Behavior Problem Essay Example for Free

Behavior Problem Essay The management of disruptive behavior problems is a familiar concern for many schools. Student’s behavior problems are challenging at all levels in school in recent years, behavior difficulties in school have increased, teachers seem to be unprepared to deal with these problem. According to C. E. C. P (1998) â€Å"Difficult student misbehaviors, reported by teacher include violation of classroom rules, being truant from school, blaming others for problems, irresponsible behavior, and destruction of property. p. 21) Given the seriousness of these behaviors, teacher are spending disproportionately more time on behavior problems that take away from instructions, compromising learning for both the student with the behavior difficulties and rest of the classroom. Therefore, teachers need to formulate a plan to help students with their behavioral problems so that the learning and teaching process happens actively and smoothly. 2. 0 Behavior Problems 2. 1 Definition of behavior, problem, and behavior problem. Behavior Behavior defines as the manner in which one behaves / The actions or reactions of a person or animal in response to external or internal stimuli. One of these actions or reactions: a hormone . . . known to directly control sex-specific reproductive and parenting behaviors in a wide variety of vertebrates (Thomas Maugh II). (Cited from American Heritage Dictionary) Problem Problem defines as any question or matter involving doubt, uncertainty, or difficulty/ a question proposed for solution or discussion / difficult to train or guide. cited from dictionary. com) Behavior Problem So basically behavior problems have both of the elements of behavior and problem. Which defines as a n action or reaction of a person to external or internal stimuli which involves qoubt, uncertainty or difficulty. 2. 2 Types of behavioral problems. There are 11 most common types of behavioral problem that a teacher might encounter in schools. (KidsBehavior (UK). mht). They are; a)Aggressive Outburst b)Biting peers or objects c)Pulling peers hair d)Banging their head )Hitting their peers f)Pinching their peers g)Always being absent to class h)Using violence in classroom i)Lying/ blaming others j)Usage of vulgar/abusive words k)Stealing Not only behavior problems distract the attention in a classroom but also behavior disorder. Behavior disorder is a much more severe problem than behavior problems. This is because behavior disorders are hardwired in the students system. There are many types of behavior disorders and among them are a) autism, b) post-traumatic stress disorder and many more. Unfortunately, a teacher would not be able to help these types of children because this type of children needs special attention. Therefore, if a teacher recognizes any kind of behavioral disorder in a child, the teacher should inform to his/her parents as soon as possible. As concerning with behavioral problems, there are number of methods/strategies techniques available to cure them. Teachers should know these methods/strategies/techniques in order to help the students to mend their behavior problem and to help the school from facing displin problems. The term for this methods/strategies/techniques is Behavior Modification 3. 0 Overcoming Behavior Problems with Behavior Management and Behavior Modification 3. 1 Definition of Behavior Management and Behavior Modification. Behavior management skills are particularly of importance to teachers in the educational system. Behavior management is all of the actions and conscious inactions to enhance the probability people, individually and in groups, choose behaviors, which are personally fulfilling, productive, and socially acceptable. Behavior modification is the use of empirically demonstrated behavior change techniques to improve behavior, such as altering an individuals behaviors and reactions to stimuli through positive and negative reinforcement of adaptive behavior and/or the reduction of maladaptive behavior through positive and negative punishment. 3. 2 Behavior Management 1) Behavior management is applied at the group level by a classroom teacher as a form of behavioral engineering to produce high rates of student work completion and minimize classroom disruption. ) â€Å"Contemporary behavior modification approaches involve students more actively in planning and shaping their own behavior through participation in the negotiation of contracts with their teachers and through exposure to training designed to help them to monitor and evaluate their behavior more actively, to learn techniques of self-control and problem solving, and to set goals and reinforce themselves for meeting these goals. – (Br ophy (1986)) ) The most common practices of this behavior management rely on the use of applied behavior analysis principles such as positive reinforcement and mild punishments 4) This principle follows the Operant Conditioning system by B. F. Skinner, which is to describe the effects of the consequences of a particular behavior on the future occurrence of that behavior. There are four types of Operant Conditioning: Positive Reinforcement, Negative Reinforcement, Punishment, and Extinction. Both Positive and Negative Reinforcement strengthen behavior while both Punishment and Extinction weakens behavior. ) Examples of situation whereby the teacher uses the two main types of operant conditioning. 