Do Children Need Discipline Professor Ramos Blog

Do Children Need Discipline Reanna Saldivar English 102H 17 June 2018 Proper Discipline   Ã‚  Ã‚  Ã‚  Obnoxious driving; explicit language in public; children screaming inside of the cart at Walmart; a giant mess of trash left on a table in the food court; no eye contact as children’s eyes are glued to electronics avoiding any physical social interaction. The first instinct is, who raised these children? The assumption is if rules or discipline were applied to these children, they would not act this way. No restrictions on the new generation that develops as fast as technology evolves causes parents to lose track of teaching and allow them to do whatever is desired. According to research, millennial moms are taking the less structured approach on discipline; rather they are being involved with the digital media age and focusing their lives around it, cutting attention to their children’s being and focusing on what pictures to post for other people to see. (â€Å"Resilience Parenting†) .   Ã‚  Ã‚  What is discipline? Discipline is defined as the practice of correcting behavior. It provides security of helping a child achieve the skills necessary to become responsible, mature adults. The ultimate goal of discipline is to be set as a foundation to help create good behavior and contribute to their well being. Benefits from discipline include the ability to manage emotions and anxiety, safety, and to make better choices. Discipline is crucial part in child development, making it stressful and worrisome to ensure that parenting is demanding, tricky road. (Regaldo, et al.). The future are in the hands of the â€Å"rudest generation† otherwise known as the millennial children; the standard for behavior of individuals begins with the household/parents that raise them.   Ã‚  Ã‚  In a nutshell, parenting styles are broken down into four unique types; each style has has a different characteristics and approaches with how discipline is enforced. The first style is authoritarian parent; punishments are used instead of discipline in order for their children to repent for their mistakes. Infamous reasons behind discipline include â€Å"because I said so† and â€Å" my way or the highway† (Morin). Rules and consequences are often created with a bias parent view, involving no concern for child’s opinion. Children part of this environment are at higher risk for self-esteem issues, become more aggressive, and often develop the trait of lying to avoid punishment. Child obedience like behavior creates a big cost for parents’ rules. The second style is authoritative parent; positive relationship is maintained with child along with reasoning behind all rules. (Morin). The child’s feelings are taken into account when setting consequences and adults maintain respective authority. Children are researched as more responsible and successful in this environment. The third style is permissive parent whereas rules are set but rarely enforced; child will learn the best on their own with only little involvement from parents. â€Å"Kids will be kids† approach is often used to justify child’s behavior; parents are quite lenient as they tackle the friend relationship role with their child (Morin). Children who grow up in this environment often struggle academically and with their self esteem as they do not appreciate authority. The last style is uninvolved, meaning little to no guidance on their children. Children are expected to raise themselves due to whatever personal circumstance caused the parent to lack knowledge about their child. (Morin) Barely any rules are set, child is allowed immense freedom, however parents favor this approach to avoid any conflicts with their child. (Lee) Children with uninvolved parents struggle with self esteem, lack of manners, and perform poorly in school; uninvolved parenting leads to the potential inability of child to navigate through relationships or challenges in life. Each parenting style impacts discipline pattern in child’s life; authoritative parenting style is researched to be the most effective for having a more structural relationship between child and parent. (Brennan)   Ã‚  Ã‚  Parents struggle with how to discipline in accordance to child’s personality; parenting is adjusted to what style and disciplinary actions they desire them to be. Disciplinary methods must match parenting style or else distrust and conflicts begin to flood. (Laskey) The top six disciplinary methods are, natural consequences, non-negotiable arguments, scolding, withholding child privileges, time out , and spanking (Sifferlin). Each are proven to be the most effective strategies to stop undesired behavior at their own pace.   The American Academy of Pediatrics favors natural consequences, child learning on their own; for example, if a child continuously throws food on the floor, he/she will learn that the food is longer edible to eat, allowing the child to choose to change his/her ways. â€Å"Non-negotiable† arguments using responses when a child cries that an action is â€Å"unfair†; responses may be a simple â€Å"I know† or along those line s to demonstrate that the parent is standing on firm ground with their decision. Scolding may be a necessity when demanding a child’s attention but must not be used with physical threats or causing any humiliation for the child, otherwise it becomes inadequate. Withholding privileges should be along the lines of valued items or action of the child, not anything obscured like a meal.   Time out is viewed as a efficient way to allow a child to properly hand anger and reflect upon their behavior; position a time out area in a corner in a chair or another area where there are no distractions such as toys. The most controversial disciplinary method is spanking; the American Academy of Pediatrics do not recommend this method although is still popularly used. Connotations of spanking may stop bad behavior immediately in the moment but come along with longer consequences of teaching aggression. Methods are all commonly used but there are guidelines to depict what good effective dis cipline consists of with, contrary to popular belief that spanking is ranked the least with the most negative outcomes. Maintaining authoritative discipline style creates emotional, long term benefits for the child, although there is difficulty to assert repetitive authority. Certain tips have be minimized to ensure help for creating an efficient plan for disciplining a child. First, decide what techniques fit your child’s temperament and needs. Each child has a different personality that best fits with different techniques, choose a plan that won’t completely change your child as a whole. Second, at an open time, discuss the disciplinary plan with your child and the reasoning behind it; attempt to do this at the earliest age possible to become consistent with disciplinary plans throughout childhood.   