory must still develop principles and models for their programs. In order to successfully implement the correct program they must incorporate the following principle: 1. Conduct a needs assessment—determining the specific needs of each individual attending the program. 2. Safety in the environment and the process—establishing rules so that everyone participating is comfortable participating in the program. 3. Sound relationship between the educator and the learner—building trusting relationships so the group members will accept and trust the educator. 4. Careful attention to sequence of content and reinforcement—knowing the limits of your group members to comprehend information making sure not to overwhelm them with information. 5. Focus and praxis—acting on behalf of the members. . Respect for members as subjects of their own learning—taking their life experiences and contributions into consideration. Giving them a sense of worth. 7. Cognition, affective, and psychomotor aspects of learning—incorporating ideas, feelings, and actions into the learning experience. 8. Immediacy of learning—immedi ately applying what’s been learned. 9. Clear roles and role development—knowing and understanding who the teacher is and who the student is and maintaining those roles while keeping open lines of communication. 10. Teamwork—implementing small groups to complete tasks or projects. 11. Engagement of the learners in what they are learning—encouraging active participation from group members. This way the educator is aware of the progress, knowledge, and comprehension of information given by members. 12. Accountability—validating accomplishments by assessing and role play. The format of the presentation, the needs of the audience, group processes: When an educator develops/formats a program, the educator must consider the following: 1. The subject of the group. 2. How much time will be needed to conduct the group? 3. Who will be the members of the group? 4. What content should be included? . What is your goal for the learners of the group? 6. What materials do you need to conduct the group? 7. How will you teach the material in order to ensure comprehension from all members? 8. How will you get feedback/assessments/evaluations? 9. What type of follow—up will you do after the end of the program? The needs of the audience should be another considera tion. This will allow the educator to determine what should be the programs priorities and to understand the concerns of the learners, to be able to provide them the resources needed, which will ultimately result in more effective programs. There are three types of needs mentioned in the Family Life Education text. They are felt needs, ascribed needs, and future needs. They all play an intricate role in determining the design of the program and are all assessed differently. The educator must be able to recognize and identify the developmental needs and abilities of the individual audience members and the way they process information. Without this ability, an educator implementing a program that contains good material will still fail to provide the members with information that is useful or even relevant to their specific needs. Felt needs are the needs that the members tell you about. They are personal and based on their experiences as individuals and as a group. When members express their felt needs, it helps the educator get a better understanding of the individuals, what their specific needs and wants are, and it helps them to build personal relationships with them. Ascribed needs are needs that are identified by someone other than the individual group member him/herself. Future needs are needs that are expected when change takes place. The book gives the example of when a child is expecting a new sibling. How will their needs change as a result of the new baby? As a family Life Educator, you will be faced with many different types of groups, and an educator must possess the ability to lead in order to successfully facilitate a group. There are several basic types of groups mentioned. They are Treatment groups, Support groups, Educational groups, Task groups, Residential groups, and Internet groups. Regardless of the type of group, the educator is expected to provide members with activities and experiences that will help members develop their own skills to more effective levels. There also are expected to maintain a balance between presentation of information and the personalizing of the information through group discussions. They should also be able to cope with interpersonal problems that may arise within the groups during discussions. They need to have an understanding of life—cycle development, and have a good understanding of the development theory. In order to successfully facilitate a group, there is a four stage process that needs to be followed. The first stage is forming the group. Next is storming, followed by Norming, and lastly, Performing. Evaluation of Programs: There are three types of evaluations, assessing needs and assets, formative evaluation, and summative evaluation. An evaluation is used to determine the value, quality, or effectiveness of a program and is usually motivated by the needs of the program. According to the text, Littell (1986) considers program evaluation to be â€Å"the systematic collection, analysis, and interpretation of information designed for use in program planning and decision—making, which is concerned with the types of interventions used, by whom, toward what ends, under what conditions, for whom, at what costs and with what benefits† (Family Life Education, p. 37). Weiss and Jacobs (1988) define evaluations as â€Å"the systematic collection and analysis of program—related data that can be used to understand how a program delivers services and/or what the consequences of its services are for participants. An analysis is both descriptive and judgmental of program merit, with the emphasis on designing and evaluation that fits the program† (Family Life Education, p. 138). The result of an evaluation is to be used as a recommendation has to how to make the programs better and more beneficial to the members participating. There are challenges that go along with conducting evaluations. Some educators may think that if an evaluation produces negative results then it will affect resources and funding for future programs. They may also think that the evaluations will divert attention from the purpose of the program and outcomes will not be successful. Although challenges are present, evaluations are necessary for the programs to be successful. Evaluations provide feedback and give insight from members of the groups what is or is not working and what they think would help the programs be more successful. They are also a means of communicating to individuals or companies that fund your programs the successes of the program and how it is benefiting the members. Adapting Programs for Various Settings: Adapting programs means strengthening existing programs. Although Family life education programs are most effective when they match cognitive development, literacy levels, cultural backgrounds, and the special needs of participants, ddifferent settings may require the educator to facilitate the group in a differently. The planning process has similar phases regardless of the setting or target population. First the educator needs to assess the quality and content of the existing program. Determine how long it takes to facilitate the program and if the content is appropriate for that setting. Next he/she needs to assess the quality of the course with regard to content and skill building. Ask questions like, â€Å"Has the curriculum been evaluated? †, â€Å"Are the materials skills-based? †, and â€Å"Do they include role playing, negotiation, and assertiveness skills? † Next assessing the relevance of the curriculum to the participants is necessary. The educator needs to determine if the materials/curriculum is tailored to meet the specific needs and life experiences of members, if the intensity and duration of the program sufficient for the participants, given their level of risk, and if the existing curriculum meet the developmental needs and reflect the cultural and ethnic background of the participants. Ask if current curricula should be implemented at earlier ages. Can skill building components be added to the already existing family life education program? Can the curriculum be adapted to reflect the cultural background of participants? Does the teacher training program need to be expanded? Is an altogether new curriculum needed? In what ways can the Community meets the information and education needs of its members and reinforces the intended outcome from attending the groups. Lastly, the educator must assess the extent of educator training. They should ask question like, â€Å"Do they receive in-service training? † and â€Å"Has the training been evaluated? † They must be aware of the qualifications necessary for teaching the course and must be comfortable teaching the course materials. It would be effective to survey the educators to assess their satisfaction with current training and to determine what, if any, additional training is needed for them to be able to adequately educate the group members. These steps help the educator identify gaps in the current program and develop a plan to address these gaps, ensuring that the goals of the program are attainable and the members will be able to comprehend information given and are able to successfully apply the information to their way of life (www. dvocatesforyouth. org). Family life education encompasses a multitude of images and expectations that call for a combination of skills and expectations of the educator and of the members of the group. The resources and knowledge gained from teaching as well as attending family life education groups, equips individuals with the ability to perform his/her role in his/her family group/setting, and to handle life situations in a manner that is safe and beneficial to all partie s involved.

Definition of Clipper Ship

Definition of Clipper Ship A clipper was a very fast sailing ship of the early to mid-1800s.   According to a comprehensive book published in 1911, The Clipper Ship Era by Arthur H. Clark, the term clipper was originally derived from slang in the early 19th century. To clip it or to go at a fast clip meant to travel fast. So it is reasonable to assume the word was simply attached to ships which had been built for speed, and as Clark put it,  seemed to clip over the waves rather than plough through them. Historians differ on when the first true clipper ships were built, but there is general agreement that they became well established in the 1840s. The typical clipper had three masts, was square-rigged, and had a hull designed to slice through the water. The most famous designer of clipper ships was Donald McKay, who designed the Flying Cloud, a clipper that set an astounding speed record of sailing from New York to San Francisco in less than 90 days. McKays shipyard in Boston produced notable clippers, but a number of the sleek and speedy boats were built alongside the East River, in shipyards in New York City. A New York shipbuilder, William H. Webb, was also