Illegal immigrants in the US Essay Example | Topics and Well Written Essays - 1250 words

Illegal immigrants in the US - Essay Example Intellectuals, officials from the government, and policy analysts have attempted to find out the social, economic, and political aftermaths of illegal immigration. Specifically, there has been intense argument on whether illegal immigrants have positive impacts on the American society and whether they should be allowed to live in America or be deported to their countries of orign. Since the matter relates very much to the nation’s politics and economy, it has become a subject of study and debate (Kenney 21). While various studies have shown that to some extent, immigrants are bad for the American nation, others have shown that they are good for the nation. I believe that illegal immigrants do benefit the American nation and they should be allowed to live in the United States because they provide cheap labor, do not get any benefits from the system, it is morally wrong to dport them, deporting illegal immigrants will be very costly, and that the United States was built from imm igrants. Numerous surveys show that a consensus exists amongst scores of policy analysts and economists of the fact that both illegal and legal immigration is beneficial to the economy as gives net boost to the economy, provide cheap labor, broaden the market for goods and services, and reduce the cost of goods and services (West 430). Inarguably, illegal immigrants are good mainly for the labor market as they take up low-paying jobs that American citizens and some legal migrants might not want. They supply labor to industries at a cost that is relatively lower. Since many illegal workers are desperate for work, they are prepared to accept lower pay unlike actual citizens and legal immigrants. This is critical because it assists in the reduction of many industries’ labor costs and hence boosts their effectiveness (Kenny 55). Additionally, they increase consumer demand as they broaden the market for goods and services. This is because they lead to an

Business Articles Review Essay Example | Topics and Well Written Essays - 1000 words

Business Articles Review - Essay Example In feminine cultures cooperation is more frequent which leads to people seeking the best joint outcome for society. A weakness of feminine culture is that people tend to be naively altruistic and sometimes get taken advantage of. Another negative aspect of feminine is that sometimes the economic expectations of such a society are too low. Participation of women in societies across the globe has increased during the past 60 years. A feminine culture does not necessarily increase the participation of women in economic and social life. I thought that the article was well written and it pointed out a lot of important arguments in regards to masculinity and feminine. I consider the United States a masculine society. Evidence of this is the fact that there has never been a women president in the history of the United States. Women are still being held back into positions of power by the glass ceiling effect. Despite my opinion that the U.S is a masculine society the article mentions other cultures in the world in which women do not enjoy the same freedoms and rights as in the U.S. In most Arab countries the women are seen as second class citizens. Men in Arab countries have all the power and women must obey the men at all times. In such a society women seldom hold positions of power such as managerial positions. ... Cultural barriers caused communication problems and conflicts and the team was very ineffective. â€Å"Cultural differences can create substantial obstacles to effective teamwork-but these may be subtle and difficult to recognize until significant damage has already been done† (Brett, Behfar, Kern, 2006, pg. 86). Work teams are supposed to be self-sufficient and managers should not intervene in interpersonal conflict because doing so is usually counterproductive and wastes valuable managerial time. It is imperative to avoid single culture approaches to solving problems among multicultural teams. Four types of challenges associated with multicultural teams are direct versus indirect communication, trouble with accents and fluency, differing attitudes toward hierarchy and authority, and conflicting norms for decisions. Some of the most effective strategies identified by the author to deal with conflict are adaptation, structural intervention, managerial intervention, and exit. T eamwork has become more important than ever in the workplace of the 21st century. Due to the rise of the globalization movement many multinational corporations are exposed to forming multicultural teams as part of the day to day business activities. These teams can bring tremendous benefits to a company because diversity helps foster innovation and creativity. I agree with the author that managerial intervention to solve internal conflict in a team is a strategy that should only be used as a last resort. The multicultural team is supposed to go through the same team formation stages of any team which are forming, storming, norming, and performing. An

Phonics Primer for Year Five Remedial Class in Primary School Essay Example for Free

Phonics Primer for Year Five Remedial Class in Primary School Essay 1.1 Description of the Area of Research Title of the Study: Phonics Primer for Year Five Remedial Class in Primary School. Phonics is letter-sound correspondences. The units of sound can be syllables, onsets rimes, or phonemes (EdResearch.info). Phonics Primer is a way of learning the sounds of the alphabet in order to decode the English language. It is recognized by a quick pace of teaching letter and the sound or grapheme and phoneme matches and immediately getting students to use this knowledge to read and spell regular words. Words are read by using the phonological skill of blending the sounds together synthesis (hence the term synthetic phonics). Words are spelled by using the phonological skill of hearing the sounds in words (segmentation) by means of which words are segmented into their constituent phonemes (Wikipedia, The Free Encyclopedia) Research Questions 1. What is the strategy in teaching synthetic phonics? 2. Can the method be successfully taught in shorter periods? 3. Can the 44 sounds of Phonics Primer help in teaching non-English speakers who have other sounds that is found in English? 4. Can Phonics Primer be used to teach cohorts in higher levels with reading difficulties? Research Variables The instruments that I will use in my research will be: 1. Questionnaires 2. Interviews 3. Classroom Observation Checklist 4. Tests 5. Document Reviews Gay and Airasian (20030 defined population as â€Å"The population is the group of interest to the researcher, the group to which the results of the study will ideally generalized†. The respondents of the research will be for remedial students from the outskirt of Sarikei in Sarawak. The majority of the students will be of the Iban race. The research will be conducted on two groups of selected students. One group will be used for study, called the experimental group. Another group would be the controlled group and they will be taught with the conventional teaching procedure during English lessons. Both groups will be cohorts who will need assistant in reading. About six students will be involved in this study. They will be remedial students from the cohort of year five students who are in the remedial class. The respected students and school will be chosen simply to fulfill the requirements of the research that will use the Primers phonics approach to teach reading for remedia l students. 