Do not discuss it once a child is in trouble, otherwise anger is control of punishment. Make sure fore a mutual understanding between child and parent the technique so there aren’t any arguments later about it. Third, always maintain respect; treat the child just as equally as you desire them to treat you. Apologize when things get out of hand, itll help the child have more respect for the parent. Fourth, consistency is the key factor to sustain goals of discipline; in other words, do not cave into any bad behavior because of not wanting to implement rules. Lastly, most important concept is to not overreact to child’s behavior. A child is development and constantly changing that certain components such as stress or lost of sleep may cause temporary mood swings. With each step being done, it can create success in achieving the a parent to achieve their ultimate goal for their child with discipline. Annotated Bibliography Regalado, Michael, et al. â€Å"Parents Discipline of Young Children: Results From the National Survey of Early Childhood Health.† Pediatrics, American Academy of Pediatrics, 1 June 2004, pediatrics.aappublications.org/content/113/Supplement_5/1952.full. The article examines the different disciplinary practices that are commonly used to provide the impact and or effect on a child’s upbringing and development. Each method was analysis from data to provide insight about the positives and negatives among each. The organization is the American Academy of   Pediatrics which specializes in children’s health, establishing credibility in knowledge of child internal development. I will use the material as data among each disciplinary method to establish my credibility upon my research. Sifferlin, Alexandra. â€Å"Best Ways to Discipline Kids.† Time, Time, 10 July 2015, time.com/3949328/disciplining-kids/. The article examines the eight methods of discipline for children. Each method is provided with expert insight to demonstrate effectiveness along with the negative long term impacts upon the child. The article itself was under Time research along with experts to comment under each method, establishing credibility among research. I will use this article to provide context among the common methods used to discipline children. Brennan, Dan. â€Å"Parents, Kids, and Discipline.† WebMD, WebMD, 5 Dec. 2017, www.webmd.com/parenting/guide/discipline-tactics#1. The article composes of research among   key factors to good child behavior, effective disciplinary methods, and guidelines to effective parenting. The article emphasizes the basis of trust between parent and child needed in order for the child to listen and learn more. The authors of the article have a MD, it also has three references of sources from American Academy of Pediatrics: Parenting Corner QA: Discipline, Parenting Corner QA: Disobedience.American Academy of Child and Adolescent Psychiatry: Discipline. and National Mental Health Association. I will use the article to establish how the relationship between parent and child impact the influence and or teaching from discipline. â€Å"Effective Discipline.† Advances in Pediatrics., U.S. National Library of Medicine, 9 Jan. 2004, www.ncbi.nlm.nih.gov/pmc/articles/PMC2719514/. The article describes how great of an impact effective discipline can cause in child development. It provides context on the different methods of discipline as well as the overall goal of it. The article is created from 15 different resources of publishers of book on discipline or those who study in the field of child development. I will use the article to further demonstrate the serious impact discipline has on child development, from internal issues to behavior. Laskey, B. J., and S. Cartwright†Hatton. â€Å"Parental Discipline Behaviours and Beliefs about Their Child: Associations with Child Internalizing and Mediation Relationships.† Freshwater Biology, Wiley/Blackwell (10.1111), 15 June 2009, onlinelibrary.wiley.com/doi/full/10.1111/j.1365-2214.2009.00977.x. The article goes into emphasizing common themes of internal problems that run among families, as many struggle to find the root or cause of the problem. However, individuals did not consider about parental discipline that may cause anxiety and internal problems for children. The author is the writer of the book â€Å" Child: Care, Health, and Development†, which is directly researched upon how adolescents are impacted by their environment making it safe to assume that the author conducted much research in the field of child development. I will use the article to maximize the fact that children are strongly affected by the way they are disciplined, as well as the parents too. Morin, Amy, and Steven Gans. â€Å"4 Types of Parenting Styles and Their Effects on Kids.† Verywell Family, Verywellfamily, 29 Mar. 2018, www.verywellfamily.com/types-of-parenting-styles-1095045. The article consists of research among the four common types of parenting uninvolved, authoritarian, permissive, and authoritative. Each is categorized with their effects on child development as well as informing the desired audience (parents) about which category their parenting falls under. The article is constructed by four different sources that specialize in discipline and parenting, as well as been reviewed by a professor at Harvard medical school, making it an unbiased review. I will use the articles to provide context on the four main styles of parenting and their effects. Lee, Katherine. â€Å"Find out Why Children Need Discipline.† Verywell Family, Verywellfamily, 22 Mar. 2018, www.verywellfamily.com/surprising-reasons-why-we-need-to-discipline-children-620115. The article evaluates the concept of â€Å"what is discipline?† It brings up the topic about what is the true goal and impact to why we discipline children.

