Comprehensive Geriatric Assessment Essay Example for Free

Comprehensive Geriatric Assessment EssayThe geriatric assessment is a multidimensional, multidisciplinary diagnostic instrument designed to collect data on the health check, psycho kind and operative capabilities and limitations of aged(a) patients. Various geriatric practitioners phthisis the development generated to develop intercession and long-term follow-up plans, arrange for master(a) administer and rehabilitative services, organize and facilitate the intricate process of case management, determine long-term care requirements and optimal placement, and make the best use of health care resources.The geriatric assessment differs from a measuring health check evaluation in three general ways (1) it focuses on elderly individuals with complex problems, (2) it emphasizes functional status and quality of life, and (3) it frequently takes advantage of an interdisciplinary team of providers. Whereas the standard medical evaluation whole caboodle reasonably well in mos t other populations, it ranges to miss some of the most prevalent problems confront by the elder patient. These ch everyenges, often referred to as the Five Is of Geriatrics, include intellectual impairment, immobility, instability, incontinence and iatrogenic disorders. The geriatric assessment effectively addresses these and many other areas of geriatric care that are crucial to the successful treatment and prevention of disease and disability in older people. Performing a comprehensive assessment is an determined infrataking. Below is a list of the areas geriatric providers may choose to assess authentic symptoms and illnesses and their functional impact. Current medications, their indications and effects. Relevant past illnesses. Recent and impending life changes. Objective measure of everyplaceall personal and social functionality. Current and future livelihood environment and its appropriateness to function and prognosis. Family situation and availability. Current caregi ver web including its deficiencies and potential. Objective measure of cognitive status. Objective assessment of mobility and balance. Rehabilitative status and prognosis if ill or disabled. Current emotional health and substance abuse. Nutritional status and needs. Disease risk factors, screening status, and health promotion activities. Services required and received.The primary care physician or community health thespian usually initiates an assessment when he or she detects a potential problem. Like any effective medical evaluation, the geriatric assessment needs to be sufficiently flexible in scope and adaptable in confine to serve a wide range of patients. A complete geriatric assessment, performed by twofold personnel over many encounters, is best suited for elders with multiple medical problems and significant functional limitations.Ideally, under these circumstances, an interdisciplinary team representing medicine, psychiatry, social work, nutrition, physical and occupa tional therapy and others performs a detailed assessment, analyzes the information, devises an intervention strategy, initiates treatment, and follows-up on the patients progress. out-of-pocket to the intricate nature of comprehensive assessments, many teams designate a case-manager or caseworker to coordinate the good effort.Most assessments take place in medical offices and inpatient units over multiple visits. If at all possible, however, at least one member of the team (rarely the physician) impart attempt to visit the patient at home. Despite the problem of low or no reimbursement, the typically high-yield of information from even a oneness home visit makes it an extremely efficient use of resources.Most geriatric assessments, performed under the constraints of time and money, tend to be less comprehensive and more directed. Although such modifications are best suited to relatively high-functioning elders living in the community, many practitioners find some version of a d irected geriatric assessment to be a more realistic tool in a busy practice. Patient-driven assessment instruments are besides popular among geriatricians. Asking patients to complete questionnaires and perform specific tasks notonly saves time, but also it provides reclaimable insight into their motivation and cognitive ability. To the extent that patients are unable to complete the assessment themselves, practitioners resort to conventional patient interview techniques that frequently involve input from a family member or other caregiver.During your coming(prenominal) site visits, you will perform a directed geriatric assessment (DGA), ideally with the same patient, over two sessions. In the interest of education, most of your DGA instruments are student-driven, rather than patient-driven, and require relatively little information from caregivers who may or may not be available at the time of your visit. We submit divided up the DGA in two parts, each with three subsections. In Part I, you will perform an expanded medical interview covering the clinical history, nutritional assessment and a social evaluation. In Part II, you will perform neuropsychiatric, physical and functional examinations.What follows is a reproduction of the History and Physical (HP) format that you will use in your Physical Diagnosis II course next semester. Although all geriatric practitioners do not use a standard assessment format (comprehensive or otherwise), most agree on basal content. The comprehensive geriatric assessment (history examination) following the Physical Diagnosis outline covers the most significant content areas of a prototypical geriatric assessment. As you can see, it moves well beyond the standard HP, which is precisely the point. We have designed it to correlate as closely as possible with the history and physical you will be learning later this year. It is to your considerable advantage to review this information before meeting your patients face-to-fac e on the site visits. The DGA instrument you will use during your encounter immediately follows this section.

Ethics approaches Essay Example for Free

morals approaches EssayEthics approaches BY tealx021 Ethics in Communication After reading about the honourable considerations considering interpersonal and group communication, in that respect are many similarities. The twain differ in the sense of size. This leads to more considerations in the larger of the two, group communication, where there may be many different interpersonal races inwardly the small group. However, for this analysis, like the book, I will focus on honourable considerations of the small group as a whole. Interpersonal relationships are unique in themselves, as each one is different han the next. virtuoso major ethical consideration in this context is fairness. When people are interdependent, or share mutuality, there are close to always issues of fairness or Justice that arise. These two issues are most normally based off of individuals feelings and relational satisfaction. In our culture, this sense of Justice or fairness can be attri aloneed to t he distri aloneion of rewards in proportion to each partners contributions. Relationships are often times weighed on costs and rewards. When this cost-reward system is unbalanced in relationships, we often see issues rise.Another major consideration in interpersonal relationships is secrecy and autonomy, or openness and closeness. In communication, this comes d proclaim to self- disclosure. Issues can arise if one partner in the relationship is disclosing too much or too little about themselves, and there is an unbalance between the two relational partners. One major issue in relationships is Jealousy, which can stem from any of these ethical considerations. In small-group communication, there are a few unique ethical considerations that arise. One major issue in small groups is groupthink.Groupthink is the practice of thinking or making decisions as a group in a way that discourages creativity or individual responsibility. Another unique ethical consideration is issues that invol ve symbolical convergence within in-groups and out- groups. Symbolic convergence can create or develop stereotypes or excision within and outside a small group setting. Small-group and interpersonal relationships do also share ethical issues in communication. One of these is the issue of responsibility, which can be constituted as individual responsibility or the other affects responsibility of the whole relationship, and each one.In small-groups, individual responsibility can be hampered by groupthink or Symbolic convergence. In interpersonal relationships, individual responsibility can be hampered by escape of fairness, or lack of interdependence based on self-disclosure. Much or this is based on context, but interpersonal and small group communication share these same ethical considerations. Many of these ethical issues meet interpersonal communication can be channeled well through dialogical moral philosophy.Dialogical ethics involves approaching decisions by considering att itudes and behaviors, and illingness or ability of each participant to surrender ones self-interest. This involves having an open mind, and viewing you and the relational partner as equals, almost putting yourself in the other persons shoes, setting aside your perceptual interpersonal relationships. I can impute this to my own experience, as I feel many of the arguments I have with friends or family members would be lick if we each put ourselves in each others shoes. A good approach to small-group communication is the virtue ethics approach.This approach puts a lot of emphasis on character, and oesnt put a set of rules in perplex that could potentially cause ethical issues involved in groupthink or stereotypes. This approach would hold people accountable based on character, and would promote creativity and good ideas within a small group. In my own experience in small-groups, everything comes down to virtue, including responsibility, prudence, etc. Many issues could be solved wit h this approach in a small group context. Both mentioned approaches would fit well in both interpersonal and group relationships, but I feel that I have placed them in their best-fit places.