1.2 Theoretical Framework Often we find that in schools, there are always students who are very poor in reading English. It is even worst when the students cannot read in a language that is very similar to theirs. This means that the students are having problems in basic reading. We can say that these students are too slow in picking up during their reading lessons in English. In classes where we have been teaching, oftentimes we see that students cannot recognize words and even there are some who cannot read. The students in rural Sarikei, in Sarawak, specifically are mostly Ibans. They are non-English speakers. They only encounter the language when they come to school. English therefore is very unfamiliar to them. Many English sounds don’t even exist in their mother tongue. Synthetic phonics has all the 44 sounds of the English Language. It is a very systematic way to teach basic reading in English. By using the method of teaching, students can read faster and easier. The method of teaching and the instruments used in teaching it can enable the remedial students of the primary schools to remember the sounds made by the letters and enable them to read. Research instrument are devices to measure the objects of the study. Instruments come in multiple forms. For this research, the researcher will be using multiple forms like questionnaires, observation forms, interview forms and tests to get information. The questionnaires and interviews will be used to get information about experiences, suggestions and ideas related to the study. The observation forms will be used to make observations during the study. From observation forms, the researcher will be able to see weaknesses and strengths during the teaching of Phonics Primer and also the current teaching method used by the school to make comparisons. The tests which will be given before and after teaching Phonics Primer will help the researcher to find out if the case study that they are doing is suitable and good for teaching remedial students. Questionnaires Questionnaires are familiar to most people (Berdie, Anderson, and Niebuhr, 1986).It is a written or printed form used in gathering information on some subject or subjects, consisting of a set of questions to be submitted to one or more persons (Your Dictionary.Com) It is a communication method of designing questionnaires to collect the requisite information. It is a list of questions framed to get facts. A questionnaire is defined as a group of printed questions used to elicit information from subjects by means of self report. Questionnaires will be distributed to both experimental and controlled group. Teacher Questionnaires. A teacher questionnaire is designed to gather information administered to English teachers in school. The questionnaire will be done two times, that is before the start of the Phonics Programme. A second questionnaire will follow at the end of the programme. This is to find out the status of remedial reading before and after the programme. If there are any differences before and after the programme, it will be noted down for analysis in the research later. Students’ Questionnaires Students’ questionnaire will also be done. It will be done with students who are involved with the study. They are the experimental group of students and also the controlled group of students for comparison later. Questionnaires can help the researcher discover the experiences, knowledge and backgrounds of the students and the school which is related to the case study that is going to be done. These information will help the researcher to know more and understand more about the stand of the students involved in the study. The questionnaire is also important in helping the researcher to make conclusion and give suggestions for future study of similar case. Interview The interview is a dialogue between the teachers with the researcher. The most commonly accepted objective of the interview is to determine whether there is a match between the candidates education, experience, interest and goals and the goals of the researcher related to the study for which the researcher is interviewing. In this study, the researcher conducts the interview with the remedial students’ teacher. This interview is designed to elicit data using a set of predetermined questions that are expected to elicit the subjects thoughts, opinions and attitudes regarding the teaching of reading to remedial students. Group Interviews with Teachers. To identify the major issues surrounding the planning and implementation of reading instruction in schools of a rural school, group interviews will be conducted with English remedial teachers. An interview will be used to facilitate discussion. Responses to the uniform standard questions will contribute to the final analysis of the study findings. Individual Interviews with Teachers. To investigate all of the major research questions. presented earlier, interviews will be conducted with English remedial teachers in the selected schools. An interview will be used to facilitate information gathering. Responses to the questions will contribute to the final analysis of the study findings. Observation Instruments Observation is a technique of gathering data through direct contact with the subjects. In this study, the researcher will observe two classes. The researcher will observe ongoing class using Primer Phonics and the normal teaching of remedial students in the school. Observation instrument is necessary to detect any strength and weaknesses for both types of methodology in teaching remedial students. The detections will be noted down in the researcher’s note book for making analysis, conclusion and suggestions for future researches. Classroom Observation Classroom observation will be done to make sure that Primer Phonics is taught accordingly. A checklist will be used. Classroom observations will also be done for the normal teaching of remedial students in the same school. The need for making observation for the normal method of teaching is to enable comparison among the two types of methodology later. Additional data collection and review will occur during the observations. Researchers summarized notes after each observation. Test The researcher will conduct two types of tests, the Pre test and the Post test, for two groups of students from the remedial class only. The students will be divided into the experimental and controlled group. A Pre test will be used to see the students’ ability to read before teaching using the Primers Phonic Method. The Post test will be used to see the achievements made after teaching using the Primers’ Phonic Method. Both the experimental and the controlled groups will take the tests so the researcher can compare if there will be any differences in the achievements after teaching using the Primers’ Phonic Method for the experimental group. The Controlled group will be taught by their own remedial teachers using the usual syllabus in the school. In the tests, subjects are to read a short text of about 150 words. These tests aims to see how good the students can or cannot read before and after teaching using the Primers’ Phonic Method. To assess the students reading, 5 criteria will be ticked accordingly. Students who gets two out of five ‘Yes’ are considered to have pass the Pre Test or the Post test Document Review Document review will inform the research process to varying degrees. Among the documents analyzed were student work samples, report cards, forms, letters to parents, lesson plans, lists of reading books, and other relevant documents pertinent to current reading instruction. The Theoretical Framework Diagram 1: The Diagram depicts the theoretical framework. 