5 Ways to Jumpstart Your Career in the New Year

5 Ways to Jumpstart Your Career in the New Year It’s a new year. This is the time when everybody takes stock of where they are in their life and career, which means a shockingly high percentage of American workers will decide to look for a new job this month. But†¦maybe we don’t need to be so hasty. It could be that your job is not the problem, there are just a few more things you could be doing to further your progress in your career. Try these five things before making any drastic changes. Who knows, you might realize you’re happier than you thought right where you are.1. Have coffee with your bossRather than wait for an annual appraisal, find time to grab a quick and casual cup of coffee with your manager or supervisor, or even the big boss- if appropriate- from time to time. You’ll express your keenness to develop and succeed, and get a better sense of what you could be doing to improve and grow. Plus you’ll be on the radar as someone sharp and hungry to move up the ladder, which no doub t will be remembered come review time.2. Stay in the familyMost companies prefer to promote from within. So why not keep an eye on positions up the ladder, or even in different departments, that might be suitable for you? If you’re not feeling challenged or rewarded enough, you can always approach your manager or HR rep about possibilities for moving within the company to a more mutually beneficial position.3. Ask about  trainingMost companies have programs for training their employees in new skills and software. If your current job isn’t giving you enough room to develop, why not ask your manager or supervisor if there are any training opportunities they could consider you for? It’s a win-win situation for you both. They get a better trained, more qualified employee; you get free education that will serve you throughout your whole career.4. Get mentoredDon’t just suck up to your boss. Find someone in the company whom you admire and ask if they might me ntor you. They’ll probably be flattered, and you’ll learn valuable things that can help you grow professionally, or even give you a boost up to the next rung of the ladder.5. Remain positiveSuccess begets success. If you want more recognition for the good work you are doing, consider noticing the good work of your co-workers and congratulating them on a job well done. At very least, you’ll build a positive, success-inducing work environment. At best, they will return the favor. Everybody wins.

Constitutional Law Essay Example | Topics and Well Written Essays - 2000 words - 1

Constitutional Law - Essay Example The history of constitutional law in the UK goes far back to 1689, the year in which the English Bill of Rights was passed. This bill curtailed the royal family’s legality to superimpose its will on the parliament – its unlawful suspension and imposing taxes through it. The then King William III and Queen Mary took an oath that they would obey the laws enacted by the parliament. The other important laws passed were the 1689 Toleration Act – promoting religious toleration and the 1694 Triennial Act – obstructing the king from dissolving the parliament and upholding of general elections after three years. These laws provide a background on the present sovereign status of British Parliament and its upper hand over English courts. (Magna Carta, 1215 - 1689 English Bill of Rights) (http://www.legalserviceindia.com/constitution/const_uk.htm) Albert Dicey, in his book Introduction to the Study of the Law of the Constitution (1885) has exposed the supremacy of Parliament thus: "Parliament... has... the right to make or unmake any law whatever; and further, that no person or body is recognised by the law of England as having a right to override or set aside the legislation of Parliament." The implications of this school of thought envisaged the supremacy of parliament to make laws. It provided for the future parliamentarians to override an earlier law and it was a prerogative of the Parliament only to make, amend and formulate new laws. Although the Act of the Union of 1707 created ambiguity regarding its application in Scotland and some members of Scottish jury disagreed with it in principle. It becomes clear in Lord Copper’s judgement in the case MacCormick v. Lord Advocate in 1953. "It is often said that it would be unconstitutional for the United Kingdom Parliament to do certain things, †¦If Parliament chose to do any of them the courts would not hold the Act of Parliament invalid." But the actual picture was quite different. In 2004 when the

Zhang Xin Essay Example | Topics and Well Written Essays - 250 words - 2

Zhang Xin - Essay Example Zhang use of these colors on his artwork symbolizes the unity of the human beings which he relates with history. The dark colors on the painting reflect painter’s idea of preventing access to the past and by incorporating such colors and war materials such as armor, horses, and swords into his work, Zhang directly engages the observer with the question of history and memory, reality and truth (Honour and Fleming). I like Zhang artwork because through his paintings, he exposes more information about history as well as bringing about memories of truth and reality. Colors and materials incorporated into the paintings say more about the â€Å"vexed subject† of history. The idea drawn from the pictures is relevant because it helps me understand history more vividly. One thing that does not escape from Zhang painting is his ability to connect his artwork with the great events happening throughout history and the entire view of the world. The attached paint of two cocks fighting elucidates the painter’s genuine creativity whose receptiveness influences a broader range of studies. The fighting cocks expresses strength, majesty and perhaps dynamic forces of the stronger. Just the green color symbolizes healing and perseverance, probably the paint stands for the injustices and oppression of the weak. However, as mentioned earlier, Zhang paintings concentrated on humanity and connectedness with