Business Ethics in Brazil Essay Example for Free

argumentation morality in brazil-nut tree EssayIn this comparative survey of 126 Brazilian and U.S. origin professionals, we explore the solvent of national last on estimable lastmaking within the context of problem. Using Reidenbach and redbreasts (1988) multi-criteria ethics doer, we examined how these two countries differences on Hofstedes individualism/ communism Rafik I. Beekun (Ph.D., The University of Texas, Austin) is Professor of Management and St localisegy in the managerial Sciences De single outment at the University of Nevada, Reno. His current look for interests argon in the area of strategic adaptation, the link amongst national agri destinations and ethics, and the relationship between management and spirituality. He has published in such journals as journal of Applied Psychology, Human Relations, diary of Management and Decision Sciences. Correspondence regarding this article should be sent to him at Managerial Sciences Department, Mail Stop 28, University of Nevada, Reno, NV 89557-0206. Yvonne Stedham (Ph.D., University of Kansas) is an Associate Professor of Management in the Managerial Sciences Department at the University of Nevada, Reno. She has published in such journals as the Journal of Management and Journal of Management Studies. Dr. Stedhams research digestes on the following areas CEO performance evaluation, gender discrimination in employment, ethics in business, finality making across gardenings, and managing knowledge workers. Jeanne H. Yamamura (CPA, Ph.D., Washington State University) is an Associate Professor of Accounting in the College of Business at the University of Nevada Reno. Her t to each oneing responsibilities include auditing and bill information systems courses. Dr. Yamamuras research focuses on the management of accounting professionals with a particular interest in cross-ethnical differences and her work has been published in accounting and business journals. She has extensive pr roundi cal experience in the field of accounting through her previous employment in public and private accounting.Rafik I. Beekun Yvonne Stedham Jeanne H. Yamamura dimension are related to the musical mode in which business practitioners make honest finales. Our results indicate that Brazilians and Americans evaluate the respectable content of actions or decisions antithetically when applying utilitarian criteria. By contrast, business wad from both countries do not differ portentously when they use egoistic criteria in evaluating the estimable personality of business decisions. KEY WORDS Brazil, egoism, ethics, national culture, U.S., utilitarianism As business establishments move from domestic to global and transnational competition, they are finding that cultural values divert significantly across national boundaries, and are belike to affect business practices (Husted, 2000). During the past decade, several researchers (Ferrell and Gresham, 1985 Hunt et al., 1989 Abratt et al., 1992 Hunt and Vitell, 1992 Tsalikis and Nwachukwu, 1991 Vitell et al., 1993) have noted the potential settle of national culture on ethics within a business context. What obscures the impact of national culture on ethics is that business practices may conflict with ethical values in a manner that medicine, law and g all overnment do not (DeGeorge, 1993). Not surprisingly, empirical research investigating the relationship between national culture and ethical decision-making is relatively sparse (Vitell et al., 1993). A primary reason for exploring the effects of culture on ethics is the increased globalization of business. This trend, in turn, is characterized by a diverse array of interorganizational arrangements that gather up cross-cultural interaction. As a result, cultural misnetherstandings are plausibly to occur.One of the key areas where such mis- Journal of Business Ethics 42 267279, 2003. 2003 Kluwer Academic Publishers. Printed in the Netherlands. 268 Rafik I. Bee kun et al. understandings take place is in the area of ethics, partly because of the influence that national cultures may have upon business ethics (Husted, 2000). Accordingly, in our knowledge, we explore the relationship between national culture and business ethics. We will seek to investigate what process underlies ethical carriage across national boundaries. Understanding this process may help global managers develop tools to fire ethical behavior in their international workforce. In this research, we compare two culturally diverse countries, the United States (U.S.) and Brazil, in regularise to identify similarities and differences with regard to approaches toward ethical decision-making in a business context. Since culture is a broad concept, it is inevitable to specify the values that could be related to behaviors or practices (Husted, 2000). For the purposes of this study, we apply a well-established framework of national culture (Hofstede, 1980). Hofstede conducted o ne of the most important studies that ascertained the relationship between national culture and management. From this study, he set several value dimensions a eagle-eyed which countries differ. Using Hofstedes (1980) framework, we carried out a crosscultural, comparative survey to evaluate the relationship between his individualism/ fabianism dimension of national culture and ethical criteria. With see to ethical decision-making, we adopted the instrument proposed and validated by Reidenbach and Robin (1988, 1990).They have generated a set of scales that measure the ticker dimensions characterizing different offices of ethical philosophy. Defining national culture Hofstedes dimensions of culture Multiple definitions and conceptualizations of national culture exist (Hofstede, 1980, 1988, 2001 Kluckhohn, 1951, 1962 Kluckhohn and Strodtbeck, 1961 Ronen and Shenkar, 1985 Trompenaars, 1993). Although these frameworks and conceptualizations typically center on values, they differ wit h respect to the specific values that are include in their respective frameworks. For instance, Trompenaars (1993) focuses on values related to relationships such as obligation, emotional orientation in relationships, and involvement in relationships. By contrast, Kluckhohn and Strodtbeck (1961) emphasize more than global values such as great deals relationship to nature and time-orientation. With respect to our study, Hofstedes framework of national cultures is the most appropriate since he identified values related to economic activity (Husted, 2000). Therefore, his framework is germane for the study of business decisions. instruction on national cultures, Hofstede (1997, p. 260) defines culture as the collective programming of the mind which distinguishes the members of one group or category of mountain from an early(a). Thus, although the problems faced by groups (whether organizational or national) are universal, the solutions devised by each group may be relatively unique to that group. These solutions then become taken for granted over time, and may suggest why people hold certain beliefs and behave the way they do (Schneider and Barsoux, 1997). Hofstede (1980, 1988) has suggested that fin dimensions of national culture underlie differences in the behavior of individuals from different cultural backgrounds.Since these dimensions describe how individuals view and fork out situations and behavior, they are likely to be related to how individuals engage in decision-making in general (Weick, 1979 Adler, 2002). ethical decisionmaking, too, is likely to be affected by these dimensions of national culture. Hofstedes five cultural dimensions (1980, 1988) are power distance, precariousness avoidance, masculinity/femininity, individualism/collectivism, and long-term/short-term orientation. Power distance refers to the degree to which less powerful members in a country accept an unequal distribution of power. Uncertainty avoidance depicts a peoples abilit y to cope with ambiguous situations as well as the mechanisms they have created to avoid such situations. maleness exemplifies a focus on material things, such as money, success, etc., whereas femininity refers to a focus on quality of life, caring, etc. Individualism, which will be discussed in more detail later, refers to the tendency of people to demand their interests and those of A comparative degree Investigation of Business Ethics their immediate family only. By contrast, collectivism refers to the inclination of people to view themselves as part of a larger group, and to protect the interests of group members. Longterm/short-term orientation describes the time emplacement people take when dealing with a situation. Table I represents the scores for Hofstedes cultural dimensions for Brazil and the U.S. While the scores indicate dissimilarities between the U.S. and Brazil on all five cultural dimensions, by far the largest difference appears in the individualism/collectivism dimension. Brazil scored low on individualism, and because is considered a collectivistic country by contrast, the U.S. scored high on individualism and is considered an individualistic country.The individualism/collectivism dimension describes how individuals relate to others and to society, and represents the extent to which they are emotionally and cognitively attached to a particular network of individuals. Individualism describes the inclination of individuals to be primarily concerned with their personal interests and their immediate familys welfare (Hofstede, 1980). Members of a highly individualistic country view themselves as independent of organizations or institutions, and place a higher(prenominal) value on self-reliance and individual action. socialism, in comparison, describes a culture where individuals are viewed as part of a larger group, and look after each other. Collectivistic cultures