1.3 Review of Related Literature The literature reviews forwarded here will help us to understand more about the case study that will be done. A literature review is a body of text that aims to review the critical points of current knowledge and or methodological approaches on a particular topic. Literature reviews are secondary sources, and as such, do not report any new or original experimental work. Most often associated with academic-oriented literature, such as theses, a literature review usually precedes a research proposal and results section. Its ultimate goal is to bring the reader up to date with current literature on a topic and forms the basis for another goal, such as future research that may be needed in the area. A well-structured literature review is characterized by a logical flow of ideas; current and relevant references with consistent, appropriate referencing style, proper use of terminology and an unbiased and comprehensive view of the previous research on the topic I would like to make a review of related literature which is in my area of research, Instruction, Development, and Achievement of Struggling Primary Grade Readers by Elizabeth Campbell Rightmyer, Ellen McIntyre, and Joseph M Petrosko. Reading Research and Instruction. Coral Gables: Spring 2006. Their study examined the phonics and reading achievement of 117 primary grade students in 14 schools and 42 classrooms. Students received instruction in one of six different reading programs or models based upon the school they attended. Through qualitative data collection and analysis of specific instructional practices, they determined that no model or program proved more effective for the learning of phonics in the first grade after one year of instruction. Purpose The purpose of their study was to examine the phonics and reading achievement of primary grade students receiving instruction in six different instructional programs or models (referred to as models in reference to their study). Then, through a qualitative analysis of the specific instructional practices within these models and their understanding of young childrens literacy development, they explain the relative differences in achievement gains of these primary grade struggling readers. Method They examined the instructional practices and achievement of low performing students in first through third grade classrooms in which teachers used one of the following reading models: Breakthrough to Literacy (www.btl.com); Early Success (Cooper, et al., 1997); Early Intervention (Taylor, Medo, Strait, 1995); Four Blocks (Cunningham, Hall, DeFee, 1991); SRA Reading Mastery (Engelmann Bruner, 1997); or Together We Can, a locally developed model based on small group guided reading and explicit teaching of reading strategies and skills. Participants The study included 117 struggling primary-grade readers in 14 schools and 42 classrooms. Schools that had recently received a state grant to implement one of the reading models were invited to participate. They then contacted the principals, asking them to recommend teachers who were particularly successful at implementing the instructional model for at least one year; they believed that principals would avoid selecting teachers who were struggling with the model, classroom management, student diversity, or any of the myriad complexities that teachers face daily. Independently, they checked the teachers credentials by using a state-developed data base and found that the majority of them held advanced rank in the profession; 73% had earned at least 30 credit hours beyond the bachelors degree. They also found that 84% of the teachers had taught in their current state of employment for more than five years. The principals distributed consent forms to interested teachers, and when they were returned, the researchers explained to each teacher that the children they wanted to study were those struggling with reading or learning to read. They had no control of the models that were proposed or the schools that were selected to receive the grants. Like many states under accountability mandates, their state is becoming heavily invested in direct instruction models of reading and mathematics, and this predilection was seen in the numbers of students who received scripted early intervention in reading. They asked that by October 1 of the first year of the study, the teachers identify the lowest achieving 20% in their classes. Again, they did not control for socioeconomic status, gender, or ethnicity of the identified children or in any way second-guess the teachers selection. Consenting students became the targeted group of children the researchers tested on the phonics application and reading tasks. There were two to five children in each of the classrooms, although due to attrition and a few flawed tests, this number was reduced in some classrooms. Researchers studied one group of children from the beginning of first grade through the end of second grade, documenting growth in phonics for one year. These children are hereafter referred to as first graders, even though they followed them through the end of second grade. The children in this group were all served by a single reading model one of the five models that appear in Appendix A across two years; however, most of the children had different teachers implementing the model the second year (in second grade). The study followed a second group from the beginning of second grade through the end of third grade, also documenting growth after two years. These children are hereafter referred to as second graders, even though they followed them through the end of third grade. Like the first graders, the children in this group were served by the same reading model across two years; however, most of the children had different teachers implementing the model the second year (in third grade). Table 1 lists the participants by model. Procedures for Data Collection and Analysis of Student Achievement Instruments The researcher pre- and post-tested first grade children on clays Hearing Sounds in Words Test (1993), a phonics application task that included encoding a sentence. This measure was conducted only with first graders, as this was the norming sample. It will hereafter be referred to as the phonics measure or phonics achievement. On the clay test, the examiner reads two sentences to the child, The bus is coming fast. It will stop here to let me get on. Then the sentences are read again, word by word, and children encode the sentence as the researcher dictates. The children are encouraged to do the best they can with the spelling and use the sounds of words to write as much as you can. The children score a point for each letter or group of letters they write that correctly correspond to the sounds in the words. Children can score from O to 37 on this test. The researchers selected this test because they believed it to be a more authentic assessment of phonics understanding and use than phonological tests on which children call out letter sounds they see or sound out semantically disconnected word lists. Data collection Researchers were trained using each of the testing instruments given. The training involved an explanation and demonstration of the testing procedures and observation of videotapes of the project director testing various children. The researchers scored those children, discussed results, and adjusted their expectations through more explanation and