Child Abuse Laws Essay Example | Topics and Well Written Essays - 3250 words

Child Abuse Laws - Essay Example Statistics on child abuse in the UK are very alarming. In a period of one year between 2012 April and March 2013, the police recorded 23000 sexual offences against children. On average, at least one child is killed every week in the hands of an adult through physical abuse in the UK. In 2012, the police forces in England and Wales reported about 28000 cases of children running away from care as a result of constant abuse while the Sex Offenders Register for sexual offences against children recorded 2980 cases. Another shocking statistic is that about 34% of cases of child abuse are left unreported to authorities. This makes it difficult to tackle this problem.In order to adequately protect children from abuse, it is necessary to understand the factors that cause or threaten to cause abuse among children. There are various causes of child abuse. Studies show that children from violent parents who are constantly engaged in domestic violence are also likely to experience abuse from the parents. Children who get unintended pregnancies are also likely to experience abuse and neglect from their parents (Balliere & Tindall, 2003). In other cases, children with severe or moderate disabilities often have a higher rate of falling victims to abuse. Parents with a history of substance abuse are also likely to subject their children to abuse. Recent studies also indicate that children in the custody of non-biological parents, for instance those living with step parents, are 100 times more likely to face abuse. Child abuse has a wide range of effects on the children, some of which may be long term and may persist in to the adult life of the children. A recent research study dubbed Hidden Costs in Health Care: The Economic Impact of Violence and Abuse, makes the case that child abuse also has greater effects on the wider societies economic prospects. The report states that child abuse forms a greater part of expensive and costly public health policy which can be avoided with appropriate child protection legal frameworks. Some of the effects of child abuse on children include both physical and psychological effects. Child victims of abuse are exposed to a lot of physical injuries including bone fractures and may develop higher chances of contracting cancer. In some cases these physical damages may be temporary while in other cases they may persist in the long term. Among some of the permanent or long term physical infections on children as a result of abuse include brain impairments, shaken b aby syndrome, and poor physical health. Psychological effect

Business Research Methodologies Coursework Example | Topics and Well Written Essays - 750 words

Business Research Methodologies - Coursework Example Both secondary and primary data, have their diverse advantages and disadvantages in any particular study. For this study, secondary data will be useful specifically for the fact that, it will provide with adequate information on trends shown in customer loyalty over the years. It will be useful in marking out the seasons that there are more customers and when they are low. Primary data has a lot more advantages that can be utilized by Haneesh after gaining the insight of the situation from the secondary data collected. It will enable him to carry out both qualitative and quantitative study, focusing on the major gaps identified by focusing on specific subjects. Positivism as a philosophy in a study does not give room for any form of speculation, therefore, its decisions are based on logical findings from a study. Therefore, in his study, he has to use a quantitative study which will enable him observe the customers and at the same time ask very specific questions. A research proposal for this study is of essence and relevant since it provides a framework upon which the study will be conducted. It is useful in determining whether the study will work out before starting off with the study. It provides a plan on all that will be done and the methods used in carrying out every step of the study. Literature review on the other hand, is useful in determining the gap in any particular area of study (Collector & Module 2011). In this case, literature review will provide information on various trends in customer loyalty which will be used as point of comparison with the present loyalty. This will be useful in giving an insight on the factors that determine loyalty of the customers at any point in time. The hypothetical assumption here is that the sales are going down due the fact there is a surge in e-books replacing the hard copies. To find out

Impact of Adolescent Anxiety Disorders on Education