protect the interests of their members in return for their loyalty. In coll ectivist cultures, morality is defined in impairment of the benefits for the in-group (family, friends, work companies, 269 etc.), implying the maintenance of solidarity (Triandis and Bhawuk, 1997). Hofstede (1980) noted that the individualism/collectivism dimension carried strong moral overtones because this dimension was reflected in value systems shared by the majority. For example, in a highly individualistic country, individualism is viewed as a strength and the major reason for the countrys accomplishments. By comparison, inhabitants of a highly collectivistic country view an emphasis on self as a negative attribute to be eliminated for the entire of society. Competing ethical frameworks for business decisions Ethics are the principles of valet de chambre conduct regarding either an individual or a group (Shaw, 1999), and represent the moral hackneyeds not governed by law, that focus on the human consequences of actions (Francesco and luxurious, 1998).Ethics often require behavior that meets higher standards than those established by law, including selfless behavior rather than calculated action intended to produce a tangible benefit. With respect to this study, business ethics describe the ultimate rules governing the sagacity of what constitutes right or pervert, or beloved or naughtiness human conduct in a business context (Shaw, 1999). In the assessment of ethical behavior, perception is critical (Hartmann, 2000). Indeed, ethical decisions may be influenced by our own perception, by others perceptions of our actions, and by our perception of universal laws. As a TABLE I Cultural dimensions (Hofstede 1980, 1988, 2001) Dimensions of culture U.S. Brazil inconsistency Power distance Uncertainty avoidance 40 46 69 76 (29) (30) Individualism/Collectivism 91 38 53 Masculine/Feminine Confucian Dynamism 62 29 49 65 13 (36) 270 Rafik I. Beekun et al. result, our final choices may be determined by the perception that is the most undischarged at the time. Further, Hartmann suggests that cultures may differ not only with respect to the ethical principles underlying decisions but overly with respect to which of the troika stakeholders self, society, and universal laws is emphasized in any given situation. Depending on which stakeholder is emphasized, people from different cultures may vary in their assessment of the ethical nature of a decision. Across most situations, ethical principles that distinguish right from wrong actions are encompassed by several normative theories, e.g., justice, relativism, egoism, utilitarianism, and deontology. These theories can generate potentially conflicting interpretations of what is ethical or unethical, originating from the very nature of the theories themselves.Moreover, prior research (Cohen et al., 1996 Hansen, 1992 Reidenbach and Robin, 1988, 1990) indicates that individuals making ethical decisions do not select a single theory or philosophy by which to make their decisions. In fact, Reidenbach and Robin (1988) found that a varying combination of ethical philosophies or theories is employed when ethical decisions are make. Shaw (1999) draws a distinction between two types of ethical theories, consequentialist and nonconsequentialist. Consequentialist theories suggest that the moral rightness of an action depends on the actual or intended results of the action. What is right is determined by weighing the ratio of good to bad that an action is likely to produce (Shaw, 1999, p. 45). A key issue underlying consequentialist theories is the nature of the beneficiaries of the action under consideration. Should one consider the consequences for oneself or for all involved? The most important consequentialist theories are egoism and utilitarianism. conceit promotes individual self-interest as the guiding principle whereas utilitarianism advocates that everyone affected by the action or decision must be taken into account (Shaw, 1999). By contrast, nonconsequentialist th eories suggest that it is not simply the consequence of an act that matters, but in addition its inherent character. Although these theories do not deny that con- sequences are morally relevant, they assert that other factors are also important in assessing the moral significance of an action. For example, breaking a promise is wrong not simply because of the consequences that result from breaking it, but also because of the nature of the act itself. In this study, we focus on consequentialist theories for several reasons. First, Hofstedes individualism/collectivism dimension can be clearly and tardily related to the two consequentialist theories. Second, the two theories represent the perceptions of two of the triad possible stakeholders identified by Hartmann (2000), that is to say own perceptions and others perceptions.Third, staying within one theoretical category allows for a much more parsimonious, yet thorough, analysis. Ethical perspectives and national culture hypothese s Whether egoistic or utilitarian principles are employed, ethics are a increase of a societys culture, which includes its traditions, values, and norms. Within a society, ethical behavior is generally agreed upon. Francesco and Gold (1998, p. 40) explain that members implicitly understand how relationships, duties and obligations among people and groups ought to be conducted, and distinguish between their selfinterests and the interests of others. However, when two or more countries interact, they often find that their ethics differ. According to Hendry (1999), these differences may lead to three types of culturally based ethical conflicts. First, there are those conflicts where the ethical values typifying the two national cultures lead to differing conclusions what is deemed unethical from one perspective is considered to be ethical from the other. Second, conflict may arise when businesspersons from one culture consider something morally significant whereas their counterparts f rom another culture are ethically neutral. Third, business people from two cultures may interpret a common situation differently even when there is some commonality among their national values. A Comparative Investigation of Business Ethics To investigate the relationship between national culture and ethics, we chose two culturally diverse countries, Brazil and the U.S. Given the differences in their respective national cultures, we expect Brazilians and Americans to differ in their assessment of the ethical content of business decisions.Accordingly, we propose the following hypothesis H1 The assessment of the ethical content of business decisions is a function of national culture. Egoism and individualism/collectivism According to egoism, the only valid standard of ones behavior is ones obligation to toss ones wellbeing above everyone elses (Beauchamp and Bowie, 1997). Promotion of ones own longterm interest is viewed as the only worthy objective and the only determinant of whet her an act is morally right or not. Nothing is owed to others or to the organization that one works in. Those who abide by this approach to ethics intensely believe that all altruistic efforts by others are really acts of self-promotion since an individual may have to help others in order to advance his/her own interests. Brazil is collectivistic whereas the U.S. is individualistic. As discussed earlier, persons from an individualistic culture emphasize their families and their own interests. H1.a When applying egoistic criteria to attempt the ethical content of an action or a decision, respondents from the U.S. will be less likely than respondents from Brazil to see a decision or action as unethical. Utilitarianism and individualism/collectivism Utilitarianism, in aspire contrast to egoism, is the moral doctrine that we should always act to produce the superior possible balance of good over bad for everyone affected by our action (Shaw, 1999, p. 49). Although utilitarians also 2 71 evaluate an action in terms of its consequences, an action is ethical if it results in the greatest benefit or good for the largest count of people.Issues of self-interest are not germane since actions are assessed in accordance with one primary standard the general good. Utilitarianism has long been associated with social improvement and the promotion of actions that are in the best interest of the community. Actions are right if they promote the greatest human welfare. Brazil is collectivistic. Persons from a collectivistic culture focus on actions that lead to the greatest benefit for most members of a group. H1.b When applying utilitarian criteria to judge the ethical content of an action or a decision, respondents from Brazil will be less likely than respondents from the U.S. to see an action or decision as unethical. To be consistent with prior ethics research (Reidenbach and Robin, 1988), the above hypotheses (H1.a and H1.b) together suggest that Americans and Brazilians rely on more than one ethical criterion when assessing the ethical content of an action or decision. However, we are also suggesting that when each specific ethical criterion they refer to is considered separately, people from different national cultures will vary in their assessment of the ethical content of a course of action or a decision. methodological analysis Sample Data were collected from 126 respondents 92 from the U.S. and 34 from Brazil. U.S. participants included MBA pupils at a regional university as well as business professionals. Brazilian participants were all students enrolled in an Executive MBA program. We use MBA students in our study for two reasons. First, MBA students are a commonly used proxy for business people (Dubinsky and Rudelius, 1980). Dubinsky and Rudelius (1980) comparison of 272 Rafik I. Beekun et al. student