demonstration by the director. Children were pre-tested during the months of September and post-tested during the month of May during each of the two years of the study. Children were tested in one-on-one situations in quiet places, arranged by the classroom teacher or grant administrator for periods of no more than 30 minutes at a time. While the pre-testing took approximately 30 minutes per child, the post-testing took 60-90 minutes per child for most children, thus each child was met two or three times. The researchers attempted to make the children comfortable and rewarded them afterwards with stickers. All reading passages were tape-recorded. Quantitative analysis of achievement data For ease in comparing achievement, the researchers used the benchmarks provided by each of the tests. Clays Hearing Sounds in Words phonics test has a range of 1-37, with intervals of 1. Two trained researchers individually scored every Clay test, and these scores were compared against one another for accuracy. Where there was discrepancy in scoring, a third researcher also reviewed the data, and the group negotiated the final score. Scores were entered into a data base, and two team members reviewed each of them for accuracy in data entry. In this study, test score data were statistically analyzed in two ways. First, pretest scores were subtracted from posttest scores. The resulting gain scores were used as dependent variables in a one-way analysis of variance (ANOVA), with the reading models as the independent variables. Test 1 was a comparison of phonics achievement of students in the different reading models (one-year gain). For each test, students achievement in only five models was compared. Importantly, due to the unequal number of students in each of the comparison groups, and the small numbers of participants in some of the models, the interpretations about the findings of these tests are made with caution and based on trends in the data. Data Collection and Analysis of Instructional Practices The researchers collected data on the instructional models in three ways: a) by observing the teachers and taking field notes, b) by interviewing the teachers about their practices, and c) by completing an observation instrument after leaving the site (which required reflection and quantification of what was observed). For this analysis, they specifically gathered data on: 1) the focus of instruction, 2) the primary literacy activities conducted, and 3) the length of time children spent reading connected text. Other salient characteristics of the models, such as whether the model was considered an intervention for struggling readers or a whole class model, are also described. Observations and interviews Schools were contacted and arrangements were made to observe the teachers who had been previously identified as fully implementing the instructional model adopted through the state program. The researchers visited each teacher four times and observed between 90-180 minutes during each visit, depending on how long literacy instruction was conducted in that classroom. Researchers sat in the room and recorded what the teacher said and did in the form of field notes. One important feature in our field notes was the regular marking of time. In an effort to understand how teachers distributed their instructional time for various activities, they recorded the time in the margins of their field notes approximately every five minutes. After each visit, the researchers interviewed the classroom teacher the same day the observations were made. Among the questions they asked were about how typical the observed instruction was and how the children were selected for testing to ensure that they ind eed were studying the bottom 20%. Observation instrument After exiting the field site, the researcher used the field notes and interview to complete an observation instrument that summarized and quantified instructional patterns. A small section of instrument was used to help determine the teachers focus of instruction. The instrument, the field notes, and the interview made a data set for analysis. Analysis of instruction In the first phase of analysis, researchers gathered to examine the data sets. Using a form created by the project director, the researchers summarized what happened during each of the visits. From these summaries of the field notes and interviews, the project director created a set of codes that reflected much of the data, a content analysis of sorts (Miles Huberman, 1994). Then, the research team partitioned the field notes into activity settings (Tharp Gallimore, 1988) in order to create smaller, bounded units of analysis. This meant that whenever there was a change in activity (the people, place, or product of instruction), the ensuing activity was considered a unit of analysis and coded separately. The Researcher did not consider as change in setting instances in which children had to leave a group early or if a lesson was interrupted. Thus, the lessons were coded holistically by setting. Settings lasted from five to 45 minutes. For example, one setting for analysis might be a 10-minute whole class lesson on which the teacher guided the children to correct a message she had written without punctuation. When the same teacher signaled to the children it was time to work in learning centers, a new unit of analysis was begun. Sometimes there were multiple simultaneous activity settings, and the researcher usually made the decision to follow the teacher. For each activity setting, they coded the teachers primary activity, followed by what researchers interpreted, from both observations and interviews, was the teachers focus for the activity-either to help students develop phonologically (ACTIV-phon), or to help students learn something else (ACTIV-other). The primary instructional activities observed in each class were listed on the summary sheet. Finally, to determine the time children spent reading connected text, they used an earlier analysis of these data (Authors, 2005). They first defined connected text as texts of meaningful sentences or longer; that is, more than one connected sentence; although, in this study, connected text was usually an entire story. Then, they clarified activities that comprised examples of opportunities to read connected text. The following practices were categorized as such: choral reading; echo reading (even though technically the teacher was doing half of the reading); guided silent reading; guided oral reading; and established periods for independent reading. Activities not included as opportunities for reading connected text included read aloud story time, times when the teacher was directly teaching something, times when students completed worksheets that included only words or unrelated sentences, drill of individual words, or time on non-print responses to literature. Then, the researchers highlighted in field notes when students were provided opportunities to read connected text. They calculated the percentage of time in such activity against the total time designated for language arts instruction. They examined all four observations of each teacher together as a unit because they knew they were going to categorize them. Using group consensus, they defined classrooms as having much opportunity to read connected text during all four observations, a moderate amount of time, or little time. After each data set was analyzed and each teacher categorized, they compared instructional foci and practices across models. They listed all the teachers in a given model together, and looked across these data sets for patterns.