Reflective Account Essay Example for Free

Reflective Account Essay This seemed to keep his mind off worrying about were his wife or daughter was and stopped him from wanting to walk about the ward. After a while the patient asked if he could lie down for a while, and I explained that this was ok. I lowered the bed for the patient as low as it would go, to prevent the patient from falling or injuring himself while climbing into the bed. By doing this I was following the guidelines set out by the health and safety at work act 1972 and carrying out risk assessments to prevent harm to myself or others. Once the patient had got into the bed safely I put the bed side up to prevent him from falling out while he was sleeping, I then gave him his buzzer. Before leaving the room I asked the patient if he would like the room door left open or closed over, by doing this I was promoting the patients right to choice and individuality. I then left the room and closed the door as the patient had requested, and told the staff nurse in charge of him, that he was now sleeping, and that I had emptied his catheter bag and updated the fluid balance chart. I had to tell the staff nurse that I had left the room, so that if anything happened they knew that I was not there, as I would be accountable for it. Being accountable for my actions is one of the NMC code of conduct and is in line with professional accountability. I think that this task was very fulfilling as I was able to help other staff around me, as well as keep a patient calm. I enjoyed talking to the patient and found it very interesting. It also allowed me to practice keeping patient’s charts up to date. References

Portrayal of Masculinity in Art Essay -- Essays Papers

Portrayal of Masculinity in Art According to several versions of the Webster dictionaries, the word â€Å"masculinity† refers to the characteristics of being masculine, manly, male stereotypes, having or occurring in a stressed final syllable , having the final chord occurring on a strong beat , of or forming the formal, active, or generative principle of the cosmos. The word â€Å"masculinity† overall reflects the stereotype of men being a strong force, in music chords or in general. Looking into Brett Eberhardt’s drawing, â€Å"Introduction†, the thought of sexuality barely crossed my mind. After talking to Mr. Eberhardt about his choice to draw a self-portrait, he stated that he wanted to depict a human, male or female. It just so happens that he draws himself best. Eberhardt’s drawing is nostalgic in the depiction of curiosity. The suggestion of curiosity plays with many topics that range from childish curiosity to sexual curiosity. So I wondered how his piece might be considered a masculine drawing and how masculinity has been portrayed...

Anaerobic respiration in yeast Essay

AIM: See the effect of temperature in anaerobic respiration of yeast by counting carbon dioxide bubbles. HYPHOTESIS: Anaerobic respiration in yeast will decrease as temperature increases. VARIABLES: Independent: Temperature Dependent: Rate of anaerobic respiration in yeast Fix: Volume of sugar solution (40ml) , Concentration of sugar solution, yeast mass (2g), volume of solution of yeast & sugar all together (20ml) MATERIALS: Delivering tube 2 test tubes 2 beakers Bunsen Burner Tap Water Thermometer ( ±0.1 °) Electronic Balance Spatula Sugar Solution Yeast Water Measuring Cylinder PROCEDURE: 1. Measure 40 ml of sugar solution with the measuring tube. Place the 40 ml on the big beaker 2. Measure 2 g of yeast using the electric balance. Place the 2 g on the beaker with the sugar solution 3. Stir the yeast-sugar solution (Solution A) using the glass stick until the yeast has completely dissolved 4. Separate Solution A into two 20 ml solutions (Solution A1 and Solution A2). To do so, measure 20 ml with the measuring tube and place them on a small beaker. Repeat the procedure with the other 20 ml. 5. Prepare a water bath on the Styrofoam cup. Using the thermomether, make sure the water bath has a temperature of 45 °C. 6. Light the Bunsen burner. Heat solution A1 to a temperature of 40 °C 7. Using the measuring cylinder, measure 15 ml of Solution A1 and place them on one of the boiling tubes. Cover the boiling tube with the delivery tube and place the other end of the delivery tube into a test tube which contains tap water 8. Count the number of CO2 bubbles  coming out of the delivery tube. Record the number of bubbles which came out each minute (checking time with the stopwatch) 9. Repeat from step 5 with Solution A2, but this time heat the solution up to a temperature of 100 °C instead of 40 °C. CONCLUSION: We may realize that our aim was successfully achieved because we  were able to know the effect of anaerobic respiration in yeast in 2 temperatures: 40 ° & a boiling temperature (90 °-100 °). If we see our results we may see that in test tube B, the one with the boiling water, hasn?t produced CO2 bubbles, there is no bubbles because yeast is boiled, so yeast don’t breath because when it was boiled it was killed, that causes yeast to not to breath. By looking at the formula of anaerobic respiration in fungi (yeast) & bacteria: We can see that yeast contains glucose, because if the product is CO2 , the have to contain glucose. If we see graph 1 we can see that the line that indicates de results for water at 40 ° is increasing as time passes. As I already mentioned, at a boiling temperature yeast don’t breath so we can say that as temperature increases less CO2 bubbles are produced, so less respiration is done by yeast. EVALUATION: One way in which we may improve the experiment is by doing different ranges of temperatures, & changing the volume of yeast it would be interesting for another experiment. One of the main source of uncertainty in this experiment is the observer because if you confuse the number of bubbles the results may be different, in another way the observer could be the source of uncertainty is by when reading the thermometer placed into the water, you may confuse and the results will not be the same because yeast will be placed in another temperature.

