Sexual Assault Essay Example

Sexual Assault Essay Sexual Assault Tre’shaun Hambrick CRJ308: Psychology of Criminal Behavior Instructor Tracey Mallett We will write a custom essay sample on Sexual Assault specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Sexual Assault specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Sexual Assault specifically for you FOR ONLY $16.38 $13.9/page Hire Writer October 6, 2012 Sexual Assault Whenever the term ‘sexual assault’ is mentioned, most people think about rape. While rape is falling within its context, sexual assault incorporates a plethora of unwanted sexual advances that include, rape, voyeurism, incest, exhibitionism, sexual harassment, child sexual abuse and any other nonconsensual sexual contact (Bartol Bartol., 2004). Due to wider scope and socio-cultural backgrounds of individuals, people may sexually assault another person without their knowledge. This could also be the reason why estimating its prevalence is near to impossible. This is because most people do not realize that they have been assaulted and they fail to report the sexual assault incidences. The fact that most of these assaults are normally committed by close relatives or friends could also be the reason why most cases go unreported (Clements et al., 2004). Either way, sexual assault causes serious physical, social, emotional and psychological damages to the victim. It is the ob jective of this essay to explore three of the psychological effects of sexual assault on the victims. It is important to note that sexual assault can cause harmful psychological effects that can become hard to correct or treat. Victims of sexual assault commonly experience Post-Traumatic Stress Disorder (PTSD) which is a psychological disorder characterized by severe feelings of anxiety, fear, and stress long after the ordeal. Female rape victims are especially vulnerable to this condition. A person is said to have acute PTSD when he or she manifests the symptoms for less than three months. The condition becomes chronic when the victim exhibits the symptoms for more than three months. A person develops PTSD symptoms immediately following the attack. About 94% of rape victims develop PTSD symptoms immediately following the rape ordeal. Although this percentage decreases over time, some victims are not able to overcome it, and their symptoms continue for many years after the traumatic event (Bartol Bartol, 2004). Symptoms of PTSD include flashbacks of experience in the mind of the victim, repeated dreams or memories of the events, hyper-arousal, and frightening thoughts. Many victims do whatever they can to avoid anything or anyone that might remind them of the traumatic event. This leads to the victim experiencing feelings of isolation from friends. The person feels detached, and he or she might lose interest in things that he or she used to enjoy. Some victims change their routine to avoid a reoccurrence of the incident. Many victims also feel helpless, and they experience feelings of horror. In children, it can manifest through bedwetting, acting out during playtime or tendency to cling to their parents or other adults who, they trust. Another symptom of PTSD is anxiety, which in turn leads to other problems. Anxiety leads to difficulties in sleeping and concentration. Sexual assault victims with PTSD have negative thoughts. Some victims experience mental defeat. Their negative thoughts lead them to imagine negative response from others. Many of the victims tend to blame themselves, and even those who are around them for what they experienced. Victims with PTSD who receive little support tend to exhibit more symptoms, compared to the victims who receive support from their loved ones and others around them. Symptoms are usually strongest immediately following the traumatic event, but they diminish after a while. The severity and length of the symptoms also depends on the victim’s perception of the event. The victim’s symptoms will be more severe and will last longer, if he or she thinks that the trauma was intentional rather than accidental. Rape victims and other victims of sexual assault will have more severe symptoms of PTSD. Some people develop lifetime prevalence of the condition. Lifetime prevalence rates are higher among women. This is significant considering most sexual assault victims are female. If not treated early, the condition can become persistent (Bartol Bartol, 2004). People’s thoughts are important determinants of behavior. Sexual assault victims with PTSD have many negative thoughts, and this not only affects their perception of people, but it also determines their behavior. PTSD treatment includes cognitive behavioral therapy, which encourages the victims to talk more about themselves and other people. This form of therapy enables the victim to deal with his or her emotions and thoughts. The therapist exposes the victims to the feelings that he or she associates with the trauma. By re-exposing these feelings, the therapist is able to re-adjust the behavioral response of the victim. The victims are able to examine the consequences of their actions on their thoughts and feelings. It is important for the victims to feel that they have the support of those who are around them. Cognitive behavioral therapy enables the victim to relearn social skills. Treatment of PTSD also includes using medication. The medication