Impact of Adolescent Anxiety Disorders on Education An exploration of the impacts of adolescent anxiety disorders on secondary educational outcomes. The context and initial broad area / theme for study The board theme of this study is to explore the types of anxiety disorders experienced by adolescents and the impact this has on their education. The study will also look at implications of anxiety on classroom teachers looking at strategies in which they can try and reduce anxiety and improve educational outcomes. The research will then focus more sharply on school refusal. Considering the possible reasons and causes of school refusal and the impacts school refusal can have on educational, social and lifelong outcomes. The research will take a critical approach to literature already written in this area to draw out any common themes in cases of school refusal. The research will also analyse the literature to examine any practical approaches on how to encourage these pupils to attend school and improve their educational and life experiences. Review of key readings that underpin the investigation What is anxiety and what are the types of anxiety disorders? The Department of Education (2016) offers brief definitions of anxiety and the types of anxiety disorders experienced in childhood and adolescents. This is also supported by the World Health Organisation (2016) and the ICD10 diagnostic tool as well as the American Psychiatric Association Diagnostic and statistical manual of mental health (DSM-5). Anxiety is defined as an emotional disorder which has an array of symptoms including; breathlessness, fearful, irritability, panicky, fidgety, sickness, tense or having difficulty sleeping. These references will be used as a first point of call in defining and laying out the symptoms of the types of anxiety disorders experienced by adolescents and children. Criticisms of diagnostic tools mental health is a complex phenomenon in which we have relatively little understanding. The diagnostic tool is a classificatory system and Banzato (2008) states that the diagnostic categories failed to be validated and a large debate around the classifications descends around the separation of the boundaries between different disorders. This suggests that using the diagnostic tools on their own may lead to an over identification of mental health disorders, classifying behaviours that dont necessarily need to be classified will increase the diagnoses of disorders. Further criticisms as well as support of the DSM-5 has been offered by NHS England (2013) who state that there are two main interrelated criticisms, for example, during the revision process of DSM-V to the DSM-5 pharmaceutical industry had a large influence on what was to be included. In addition, the DSM-5 contributes to the medicalisation of behaviour and mood that would not necessarily have or need a diagnosis. Morris and March (2004) offers an in-depth discussion of childhood anxiety disorders including; Generalized Anxiety Disorder, Specific Phobia, School Refusal, Separation Anxiety Disorder, Social Anxiety disorder, OCD, Panic disorder and PSD. The discussions and findings in this book are supported by Beidel and Alfano (2011). These sources will also be used in the defining of mental health disorders in children and young people. These sources also provide useful information on prevalence rates as well as the treatment of childhood anxiety disorders. Prevalence and statistics around anxiety in childhood and adolescents Merikangas, Et al (2010) Anxiety disorders were the most common condition (31.9%) the median age of onset for this disorder was 6 years old. Lifetime prevalence 25.1% of 13-18-year-old. Statistical difference in sex with females at 30.1% and males at 20.3%. United States. Department of Health (2015) 3.3% or about 290,000 children and young people have an anxiety disorder. Exposure to bullying is also associated with elevated rates of anxiety, depression and self-harm in adulthood. Goodman and Scott (2012) anxiety disorders, affect roughly 4-6% of the general population. Roughly 5% of referrals to child and adolescent mental health services present with refusal to attend school associated with anxiety or misery. Around 4-8% of children and adolescents have clinically signià ¯Ã‚ ¬Ã‚ cant anxiety disorders that cause substantial distress or interfere markedly with everyday life. This makes anxiety disorders the second commonest group of psychiatric disorders among children and adolescents. The effects of gender and age on prevalence vary from one anxiety disorder to another. The three most common anxiety disorders are specià ¯Ã‚ ¬Ã‚ c phobias, separation anxiety disorder and generalised anxiety disorder. Social anxiety disorder and panic disorder are less common, as is post-traumatic stress disorder. Criticism of these statistics statistics such as these have played an important role in the development of mental health policies (Banzato, 2008). However, geographical and cultural variations in the use of the diagnostic tools means comparisons across/within countries, regions and cultures is difficult (Banzato, 2008). School Refusal What is it? What causes it? Statistics surrounding it. Thambirajah et al (2008) Most children and young people go through occasional, infrequent and temporary non-attendance in school at some point in their school career. School attendance (children can be educated at home if approved by the LEA education officer) in the UK is compulsory for all young people under the age of 16 (young people under 18 have to be in some sort of Education, Training or Work). The issue of school attendance is currently at the focus of intense activity in schools, LEAs and the press. The most recent media interest surrounds the removal of children and young people from school for family holidays. This, until recently, resulted in fines