3. 2. 1 Positive Reinforcement Definition: Is an attempt to increase the likelihood of a behavior occurring in the future, an operant response is followed by the presentation of an appetitive stimulus. Example of situation in a classroom on how to use positive reinforcement. A teacher who uses positive rein forcement will constantly and consistently praised the students, ignored small infractions and was encouraging no matter what answer the students get. Once one student was totally off track with his answer and the teachers response was no, but you are thinking and that is what I enjoy seeing you think, listen to others and try again. Every minute or two the teacher was saying something positive. 3. 2. 2 Negative Reinforcement Definition: Negative reinforcement occurs when a behavior is reinforced by removal of a stimulus. The word negative does not mean unpleasant. It means a stimulus is removed or subtracted from the situation as a form of reinforcement Example of situation in a classroom on how to use negative reinforcement. Suppose your teacher said you could skip the final exam by studying an extra chapter and taking a quiz on it. You might study an extra chapter (your studying behavior would be made more frequent) because of the promise of an unpleasant stimulus, being removed (no final exam) Another example: If a student is trying to be the centre of the limelight by disrupting the classroom the teacher can use the avoidance strategy or punishment strategy as a negative reinforcement to the student. 3. 3 Behavior Modification The principles of using behavior modification are: ) To develop a new behavior b) To strengthen a new behavior , c) To maintain an established behavior, d) To stop inappropriate behavior, and finally e) To modify emotional behavior. (Adapted from: Krumboltz, J. , Krumboltz, H. (1972). Changing childrens behavior. New York: Prentice-Hall. )   There are 3 main principles to develop a new behavior which are i. Successive Approximation Principle: ( To teach a child to act in a ma nner in which he has seldom or never before behaved, reward successive steps to the inal behavior. ) ii. Continuous Reinforcement Principle: (To develop a new behavior that the child has not previously exhibited, arrange for an immediate reward after each correct performed it incorrectly. iii. Discrimination Principle: (To teach a child to act in a particular way under one set of circumstances but not in another, help him to identify the cues that differentiate the circumstances and reward him only when his action is appropriate to the cue. ) B : To strengthen a new behavior There are 2 main principle in strengthening a new behavior. i. Decreasing Reinforcement Principle: (To encourage a child to continue performing an established behavior with few or no rewards, gradually require a longer time period or more correct responses before a correct behavior is rewarded. ) ii. Variable Reinforcement Principle: (To improve or increase a childs performance of a certain activity, provide the child with an intermittent reward. ) C :To maintain an established behavior There is 1main principle in estbablishing a new behavior . Substitution Principle: (To change reinforcers when a previously effective reward is no longer controlling behavior, present it just before (or as soon as possible to) the time you present the new, hopefully more effective reward. ) D :To stop inappropriate behavior There is 3 main principle to stop inappropriate behavior i. Satiation Principle: (To stop a child from acting in a particular way, you may allow him to continue (or insist that he continue) performing the undesired act until he tires of it. ) ii. Extinction Principle: (To stop a child from acting in a particular way, you may arrange conditions so that he receives no rewards following the undesired act. ) iii. Punishment Principle: (To stop a child from acting in a certain way, deliver an aversive stimuli immediately after the action occurs. Since punishment results in increased hostility and aggression, it should only be used infrequently and in conjunction with reinforcement. ) E : To modify emotional behavior There is 2 main principle to modify emotional behavior ) Avoidance Principle: ( To teach a child to avoid a certain type of situation, simultaneously present to the child the situation to be avoided (or some representation of it) and some aversive conditon (or its representation) ii) Fear Reduction Principle: (To help a child overcome his fear of a particular situation, gradually increase his exposure to the feared situation while he is otherwise comfortable, relaxed, secure or rewarded. ) CONCLUSION The effective use of behavioral and cognitive strategies in the classroom may appear daunting even to experienced teachers. However, changing your behavior and strategies is often the most efficient and effective means of improving all types of classroom behaviors Through practice comes proficiency. The building block of emotions and behavior likely contains the largest and most diverse set of problems encountered in the classroom. By first understanding these problems and seeing the world through the eyes of your students, and, then developing and using a set of i strategies on a regular basis, problems of emotions and behavior can be effectively managed and changed in the classroom and also behavior problems can be mended.