versus professional evaluations found a high degree of congruence between the two groups. Second, since all students (both U.S. and Brazili an) were soon employed by companies or had recent professional work experience, the sample can be used as a proxy for business professionals in both countries.Data collection The instrument we used was Reidenbach and Robins (1988) pre-validated, multi-criteria instrument incorporating the core dimensions that underlie several ethical perspectives. We selected this survey instrument because it is a multi-philosophy and multi-item questionnaire. As a result, it will enable us to assess both ethical dimensions of interest, i.e., egoism and utilitarianism, simultaneously. This instrument incorporates multiple items for each ethical philosophy and, therefore, is relatively more reliable than single item instruments (Kerlinger, 1986). Reidenbach and Robins instrument includes an initial set of scales that has shown evidence of high reliability and modest convergent harshness with respect to U.S. respondents. The scales correlate highly with a univariate measure of the ethical content of situations. Hence, the instrument can be said to have high construct validity in the U.S. Additional reliability and validation efforts for the all in all sample and for Brazil specifically are reported below. Using a seven-point Likert scale (1 = ethical, 7 = unethical), respondents were asked to rate the action in three scenarios using the criteria (items) described in Table II. The perception of and the criteria emphasized in evaluating the ethical content of a decision or situation depend on the nature of the decision or the situation. In accordance with previous research, scenarios will be used in this study to leave behind the contextual stimulus and to motivate the evaluation process (Alexander and Becker, 1978). We adopted the three scenarios developed and validated by Reidenbach and Robin (1988, 1990).Table III presents the three scenarios used in this study. Data were collected by nitty-gritty of the abovementioned instrument administered to Brazilian participants (in Portuguese) and provided via written instrument and website access to U.S. participants (in English). The Brazilian instrument was back translated to ensure equivalence. Efforts were made to establish the reliability and validity of the instrument in this comparative context and are reported as follows. We examined the reliability of the instrument by assessing its internal consistency through the use of Cronbachs alpha. Since we used three different measures (one for each of the scenarios), we calculated three inter-item co cost-effective alphas. The Cronbach alpha was 0.81 for the first scenario, 0.75 for the second scenario and 0.86 for the third scenario. All three coefficients indicate that the scale items are internally con- TABLE II Ethics instrument scales Ethical perspective Items (Seven-point Likert scale 1 to 7)* Egoism Self promoting/not self promoting Self sacrificing/not self sacrificing personally satisfying/not personally satisfying Utilitarianism Produces greatest utility/produces the least utility Maximizes benefits while minimizes injure/minimizes benefits while maximizes harm Leads to the greatest good for the greatest number/leads to the least good for the greatest number * Generally speaking, in the above bipolar scales, 1 = fair or just or efficient (ethical) whereas 7 = unfair, unjust or inefficient (unethical). A Comparative Investigation of Business Ethics

Dramatic devices in ‘An Inspector Calls’ Essay Example for Free

Dramatic devices in An Inspector Calls EssayJ.B Priestly presents his play An Inspector Calls with contrasting views of right and guilt inside the birl family and the Inspector. He utilizes a variety of dramatic devices throughout the play to constrain tension between the types. One of the many dramatic devices he applies is when the birl family be interrupted by an tester while having a celebration.Inspector Goole is a firm socialist, he strongly turn overs wealth should be shared equally between all people, for example Eva Smith. He sticks up for the poorer classes rights to freedom of life. I counsel Priestly communicates his views through the character of the Inspector as he has fixed feelings about fairness and comparability of everyone. He states With privileges comes debt instrument showing the understanding of those who are well to do should counter duty for those who are less fortunate.The Inspector is a powerful character in this play. He intimidates the Bi rling family and gathers them seem dense. He speaks carefully, weightily and has a disconcerting habit of locutioning hard at the person he addresses forward actually speaking. He looks sternly in to their eyes before interrogating them. This makes the characters feel insecure and agitated, giving the flavour of being responsible or guilty of something. Goole is very confident and can come across naive. He speaks uniform he knows everything about the Birling family and tries to drain the truth out of them. This shows the inspector has a place within the Birling household, he is there to make the family realise they need to take responsibility for their actions.He shows a contrasting view of responsibility to what the family believe. They dont consider taking responsibility as must. Goole displays no emotion and is calm throughout the whole play. When Mrs Birling says you seem to assimilate made a great impression on this child He replies coolly and also the inspector will tak e offence He responds cutting in calmly Where as Mr Birling becomes very distraught towards the inspector and wants to receive a reaction from him. He sharply informs the Inspector I Dont like that tone I imply Birling doesnt think responsibility is something that he should require within him.But Shelia is diverse she is very distressed. Her character develops into disturbance when the inspector reveals the news about Evas death. She illustrates regret towards Eva, by projecting responsibility and becoming saddened. Shelia is one of the few characters in this play who takes responsibility for her actions. She realises they have to change their attitude in life and tries to convince her parents, but doesnt succeed. The point is, you dont seem to of learnt anything it doesnt very much matter who it was who made us confess (fla send for up) between us we brood that girl to commit suicideThe inspector takes control of the pace, he demonstrate leadership within the Birling family, tak ing one query at a time. Massively taking charge Priestly does this to throw the audience on their toes, creating apprehension. This is another dramatic device in its self. Priestly interoperates the opposite views in the characters of Mr Birling and Inspector Goole. They are both dominant and prevailing. Mr Birling tries to take power of his home but Goole is much more controlling and takes power of the event. This shows there is a battle between the two. Mr Birling is a capitalist, he judges that man should look after himself and take no responsibility for others.This proposes hes a selfish person and is out for himself only. He articulates youd think everybody has to look after everybody else. This implies he is highly against socialism and refuses to take responsibility for his community. Mr Birling is extremely unaware of the consequences he will suffer for the priming of his self indulgent attitude. He likes to impress people, I speak as a hard headed employment man who has to take risks and know what hes about. He expresses his thoughts with no consideration, to determine how he assumes how important and dependable he is.But the Inspector presents Birling as if he has no immenseness to the community. He interrupts Mr Birling and his speeches numerous times. When Birling states that a man has to mind his own business and look after himself and his own and- Priestley creates a dramatic devise by generating sound. There was a sharp ring of the door bell I propose he does this to confirm how self absorbed Mr Birling and his speeches are, or how he judges what Birling utters is erratic and immoral. The inspector physically challenges Mr Birlings beliefs about responsibility using these interrupting sounds.Throughout this play Mr Birling doesnt change his beliefs, his attitude and nor his actions. He refuses to take responsibility for what he had done to Evas life, how he began the chain of events leading to Evas tragic death. I believe Priestly formed a domino effect in these events, one leading to another, until the final stage, with Evas life at the finishing point. I suggest Mr Birling is set in his ways he has just the one view of everything, a selfish view. He chooses his views to evolve them around himself and his life, trying to make himself more important. He desires people to think of him as a leader, a role model. He wishes they where apply to him.On the other hand, Shelias attitude and actions change drastically towards the end of the play. At the beginning she was a spoilt child but now she has become a young woman. She realises, unlike her father, that everybody has responsibilities. She is the key character that is moral with the most truth and decency she faces the facts and knows she has to change her behaviour. But she is ashamed of her parents and concerned they wont. I concoct what he said, how he looked and how he made me feel. Fire and blood and anguish, and it frightens me the way you talk. This gives me an impression of Hell this is wherefore Shelia is changing, she doesnt want to repeat the dreadful experience she has had that evening.I imply J.B Priestleys point in this play An inspector calls is People need to realise they have to change their attitude towards general things in life or people will suffer consequences.