given to parents/carers of these children. The term school refusal has been used to refer to the group of children who are reluctant to or fail to attend school for emotional reasons (Thambirajah et al, 2008). Thambirajah et al, (2008) clarifies the different terms used to describe different groups of children who fail to att end school, these terms are based around the core characteristics as they are currently understood by authorities and researchers and include; truancy, parentally condoned absence, school phobia, separation anxiety and school refusal. Official figures do not take school refusal into account and therefore there are no official estimates of the extent of the problem. As well as this it is hard for professionals and teachers to be aware of the problem this is due to; lack of awareness of the extent and impact of school refusal, difficulties in distinguishing school refusal from other groups, invisibility of these children, excluding medical conditions, blaming parents. Kahn and Nursten (1968) also provide an in depth analysis of the psychosocial problems that can lead to school refusal. Kearney (2008) states that there are a range of contextual risk factors as well as psychological factors can lead to school refusal and high absent rates include; homelessness and poverty, teenage pregnancy, school violence and victimisation, school climate and connectedness, parental involvement, family and community variables. Lignefeller and Hartung (2015) Discuss various statistics surrounding school refusal in the US and the factors that surround school refusal. These can include; School safety, bullying, pressure of academic achievement. The article then looks into the problems that school refuser face due to the lack of attendance. Implications and treatments for school refusal are also discussed. The findings in this article are supported by Nuttall and Woods (2013). Kearney and Bates (2005) provides a summary of the characteristics of youths with school refusal behavior and explores the common assessment and treatment methods that have been designed to curb this behavior. Kearney (2006) evaluated The School Refusal Assessment Scale-Revised (SRAS-R). This is an instrument designed to evaluate the relative strength of four functional conditions of school refusal behavior in youth. Despite the presence of a small number of items that may detract from the scale, strong support was found overall for the four-factor structures of the SRAS-R-C and SRAS-R-P. These data provide support for the functional model of school refusal behavior in general and the discriminant validity of the SRAS-R in particular. School Refusal Implications Sewell (2008) states that school refusal can have significant short term and long term consequences, for example; poor academic performance, family difficulties, worsening peer relationships, academic underachievement, employment difficulties and increased risk of psychiatric illnesses. Supported by Maynard et al. (2015). School Refusal Interventions/treatments Lauchlan (2003) discusses the effectiveness of interventions and the reasons for successes and failures. There are a range of interventions and treatments for example; relaxation training, cognitive restricting or self-statement training, exposure, medication, social skills training, parent/teacher training etc. This articles provides a summary and critical analysis of the above interventions. Lingenfelter and Hartung (2015) provides a critical analysis of this and states that there is a strong focus on therapy and counselling with trying to treat school refusal behaviors. These can be supplemented with medication. Revised research question From my initial review of the literature there are clear and defined areas of research conducted in this area. However, due to the comprehensive nature of the research in this area, there seems to be a lack of clarity surrounding three particular areas. Therefore, my revised research questions are: What is known to be the main reasons behind school refusal in children and young people? What is known to be the implications for children and young peoples educational outcomes as a result of school refusal? What are the different treatment/intervention strategies for school refusers and how effective are these? Rationale for the research design For this research project I have chosen to do a systematic review of the literature. The main reasons for choosing this type of research design is the sensitive nature of the topic (anxiety disorders) and the barriers that would be placed in doing primary research with students with anxiety issues. In addition, there is already a wide selection of literature on this topic area however, there is a lack of drawing this literature together to critically analyses it from different perspectives. Systematic reviews are attempts to review and synthesis existing research in order to answer specific research/review questions (Andrews, 2005). This area has been the center of ongoing in depth research from early 1930s to the present day. The research looks into the various reasons for school refusal (although this has been acknowledged that each case is individual, there are a variety of common themes that have emerged). The research has also investigated several treatments or interventions