known for producing clipper ships before they fell out of fashion. The Reign of the Clipper Ships Clipper ships became economically useful because they could deliver very valuable material faster than more ordinary packet ships. During the California Gold Rush, for instance, clippers were seen to be very useful as supplies, ranging from lumber to prospecting equipment, could be rushed to San Francisco. And, people who booked passage on clippers could expect to get to their destination faster than those who sailed on ordinary ships. During the Gold Rush, when fortune hunters wanted to race to the California gold fields, the clippers became extremely popular. Clippers became especially important for international the tea trade, as tea from China could be transported to England or America in record time. Clippers were also used to transport easterners to California during the Gold Rush, and to transport Australian wool to England. Clipper ships had some serious disadvantages. Because of their sleek designs, they could not carry as much cargo as a wider ship could. And sailing a clipper took extraordinary skill. They were the most complicated sailing ships of their time, and their captains needed to possess excellent seamanship to handle them, especially in high winds. Clipper ships were eventually made obsolete by steam ships, and also by the opening of the Suez Canal, which dramatically cut sailing time from Europe to Asia and made speedy sailing ships less necessary. Notable Clipper Ships Following are examples of illustrious clipper ships: The Flying Cloud: Designed by Donald McKay, the Flying Cloud became famous for setting a spectacular speed record, sailing from  New York City  to San Francisco in 89 days and 21 hours in the summer of 1851. To make the same run in less than 100 days was considered remarkable, and only 18 sailing ships ever accomplished that.The New York to San Francisco record was only bettered twice, once again by the Flying Cloud in 1854, and in 1860 by the clipper ship Andrew Jackson.The Great Republic: Designed and built by Donald McKay in 1853, it was intended to be the largest and fastest clipper. The launch of the ship in October 1853 was accompanied with great fanfare when the city of Boston declared a holiday and thousands watched the festivities. Two months later, on December 26, 1853, the ship was docked on the East River in lower Manhattan, being prepared for its first voyage. A fire broke out in the neighborhood and winter winds tossed burning embers in the air. The rigging of the G reat Republic caught fire and flames spread down to the ship. After being scuttled, the ship was raised and rebuilt. But some of the grandeur was lost.   Red Jacket: A  clipper built in Maine, it  set a speed record between New York City and Liverpool, England, of 13 days and one hour. The ship spent its glory years sailing between England and Australia, and eventually was used, as were many other clippers, transporting lumber from Canada.The Cutty Sark: A late era clipper, it was  built in Scotland in 1869. It is unusual as it still exists today as a museum ship, and is visited by tourists. The tea trade between England and China was very competitive, and Cutty Sark was built when clippers had been essentially perfected for speed. It served in the tea trade for about seven years, and later in the trade in wool between Australia and England. The ship was used as a training vessel well into the 20th century, and in the 1950s was placed in a dry dock to serve as a museum.

Advantages and Disadvantages of using Open Source Software Research Paper

Advantages and Disadvantages of using Open Source Software - Research Paper Example Why prefer Open source software over proprietary software? In this text it is attempted to highlight the preference given to open source software for third world countries. As quoted by Nikesh Jauhari, besides having soaring prices the other key edges that are absent if a proprietary software is purchased are that the errors in it cannot be edited by anyone other than the developer, new features cannot be added to the software and the software cannot be scrutinized. This, however, is not the case with open source software. Third world countries are developing nations. Their per capita income is far lesser than that of the developed nations. The basic commodities that consume all the income of a person earning his livelihood in third world countries is on the basic needs like food and shelter. In order for persons to learn with technological advancements and excel in learning it is imperative that the newly invented advanced technological for them at very nominal costs. Open source so ftware plays a key role in assisting individuals in third world countries as it is AVAILABLE WITHOUT ANY COST. Moreover, organizations CAN MODIFY OPEN SOURCE SOFTWARE in accordance with their modular requirements. Thus instead of purchasing a new proprietary software for each individual module open software serves the purpose with very nominal or no cost at all. This results in an over all increase in the proliferation of the economy of a country as a whole. The emerging aptitude of individuals and organizations towards open source software is clearly evident among those living in the third countries. Fredrick Noronha quotes in his article as follows: â€Å"GNU/Linux, and tons of useful software that comes along with it, is clearly attracting interest from a range of quarters. From... As quoted by Nikesh Jauhari, besides having soaring prices the other key edges that are absent if a proprietary software is purchased are that the errors in it cannot