Human Development Theory And Social Work Issues Social Work Essay

Human Development Theory And Social Work Issues Social Work Essay This study deals with the utility of human development theory in understanding practical social work issues. It takes up the case of the Murray family (provided in the appendix to this essay) and using the family as a base, attempts to apply different aspects of human development theory in a practical real life scenario. The study is divided into five specific sections. The first section briefly describes the circumstances of the Murray family. This is followed by the application of two theories of human development, (a) Erik Eriksons psychosocial development theory and Bronfenbrenners Ecological Model of Human Development, to understand child and adult development, (b) the ways in which political and social processes influence human development, (c) the role of inequalities in human development, and (d) the ways in which theories of human development underpin social work knowledge and values. The Murray family scenario is elaborated in detail in the appendix to this study and is thus being taken up briefly here. Jack (43) and Evelyn (36) Murray stay with their daughter Lora (6) and Evelyns mother Doris (71). Jack has two other sons, Seb (17) and David (15), who live separately. Jack Murray was an adopted child. He was brought up by parents who were open about his adopted status and has never shown any inclination to trace his biological parents. Jack has alcohol related problems and is prone towards domestic violence. Evelyn has been hurt and that too badly, in the recent past. Lora is doing well in school and is cared for by Doris, who is however becoming frail. She had to be placed in an emergency foster care environment during her summer holidays, even as her mother made use of a womens shelter to escape the difficulties of her home. Doris worries about being separated from her granddaughter and family if she were to go to a care home. All family members have expressed their willingness to work with a social worker. Application of Theories of Human Development Erik Eriksons theory of human development was first advanced in 1950 and has been significantly augmented in later years (Brenman-Gibson, 1997, p 329). Eriksons psychosocial theory states that life can be segregated into 8 stages from birth to death, which comprise of (a) infancy (birth to 18 months), (b) early childhood (18 months to 3 years), (c) play age (3 to 5 years), (d) school age (5 to 12 years), (e) adolescence (12 to 18 years), (f) young adulthood (18 to 35 years), (g) middle adulthood (35 to 55 or 65 years) and (h) late adulthood (55 or 65 to death) (Brenman-Gibson, 1997, p 329). Each of Eriksons 8 stages involves a crisis that is characterised by two opposing emotional forces. Infancy, for instance, involves trust v mistrust and is characterised by the care of the mother for a child with an emphasis on touch and visual contact (Christiansen Palkovitz, 1998, p 133). Successful transition through this period results in individuals learning to trust in life and to have confidence in the future, even as problems during this period can lead to feelings of worthlessness and mistrust (Christiansen Palkovitz, 1998, p 133). The school age of 6 to 12 years is similarly characterised by the opposing forces of industry and inferiority (Brenman-Gibson, 1997, p 331). Individuals are capable of learning, building and achieving numerous skills and knowledge during this period, thereby developing feelings of industry. This stage of development can also lead to the experiencing of feelings of inferiority and inadequacy with peers and result in problems of self esteem and competence (Brenman-Gibson, 1997, p 331). Eriksons philosophy rests on two important themes, namely (a) that the world enlarges as people go along, and (b) that failure is cumulative (Douvan, 1997, p 16). The first theme is indisputable. Whilst the second is debatable, it is true that children who have to perforce deal with difficult circumstances find it challenging to negotiate later stages in their lives in comparison with others (Douvan, 1997, p 16). Various studies have revealed that children who were not stroked as infants find it difficult to connect with others in their adulthood. Eriksons theory of human development has gained wide acceptance and is often used as a framework for understanding the nature of issues that lead to current behaviour and to prepare for the coming stages (Douvan, 1997, p 16). The analysis of the Murray family members reveal that Jack Murray could have suffered from lack of stroking in his infancy, especially up to his adoption at the age of 6 months. This could have resulted in entrenched feelings of worthlessness and tendencies to mistrust the world. Such feelings, along with his experience of growing up as an adopted child, may have inculcated feelings of low self esteem and be causal in his current drinking problems. Whilst Lora has grown up in the presence of affectionate parents and a loving grandmother, she is now entering the school age and the coming 6 years will enlarge her contact with the world, where parents whilst still important will not be the complete authorities they have been until death. The application of Eriksons theory of human development helps social workers in understanding the various influences that individuals experience in the course of their lives and the roles of such influences in guiding their current behaviour and their emotional and social attitudes (Raeff Benson, 2003, p 61). Bronfenbrenners ecological model was first introduced in the early 1970s. His general ecological model is defined by 2 propositions (Brendtro, 2006, p 162). The first proposition states that human development, specifically in the early phases but also throughout life, occurs through processes that progressively become more complex and involve reciprocal interaction between active and evolving humans, who