of school refusal. However, there is little research that draws these ideas together and critically analyse them. The large amount of research in the area means that creating more primary research would be pointless, instead I believe that there is a need to draw this literature together to compare, co ntrast and analyse it and this would be more beneficial to this area of research. This idea is supported by Klaveren and Inge De Wolf (2013) who states that systematic reviews give structure to the findings of larger amounts of empirical studies and act as an informant to the reader on the results and effectiveness of previous studies. Systematic reviews are often viewed in a skeptical way, especially in the field of educational research. For example, Andrews (2005) questions the idea of reviewing research, he suggests that not all research is worth reviewing and therefore a systematic review can place importance on less significant research. In addition, Bryman (2012) states that there are suggestions of applicability of a systematic review to certain types of literature. This is due to early systematic reviews being concerned with the exploration of certain independent variables and their effects. However, Bryman (2012) also states that there has been a shift in the use of systematic reviews and that they are now considered useful tools in a range of research areas. In addition, Mulrow (1994) states that professionals, researchers and policy makers need systematic reviews to be able to efficiently integrate existing information and provide data for rational decision making. Mulrow (1994) also states that the expl icit methodology used in a systematic review limits bias and, hopefully, will improve the reliability and accuracy of the conclusions drawn. Bryman (2012) states that due to the transparency of the methodology adopted and outlined in the research, it provides a degree of replicability to the study and therefore increasing the validity and reducing the bias of the study. Due to the nature of this research, ethical issues are kept to a minimum. No human participants will be used in this research and participants from the articles analysed are already anonymised and informed consent was obtained. Additionally, there is no need to gain gatekeepers permission for the use of the articles in the study as they are available on the internet. The articles are accessed via institutional log-on but can be purchased by the public. To reduce ethical issues further I will take care to be professional in my writing/reporting for example by criticising the literature politely and in a constructive manner. References Andrews, R. (2005) The place of systematic reviews in education research, British Journal of Educational Studies, Vol. 53, No. 4, PP 399-416 Banzato, C. (2008) Critical evaluation of current diagnostic systems, Indian Journal of Psychiatry, Vol. 50, No. 3, PP 155-157 [accessed 21/12/2016 https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2738361/] Beidel, D., Alfano, C. (2011) Child Anxiety Disorders: A Guide to Research and Treatment, Routledge: London Bryman, A. (2012) Social Research Methods, Oxford University Press: New York Department of Education (2016) Mental health and behaviour in schools: Departmental advice for school staff, Department of Education: London Department of Health and NHS England (2015) Future in mind Promoting, protecting and improving our children and young peoples mental health and wellbeing, Department of Health: London Goodman, R., Scott, S. (2012) Child and Adolescent Psychiatry, Wiley Sons: Chichester Kahn, J., Nursten, J. (1968) Unwillingly to School, school phobia or school refusal, a medico-social problem, Pergamon Press: Oxford Kearney, C., Bates, M. (2005) Addressing School Refusal Behaviour: Suggestions for Frontline Professionals, Children and Schools, Vol. 27, No. 4, PP 207-216 Kearney, C. (2006) Confirmatory Factor Analysis of the School Refusal Assessment Scale-Revised: Child and Parent Versions, Journal of Psychopathology and Behavioral Assessment, Vol. 28, No. 3, PP 139-144 Kearney, C. (2008) School absentesim and school refusal behaviour in youth: A contemporary review, Clinical Psychology Review 28, PP 451-471 Klaveren and De Wolf (2013) Systematic Reviews in Education Research: When Do Effect Studies Provide Evidence?, Working Papers 46, Top insitute for evidence based education research. Lauchlan, F. (2003) Responding to chronic non-attendance: a review of intervention approaches, Educational Psychology in Practice, Vol. 19, No. 2, PP 133-146 Lingenfelter, N., Hartung, S. (2015) School Refusal Behaviour, NASN School Nurse, Vol. 30, No. 5, PP 269-273 Maynard, B., Brendel, K., Bulanda, J., Heyne, D., Thompson A., Pigott T. (2015) Psychosocial Interventions for School Refusal with Primary and Secondary School Students: A Systematic Review, Campbell Systematic Reviews, Merikangas, K., He, J., Burstein, M., Swanson, S., Avenevoli, S., Cui, L., Benjet, C., Georgiades, K., Swendsen, J. (2010) Lifetime Prevalance of Mental Disorders in US Adolescents: Results from the National Comorbidity Study-Adolescent Supplement (NCS-A), Journal of the American Academy of Child and Adolescent Psychiatry, Vol. 49, No. 10, PP 980-989 Morris, T., March, J. (2004) Anxiety Disorders in Children and