A Comparison of a Nuclear and Extended family

Modern day families have evolved over time. In the UK today many types of families exist, from the single parent family to families with fostered or adopted children. This essay will focus predominately on the ‘extended' and ‘nuclear' family structures that I have encountered. I will compare and contrast the framework of these by discussing the inter-relationships within my own extended family. I shall also discuss the different ways of rearing and caring for children and show how the roles of parent and child continue to evolve. Typically a nuclear family can be defined as a unit, which consists of a father, mother, and at least one child. This structure is found in almost all societies although the period in which it remains in this form varies. An extended family, while incorporating the nuclear family pattern is a wider grouping of relatives that characteristically spans three or more generations without the restriction of living under one roof. (Nobbs et al 1989) – See appendix 1. Research has shown (Fletcher, 1966) that families in lower socio-economic groups involved in semi skilled or manual jobs (working class) are less likely to move for work or educational reasons than those of a nuclear family. This means that they are more likely to be a part of a long established extended family. Nuclear families in contrast are more prevalent in higher socio-economic groups, (white collar), often employed in managerial, administrative and professional jobs. These families are more likely to relocate away from relatives and family friends for higher salaries and better jobs prospects. Nuclear and extended families continually re-size and re-model themselves and the changes that this brings can significantly alter the lives of the children. My own family, for example has changed since the 1960's when I was part of an extended family surrounded by aunts, uncles, cousins, grandparents, and great-grandparents. Neighbours were also considered as family because they lived in the same four storey Victorian house as us. Affection, duty and common interests closely connected us. Additionally, the daily contact was helpful and welcoming in that it offered practical support and comfort in times of stress concerning childrearing, financial help, problem solving and child-care. These were all advantages of belonging to an extended family. In contrast, as a parent in a nuclear family, we now live away from relatives and while able to gain emotional support by telephone and letter, the distance makes practical support difficult. It is noticeable that changes in traditional patterns of family life in the UK have been taking place in the last half century. The advent of more efficient methods of contraception since the 1960's have led to families having fewer children, compounding the trend for smaller family units (Beaver et al, 1995). My extended family has dissolved through the loss of my parents' relatives and friends through death or relocation. It now equates more closely to a nuclear family model, where I live with my children forming a small group with no other relatives living with them or close by, symbolic of what is occurring in the U. K. today. According to Henwood, et al, (1987) both extended and nuclear families in society are expected to provide many functions. Most important is their duties to provide for the needs of children, as the young are unable to care for themselves, and through their growing years require guidance. The family teaches children values, rules for behaviour and a common language providing the most basic environment for children to learn the culture of the society of which they are a part. Peers, schools and the media have a strong influence as children grow older, but the basic foundations are learnt within the family. The provision of this quality of care today by others outside the family unit would prove very costly and often be less effective. (Woodhead, et al, 1988) Families provide children with name and create a position in society for them. The family portrays a sense of belonging and a feeling of value. This feeling of worth is important to a child's development. I work with special needs children, or whom 50% have no strong family relationships. These children are, understandably, emotionally unstable. Children need a family to meet their needs for love, affection, company and security. In the U. K. today family life is regarded as paramount for emotional and social well-being of a child, and much emphasis is put on social services such as fostering and adoption for providing continuity to a child's up-bringing. ( Barnes, 1995) Economic support varies between families. Both the extended and nuclear family are economic units, however, in the U. K. family members are no longer totally dependent on each other for economic survival. The state provides an economic safety net through State benefits that prevent starvation and destitution reminiscent of the past. (Vasta, et al, 1995) The differences between extended and nuclear groups determine how these functions are carried out. Children in extended families can be seen to have the opportunity to develop and experience a wide variety of relationships, as relatives constantly surround them. However, these children, as in my case, are unable to experience privacy or personal space that they often yearn for as the regular presence of relatives and other children obstruct any opportunity. A feeling of constant pampering and scrutiny by others breeds a need to please a larger number of people, thus causing long-term affects of anxiety, in not being able to act on one's own initiative or actions. Recollections of my own upbringing are ones of confusion, never knowing who to listen to, or who was right. Discipline was not consistent among all my carers in the family. This often resulted in myself falling foul to different codes of behaviour being upheld by different adults. Studies by Farmer (1979) has shown that, particularly among the extended working-class families, there is considerable relationship of dependence and mutual aid between the wife of a family and her own mother. It goes on to point out that that the re-housing of young working-class families in ‘New Towns', thus creating a nuclear unit, at a distance from ‘Mum' suddenly presented young wives with a disquieting independence, finding themselves forced to act on their own initiative. This caused emotional upset, as this was a responsibility unaccustomed to them. It is important, therefore, in some areas that the extended family stays intact. The fathers in a ‘mother- centred' family often have little real authority with which to play out their expected role as head of the household and form strong relationships instead with work colleagues. Sons often follow their father's footsteps into the same profession, often working side by side with them, forming