Critical Issues In Community Care Social Work Essay

Critical Issues In Community Care Social Work Essay The purpose of this essay is to Critically examine an area of Community Care provision in mental health services. ideological, political and legislative frameworks will be taken into account, it will also examine the complex relationships between service user movements, professional bodies and the statutory, voluntary and independent sector services in the delivery of community care it will also identify and justify evidence of good practice in the provision of community care The system of community care was aimed to maintain the stability of the social order and to address the disparities and inconsistencies within the existing community care discourse. Mental health services became a part of the community care system early in the 17th century. With time, mental health in community care became an effective element of regulating the state of mental health across different population groups. Today, mental health community care is a two-tier system of community services, comprising health care and mental care provided to vulnerable populations in need for treating and monitoring various types of mental health conditions. The history of community care in the UK dates back to the beginning of the 17th century, when the Poor Law was adopted to make every parish responsible for supporting those who could not look after themselves (Mind 2010). Yet, it was not before the beginning of the 19th century (or 1808, to be more exact) that the County Asylums Act permitted county justices to build asylums supported by the local authorities to replace psychiatric annexes to voluntary general hospitals (Mind 2010). In 1879, the UK established the Mental Aftercare Association which worked on a comparatively small scale and focused on personal and residential care of the limited amount of mental ex-patients (Yip 2007). The association was further supplemented with three more voluntary associations that worked on a national scale and provided community care to mental outpatients (Yip 2007). Those organisations included the Central Association for Mental Welfare, the Child Guidance Council, and the National Council for Mental Hygiene (Yip 2007). Later in 1939 the Feversham Committee proposed amalgamation of all four voluntary organizations into a single system of mental health community care (Yip 2007). In 1890, the first general hospital clinic for psychiatric patients Was created at St. Thomas Hospital, while the World War I became the turning point in the improvement of health care facilities in the UK, giving rise to an unprecedented number of asylums and hospital facilities for mentally ill people (Yip 2007). It should be noted, that the first stages of mental health community care development was marked with the growing public commitment toward institutionalized care: throughout the 18th and the 19th centuries, cure and containment of mental illnesses in the U.K. and in Europe was provided in accordance with the principles of institutionalized care (Wright et al. 2008). The mental health care went in line in the development and proliferation of other institutional solutions, including houses of correction, schools, and prisons (Wight et al. 2008). The asylums rationale, first and foremost, lay in the belief that separation was in the interests of dangerous lunatics, giving them security and maximizing the prospects for cure (Wright et al 2008). Yet, those who ever appeared within such asylums had only one chance out of three to come out; the majority of mental health patients, regardless of the diagnosis, were destined to stay behind the asylum walls for the rest of their lives (Yip 2007 ). Medical professionals considered asylums as an effective means to isolate potentially dangerous patients from the rest of the community: asylums and isolation often served an effective way of investigating the reasons and consequences of mental health disturbances (Wright et al 2008). Many doctors viewed asylums and isolation as the sources of effective moral treatment for mentally ill (Wright et al 2008). Only by the beginning of the 19th century did professionals in medicine and social care come to recognize insanity as a mental illness and not as a product of sinful human nature; yet, years would pass before asylum residents would be given a slight hope to release themselves from the burden of isolation and torture (Wright et al. 2008). With the development of psychoanalysis in the 19th century, mental health became one of the issues of the national concern supported by the active development of psychopharmacology in the 20th century mental illness was finally explained in somatic terms (Wright et al. 2008). Psychopharmacology promised a relatively safe method of treating and alleviating mental health suffering, while the identity of psychiatry within the medical profession was finally restored (Wright et al 2008). Nevertheless, for many years and centuries, mental health community care remained a by-product of industrialized society development, which, under the pressure of the growing urban populations, sought effective means to maintain the stability of the social order. Because in conditions of the newly emerging economies lunatics and individuals with mental health disturbances were less able to conform to the labor market discipline and more apt to create disorder and disturbance in society, asylums were an e ffective response to the growing urban mass and the basic for maintain peace and stability in the new industrialized community (Goodwin 2007). The need for maintaining social order was an essential component of the community care ideology, with institutionalization and local provision support as the two basic elements of mental health care provision. Today, the provision of mental health community care services is associated with several issues and inconsistencies; many of the community care complexities that emerged early in the 19th century have not been resolved until today. Nevertheless, it would fair to say that under the influence of the social and scientific development, the provision of mental health community services has undergone a profound shift and currently represents a complex combination of health care and social care aimed to treat and support individuals with diagnosed mental health disturbances. In present day community care environments, mental health care provision exemplifies a complex combination of health care and social care. The former is the responsibility of the NHS, while the latter is arranged by local authority social services (Mind 2010). It should be noted, that the division of duties between medical establishments, local authorities, and