Adolescents, The Guildford Press: London Mulrow, C. (1994) Systematic Reviews: Rationale for systematic reviews, British Medical Journal, Vol. 309, PP 597-599 NHS England (2013) News analysis: Controversial mental health guide DSM-5, [ accessed 07/01/2017 http://www.nhs.uk/news/2013/08August/Pages/controversy-mental-health-diagnosis-and-treatment-dsm5.aspx] Sewell, J. (2008) School Refusal, Australian Family Physician, Vol. 37, No. 4, PP 406-408 Thambirajah, M., Grandison, K., De-Hayes, L. (2008) Understanding school refusal: A handbook for professionals in education, health and social care, Jessica Kingsley Publishers: London World Health Organisation (2016) International Classifications of Diseases ICD10, Neurotc, Stress-related and somatoform disorders (F40-F48) [Accessed 20/12/2016: http://apps.who.int/classifications/icd10/browse/2016/en#/F40-F48]

Technology and the Rainforest :: essays research papers

With all the technological advancements, the rain forest has been greatly effected. Not only have the trees been cut down but also there have positive aspects to the technology concerning this precious resource. Peter White, a chief writer for National Geographic magazine once said, " The tropical rain forest may well be nature’s chief liberty of experience from which all of humanity can learn, not only how to do things but also what a vast variety of things may be possible"(24). We all can learn from this for, the rain forest is a key to our environment and with all the technology destroying it and barely replacing it we all should think about what is happening and what can be done to save it. With the great progression of technology through this century the rain forest has rapidly been destroyed. Being the home of nearly 50% of all species, the rain forest is a resource that should and must be saved. It is once thought that the tropical rain forest once spanned the great space of 1.5 billion hectares. But as the time goes on slowly that number diminishes. In the year 2000 it is theorized that there will only be 900 hectares left on this world (Palmer/4). Even though there is not any rain forest in the United states, the rain forest greatly effects us in ways not known to all. Many medicines are found in the rain forest and many of them treat common diseases. Malaria for example is a disease that has it’s treatment coming from quinine, taken form the cinchona tree in Peru. Also when you have surgery, d-tarbocuranine is greatly relied on as a muscle relaxer. It is made form curare, derived from an Amazonian liana (Palmer/23). This research shows that the m! edicinal aspect of the rain forest is definitely needed for the advancement of technology itself. Much of the new technology being made in the times that we are living in now, relies on the rain forest. The packaging in which all the new stereos and CD players are shipped, come from the trees. These trees are cut down into small pieces to make cardboard for the selfish needs of humanity (White 28). A massive amount of women have been on birth control and one of the major components of the pill is diosgenin. This is made from wild yams found in Mexico (Palmer 23). This draws the conclusion that the technology that we have now might not be as advanced with out the rain forest. But at the same time the technology that we are developing are having the adverse effect on the source of the advancement. Rain forest depletion is a real problem in the world

Childhood Practices Identify Holistic Development Education Essay

Children develop cognitive accomplishments and linguistic communication accomplishments from engagement in humanistic disciplines activities Humanistic disciplines in school undertakings, 1990. For illustration, development of mathematical construct may be incorporated in music and art where kids learn about sequence, place, forms and forms ( Booth, 1982 as cited by Kolbe, 1991 ) . Children may necessitate to understand the sequence of events to associate to the beats of the musical instruments when utilizing musical instruments to re-enact the sound of air current as in the narrative of three small hogs. As for art in relation to devising of marionettes, kids may larn about forms and places. Language development may be incorporated in play when kids express their ideas verbally, for illustration, when they are asked for words to depict the characters in the narratives. Humanistic disciplines instruction contributes to the affectional development in that it helps kids to develop emotions and virtuousnesss ( Humanistic disciplines in school undertakings, 1990 ; Winston, 2010 ) . Through narratives and play, kids may develop understanding on moral values. The narrative of the three small hogs concludes with the three small hogs populating together in the brick house and the large bad wolf is killed. Children may derive some apprehension on the value of caring and sharing, diligence and besides that the bad will be punished. By playing games and puppetry with friends, kids learn to show their ideas and to socialize with others. Children communicate through assorted ways, such as verbal linguistic communication, organic structure looks, gestures, drawings or sound, which may be regarded as symbolic representations ( Gardner, 1979 as cited in Wright, 1991 ) . As all signifiers