are bio-psychological in their approach, and the people, objects, and symbols in their immediate environment (Brendtro, 2006, p 162). Such interaction, when it occurs over extended time periods, on a regular basis are termed as proximal processes and can be found in activities between parent and children, children and children, and solitary or group play, as well as in reading, getting to know new skills and performing complex and difficult tasks (Brendtro, 2006, p 162). The second proposition states that the power, content, form and direction of these proximal processes influence development in a varying manner on account of the characteristics of developing individuals (Brendtro, 2006, p 162). Such development is also influenced by the environment in which such processes take place and the nature of development outcomes that are under study. The mother infant interaction, (an important proximal process) emerges as an important predictor of developmental outcomes (Brendtro, 2006, p 162). Bronfenbrenners theory defines 4 different types of systems, namely the Micro system, the Meso system, the Exo system and the Macro system, which shape human development (Austrian, 2002, p 43). The Micro system comprises of the family, classrooms and schools, and other systems in the proximal environment in which people operate. The Meso system represents the interaction of two micro systems, like the connection between the home and the school of a child (Austrian, 2002, p 43). The Exo system represents the environment that is external to the experience of an individual and in which his or her involvement is indirect, but which effects development, all the same. The workplace of the parents of a child is a relevant example of an Exo system. The Macro system represents the larger cultural context (Austrian, 2002, p 43). Bronfenbrenners theory perceives the environment of a child in terms of quality and context and attempts to explain differences between the knowledge, development and skills of individuals through the structure, support and guidance of the societies in which they exist (Ahuja, 2006, p 3). He states that interaction between over lapping eco systems affect people significantly. Applying Bronfenbrenners theory to the Murray family, it can be seen that Loras family and classrooms can be called the micro systems, which directly influence her working and development (Ahuja, 2006, p 3). When these two micro systems start working together to educate Lora, such education occurs through the Meso system. The society and culture in which Lora is being raised provides the underlying influence to these systems and is termed the Macro system. The comprehension of interaction of these systems helps in understanding the way in which children develop and the factors that influence failure and success (Ahuja, 2006, p 3). Analysis of various micro and macro systems can help social workers significantly in understanding the various influences that shape the development of children. Researchers have in fact specifically found the significance of macro systems to be causal to general depression and feelings of low self esteem in individuals (Ahuja, 2006, p 3). The application of Bronfenbrenners theory in the Murray family scenario enables the development of greater understanding on the influences of different micro and Macro systems on the development of Lora in her school age and can help social workers to adopt appropriate intervention methods. Role of Political and Social Processes on Human Development Whilst there is little doubt that the development of individuals is largely shaped by their home and school environments, sociological theory also places significant stress on the influence of larger society on such development (Grusec Hastings, 2008, p 42). All individuals grow up in specific political, cultural and social environments that shape their attitudes and behaviours and influence their development in specific ways. The particular societies in which people live are home to different types of religious, cultural and social attitudes, biases and beliefs (Grusec Hastings, 2008, p 42). Such political and social processes provide individuals with the means to participate within their own society, which itself contains shared customs, norms, traditions, values and social roles (Grusec Hastings, 2008, p 42). These processes are essentially life long, starting in childhood and continuing till death. Both Erikson and Bronfenbrenners theories deal with the process of socialisatio n but through different perspectives Such socialisation occurs through the influence of the family, religion, schools and peer groups, workplaces and the larger community (Berns, 2009, p 131). These processes are also influenced by local media and political thought. Children and young adults are significantly influenced by their peers. Such influences can often be negative and result in substance abuse, premature sexual activity and the need to live up to wrong expectations (Berns, 2009, p 131). Mass media plays an immense role in influencing human development. The constant exposure of children to glamour, sexual satisfaction and violence can influence the development of children and young adults in various ways (Berns, 2009, p 131). With regard to the Murray family, it can well be understood that the personal development of all concerned individuals is likely to be influenced by different political and social processes. The continuance of domestic violence at home can lead to feelings of distress in Lora, especially when she compares her domestic environment to that of her friends, and cause her to wish to shift to a more peaceful environment. Such socialisation processes can furthermore leads to feelings of shame about her background and low self esteem, lead her to shun her family and take solace in her peers and spark of truant and delinquent behaviour. Impact of Inequalities on Human Development Social work theory and knowledge primarily