social care professionals has always been one of the basic complexities in the development of mental health care in the U.K. (Wright et al. 2008). In 1954, the House of Commons was the first to emphasis inadequate resorting of mental health community services and to vote for the development of a community-based rather than a closed system of mental health institutions (Wright et al. 2008). Community services proposed by the House of Commons had to be available to everyone who could potentially benefit from them (Wright et al. 2008). As a result, deinstitutionalization became and remains one of the central policy debates within the mental health service provision discourse. Central to the argument for deinstitutionalization and the development of community-based services is the contention that the prognosis of patients is likely to improve as a result of discharge from mental hospitals, and that people with mental health problems already in community will benefit from remaining there rather than being institutionalized (Goodwin 2007). Social care providers in England claim that deinstitutionalization represents a new style of service provision and approach to mental illness which is better and more acceptable than traditional remote mental hospitals (Goodwin 2007). Since the beginning of the 1970s, mental health community care was associated with the treatment of mentally ill patients outside the asylums but, unfortunately, deinstitutionalization did not always lead to the anticipated results and is still one of the major policy debates. The ideology of deinstitutionalization in mental health community care failed and did not improve the provision of mental health services for several reasons. First, deinstitutionalization does not provide mental health patients with an opportunity to reintegrate with their community: being discharged from asylums, many mentally ill patients were transferred to general medical establishments and other facilities, including residential homes as a result, instead of community living, deinstitutionalization for these patients turned out to be a complex form of deinstitutionalization, while adequate funding of community services was constantly lacking (Wright et al. 2008). For this reason, the practical side of the deinstitutionalization policy proved to be less advantageous for the prevailing majority of asylums residents than it was claimed to be (Goodwin 2007). Second, the ideology of deinstitutionalization does not improve health outcomes for patients with mental problems. The current state of research suggests that the process of transferring mental health patients from one hospital to another results in negative health consequences and adverse mental health reactions, including significant deterioration of behaviors and greater problems with social activity (Goodwin 2007). The more complex are the issues with transferring mentally ill patients from and into prisons according to Fawcett and Karban (2007) the process, later called transinstitutionalisation, results in prison overcrowding and the loss of effective psychiatric care for those who are imprisoned. Today, deinstitutionalization as the ideological underpinning of mental health delivery does not work for patients but works against them. It does not improve the state of care provision and reflects in additional costs and adverse health outcomes. Nevertheless, the prevention of unw anted institutionalization is acknowledged as one of the basic principles of care provision (Gladman et al. 2007) and must become one of the basic elements of policy development and provision in community mental health. The third problem is the lack of outpatient monitoring: the ideology of deinstitutionalization in mental health delivery will not be effective and productive, unless policymakers and social workers have a possibility to monitor the destination of the discharged patients and their live in communities. Throughout the period between 1954 and 1994, the number of mental health hospital beds in the U.K. was reduced from 152000 to 43000 which, according to Wright et al. (2008) did not result in a reduction in the number of people treated. Not with standing that since 1997 the Government is the one solely responsible for the development and implementation of programmes of supervision and control regarding mentally ill patients, the quality of their discharge and monitoring leaves much room for improvement (Lehman 2007). The discharge process itself and the destination of the discharged patients represent the two most problematic areas of community care provision: the discharge process is oft en poorly planned, while a very little effort is put into monitoring their quality of life beyond asylums (Goodwin 2007). Discharged patients are believed to live and operate in the community, with their families and friends, but the real outcomes of the discharge into community is highly variable (Ritchie Spencer 2007). Of all patients discharged from mental hospitals, over 45 percent find themselves in residential homes, 7 percent are in locked facilities, and only 22 percent live independently or with their families (Goodwin 2007). The remainder are either homeless or untreated (Morse et al 2007). Deinstitutionalization in its current form and in the way the government implements it does not make outpatients automatically eligible for social care. In present day community care environments, the four basic measures predetermine the quality of outpatients with mental illnesses lives: sufficient material support, emotional support, sufficient care, and the presence of a well-performing social network within which they must be accepted (Goodwin 2007). These are the basic prerequisites for the successful outpatient reintegration with their Community. The only problem to be resolved is the need to develop a clear set of criteria, which will define and determine each patients right for social care services. Today, according to the basic provisions of the National Service Framework for Mental Health, all mentally ill individuals should have 24-hour access to local social and medical services to meet their needs (Mind 2009). These patients and individuals have the right for their needs to be assessed based on the results of the needs assessment social care providers will decide whether an individual is eligible for this particular type of social services (Mind 2009). Finally, deinstitutionalization of care does not provide any opportunity to properly and objectively assess the needs of patients. When developed, the deinstitutionalization ideology in mental health community care implied that all mental health patients would have similar community needs, but the idealistic interpretation of deinstitutionalization