of humanistic disciplines may be associated with symbolic representations, instruction through the humanistic disciplines may be one manner where kids learn to associate to each other and besides to the existent universe. Children may utilize representations like drawings or objects to retrace their life experiences so as to do sense of it ( Kolbe, 1991 ) . For illustration, they may pull images of their household members. This in bend help the kid to develop the childaa‚Â ¬a„?s apprehension of himself and relationship to his household. It is in the human nature to play and most activities associating to kids may be seen as drama to them ( Swanwick, 1988 ) . There is no restraints or barriers in drama so kids may be willing to research different functions and thoughts, and as a consequence, they may larn more efficaciously ( Pinciotti, 1993 ) . Humanistic disciplines Education may be equated to a signifier of drama as the activities may be child-initiated and kids derive enjoyment and satisfaction from the procedure of playing ( Dau, 1991 ) . As in drama, kids learn through the procedures of imitation, imaginativeness and command in the humanistic disciplines ( Swanwick, 1988 ) . Harmonizing to Piaget, imitation is a signifier of adjustment. When kids extend on bing cognition through imaginativeness, they may hold assimilated and achieve command of new information ( Swanwick, 1988 ) . This may be in the instance of re-enacting the sound of air current with musical instruments. Children choose the instruments based o n their past experiences and imaginativeness to re-enact the sound they wanted. Humanistic disciplines provide chances for kids to research and polish their accomplishments through these three elements of drama. Furthermore, kids are able to show their ideas through play hence leting it to be a mean of communicating ( Swanwick, 1988 ; Pinciotti, 1993 ) . When kids discuss the character of the wolf, they may be given chances to voice their sentiments on the action of the wolf and therefore advance verbal linguistic communication development. They may besides show their ideas through organic structure motion and gestures during function drama. By working on the facial look and organic structure gestures, kids may larn other agencies of pass oning their ideas. Humanistic disciplines encourage kids to research and work out job ( Swanwick, 1988 ) . Children may necessitate to research ways to do the marionettes and other theoretical accounts. They have to work out on the infinite required and the proportion of the marionettes when pulling them. In this manner, they may larn to associate to spacial and comparative context every bit good as to larn of ways to do the marionettes such that they make sense to others ( Cooke, Griffin & A ; Cox, 1998 ) . Furthermore, it will further childrenaa‚Â ¬a„?s experimental accomplishments and believing procedure ( Kolbe, 1991 ) Children learn to socialize, sympathize with and associate to others from different positions ( Parsons, 1991 ; Pinciotti, 1993 ) . In play, they may hold different readings on the functions and therefore there may be different versions of the characters. As such, the kids may hold to come to an understanding on the thoughts for specifying the characters. Along the manner, they may get dialogue and coaction accomplishments. In the instance of little universe drama, kids may portion thoughts about the stuffs, props and how to utilize them. In making so, they develop communicating and dialogue accomplishments. Puppetry may interrupt down barriers and let kids to show their ideas through playing with finger marionettes. As a consequence, kids may derive new apprehension of the universe as their cognition addition through interaction and coaction ( Pinciotti, 1993 ) . Humanistic disciplines besides help to construct assurance and self-esteem and supply chances for kids to be sociable ( Humanistic disciplines in school undertakings, 1990 ; Parsons, 1991 ) . In the instance of playing games, barriers are broken down and kids tend to be more relax and therefore supplying chances for societal development. For illustration, kids may necessitate to discourse and make up one's mind on which musical instrument best represent the sound consequence they wanted to make. They may be able to derive assurance working in a squad as they have the chances to originate or to take part in treatment. In add-on, humanistic disciplines may promote critical thought and diverseness. As kids portion their ideas on similarities and differences through treatment and action, it helps them to understand and accept differences in sentiments and cut down biass. Through questioning the wolf, where the instructor plays the function, kids may besides larn to analyze the issue from different positions. For illustration, the wolf may reply that it is his sneezing that caused the house to be blown down. This reply may put the kids to believe if the hogs are excessively headlong in their opinion of the wolf. These exercisings may help the kids to compromise and listen to otheraa‚Â ¬a„?s thoughts or accounts when there is struggle. As most humanistic disciplines are open-ended undertakings, there may be many solutions to an issue. As such, it encourages believing and geographic expedition ( Pinciotti, 1993 ) . These can be seen in the assorted ways to construct the houses, kids can experiment with assorted stuffs to do the walls of the houses, like straws, composition boards or pigment. They can besides do different types of houses, like pulling a image of a house or doing a theoretical account of the house. Children may be able to propose new thoughts therefore hiking their assurance. Dramatisation provides an first-class platform for literacy and linguistic communication development. Children may develop their aural accomplishments while listening to the narratives or watching public presentation. They may develop on their unwritten accomplishments when moving or during brainstorming session ( Arts in school undertakings, 1990 ) . Drama is normally done in a group. As such, kids need to interact and associate to their equals to brainstorm on thoughts. By making so, kids learn to be sociable and pick up communicating and dialogue accomplishments ( Humanistic disciplines in school undertakings, 1990 ) . They may derive some penetration of the existent universe, where there are diverse civilizations and differences in thoughts. For illustration, during dramatization of a narrative like the three small hogs, the houses that the three hogs built may non be what the kids expected. In the instance of Singapore, bulk of the kids live in flats. As such, the kids may be involved in an exchange of thoughts about lodging around the universe. By widening a narrative during dramatization, as in the instance of Jack and the beanstalk, kids may be required to see from the position of the elephantine. Jack may be incorrect to take the aureate harp from the giant without permission. Children learn self-denial as they may hold to stay by the regulations they have set for the play. Children may develop a sense of independency as they need to do determinations while working as a squad. They may be able to be confident, initiate treatment or take part in treatment confidently ( Pinciotti, 1993 ) . However, to optimize the childaa‚Â ¬a„?s acquisition, the function of the instructor would be of import to take the kids so as to optimise their acquisition. Humanistic disciplines introduced to kids depend on the expertness and involvement of the instructors ( Humanistic disciplines in school undertakings, 1990 ) . If the instructors are enthusiastic and have positive cognition on the humanistic disciplines, she will be able to actuate the kids to take an involvement in the topic, therefore doing larning in humanistic disciplines more interesting and enlightening. In add-on, most early childhood scenes seem to be take humanistic disciplines instruction as a portion of the course of study instead than to develop the course of study from the humanistic disciplines. Therefore although humanistic disciplines may be of import for the instruction on immature kids, its effectivity may be dependent on the beliefs of the early childhood scenes and instructors.

Promise vs. Duty in Nursing Essay

According to Merriam-Webster Dictionary (1997), the definition of a promise is â€Å"a pledge to do or not to do something specified.† For the sake of not sounding like a bunch of politicians who seldom keep their rhetorical promises, I think we should change the word to something more honorable such as to duty. Duty, according to Merriam-Webster Dictionary (1997) is â€Å"conduct or action required by one’s occupation or position†. That is much more fitting. Promises can be made and broken by individuals. A duty is inherent in the position one holds. Promises are a voluntary commitment. A duty is an ethical standard or obligation that applies to a position or occupation. Dorman and Middaugh, (2009) stated that â€Å"repeated gaps between promises and performance create doubt, distrust, and finally cynicism in the public†. Instilling a sense of duty in a profession is much different. I have a duty to treat patients under my care with dignity and respect. I do not have to promise to do this. It is inherent in my position and I need to do this. This is stated nicely by the International Council of Nurses, (2006) â€Å"inherent in nursing is respect for human rights, the rights to life and choice, to dignity and to be treated with respect†. The public wants care givers with a sense of duty, not a promise. Otherwise we may fall into the same category of politicians that cannot be trusted. I think that this is important in order to maintain the image that nursing currently has as a caring and trustworthy profession (Gray, 1999). Having a sense of duty links directly to the American Nurses Association (ANA) code of ethics as my nursing professional obligation or if you wish, promise to patients, community and society (see Nursingworld.org, Code of Ethics). References Dorman,D., & Middaugh, D.(2009). Promise keeping: do we keep our promises. Medsurg Nursing, 18(1). â€Å"Duty.† The Merriam-Webster Dictionary (1997).Merriam-Webster, Incorporated. Gray,B.B.,(1999). Public opinion poll reveals consumer attitudes about nursing. Nurseweek.com. Retieved from nurseweek.com/features/99-7/hpoll.html International Council of Nurses (ICN) (2006). Retrieved from: http://www.icn.ch/images/stories/documents/about/icncode_english.pdf â€Å"Promise.† The Merriam-Webster Dictionary (1997).Merriam-Webster, Incorporated.