Effects of video games on children Essay Example for Free

Effects of scene games on children testifyAlthough video games move increase vulturine behavior, they can improve memory and logistical thinking, as hearty as teach perseverance. Over the course of the last few decades video games have been integrated into the lives of our children. television receiver games are very appealing to children of all ages, and even to some adults. There is a variety of video games out there, and they range from educational to very violent.Because of this diverse selection of video games, there is a all-embracing range of positive and negative side effects that these games can have on children. Because a bad percentage of our childrens time is spent twisting video games, there has been a lot of seek in recent years on the positive and negative effects these games have on them. Among unproblematic and middle-school populations, girls play for an average of about 5. 5 hours/week and boys average 13 hours/week, (Gentile, D. A. 2004). Teenagers also spend a time playing video games.According to Media abbreviation science lab (1998),Eighty percent of teens said they compete at least occasionally and the average amount of time spent gaming for the sample was 5 hours per week (para. 19). Video game play has buzz off not only a leisurely pursuit for children, but for families also. When parents are not involved in some of their game play the outcome can become a little scary. Children who play video games with their families have a more pro-social attitude compared to their counterparts who play alone.Children who are less social or somewhat anti-social tend to develop aggressive tendancies when spending pine hours gaming alone especially when violent video games are involved. Video games have been shown to increase aggressive behavior in some children. Neubert, S. P. (2004) said, Individuals high in hostility are more likely to become aggressive when exposed to violent video games. Games in which the only positive out come is the violent end of enemies reinforces anti-social behavior.Violent video games desensitize people to aggression, (Neubert, S. P. , 2004). According to a study done by Douglas A. Gentile.References Media Analysis Laboratory (1998). Video game culture Leisure and play preferences of B. C. teens. Retrieved from http//www. media-awareness. ca In-Text Citation 1. Insert the paraphrased material (Simon Fraser University, Burnaby B. C. , 1998). 2. The Media Analysis Laboratory (1998) website Insert the paraphrased material. 3. , Insert the quotation (para. 19).

Emily Dickinson Essay Example for Free

Emily Dickinson EssayEmily Dickinsons place in history has affected many aspects of tender order. Dickinsons writing touched on many issues that were very important to the life and development of Dickinsons persona such as religion, war, psychosis, and love. Dickinsons insight into these issues has been the source of the majority of the matter to in her work. Emily Dickenson, end-to-end her life, sought a personal understanding of beau ideal and his place indoors her life. Her place within the Calvinistic Puritan Amherst, however, would non allow for her inquiry into the understanding of the nature of graven image other than within their proper(postnominal) doctrine. In her childhood Emily Dickenson was shy and already different from the others. Like all the Dickinson children, male or female, Emily was direct for formal education to Amherst Academy. Dickenson began to develop into a free departed person. Many of her friends had converted to Christianity, and her famil y was also exerting enormous inwardness of pressure on her to convert. Her father, along with the rest of the family, had become Christians and she alone decided to rebel against that and reject the Church. She had rejected the traditional views in life and adopted the new transcendental out carriage.Dickensons questioning about God began at an early age. Once (to Higginson) she recorded a nonher bit of mystification at adult fashion. (Sewell 326) As Sewell recounts, Dickinsons reservations about the nature of God began as early as her genius. As a child, we are told Dickenson felt a disturbance in the speech of a clergyman during as funeral. She was fed up(p) by the clergymans question, Is the Arm of the Lord shortened that it cannot save? (Sewell 326) Dickinsons poetry is a window into her quest for this understanding. In poem number 1241, Dickinson concentrates on nature and its relativity to science.Dickinson looks upon a lavender in the late heat of a setting sun. Set on a hill, it receives the last light of day, and subsequently, is the last thing that God sees of that day. The sun is given the fulfill of intending the lilac to be meant for Contemplation not to Touch. I think this is an allusion to the Calvinist ideal of seeking God through action. Dickinson felt that the actions of the church that surrounded her were hollow and led one no closer to understanding the true nature of God than she had attained in her poetic questionings. The flower is given, above humanity, the focus of Gods eye.The scientist of Faith that Dickinson speaks of in this poem is denied any furthering of his understanding when she says His research has but just begun / Above his synthesis / The Flora unexceptionable / To Times Analysis. Here, Dickinson is saying that it is not through active searching that one give find the true nature of God, but in the witnessing of His actionssuch as the creation of lilacs. She ends the poem with the soak up Eye hath not seen may possibly / Be current with the blind / But let not Revelation / By theses be detained.This tells the reader that Dickinson felt that the active search for God, (with the eye) will fail. However, the blind will not have their revelations detained. In the poem 564 Dickinson centers on the physical building of churches as a line of work with her understanding of God. Within this poem Dickinson tells the reader that the deification of the man made houses of worship also upset from ones understanding of God. The line God grows aboveso those who pray / Horizonsmust near illustrates Dickinsons idea that limiting ones view, as in focusing on a building rather than God himself, would hinder ones ability to see God.Dickinson goes on to clarify, succinctly, her feelings on the worshiping of God through churches His house was notno sign had He / By Chimneynor by Door / Could I infer his Residence / Vast Prairies of Air Dickinson tells the reader that nothing tangible or built by the hand of man has been seen by God as His house. Dickenson contends that there is a insularity between praying and worshipping. The churches used by the people around Dickinson are used to worship and show the action of belief.Whereas praying is the only way to reach God and prove ones heart as a believer. In the poem numbered 1499, Dickinson again questions the physical place worship by calling insecure the osculator of the Calvinist theology. Dickinson begins this poem by acknowledging the temporality of the human visage How firm Eternity must look / To Crumbling men. Dickinson obviously feels that the face value of religion is passing and worthless. She felt that the eternality of action and the long durable effects of true faith were far more important and worth while.The questions raised by Emily Dickenson within her poetry, counteres the problems that people have had with religion for ageswhere does the truth about God reside? Dickenson wanted to find a peace that accompanied the ac ceptance of God however her exposure to the Calvinist Puritans stifled that. Her distain and mistrust from the faction resounded throughout her life and her poetry. Though not all of her poetry maintained such as disfranchised line rejection of Puritan ideals, the ones selected here illustrate her entrust to find something else, outside of the Calvinist dogma that go against explained to her the nature of God.It has been suggested that the contradictions in Emily Dickinson s poetry were due to her dual nature, which made her at once a pagan and a sincerely religious woman. (Voigt 193) This constant pull within her life, caused Dickinson to struggle throughout her lifetime with her desire to loved by God, and her inability to accept the blind faith that accompanies devotion to religion. The several poems that I am looking at are examples of how Emily Dickinsons lack of center and acceptance manifested itself into poetry.In poem numbered 315, for example, the bungling of the un named he at the soul of the narrator is immediately seen as the ultimate of personal invasions. The hap-hazard muck up of this he is made worse by the stunning that is caused by this invasion. The different degrees of this stunned soul hints at the bigeminal levels of invasion that is taking placeemotional, physical and, presumably, spiritual. The objectifying human Nature as brittle is an obvious prick to illustrate the suffering that humanity is plagued with throughout their lives.It also brings in the idea of death and mortality to the supposition of human existence. The he deals the final blow the brittle human narrator with One Imperial deadbolt (315. 