is far from reality. Today, needs assessment was and in one of the most problematic aspects of the social care provision for mentally ill. Despite the fact that needs assessment represents and reflects the major policy shift toward better quality of social care provision, social services do not always provide or have an opportunity to fully utilize their service potential and to meet the needs of the mentally ill individuals. According to Mind (2009), needs assessment compromises community care assessment, care programme approach assessment, mental health assessment, and carers assessment. Yet, there is still the lack of consensus on what constitutes need: social care providers tend to define need as the requirement of individuals to enable them to achieve acceptable quality of life and as a problem which can benefit from an existing intervention (Thornicroft 2007). It is not clear whether acceptable quality of life is the notion comprehensible to guarantee that all community needs of mentally ill patients are met (Barry Crosby 2007). More importantly, it is not clear who, when, and in what conditions should engage in the process of needs assessment: do social care providers possess enough education, training, and knowledge to conduct regular assessments? These are the issues which must be resolved to enhance the quality and efficiency of community care in the context of mental health services. Mental health and deinstitutionalization: still effective Despite the problems and failures of deinstitutionalization, community care for mentally ill individuals is effective and reliable, given that it leads to reduced social withdrawal, better social functioning, and increased participation in various pro-social activities (McGuire et al 2007). That, however, does not mean that mentally ill outpatients have better opportunities to find a job; rather, they either participate in specially designed workshops or return to the function of a house wife (Prot-Klinger Pawlowska 2009). Yet, some population groups require additional attention on the side of care providers. For example, in older populations, more than 55 percent of people with diagnosed schizophrenia were never offered appropriate psychological therapies and do not even have any out-of-hours contact number (Parish 2009). As a result, there must be a profound shift toward providing community care based on the need rather than based on the patient age (Parish 2009). People with lear ning disabilities represent the opposite end of the current problem continuum, and social care providers often either omit or neglect the needs of these patients (Thronicroft 2007). Several essential steps should be made to develop the quality of community care provision for the mentally ill. Conclusion First, community care providers must develop a single set of measures as a part of their needs assessment strategy to make sure that all community care providers operate as one, and use the same criteria of needs assessment in different socioeconomic groups. Second, special attention must be paid to the vulnerable populations that are often overlooked by the community care system, including older patients with mental health problems. Third, the principles of deinstitutionalisation require detailed consideration: more often than not, patients who are discharged from closed mental health facilities are transferred to other mental health hospitals or smaller mental health departments and wards, while the governments striving to reduce the number of mental health beds and specialists do not leave these patients any single chance to meet their health and social needs. The groups of patients, who will benefit most from the closure of the mental health institutions, have in many cases fared worst (Goodwin 2007). Finally and, probably, the most important, is that patients who are discharged from mental health institutions should be closely monitored and constantly supported. One of the main goals of the community care is to help out patients successfully reintegrate with their community. The destination of the discharged patients must become one of the social care priorities, and community care providers must engage outpatients in their social network, to ensure that all social and health needs of t hese individuals are met.

the banshee :: essays research papers fc

Beltane Essay Beltane is the last of the three spring fertility festivals. Beltane is the second principal Celtic festival (the other being Samhain). Celebrated approximately halfway between spring equinox and the midsummer (Summer Solstice). Beltane traditionally marked the arrival if summer in ancient times. At Beltane the Pleiades star cluster rises just before sunrise on the morning horizon. The Pleiades is a cluster of seven closely placed stars, the seven sisters, in the constellation of Taurus, near his shoulder. When looking for the Pleiades with the naked eye, remember it looks like a tiny dipper-shaped pattern of six moderately bright star in the constellation of Taurus. It stands very low in the east-northeast sky for just a few minutes before sunrise. Beltane, and its counterpart Samhain, divide the year into its two primary seasons, winter (Dark Part) and summer (Light Part). As Samhain is about honouring Death, Beltane is about honouring Life. It is the time when the sun is fully released from his bondage of winter and able to rule over summer and life once again. It is a time of "no time" when the veils between the two worlds are at their thinnest. No time is when the two worlds intermingle and unite and the magic abounds! It is the time when the Faeries return from their winter respite, carefree and full of faery mischief and faery delight. On the night before Beltane, in times past, folks would place rowan branches at their windows and doors for protection, many otherworldly occurrences could transpire during this time of "no time". Traditionally on the Isle of Man, the youngest member of the family gathers primroses on the eve before Beltane and throws the flowers at the door of the home for protection. In Ireland it is believed that food left over from May Eve must not be eaten, but rather buried or left as an offering to the faery instead. Much like the tradition of leaving of whatever is not harvested from the fields on Samhain, food on the time of no time is treated with great care. When the veils are so thin it is an extremely magical time, it is said that the Queen of the Faeries rides out on her white horse. Roving about on Beltane eve She will try to entice people away to the Faeryland. Legend has it that if you sit beneath a tree on Beltane night, you may see the Faery Queen or hear the sound of Her horse's bells as She rides through the night.