aims to diminish and eliminate the impact of inequalities on the lives of individuals (Neckerman, 2004, p 189). Inequalities can arise on account of various factors like income, education, gender and ethnic status. Such inequalities essentially serve to reduce excess of affected people to various facilities and reduce the prospects of their life outcomes and their chances to lead normal and enriching lives, inequalities in income can for example deprive the children of such families from various educational and other facilities and severely diminish their life outcomes (Neckerman, 2004, p 189). Such inequalities can also generate feelings of low esteem and result in suboptimal performance in and out of school during childhood and in the workplace in adult life. Numerous studies have revealed that children with poorly educated parents receive significantly lesser educational sustenance and support at home, which in turn affects their cognitiv e development and adversely influences their performance at school (Marger, 2004, p 86). Lora the 6 year old Murray child has until now done very well in school. The disturbed domestic situation in her house, especially the gender inequality between her parents and the domestic violence faced by her mother can well result in poorer educational support at home, especially when she is moving into the learning stage and needs it the most. Gender inequality has been widely accepted to be an important factor in the unequal life chances offered to men and women of societies across the world and has resulted in unequal development and life chances of the two sexes (Marger, 2004, p 86). Influence of Human Development Theories on Social Work Knowledge and Values Theories of human development help in shaping the ideas of readers on the essence of human behaviour (Austrian, 2002, p 56). It expands the understanding of individuals of the scope, the potential and complexity of human function. Whilst scholars of human development do not agree on or endorse a single theory, many of these theories provide new perspectives for the observation and interpretation of human behaviour (Austrian, 2002, p 56). Piagets theory of cognitive development has resulted in a new appreciation for the ways in which children construct sense and meaning out of their experiences (Raeff Benson, 2003, p 81). Eriksons psychosocial theory highlights the concept of identity, even as the social learning theory of Bandura has resulted in the widespread use of modelling to simulate conditions under which children increase their learning by observing and imitating the behaviour of others (Raeff Benson, 2003, p 81). The social work profession draws extensively on theories of h uman development for understanding the behaviour of individuals, with specific regard to the causal influences of such behaviour. An understanding of such theories not only enables social workers to understand the causes for human behaviour but also helps them to plan appropriate interventions to improve the social, emotional and economic conditions of people (Raeff Benson, 2003, p 81). It helps social workers to understand the dynamic interaction that takes place among human beings and the impact of social systems upon the lives of people. A greater understanding of such theories also helps social workers in appreciating human diversity, as well as the impact of different actions in helping human beings to access opportunities and services that foster realisation of social and economic justice (Austrian, 2002, p 56). Conclusions

Providing More Jobs :: essays papers

Providing More Jobs More schooling will provide more jobs. If the government decides that pre-school is a requirement for children, there will automatically be an increase in the need for teachers. The increase in the number of classrooms will mean more jobs for the unemployed. â€Å"Good child care depends on having enough qualified people to provide care for children. And the younger children are, the more staff is necessary to give them individual attention, and therefore proper care† (NAEYC, 1997 pg. 1). Paid helpers are also a necessity. A teacher cannot run a classroom by herself. Helpers can come in and be paid for their services. â€Å"There is no agreement about what level of training or experiential proficiency is necessary to work as a lead teacher or teacher assistant with preschool-aged children† (Stegelin, 1992, pg. 37). Some may think that pre-school is pointless because a daycare can serve the same purpose. These people are mistaken. If you run a daycare you do not have to have a teaching degree. If you teach a pre-school you still need a degree. â€Å"Some states offer an early childhood education license that is separate and distinctive from an elementary license† (Stein, 1991, pg. 3). Pre-schools will provide more jobs for qualified teachers and also help act as a daycare for parents. Pre-school can act as a free Daycare People should be taking advantage of pre-school. It is much cheaper to send your child to a school and get proper care than to send them to a daycare and have them sit around and watch TV all day. Daycares are needed because many women are getting out into the workforce (Stegelin, 1992, pg. 3). But sometimes parents just need to get out and get things done. Pre-school will act as that few hour get away from their children. And while the parent is out, the child is starting to get an education. â€Å"Most working parents use one or more of the following choices: home care by a family member, care in another’s home, care in or through the worksite, center-based and school-based care† (Lubeck, 1990, pg. 3). School-based care is the most effective choice. An Early Start to Learning It is evident that the more schooling a child receives, the easier they will reach their potential. There are certain â€Å"critical points† where children learn best. If they start school in a pre-school setting, they will be able to adequately develop these skills.