be edited by anyone other than the developer, new features cannot be added to the software and the software cannot be scrutinized. This, however, is not the case with open source software.Third world countries are developing nations. Their per capita income is far lesser than that of the developed nations. The basic commodities that consume all the income of a person earning his livelihood in third world countries is on the basic needs like food and shelter. In order for persons to learn with technological advancements and excel in learning it is imperative that the newly invented advanced technological for them at very nominal costs. Open source software plays a key role in assisting individuals in third world countries as it is AVAILABLE WITHOUT ANY COST. Moreover, organizations CAN MODIFY OPEN SOURCE SOFTWARE in acco rdance with their modular requirements. The emerging aptitude of individuals and organizations towards open source software is clearly evident among those living in the third countries. Fredrick Noronha quotes in his article as follows: â€Å"GNU/Linux, and tons of useful software that comes along with it, is clearly attracting interest from a range of quarters. From Pakistan to the UNDP, from Africa to Malaysia, and even in the Philippines or Thailand and Nepal, GNU/Linux is being closely watched.†

Single Parent Adoption Essay Example | Topics and Well Written Essays - 1250 words

Single Parent Adoption - Essay Example In our current society, fewer and fewer American households are daresay traditional families. The stable societal changes have brought about the rise of alternative or non-traditional families, many of which include group living, unmarried cohabitation and single-parent families---all of which are mutually interdependent households, but not recognized as so by the American family law. As part of these alternative or nontraditional families, in the past decade we have begun to see a sharp rise in the number of lesbian and gay men forming their own families through adoption, foster care, artificial insemination and other means. One reason in opposition to single parent adoptions is that it denies children from a customary two-parent family. Omission of a mother or a father could give rise to physical and emotional troubles for some kids, like one case is a review published in the Journal of Personality and Social Psychology was presented by Vanderbilt University asserting to illustrate that daughters without their fathers encounters puberty sooner than those girls with intimate, compassionate relationships with both parents. Advocates of single parent adoption suppose that an unbalanced or broken home could cause more harm towards a child than those of the lack of one parent (Curto, J. (1983). A healthier home may convey more awareness to this child, which could produce an enormous difference later on with his or her life. They require a parent who would teach them the fundamental early rules of being a good kid. Children might contain a better establishment in relation to what life is all about. In several situations, this reflection might lead children to entrust suicide. A child requires having a better existence. Children need an important person to direct them within their childhood. A kid found in a better home will believe the he or she is more secured. There are a lot of people who have good objectives in adopting a kid because they feel that they need a child inside their lives. A single parent ought to be permitted to adopt a child because it could generate a vast difference with the child's' life as well as with the society. There are many individuals who wish to remain single for various reasons. There are many single parent families that have a loving supportive household. The longing to raise a family together with nurturing a child is frequent for both married couples as well as the single ones. Single individuals might aspire to adopt a child so as to accomplish their need to rear. They might feel as though their existence may be deficient and for that reason they think about adopting a child. I have talked to one single lady who said "I have an established job and I could offer a child numerous benefits." However, there are also some arguments in relation to whether or not single men or women are able to adopt. Our civilization has transformed in several means right through the years. A range of ways that our society has transformed is by means of technology, through way of life, racism, along with many other means. A big modification however, through out the years appears to be with parenthood. I suppose that single individuals should be allowed to adopt a kid. Nevertheless, they still are likely to be a minority whilst the greater part of adoptive parents appears to be couples. On the other hand, in line with the Committee for Single Adoptive Parents, numerous single parents do not suit this depiction. If a single person has an excellent paying

Why did Muslims fight each other during the first century of Islam Essay