Gene Therapy for Cystic Fibrosis :: Science Diseases Medical Essays

Gene Therapy for Cystic Fibrosis Modern molecular genetics has given hopes and heartaches to thousands of people around the world. These people are looking towards gene therapy for an answer to their questions. To some people such as NIH director Harold Varmus the answer is a better understanding of basic genetic research and to others the answer is a cure, a hope, that their lethal disease will someday be cured. This essay touches on the background of gene therapy for Cystic Fibrosis (CF), current social and ethical issues facing gene therapy for CF, and some thoughts on the importance of this controversial subject. Gene therapy is the application of the technique where the defect-causing "bad" genes are replaced by correct "good" genes. The idea of gene therapy is to treat the disease by correcting the "bad" DNA (Deoxyribonucleic acid) rather than the current me thod of providing drugs, or proteins not produced by the defective gene. Gene therapy addresses the problem first hand by directly working with the genetic information causing the disease. From the book Shaping Genes, Dr. Darryl Macer says "It is like f ixing a hole in the bucket, rather than trying to mop up the leaking water." There are two kinds of gene therapy, somatic cell gene therapy and germline gene therapy. Somatic cell gene therapy is where genes can be put into specific cells and areas of the body which are affected by the disease. All cellular DNA in our body is essentially the same because it was replicated from the same zygote (fertilized egg). Cel ls differentiate into their respective tissues depending upon which part of the total genome is used. Germline gene therapy is where the correct "good" gene is inserted into the germline in place of the defective "bad" gene, and when reproduction occurs the gene will be passed on to the progeny. Inserting the "good" gene into the very early embryo sta ges of development allows for both germline and somatic cells to be corrected. Government has limited the research to only somatic cell gene therapy such as performed in Cystic Fibrosis research. Cystic fibrosis is one of the most common lethal mutations in humans. The autosomal recessive allele is carried by 1/20 Caucasians, 1/400 couples will have children with the disease, and  ¼ children will be afflicted. If untreated, 95% of affected ch ildren will die before age five (Bell, 1996).

Arikara Tribe

Arikara one of the more quiet tribes was the arikara(uh-RIH-kuh-rah) tribe. the arikara trie used to hold around 30,000 arikara and than was left with 2,000 after smallpox. they lived in relatively simple homes and their lives were also relatively simple. ttheir dress, what anyone could expect. although simple the arikara were very complex in some sort. the fashion of the arikara was mostly dependant on the season. usually the women wore deer skin dresses that were white. the men usually wore breech cloths, leggings, and a buckskin shirt. uring the winter the men wore bearskin robes and moccasins. the women in the winter would switch from deerskin to antelope skin and mocassins. aside from their clothes, both the men and woman had roles. for instance, the men did the hunting and the occasional fight to protect their family. the women farmed, cleaned, did the child care, and gathered food like berries. the arikara were a well structured tribe when it came to duties. most arikara peopl e originated in north and south dakota. ow most of them, the ones that are alive, stayed and still live in north dakota. in the beginning every tribe lived off on their own. soonafter, smallpox came and wiped out many of the arikara, they then became kno as the three affiliated tribes. the three affiliated tribes were the arikara, the mandan, and the hidatsa. shortly after they became the three affiliated tribes lewis and clark discovered the tribe. in october of 04 as in 1804 lewis and clark moved westward on their voyage and came to find dakota. at the time there was very little arikara to meet. ost of the tribe had been wiped out from the smallpox and most who survived were just getting over smallpox. lewis and clark found three arikara villages scattered alond a three mile distance. the first of them were pretty much abandoned, the explorers came to find wooden frames with paked earth walls and a dome celing. patrick gass was a former carpenter on the expidetion and noted the do me shape in his journal. the relation between the arikara and lewis and clark was very friendly as was their native greeting nawah. although simple the arikara were very complex in some sort. nly few were left when they were discovered, the arikara tribe was slowly shrinking until lewis and clark came in. the tribe originated in dakota and later spread out to other places. the arikara were a well structured tribe when it came to duties. the relation between the arikara and lewis and clark became very friendly. friendly to a point where they agreed to send a representative east to meet with the president. all in all the arikara tribe was trusting and generous with most others. vanessa leal september 6, 2012 expository essay