11) This assumed death, however, does not promise an escape from the constant suffering of life, but instead we learn that The human race is still (315. 12) The final dash after still tells the reader that the universe is still moving, turning, and continuing the agony that the narrator wishes to be freed from. The Civi l War was another issue that was addressed by Dickinson.With the poem, The name of it is dusk, Dickinson uses natural imagery to describe the horrors of war. David Cody wrote, in his article on the poem, that Dickinsons poem continues both to beckon and to hybridise its readers, and the present essay is devoted not so much to an attempt to guess its meaning as to the more modest task of recalling or reviving, palingenetically as it were, some faint ghost or echo at least of the rich, complex and increasingly remote cultural moment in which it came into being. Precisely because it seems to embody. (Cody 24)Ed Folsom wrote that her poem, numbered 754 My Life has stood a loaded gun explicitly with the Master/striver relationship. (Folsom) The poem identifies with the slaves reality of being worthless until pressed into service by the master. The work that Dickinson did during her lifetime was as diversely inspired as it was cryptic. However, the subjects that were covered by her w ork still hold enough interest and importance to warrant a continued study. The questions that Dickinson raised about religion, echoed the questions of many people who were slowly proper disenfranchised with the Calvinist movement.Her own issues with psychosis were also subject to her eye. The poems she wrote about her lack of understanding of the world, and the fear that unplowed her secluded from society offer a deep insight into her mind.WORK CITEDThe Complete Poems of Emily Dickenson. Johnson, Thomas H. Ed. trivial Brown and Co. New York. 1961. The Inner Life of Emily Dickinson. Voigt, Gilbert P. College English. Vol. 3. No. 2. (Nov. 1941). 192-196. The Life of Emily Dickinson. Sewell, Richard Benson. Harvard University Press. Cambridge, MA.1994. Emily Dickinson Selected Letters, ed. by Thomas H. Johnson and Theodora Ward. Cambridge MA. Harvard University Press. 1958. Cody, David rip in the Basin The Civil War in Emily Dickinson The name of it is Autumn The Emily Dickinson J ournal. The Johns Hopkins University Press. Volume 12, Number 1, source 2003, pp. 25-52 Folsom, Ed. Walt Whitman, Emily Dickinson, and the Civil War. University of Iowa. 2003. Date of Access July 26, 2006. URL http//www. classroomelectric. org/volume2/folsom/

The Impact of Child Abuse(Neglect) on a Child Essay Example for Free

The Impact of kid Abuse(Neglect) on a pip-squeak EssayBackground of the issueMany of you might wonder wherefore galore(postnominal) s standrren attend shallow and do non say a word in your class. To solar day I am here to talk to you about the reasons why this whitethorn occur because legion(predicate) learners be non aw ar of these line of works that atomic number 18 affecting numerous of our fryren today. atomic number 53 of the social issues that I have chosen is tiddler abuse- flattened kidskinren. I chose child abuse because it is a silent killer that tends to have a major do on our children at the primeval and secondary school level. Many of us might non retire the problems that our children argon faced with at home with bring ups, step p bents or guardians. They might appear really comfort or they might on the dot be the one child in our class that is always on a bad behavior level. We be the only ones that throw out attend to these children but low gear we adopt to have it away how to recognized and point out if these children argon in the category of child abuse or expend.I will first begin by in make watering what child abuse is and then I will continue by explaining upstart(prenominal) social occasions that will help teachers to assist these type of children in the schoolroom. baby abuse in Belize continues to be a serious and ever-increasing problem. Although the media report extreme and tragic examples of abuse, many children are living in less(prenominal) newsworthy, but grand circumstances. The statistics are shocking. An incident of child abuse is describeon aver advanceevery 10 seconds. The virtually recent government national study account that more than 2.9 million reports of possible maltreatment involving children were made to child protective services in 2003.The existent incidence of abuse and miscarry, however, is estimated to be three times greater than the number reported to authoritie s. Every day more than 4 children die as a result of child abuse in the home. Child abuse is more than bruises and broken bones. There are several(prenominal) types of child abuse that is happening to our children each at home or school, but the core element that ties them to germinateher is the stirred up effect on the child and the deep, long lasting scars that they leave on a child. Some children might be so detrimental that they depend to block out their peers and new(prenominal) social groups. Children need predictability, structure, clear boundaries, and the knowledge that their parents are looking out for their expertty. They need to be love so that they can succeed in the outside world.Problems identifiedThere are many problems that children can face inside and outside of the classroom when they are being abuse or neglect. one and only(a) of the most heart breaking things in life is when a child is hurt, whether by accident or by abuse. A lot of the time, in that res pect are seeable signs of abuse such as bruises, cuts, and broken bones, but sometimes it isnt easy to see signs. Some of the out of sight signs can seem to be with skeletal, angry, quiet, and/or violent are just a few. These are monition signs for parents, teachers, and caregivers that something is wrong. If abuse is suspected then it should be reported to the proper authorities. But non all children that seem to be withdrawn and shy are handle they could simply lack the social cognition to act in society. When this is the case running(a) with the child can help them to tactile sensation more comfor tabularize in society. Children that need help with social cognition will be the ones that are so quiet that you pass on they are there.They are the ones that do not seem to participate in activities in and out of school, and do not seem to have any friends. There are surveys to root if a child fits in this description, but it could damage the child as yet further if he feels that he is singled out. That is the problem in the first place he does not feel like he fits in. Simple observation can determine whether the child is feeling neglected. Neglected children are very passive and unable to be spontaneous, have feed problems and grow slowly, find it hard to develop close relationships, be over-friendly with strangers, get on badly with some other children of the same age, be unable to play imaginatively, mean badly of themselves, and be easily distracted and do badly at school. It can be hard to detect long-standing abuse by an adult the child is close to. It is a great deal very difficult for the child to tell anyone about it, as the abuser whitethorn have threatened to hurt them if they tell anybody.A child may not say anything because they think it is their fault that no one will believe them or that they will be teased or penalize. The child may even love the abusing adult, they want the abuse to stop, but they dont want the adult to go to pri son or for the family to break up. Neglect can have a strong impact on, and add to problems in, a childs emotional, psychosocial, and behavioral development. As with other effects already mentioned, these may be evident right away after the maltreatment or not manifest themselves until many months or years later. All types of neglect and emotional neglect in particular, can have serious psychosocial and emotional consequences for children. Some of the short-term emotional impacts of neglect, such as fear, isolation, and an inability to trust, can reach to lifelong emotional and psychological problems, such as low self-esteem. A major component of emotional and psychosocial development is extension.This behavior may in sophisticate cause teachers or peers not to offer help or support, thus reinforcing the negative expectations of the neglected child. One mitigating factor, however, may be having an emotionally supportive adult, either within or outside of the family, such as a g randparent or a teacher, available during childhood. Another mitigating factor may be having a loving, judge spouse or close friend later in life. Neglected children who are unable to form secure attachments with their primary caregivers may Become more mistrustful of others and may be less voluntary to bring