Why did Muslims fight each other during the first century of Islam (seventh century C.E.), and how did they justify it - Essay Example They were easily turned against each other with the help of false rumors spread by troublemakers which indicates that they lacked that brotherhood and harmony for which Islam was popular in the life of Prophet Muhammad. The Battle of Jamal or Battle of the Camel is a very important example of tension between the Muslims during the first century of Islam. This is probably the most notable and unfortunate war of the 7th century and took place in 656 at Basra, Iraq. The Muslims fought among themselves in this war due to false allegations promoted by Kharijites (Lapidus 66). Kharijites were former Muslims who gained prominence in Iraq in the late 7th century. They first supported the leadership of Imam Ali and went on to reject it later. They were not happy with the authority of Imam Ali and secretly resented him. When Imam Usman, the third Caliph, was assassinated at the hands of the rebels sent from Egypt to Medina, rumors spread that the murder happened on instruction of Imam Ali. Some historical sources also suggest that Imam Usman’s burial was not attended by Imam Ali which is a factor that might have worked to reinforce the rumors (Lapidus 65). His untimely death remained unavenged under l eadership of Imam Ali who became the fourth Caliph of Islam. This factor coupled with rumors spread by Kharijites about Imam Ali worked to hugely anger Prophet Muhammad’s wife Aisha (Lapidus 66). So, she gathered a large number of Muslims to overthrow Imam Ali’s caliphate and his supporters. The Muslims stood against each other in this war which led to death of a large percentage of Muslims. This war was started by Aisha because the killers of Imam Usman were not arrested. She was also against the appointment of Ali as the fourth Caliph. Imam Ali’s supporters were also extremists and did not try to negotiate affairs. There was a lot of bloodshed as Aisha and her supporters were defeated and Muslims fought Muslims for the first time in this war. The

Theories of Stress and Stress Management

Theories of Stress and Stress Management Psychology and Management of Stress Jane Jerard Outline and evaluate Selye’s (1956) General Adaptation Syndrome of stress Selye’s General Adaptation Syndrome of Stress is a model that analyses an individual’s response to long term stress which is broken down into three main stages, the initial alarm stage, the interim resistance stage and finally the exhaustion stage (Nicky Hayes, 1994). If the stressor persists the individual will progress through each of the stages, and in some cases disease and even death can result. During the alarm stage the body reacts to the stressor with a ‘fight or flight’ response in which the parasympathetic nervous system is activated and hormones (e.g. adrenalin and noradrenaline) are released from the adrenal medulla (Richard Gross, 2010). If the stressor remains, the body then goes into the resistance stage during which it may outwardly appear to be functioning normally, however levels of blood glucose, cortisol (stimulated by adrenocorticotrophic hormones known as ACTH) and adrenaline remain higher than normal and the individual’s heart rate, blood pressure and breathing will be higher than normal. The individual may appear calm but they are physically and mentally at ‘action stations’ (currentnursing.com, 2014). During the final, exhaustion stage the further release of ACTH is inhibited by the hormones it has already stimulated and the levels of ACTH itself circulating in the blood. At this point the body begins to use up its energy reserves or resources and the body cannot function adequately. Blood sugar levels drop and the individual becomes vulnerable to disease and death. As Nicky Hayes (1994, p450) states ‘This [final stage] produces an immediate and strong – sometimes excessive – reaction to even mild sources of additional stress’. As a model of stress, the General Adaption Syndrome (GAS) is focused primarily on the bodies’ physiological response to stress. It does not take into account other factors influencing an individual’s response to stress such as their thoughts, perceptions or feelings and how these cognitive and psychological factors impact upon their experience of stress itself (garysturt, 2004). Nonetheless the GAS was a hugely influential model which generated a lot of further study (currentnursing.com, 2014). Folkman Lazarus’ (1984) Cognitive Appraisal Theory of stress Unlike the GAS model of stress, the Cognitive Appraisal Theory of stress focuses on an individual’s cognition of a stressor which informs their emotional response. It is ‘a theory of emotion which implicates peoples personal interpretation of an event in determining their emotional reaction’ (psychcentral, 2014). The way in which an individual interprets the stressor is significant and according to Folkman and Lazarus we respond to a stressful event or situation by making a primary appraisal, during which we assess whether the event is harmful to us either physically or in terms of our esteem, core beliefs and our values or goals (Folkman, 1986). During the secondary appraisal (which can take place before, at the same time or after primary appraisal) we consider whether we have the resources to manage the stressor; the outcome of which affects our coping strategy. Coping strategies can be understood as either: problem based; where the stressor is perceived as a challenge and we generate strategies to manage it or solutions to remove it, or emotional based; where the problem is considered to be a threat that cannot be resolved and various coping strategies such as avoidance, distancing and acceptance are employed (blackswanstress, 2014). According to the Cognitive Appraisal of Stress model then, in response to a stressor we establish if there is a threat, employ coping strategies and then reassesses the threat which results in identification of emotional responses (Nicky Hayes, 1994). Stress is viewed in a more transactional sense, as a two way process in which individuals respond dynamically to their environment. Unlike the GAS model then, cognitive approaches are of paramount importance and