the same strong bonds between father and son, as the daughters accomplish with their mothers. Children tend to have more playmates that are cousins, and the older ones are frequently called upon to care for siblings within the extended family. Close relationships within an extended group have their value, but they can also be limiting, confining, frustrating, so that the loosening of ties for some people at any rate, may constitute a desirable improvement in lifestyle. Family living in close proximity tend to disrupt each other's' personal goals in life and get in each other's way emotionally and socially (Duck, 1992). In comparison children growing up in a nuclear family tend to experience closer relationships with their parents. They can receive a lot of individual attention and have more space and privacy. However, at times, they may also feel isolated in that they have fewer relatives to turn to in times of parental and/or sibling confrontation so encouraging relationships with friends and neighbours also. The nuclear family promotes freedom and independence. It allows for the qualities of maturity and self-reliance in individuals. Husbands and wives share equal status within the nuclear group, enjoying a relationship based increasingly upon mutuality of consideration. They appear to be democratically managed, where both parents tend to include the children in arriving at any family decisions. Parents have more time for each other and their children receive a greater degree of attention, effort and expectation from relationships concentrated within this unit. Significantly children of nuclear families form the basis of their beliefs surrounding relationships from these encounters. The stress and harmony levels that they contain can considerably affect the characteristics of social relationships with peers. Duck, 1992). The parental roles within extended families tend to be more complicated but clearly structured by gender. The mother concentrates on expressive gestures, giving warmth, comfort, care and performing all of the household chores while the father provides financial security, upholds discipline and undertakes household tasks that require more physical strength. The boys and girls are set tasks, which usually follow the roles of the respective parent. For example, girls will help in the kitchen while boys will help clean the car. The nuclear family in contrast seems to show much more flexibility in these roles where less importance is placed on the specific roles of parents and children and more is channelled towards a family team effort. When the children are young the father often takes on more domestic, traditional household, and childcare roles, only relinquishing them as they grow up. Often the parents of nuclear units both work, and do not enjoy the day-to-day practical support seen within an extended family. As teenagers the children often take responsibility for tasks in their parent's absence. Herbst, 1960) The nuclear family can however, come under stress without the support of a larger family network that can act as child minders or mediators, and it could be argued that this causes the fragility, which often leads to the unit quickly disintegrating should confrontation between the parents, becomes rife. This inevitably causes a great deal of emotional upset and economic strain. In the UK between 30% and 50% of nuclear families experience this causing divorce rates to remain high (Bruce et al, 1999), prompting the suggestion that ambition and dreams are often the key drivers in this type of family. Nowadays, nearly 50% of the work force in the U. K is female, although, the younger the child determines whether women work full or part time (Donnellan, 1991). This in itself probably reflects on the distinct absence of affordable child-care for younger children. As already mentioned childcare among extended families is not normally a problem as other members and sometimes-older children provide the care needed when the mother has to hold down a job. (Allan, 1979) With the comparisons and contrasts of the nuclear and extended family units in mind it is important to also consider the parental styles adopted. The mix of rearing practices used by parents and, where relevant other family members, is strongly debated among child psychologists for the positive and negative effects that they have on the behaviour of children. Baumrind (1972) and more recently Grusec and Lytton (1988) identified three models of parenting, authoritarian, permissive and authoritative, with which parents and other adult family members rear children. In the authoritarian model absolute standards are used to control a child's behaviour with obedience and punishment being paramount. Invariably physical and emotional blackmail are adopted. The child's behaviour as a result alternates between aggressive, moody, and irritable and often induces a vulnerability to stress. Contrastingly, permissive parents register few demands or expectations for a mature independent behaviour, often condoning bad behaviour through lack of good communication. The child, as a result lacks self-control, and shows aggressive and impulsive traits attached to a low self- esteem. The authoritative style produces energetic and friendly children as at the core lay clear communication within a warm, responsive and fair model. The child's wishes are always considered yet those who are disobedient are kept in check. This leads to a child that copes with stress well and has a co-operative and self-reliant outlook on life. Minimal evidence can be found to determine which of these styles of parenting are dominant in any particular family structure, but inevitably it would be fashioned by how the parents were themselves raised. From experience of working in a secondary school that accommodates a high percentage of children from working class, and probably extended families, it is noticeable that their children show many of the visual signs associated with the authoritarian style. Often their behaviour is aggressive and they appear unhappy and stressed with life. Importantly, from a teaching perspective it is essential to be aware of the specific family structure when dealing with a child. To be able to work effectively with children and families alike it must be remembered, whatever the family type, the family forms a central part of any child's life. We should be deterred from stereotyping families in order to best assist children in their education. In summary this essay has compared and contrasted nuclear and extended families and identified the roles and relationships that are prevalent among the more conventional of these family structures. Personal reflections have been included, where relevant, to add realism. It has explained how family life has evolved in recent times and given an insight into the parenting styles adopted and the effect they have had on the child.