Essay on African American Culture -- World Cultures Essays Papers

Essay on African American Culture Works Cited Missing African American culture is defined as the learned, shared and transmitted values, beliefs, norms, and life ways carried by this group of people, which guides their decisions, thinking, and actions in patterned ways. The individual in society is bound by rules of their culture. Culture of people are different in that the same events that maybe fear- inducing in one culture, maybe anger-inducing in another culture (Leininger's, 1991). The theoretical framework that I used for this paper is Leininger's Sunrise Model. It describes the factors that have to be assessed in order to provide competent trans cultural care for a culture. These include educational factors, economic factors, political and legal factors, cultural values and life ways, kinship and social factors, religious and philosophical factors, technological factors, generic or folk systems within a cultural care worldview (Leininger's, 1991). There is tremendous diversity among African Americans. They live in all areas of the United States and come from all socioeconomic levels. Approximately ninety percent of African Americans have some Caucasian ancestry and at least twenty-five have Native American ancestry. They are more present time oriented group of people. However, there may be strong future oriented behaviors as well. These include saving for college education for children, purchasing insurance policies to cover funeral and burial cost, etc. Elders may place a great deal of values on past experiences, which are frequently shared with younger individuals. The dominant language among African American is English. Speech may be accompanied by animated non-verbal gestures such as a hand movemen... ...at prevented them to keep their appointments, make lifestyle changes, and take medications as prescribed. Positive influences were the support of close family members and also the presence of caring health care providers (Rose et al., 2000). The review of literature corresponds to the African Americans risk of getting hypertension. It showed that African American are at a higher risk for hypertension because many of them are unwilling to seek medical care and even when they do they do not take their medications as prescribed. Hypertension will continue to be a major cause of death all for Americans especially African Americans. Limitations in care for the under-served will continue to be a growing problem. Solutions must be made to provide the delivery of high quality, lower cost and especially effective primary care to the underserved populations.

Educational Goals and Philosophy :: Personal Narrative Teaching Education Essays

Philosophy Declining, decaying, and disappearing are just a few of the words that can be used to explain the emphasis put on art programs in schools. Art is not seen as a necessity. Standardized tests are now dictating not only what is taught in school but what is more important to teach. Seldom do you see a question pertaining to art or even art’s history on a standardized test. I think that art is a very important subject. Not only does it act as a creative outlet allowing students to express feelings that may be forbidden to act on, but art is deeply rooted in our history from the cave paintings first found in France to the modern uses in advertisement. Our world would be boring without art right down to our cornflakes because they would no longer have a rooster on the box. The fact that I think that art is important is just one reason why I would like to be a teacher. More importantly, I want to do what I love and teach others how to do it as well. As generic as it may sound, I want to broaden students’ minds by teaching them that art is a serious creative process. I want them to understand that they can use it to speak, especially when they think no one is listening. In fact until recently, I never wanted to be a teacher at all. I wanted to be a doctor. However along the way, I have had so very inspiring teachers who had a great impact on me. I want to do what I love. I want to be around people, and I want to be around art. I am pursuing a degree in Art Education K-12 and plan to get a masters degree in art once I graduate from Concord College. My ultimate goal is to teach at a high school locally. I feel that the rural schools in this area do not challenge their students enough and do not provide them with information on the various opportunities available to them after graduation. I also realize that the local culture can be blind to the value of art. Educational Goals and Philosophy :: Personal Narrative Teaching Education Essays Philosophy Declining, decaying, and disappearing are just a few of the words that can be used to explain the emphasis put on art programs in schools. Art is not seen as a necessity. Standardized tests are now dictating not only what is taught in school but what is more important to teach. Seldom do you see a question pertaining to art or even art’s history on a standardized test. I think that art is a very important subject. Not only does it act as a creative outlet allowing students to express feelings that may be forbidden to act on, but art is deeply rooted in our history from the cave paintings first found in France to the modern uses in advertisement. Our world would be boring without art right down to our cornflakes because they would no longer have a rooster on the box. The fact that I think that art is important is just one reason why I would like to be a teacher. More importantly, I want to do what I love and teach others how to do it as well. As generic as it may sound, I want to broaden students’ minds by teaching them that art is a serious creative process. I want them to understand that they can use it to speak, especially when they think no one is listening. In fact until recently, I never wanted to be a teacher at all. I wanted to be a doctor. However along the way, I have had so very inspiring teachers who had a great impact on me. I want to do what I love. I want to be around people, and I want to be around art. I am pursuing a degree in Art Education K-12 and plan to get a masters degree in art once I graduate from Concord College. My ultimate goal is to teach at a high school locally. I feel that the rural schools in this area do not challenge their students enough and do not provide them with information on the various opportunities available to them after graduation. I also realize that the local culture can be blind to the value of art.