it is a more fluid and responsive model, recognising the importance of the individual in each and every stress response. With reference to the case study, examine the evidence that there is a link between personality and stress. There is little dispute that life events can have a dramatic effect on an individual’s mental health, and even their physical health. However an individual’s reaction to a stressor is subjective and influenced by their cognitive and psychological makeup. An individual’s experience of stress will depend upon their personality. Kobasa (1979) proposed that this response to stressful events will be determined in part by an individual’s hardiness, with those low on hardiness more likely to experience psychological and physiological illness in response to stressful life events, whilst those high on hardiness are buffered to a certain extent from the effects of stress, using research amongst executives to back up this hypothesis. Hardiness is to be understood as having a sense of commitment (both individual and work related), as having an internal locus of control and, as a positive response to change viewing it more as a challenge and less as a threat (psych.uft .ed, 2014). Other studies of personality support the work done by Kobasa, for example Ironson (2010) completed a study on disease progression in HIV in which she found that ‘Those low on optimism (25th percentile) lost CD4 cells at a rate 1.55 times faster than those high on optimism (75th percentile) †¦ reap[ing] health benefits partly through behavioural (proactive behaviour), cognitive (avoidant coping), and affective (depression) pathways’. Although some studies such as Funk Houston 1987, and Schmid Lawler 1986, have not supported or replicated Kobasa’s findings it is believed that at least in terms of cognitive processes, personality and an individual’s subjective response to life situations (stressful or not) directly impact their experience of stress, and the degree to which they experience stress (fatih.edu.tr, 2014). With reference to the case study, Nick could be described as having low levels of hardiness. Although his commitment to his work seems high it is at the expense of his sense of commitment to himself (evidenced by his persistent failure to take a lunch break). In addition his feeling out of control may indicate that he has an external locus of control and finally his rigid attitude towards his work life may suggest that he might struggle with change, viewing it more as a threat and less as an opportunity. According to Kobasa et al, this could explain why he suddenly experienced chest pains (which could be either a panic attack or symptoms of a heart condition). Nick’s GP prescribed the anti-anxiety drug Benzodiazepine to help him cope with stress symptoms. Briefly explain how benzodiazapene works on the body Gamma-aminobutyric acid (GABA) is a naturally occurring neurotransmitter, which inhibits neuron activity in the brain. Around 40% of the brain responds to the presence of GABA and so when an individual takes benzodiazepine which boosts the activity of GBA, they experience a general calming effect, or a slowing down of the brain. ‘It [GABA] is in some ways the bodies natural hypnotic and tranquilizer’ (benzo.org.uk, 2014). The neurons are less responsive because they have become supercharged by the presence of chloride ions which have been channelled through GABA receptors. The presence of benzodiazepine (which locates itself within the GABA receptor site) serves to increase the rate at which chloride ions flood the neuron making it less responsive to other stimuli. Discuss two advantages and two disadvantages of taking benzodiazepine to relieve stress The advantages of benzodiazepines are that they are anxiolytic (relieve anxiety) and so reduce the physiological symptoms of a wide range of panic and anxiety disorders as well as phobias. They are also hypnotic and cause sleepiness which can assist with any sleep problems that an individual may experience (insomnia, or other kinds of sleep disorders often accompany anxiety). Over a short term period then, benzodiaepines can be beneficial, especially for those who suffer from anxiety and have disturbed patterns of sleep. However they are highly addictive and so cannot be used for more than a 4 week period, therefore they are not a solution in themselves and for this reason they are rarely prescribed in isolation. Usually some kind of CBT is prescribed concurrently with a course of benzodiazepine. In addition the body quickly adjusts to the drug and higher and higher doses are required to achieve the same affect. Nicks GP also suggested that he undertakes cognitive behavioural therapy (CBT) Outline the main features of CBT and discuss its usefulness in treating stress. Cognitive Behavioural Therapy (CBT) is a practical therapy which focuses on problems in the present, rather than issues from an individual’s past. The client and the CBT clinician will agree specific goals, and a strategy and timescale at the outset. There is a strong emphasis on the therapeutic relationship between the client and the clinician and the client is much more active in terms of putting the therapy into practice; the skills and techniques learnt during each session is ‘tested’ by the client in their homework. They are to experience directly through repeated practice whether or not these techniques are effective. The general underlying assumption of CBT is that maladaptive ways of thinking stem from cognitive errors which are to be challenged systematically throughout the course of the therapy. Different disorders are characterised by