My Mother Said I Never Should Essays

My Mother Said I Never Should Essays My Mother Said I Never Should Essay My Mother Said I Never Should Essay Essay Topic: Play When looking for my contemporary monologue I at first wasnt sure what kind of monologue I wanted, I knew I wanted one which showed quite a bit of emotion but as to which monologue I should of chose I was stuck on. I eventually found one monologue its called my mother said I never should by Charlotte Keatley. The play is about difficult relationships between mothers and daughters. It goes forwards and backwards between 1905 and 1987. It shows the lives of four generations of women, their loves, expectations and choices throughout their lives. They are set against the huge social changes on the twentieth century. In the scene from which my monologue came from it is in 1987, Jackie is in her mid-thirties and she runs an art gallery in manchester. She has a very successful life but has a very painful secret. In the the early seventies at the age of nineteen she gave birth to an illegitimate daughter Rosie. She couldnt handle the demands of single parenthood after Rosies father moved away with another woman. She then had to give Rosie up under pressure from her mother, and so she was brought up by her grandparents. Another example would be that Jackies career and opportunity for the future couldve been destroyed because she fell pregnant with Neils baby, and soon after, Neil abandons her. The message the playwright was trying to put across is the how the unique bonds between mothers and daughters survives behind closed doors, and how secrecy may slowly destroy a family. The practical problems I foresaw in performing this play were being able to mentally as well as physically change myself into a female child, teenager, adult or old woman. I also found it challenging to be able to relate to each character and infuse a little part of my personality to each of them. I found I had these problems because I have not experienced some of the things the characters within the play had done. I managed to overcome this by remembering certain plays/television programmes/films I have seen that cover the certain subjects that each character was going through, for example when Jackie fell pregnant, I thought of Lolita by Stanley Kubrick when Lolita falls pregnant at 16/17.

6 Steps to Accepting a Job Offer With Professionalism

6 Steps to Accepting a Job Offer With Professionalism All right! After rounds of applications, interviewing, and your very best professional behavior, you have a job offer. The company liked it, and now they want to put a ring on it. How you react to this offer can really set the tone for your tenure as the newest employee of JobCorp, so be sure to play it the right way. 1 .  Say thank you.Even though you’ve already sent a thank-you note to everyone whose inbox you touched through this hiring process (you have sent those notes, right?), you still need to thank whoever is extending you the offer. It could be your new manager or it could be a Human Resources hiring specialist you’ll never see again, except at company-wide pizza parties. Regardless, extend a hearty â€Å"thanks,† and be sure to tell them how excited you are about discussing the offer further.2.  If it’s not in writing, get a paper trail.Some companies like the personal touch of calling candidates to extend an offer. This is usually followed by a confirmation email or letter, but it’s on you to make sure that step is forthcoming. It can be as easy as saying, â€Å"Great, thanks so much! Will you be sending me the details and next steps in an email?† That way, you have all the necessary details after you start to come down from the I got the job euphoria.3.  Make sure you understand the timeline.It’s okay to ask how long you have to give a final answer. You don’t win anything for responding in record time, and employers expect that there will be some negotiation happening. If the answer is that you need to answer immediately, that’s not a great sign- a day or two is a very reasonable request for making such a big decision.4.  Get ready to negotiate.Once you have the details about salary, benefits, and job description, decide whether they work for you. This is your chance to bump up your offer package. You may or may not be successful depending on what you’re asking and what t he company can give, but having realistic asks ready to go will help keep things moving.5.  Once you’re ready to say yes, make sure all details are clear.Reiterate (in writing if possible- remember the paper trail) the details of the offer, including salary, start date, and any points that you negotiated. From a legal standpoint, it makes everything clear, but that doesn’t mean you should see this as an adversarial thing where you’re likely to see your new employer in court someday. Really, it’s just as much for your own benefit, to make sure you have everything straight in your own head. That way, there are no nasty surprises on day one.6. After you say yes, start asking transition questions.Is there an orientation for new employees? Do you need to fill any paperwork out before you start? Can you get your million dollar signing bonus in gold coins? (That one’s assuming the negotiation went really well.) It shows that you’re already a full y engaged employee, and it will keep you excited for your new start as you prepare to say goodbye to your current job.