Animal research is irrelevant to our understanding of human mental health

Animal research has played a major role in answering fundamental questions in many areas of psychology. The need for animal testing to enhance human health research has been made evident by the work of Charles Darwin on the evolutionary link between animals and humans. This essay will discuss whether animal research can improve our understanding of human mental health, more specifically mood disorders, and will consider both contributes and limitations of the application of animal models to study human disorders. The evolutionary stance postulates that emotions are a universal feature developed during an evolutionary process that lasted thousands of years. Research has shown that although humans public displays of emotions may vary depending on the social and cultural context, basic emotions such as joy and fear have a biological basis which is common to the whole human species. This same biological basis is found in non-humans animals, especially in mammals, as evidenced by the work of Charles Darwin (Darwin, 2009 [1872], cited in Datta, 2010), which highlighted the similarities between humans and animals in their expressions of emotions. Animal research have greatly contributed to our understanding of the brain structures involved in perceiving emotions; on this topic, Paul MacLean (1990, cited in Datta, 2010) proposed a ‘triune brain model' suggesting that the brain had evolved in a series of three layers, adding complexity in brain functioning, including perception of emotions. The most ancient layers in evolutionary terms, the reptilian brain (that controls the body's vital function in response to a specific stimulus) and the limbic brain (whose main function is to record memories of experiences associated with specific emotions, and to influence our behaviour in response to these memories), are found respectively in reptiles and mammals, while the last layer, termed ‘neocortex' (which underlies the brain's most complex functions, such as abstract thought and language), is a unique feature of the brain of humans and of its closest relatives, apes and monkeys. Given the biological affinity between humans and animals, it is unsurprising that animal research plays a major role in investigating the biological bases of behaviour in human mood disorders. During an experiment involving mice to test the efficacy of ADMs in treating depression and anxiety, Santarelli et al. (2003, cited in Datta, 2010) found that suppressing neurogenesis made ADMs ineffective, uncovering the crucial role of this process in the development of mood disorders. Another experiment conducted by Mitra and Sapolsky (2008, cited in Datta, 2010) on rats has shed light on the correlation between stress and anxiety. Mitra e Sapolsky induced chronic stress in rats by injecting them with corticosterone to investigate the physiological and behavioural effects that this condition would produce. They discovered that the very structure of their neurons had changed, with more dendrites sprouting in the amygdala area (whose hyperactivity has been find to be a common trait in mood disorders); moreover, rats who received corticosterone showed increased anxiety during their performance in mazes. Mitra and Sapolsky concluded that a short-term stressful experience was sufficient to shape the structure of the amygdala, and to cause long-term anxiety. Datta (2010a) suggests that these effects are similar (and therefore could be relevant) to PTSD symptoms in humans. Contribution of animal research is not limited to biological aspects of mood disorders. Two experiments conducted by Meaney and coll. (2001, cited in Datta, 2010) and by Nestler and coll. (Tsankova et al. 2006, cited in Datta, 2010) have helped to clarify the extent to which genetics influences the development of mood disorders. Meaney and his team at McGill University investigated the role of early life experiences on the development of mood disorders by comparing the stress response of rats whose mothers groomed and licked them more in their first days of life, with that of rats whose mothers were less caring, discovering that nurture can be as crucial as nature in defining behaviour in adulthood. In a second experiment conducted by the same authors, the pups of the anxious, less-caring mothers were placed with the more caring, less-anxious mother, and viceversa: results showed that, regardless of their genetic propensity to anxiety and stress, maternal care played a crucial role in shaping the pups' behaviour. The work of Nestler and coll. focused yet on another epigenetic factor that affects the development of depression; researchers induced helplessness, a state similar to depression, in a group of mice, which as a consequence showed socially avoidant behaviour and lower levels of BDFN. Both effects were, however, reversible with ADMs treatment. In addition, other researchers conducted on rhesus monkeys have linked the role of social hierarchies to the development of stress, which can be relevant in understanding the pressure of modern societies on individuals (Datta, 2010b). As well as defining which factors are involved in the development of human mood disorders, animal research has greatly contributed to the development of effective pharmacological treatments (the efficacy and tolerability of ADMs on human organism are indeed assessed with experiments on animals) and behavioural therapies based on the findings of classic experiments from B. F. Skinner and other influential psychologists, which were carried out on animals. We have considered how animal research have contributed to scientific understanding of mood disorders, but these observations should be juxtaposed with a brief reflection on its limits in terms of applications of animal models to humans. First, while humans and animals share a biological affinity, it seems hazardous to many to blindly apply the findings obtained from experiments on rats, pigeons or other lab animals on human patients; humans are indeed extremely complex animals, whose behavior is influenced by many biological, psychological and social factors. A second limit concerns the difficulty in obtaining a direct account from the animal of his cognitive and emotional experience. Despite these considerations, animal research is still an essential methodological tool for modern psychological research. Much of the scientific progress in understanding mood disorders was obtained from experiments on animals that for various reasons (economic, methodological, ethical) could not have been substituted by alternative research methods such as human experimentation or computer models. Until researchers will find alternative means to investigate human brain and behaviour, it seems that, for the mentioned reasons, animal research will remain an essential part of psychological research.