different cognitive errors. Because of this there is a wide variety of CBT methods available. The way in which CBT is delivered is also flexible and includes self-help (books, DVD’s and increasingly popular PC or online formats), group CBT (particularly useful with social phobias) and CBT informed specific interventions (training courses) (Graeme Whitefield, 2007). CBT is useful in treating stress because it challenges the core assumptions we make (our maladaptive thinking) that contribute or even create our experience of stress, or our interpretation of an event as stressful or not. In the above case study, Nicks belief that he requires control in the workplace, or that controlling his work environment is an achievable goal could be challenged. His homework would include different approaches to his working day such as ensuring he takes regular breaks and he would ‘see for himself’ the cognitive errors that have resulted in the maladaptive thinking that you have to be on the go all the time at work to succeed etc. Because CBT focuses on symptoms experienced in the here and now, and because stress is just such a symptom, it (CBT) is a very effective method of treating stress with a strong evidence base to support this (it is also cost effective and efficient in terms of time). Read the following case study and: Identify two life events and two daily hassles that could be causing Selina stress Selina’s mother has been diagnosed with a terminal illness, and she has recently divorced from her husband. Both these are considered significant life events according to the Social Readjustment Rating Scale (SRRS). The scale ranks divorce as the second highest source of stress with a mean value of 73, whilst the change of health of a family member comes in at 11th on the scale with a mean value of 44. In terms of daily hassles her children frequently quarrel and she encounters congestion which can sometimes make the children late for school. How, according to Holmes and Rahe, do life events cause stress and how do they effect people in the long term? The Holmes and Rahe questionnaire identifies what it considers to be significant life events in the causation of stress, and ranks them according to the associated levels of stress that they would induce. Upon completing a questionnaire, individuals who scored highly (i.e. experienced a significant number of life events within the last twelve months) are expected to be at a greater chance of suffering from stress and developing illness than those who did not. The results of their studies showed a small positive correlation meaning that life events are part of (but not wholly) the cause of illnesses (simplypsychology, 2014). The kinds of physiological effects stress can have on the body include heart disease, high blood pressure, a repressed immune system and gastric ulcers (psychology4a, 2014). Other effects include being more prone to accidents. The underlying assumption being that these life events are negative changes and that they cause us to experience stress which in turn has a n effect on our wellbeing in the long term.

The Failure of American Public Education :: Education Reform Essays

The most powerful aspect of this essay is not the essay itself (as you will see) but, rather, the fact that it was written by an American college student. Throughout many years, education has played an important role in improving our minds and society. However, what many people tend to forget is that our education is not at the best it can be. Education is defined as receiving or giving systematic instruction, especially at a school or university. Many people today questions whether or not our education depends on the people teaching it or if it’s the student’s responsibility to want to learn. "To what extent do our schools serve the goals of a true education?" Education helps people learn new things, but it can be changed. Although education helps students learn and plan for the future, it can be improved to help benefit students ahead of time. On January 1st, 1975 public law number 94-142 was The Education for All Handicapped Children Act. This law secured the fundamental ideals, rights and responsibilities to ascertain equal access to public education for all children who are crippled. What education has done in the years it has been around is that it simply makes life one sizably extensive, perplexed system of steps and processes. Our schools don’t accommodate the goal of a true education, but it makes it appear that they are. It would seem that the goal for a true education is for someone to absorb attention, but it is not always right to fill adolescent minds with careless facts or the ways of the world that is decided by a committee. The way that attention is gained for students is to give their own perception on things and have their own notion. From Report of the Massachusetts Board of Education, Horace Mann states that, â€Å"education, then, beyond all other devices of human origin, is the great equalizer of the conditions of men, – the balance wheel of the social machinery.† It explicates that the consequentiality of kinds of education, including political, moral, religious, perceptive, and physical are paramount to people and to education. Education could be considered an ingredient for prosperity. Education brings power to every aspect of the mind. When a teacher gives out a test and tells the students to put their items away, Students incline to take one last visually examine their study sheets. When the test is placed in front of a student, but as one or two go to answer the first question, they freeze in apprehensiveness.