In what ways was the Ottoman Empire different to its West European Essay

In what ways was the Ottoman Empire different to its West European counterparts - Essay Example During the reign of Muhammad II that lasted between 1451 and 1481, Ottoman Empire was actively involved in absorbing other states. Within this period Ottoman Empire was able to end all the other local Turkish dynasties hence becoming the superpowers of the region. With such a heavy backing from the fact that they had no dynasties to compete with, Ottoman Empire’s expansion started under Osman I, Orkhan, Murad I, and Beyazid I, which happened at the expense of numerous other empires such as Byzantine, Serbia, and Bulgaria. Due to pressure from Ottoman, another active and strong empire, Bursa fell in 1326, which was followed by the fall of Adrianople in 1261 (Said, 1978). Amazing, besides ensuring that these two (Bursa and Adrianople) empires fell, Ottoman Empire mocked them by making them the capital of the empire in turns that is, when Bursa fell it was made the capital and later on Adrianople was made the capital of the empire after its fall (Dale, 2010). This marked the begi nning of expansion for Ottoman Empire, which continuously grew and developed through taking over other Turkish dynasties or empires. Period of Great Expansion Through Muhammad I, Ottoman Empire was united against other empires. Muhammad I strongly believed that the only way of expanding of the empire was to take over other empires that surrounded Ottoman Empire. Consequently, many empires were victims of such strategy thus marking the initial stage of the â€Å"Great Expansion† (Dale, 2010). Amongst the taking over that occurred during the period of Great Expansion include victory at Varna and the 1453 capture of Constantinople. It is amazing how Ottomans changed from nomads to being the heirs of most ancient existing empire within Europe (Palmer, 1992). The weakness and disunity of the adversaries that competed and surrounded Ottoman Empire was a great step in enhancing the empire’s success. In addition, Ottoman through Muhammad I created a well-organized military gro up, which ensured that all the captures and take over was successfully done (Dale, 2010). Their military organization was considered superior to all the other surrounding dynasties (Said, 1978). Surprisingly, such military organizations consisted of mainly Christians who were not only corps of Janissaries but also volunteers who were ready to fight for their empire (Dale, 2010). With such beautifully organized military organization, Ottoman was able to continuously expand until the 16th century where the expansion and growth of the empire reached its peak. Defeating the Hungarian in 1526 gave Ottoman Empire a boost and confidence in more capture and take-over especially the 1541 capture of Buda as well as taking in of major part of Hungary that form Ottoman’s empire. Continuous capturing and taking over of different dynasties led to the opening up of the empire’s boundaries into Persia and Arabia; a factor that enhanced the strength within the region. During the reign of Selim I, more dynasties were defeated giving opportunity and strength for the expansion and growth of Ottoman Empire. In 1535 when Sulayman I started his reign, the empire continued to capture and take over more empires in a bid to being the heir

Intellectual Property Rights (IPR) Report Essay

Intellectual Property Rights (IPR) Report - Essay Example Keep it simple when it comes to developing the content. Keep it non-legal. When writing the assignment, assume that you are talking to the CEO of software or manufacturing company. Thus, including only important aspects of IPR that are useful for them. For each of the following aspects of your report, decide which statement best describes your achievement of the criteria and use this to determine a mark. A range of marks is associated with each statement. For example, if you think that ‘The overall structure of your report is logical. Information is for the most part organised in well constructed sections and paragraphs.’ best describes your achievement under Organisation of material, the range of available marks is between 60 and 69. If you think you have fully achieved at this level you can award yourself a mark of 68 or 69. If you feel that you have mostly achieved at this level, you might give yourself a mark of 64 or 65. And if you have only just reached this level of achievement give yourself a mark of 60. Please note that this self-assessment does not affect the actual marks that will be awarded by the tutor. The purpose is to discover how far your perception of your achievement matches the marks that are assigned by the