Fiction and Monkey House Essay

The Irony of the Kurt Vonnegut’s Works that Can be Seen in the Welcome in the Monkey House and Who I am this Time. Kurt Vonnegut is one the best writers in the world. He is one of the post modernism’s writers. He is best known as the author of Slaughter-Five. Kurt Vonnegut wrote of satirical novels whose central theme is life’s cosmic joke on humanity. Vonnegut also a science fiction author and he is known as a dystopian writer’s. Some of his famous works is the collection of ‘Welcome to the Monkey House’ and ‘Who am I this Time’. Both of the stories tell about life’s cosmic joke on humanity. Now, I will describe about the irony of the Kurt Vonnegut’s works that can be seen in the Welcome in the Monkey House and Who I am this Time. Welcome to the monkey house is the collection of the short works by Kurt Vonnegut. And Who am I this Time is one of the collections among the short story in the welcome of the monkey house. Who am I this time is told about some one who can play many characters in the drama. The narrator is good actor; and he is a director too he can play many characters that expected to him and he is a director too, and Harry Nash is the biggest actor that the club has. Firstly, he got a character as a salesman of storm windows and doors, and he said that the highest rank that he ever held on stage was either butler or policeman. After that, the narrator meets with a pretty girl that is Helene Shaw and asks her to play the Stella’s character. Harry Nash is good actor too, even somebody said that harry ought to go a psychiatrist so he could be some thing important and colorful in real life. He like lost anything, and one time he said that â€Å"who am I this time? †. When the play of this story, Helena Shaw cannot plays Stella’s the character as well as expected to her. And the director searched a new one to play Stella’s character. But in the end, she can find the character and can play it well. The narrator said that â€Å"the part of Stella is yours†. And Harry and Helena play the character together. Finally, they married and said one thing to the narrator â€Å"Who are we this time? †. In the Who am I this time, the author made us think to differentiate the real life and the acting. The author can separate the two worlds but it is like allied. It is the irony that, the character of this story, that is Harry Nash and Helena Shaw can play the character in the play, but they can play their character in the real life. It can be seen when Harry Nash plays the character of Abraham Lincoln, he can make his spouse fall in love with him, as a Harry Nash and as Abraham Lincoln. And in the end of the story, there is another irony that is when Harry Nash and Helena Shaw get married. They said that â€Å"who are we this time†, it means that they will play many character in their life until they die. There is another story of Kurt Vonnegut that contain of Irony element in the work that is Welcome to the monkey House. Welcome to the monkey house is containing of irony element too. In this story, sex which is the natural behavior of human is forbidden by the government. Welcome to the monkey house told about the condition in the future which is the world has over population. This is the time when the population of the earth is 17 billion human beings. That is too many mammals that big for a planet that small. The people were virtually packed together like drupelets . And Billy the Poet who is a person who refused the ethical birth-control pill, so, he will got the penalty for that that is $10. 000 and ten years in jail. The world government makes a two-pronged to attack on overpopulation. One pronging is the encouragement of ethical suicide, which consist of going to the nearest suicide parlor and asking a hostess to kill us painlessly while we lay on Barcalounger. The other pronging was compulsory ethical birth control. Billy the Poet does not like to do it, because he think that, sex is the natural desire of human, and it cannot forbidden by government. One day Pete Crocker, the sheriff of Barnstable County, comes to the Ethical Suicide Parlor in Hyannis and announces to the two hostesses working there that Billy the Poet, a nothing head, was about to come to Cape Cod. Billy the Poet is known to be eager to deflowering hostesses, who are all virgins, and to send them smutty poems before he violates them, and one of the hostesses is Nancy McLuhan who is works in Barcalounger. After that, Billy the Port comes to Nancy to do a dirty thing. Nancy is repulsed by the whole action and insults Billy the poet. In the end, Billy the poet leaves her alone handing her a bottle of ancient birth control pills which prevent pregnancy but allow sexual intercourse. The label on the bottle says: Welcome to the Monkey House. So, the irony in this story is when government forbids their people to having sex, and gives them pills that made them like dying. Whereas, sex is the natural desire of human that cannot forbids by the government. It is according with Billy the Port statement to Nancy McLuhan that is one day he will make her understand that sexuality is a part of human nature and must not be suppressed by the Government. In the conclusion, I see that Kurt Vonnegut is the postmodernist writers that give the irony in his works that can be seen in the both of this story.