from adults, have impediment understanding the emotions of others, regulating their own emotions, or forming and maintaining relationships with others, Have a control ability to feel remorse or empathy, which may mean that they could hurt others without feeling their actions were wrong, Demonstrate a lack of confidence or social skills that could hinder them from being successful in school, work, and relationships, demonstrate damage social cognition, which is ones awareness of oneself in relation to others and an awareness of others emotions.Impaired social cognition can lede a person to view many social interactions as stressful. Different other problems that teachers can occur in the classroom that may be a sign of neglected abuse are fuss softening attention, not listening when spoken to, difficulty organizing t commands and activities, being easily distracted, being forgetful, excessive talking, difficulty awaiting their turn, bullying or threatening others, being somatogeneticly uncivilized to people or animals, stealing and destroying others property. check of the issueChild neglect is the most common type of child maltreatment. Unfortunately, neglect frequently goes unreported and, historically, has not been acknowledged or publicized as greatly as child abuse. Even professionals often have given less attention to child neglect than to abuse. In some respects, it is understandable why violence against children has commanded more attention than neglect. Abuse often leaves visible bruises and scars, whereas the signs of neglect tend to be less visible. However, the effects of neglect can be just as detrimental. In fact, some studies hav e installn that neglect may be more detrimental to childrens early brain development than physical or sexual abuse. How neglect is fixated shapes the response to it. Since the goal of defining neglect is to protect children and to improve their well-being not to blame the parents or caregiversdefinitions help determine if an incident or a pattern of behavior qualifies as neglect, its seriousness or duration, and, most primary(prenominal)ly, whether or not the child is safe. Although ad hoc causes are not known, a significant body of research has identified several risk and protective factors.Multiple risk factors are more likely to increase the probability of abuse. For example, lack of preparation or knowledge of the demands of parenting can lead to abusive or neglectful parenting. Parents may lack understanding of their childrens developmental stages and hold unreasonable expectations for their abilities and behavior they may be unaware of effective discipline or alternatives to corporal punishment and may too lack knowledge of the health, hygiene and nutritional needs of their children. Individuals who have difficulty in single parenting, in controlling anger in relationships, who have mental health or substance abuse problems, financial stress or housing problems can appear un busyed in the care of their children and are in any case at risk for abusive behavior. Child abuse and neglect represent a problem of alarming proportions, with tremendous psychological and economic costs to both the individuals involved and to society.Early identification and treatment is authorized to avoid or minimize the long term consequences of abuse. Through treatment the abused child is helped to reclaim a sense of self-esteem and trust, and the family learns new ways of support and communication. It is critical to support ongoing and new research to point the way to effective strategies of prevention and intervention to change the course of the lives of victimized children. ill-use children cannot predict how their parents will act. Their world is an unpredictable, frightening place with no rules. Whether the abuse is a slap, a stinging comment, stony silence, or not knowing if there will be dinner on the table tonight, the end result is a child that feel unsafe, uncared for, and alone. However, by learning common types of abuse and what you can do, you can make a huge difference in a childs life. The earliest abused children get help, the greater chance they have to heal from their abuse and not perpetuate the cycle.One of the main types of abuse that see happening in our schools today is child neglect. Child neglect is a very common type of child abuse, it is a pattern of failing to provide for a childs staple fiber needs, whether it be adequate food, clothing, hygiene, or supervision. Child neglect is not always easy to spot. Sometimes, a parent might become physically or mentally unable to care for a child, such as with a serious inju ry, untreated depression, or anxiety. Other times, alcohol or drug abuse may seriously impair judgment and the ability to keep a child safe. Older children might not show outward signs of neglect, becoming used to presenting a competent face to the outside world, and even winning on the role of the parent. But at the end of the day, neglected children are not getting their physical and emotional needs met.While child abuse and neglect occurs in all types of familieseven in those that look happy from the outsidechildren are at a much greater risk in certain situations. All parents upset their children sometimes. Saying no and managing difficult behavior is an essential part of parenting. threadbare or stressed parents can lose control and can do or say something they regret, and may even hurt the child. If this happens often enough, it can seriously harm the child. Children are usually abused by someone in their immediate family circle. This can include parents, brothers or sisters , babysitters or other familiar adults. It is quite an unusual for strangers to be involved.Analysis of the issueChild abuse and neglect is a problem that has existed for many years. Laws make it necessary for the teachers and other adults to be aware of the definitions that describe abuse and neglect. In addition, it is necessary to check over the characteristics of the child and caregiver to ascertain who may be at risk. Physical signs, such as specific types of fractures, burns, scalds, and bruises, should act as a key to suspected abuse. In 2005, the National Organization for the Prevention of Child Abuse and Neglect (NOPCAN) in Belize carried out a study which was aimed at raising awareness among the popular public about the use of corporal punishment in schools and the home and the damage this does to children and to generate interest in the use of alternative mea reals. Information on the views and experiences of children aged 7-15 years was gathered through center on gro ups (87 children) and questionnaires (292 children).In focus groups, 45% of children aged 7-10 years felt that adults should immediately address wrong behavior, and 45% of all involved felt that it was wrong and ineffective for adults to use corporal punishment as a means of controlling children. Responses to the questionnaires revealed that 91% 7-10 year olds had been lashed at home/school, and 87.7% were still being punished in this way. The most commonly used implement for beating was a belt (59.9%), followed by a carpet slipper (42.2%), a rope (16.4%), a ruler (11.9%) and a stick (11.3%). Some of the children were scarred from the beatings. Of children aged 11-15 years, 97% said that corporal punishment had been or was still being inflicted at home and school, with punishments including having to kneel on bottle stoppers and being hit on the head.More than two thirds (69%) considered corporal punishment to be cruel and inhumane, and a similar number said that when the punishmen t was administered they felt hurt, shameful, fearful, upset, vexed, bad, angry and resentful. Students explained that they were told by their parents and teachers that they were being punished out of love and this led many to believe that it was right to administer corporal punishment to them. However, they say that they cannot learn when there is the threat of the whip, and that they need to feel loved not threatened with violence. Children who have see neglect have been found to demonstrate higher frequencies of insecure, anxious, and avoidant attachments with their primary caregivers than non-maltreated children. In fact, studies have demonstrated that 70 to 100 percent of maltreated infants form insecure attachments with their caregivers.Often, emotionally neglected children have learned from their relationships with their primary caregivers that they will not be able to have their needs met by others. This may cause a child not to try to solicit warmth or help from others. I believe that child abuse and neglect damages and break apart a childs life. It is our role as teachers to help these children overcome these dying situations. We must realize that when a child appears to be, not of a dominion child and acts in a rather calm or aggressive mode than he or she usually appears, that something might be wrong. There are many children each year in our classroom that seems to have some kind of problems in their household.Statistics have shown that 4 out of every 10 children in a class have some kind of abusive relationship especially neglect. The maltreatment of children does not occur within a vacuum. In nearly every case, it is all important(predicate) to assess the functioning, strengths, and needs of a child within several contexts. Usually the dominant context of the abused child is the childs immediate family. However, there are also many other contexts or cultures that may have a greater or lesser influence on the abused child depending on the chil ds age (social networks, extended family, etc.).In many cases of child maltreatment, therapists have a negative perception of the family (i.e., parents) because of the harm they have caused the child. The therapist may be angry or think less of the childs parents if they are the source of the childs maltreatment. However, the therapist should negate neither the wideness of the family (from the perspective of the child) nor each family members ability to contribute important information concerning the childs level of functioning. Whether or not they are involved in the abuse, parents are usually one of the most informed sources of information about the childs free-and-easy functioning and presenting problems.Similarly, an assessment of the childs functioning within settings such as school, social gatherings, daily after school activities and day care provide information about the maltreated child from several sources and in several environments. One benefit of developing a multi en vironment, multisource assessment of the child is that patterns of behavior, identified across contexts, increase the robustness of the presence of a particular behavior or characteristic. For example, reports from a parent that a child is frequently belligerent and noncompliant might be supported by reports from his/her teacher that indicate that the child is frequently involved in physical fights with peers, has temper outbursts, and refuses to complete schoolwork. A valid conclusion that could be drawn from these reports is that this child possesses a relatively stable pattern of oppositional or defiant behavior.ConclusionAlthough child neglect is the most common type of maltreatment, its causes, effects, prevention, and treatment often are not as prominently discussed and explored as are those for physical or sexual abuse. Neglect, like other types of maltreatment, has many contributing factors at the individual, familial, and association levels. The complexities of neglect pr esent difficulties not only for an overburdened child welfare system, but also for community- and faith-based programs, researchers, legislators, and other service providers. It is key, therefore, that these groups work collaboratively to develop promising and effective practices for preventing neglect and for mitigating its effects on children and society. Part of this litigate is providing individuals, families, and communities with the knowledge, resources, and services to deal with the challenges associated with neglect. Neglect must be viewed not only as an individual or a family problem, but also as a community issue requiring a community response.Teachers that check signs of neglect in the classroom must inform the childs parent of what is going with their child. Parents will have priceless information that will help the child. A child may feel uncomfortable in a social situation, but be a completely different child at home. This would indicate that the problem is at schoo l. Information gathered by the parents and teachers will assist in forming a plan to help the child. This should be done in collaboration between parent and teacher. If a child does not get the necessary help that need in order to be successful in life and culture they will suffer the many years that they have to pass through this burden.RecommendationsA child that feels neglected needs to feel that they are important. Allowing them to read to a younger group of children may help them to feel that they are needed. Putting them in charge of a group project can help them to seduce confidence. Pairing them up with a more socially comfortable child can help to learn about proper social behavior. Many children will learn more effectively from their peers. After working with the child using the plan agreed by the parents and teacher, a follow up meeting should be scheduled. If what is being used to help the child is not working, then something else should be agreed upon. The important t hing to remember is parents and teachers should work together. As a teacher, it can be overwhelming and difficult to adapt your classroom for abused and neglected children.It is possible to create a positive environment for all students. It is important to know how to appropriately interact with abused and neglected children in order to make your classroom a safe and comfortable environment for everyone. In order to help a neglected student, teachers need to gather as much information on the student as possible however is careful not to define the student by their past history and behaviors because it is easy to treat abused and neglected children differently. We often pay them more attention, feeling sorry for them and minimizing their behaviors due the abuse and neglect. Although it is good to be sensitive to their individual needs, it is important to treat them like any other student in your class. Responsive adults, such as parents, teachers, and other caregivers make all the di fference in the lives of maltreated children. They need to be held, rocked, and cuddled. Be physical, caring, and loving to children with attachment problems. Be aware that for many of these children, touch in the past has been associated with pain and torture.In these cases, make sure you carefully monitor how they respond be attuned to their responses to your nurturing and act accordingly. In many ways, you are providing replacement experiences that should have fulfilln place during their infancy but you are doing this when their brains are harder to modify and change. Therefore, they will need even more bonding experiences to help them to develop attachments. . Abused and neglected children will often be emotionally and socially delayed. And whenever they are frustrated or fearful, they will regress. This means that, at any given moment, a ten-year old child may emotionally be a two-year old. Despite our wishes that they would act their age and our insistence to do so, they ar e not capable of that. These are the times that we must interact with them at their emotional level. If they are tearful, frustrated, or overwhelmed (emotionally age two), treat them as if they were that age.Use soothing non-verbal interactions. Hold them. quiver them. Sing quietly. This is not the time to use complex verbal arguments about the consequences of inappropriate behavior. Many abused and neglected children do not know how to interact with other people. One of the best ways to teach them is to model this in your own behaviors, and then narrate for the child what you are doing and why. Become a play-by-play announcer I am going to the sink to wash my hands before dinner because or I take the soap and put it on my hands like this. Children see, hear, and imitate. . One of the most helpful things to do is just stop, sit, listen, and play with these children.When you are quiet and interactive with them, you will often find that they will begin to show you and tell you about what is really inside them. Yet as simple as this sound, one of the most difficult things for adults to do is to stop, quit worrying about the time or your next task, and really let loose into the moment with a child. Practice this. You will be amazed at the results. These children will sense that you are there just for them, and they will feel how you care for them.It is during these moments that you can best reach and teach these children. This is a great time to begin teaching children about their different feelings. Regardless of the activity, the following principles are important to include (1) All feelings are okay to feel sad, glad, or mad (more emotions for older children) (2) Teach the child healthy ways to act when sad, glad, or mad (3) Begin to explore how other people may feel and how they show their feelings How do you think Bobby feels when you push him? (4) When you sense that the child is clearly happy, sad, or mad, ask them how they are feeling. Help them begin to put words and labels to these feelings.References Carr, A. (ed) (2000) What Works with Children and Adolescents? A Critical Review of psychological Interventions with Children, Adolescents and their Families. London Brunner-Routledge. Jones, D. Ramchandani, P. (1999) Child Sexual Abuse Informing Practice fromResearch. Oxford Radcliffe Medical Press. Monck, E. New, M. (1996) Sexually Abused Children and Adolescents who are Treated in Voluntary Community Services. London HMSO. Out of print. NOPCAN-BELIZE CITY BRANCH