helps in reducing the anxiet y and stress that the victim experiences. In treating PTSD victims therapists concentrate on the present situation. They do not focus on what the victim should have done to avoid the situation. Doing so will only enhance the negative emotions that the person feels, and this will lead to the victims blaming themselves. Second, sexual assault is also known to cause depression. Depression involves more than feelings of sadness, as it can cause a person to experience physical pain and it interferes with the victim’s daily life. Some victims do not realize that they are suffering from depression because of ambiguity of their symptoms. Some of the symptoms of depression are common occurrences to some individuals. Other symptoms are a reflection of another condition. This is a condition characterized by prolonged sadness, indecisiveness, loss of appetite, feelings of hopelessness and low self-esteem, prolonged headaches, lack of coordination, fear, anxiety and extreme worry. These symptoms affect a person’s daily life. Depression is a serious psychological condition since it lowers the body’s immunity, and can lead to suicidal thoughts and even death. It can affect any sexual assault victim regardless of their age, gender or religion (Clements et al., 2004). Victims lose interest in things that they used to enjoy, and they often feel overwhelmed and exhausted. Lack of interest, coupled with low self-esteem and feelings of worthlessness contribute to the individual withdrawing socially. Some victims experience frequent crying spells, and others have suicidal thoughts. Victims become agitated, ad they experience extreme irritability. People with depression experience unexplained headaches and stomachaches. People who experience these symptoms for more than two weeks are said to be suffering from depression. Depression among women tends to be more common, and they experience depression symptoms in different severity from men (Lewis-Hall, 2002). Women are more likely to have appetite problems and frequent headaches compared to men. They are also more likely to feel exhausted and suffer anxiety than the men are. People having depression are frustrated because they feel that they are not performing to their capacity. Many people downplay the importance of seeking treatment when they are suffering from depression. This is because some people consider depression a sign of weakness, and others think that they will overcome it on their own. Leaving depression untreated can worsen and prolong it, and it can worsen other illnesses and conditions that the person might be having. Women respond differently to treatment differently, in that they take longer to recover than the men do (Lewis-Hall, 2002). It is possible to treat depression, and physicians and therapists use a variety of methods when treating depressed patients. They can use medication such as antidepressants, most of which are effective. However, many therapists do not recommend the use of antidepressants in children because of associated side effects. Although antidepressants benefit many people suffering from depression, many people who suffer from depression because of sexual assault find it more beneficial to go through therapy sessions. Therapists can use interpersonal therapy, which helps the victims improve their relationship with other people. The therapists focus on communication skills, and the victim’s relationships to other people. Through analysis, the therapist is able to determine the cause of a person’s sadness and loneliness, and she focuses on solving this problem. Therapists can also use psychodynamic therapy, which involves understanding the effects of the victims’ emotions on their behavior. Cognitive behavioral therapy is also important in enabling the victim to refocus his or her thoughts. Finding the right treatment for depression is important in reducing chances of reoccurrence. Some people respond better when they talk about their experiences to people who have shared similar experiences. They feel that they can relate better because other victims know and understand what they are going through. Support groups enable people to cope with depression. The victims learn that the y are not weak because they are suffering from depression. They get to hear the experiences of other individuals who have gone through similar or worse situations. Dissociative Identity Disorder (DID), also referred to as Multiple Personality Disorder, is another psychological effect associated with sexual assault. It is a condition where an individual’s thoughts and feelings become detached from their immediate reality. Individuals with DID manifest different personalities, each with a different perception of self and environment. As such, a sexual assault victim suffering from this condition may in one occasion regard herself with high esteem but latter regard herself as worthless. Most cases of DID are reported in cases where the sexual assault experience occurred in their childhood. DID is a dangerous condition and it can persist for a long time (Petrack Hedge, 2003). Dissociation refers to a situation where a person’s thoughts, actions, memories, and feelings are different from his or her immediate reality. When children experience sexual abuse, they tend to go into dissociative states, which they create as an escape away from the current abuse that is their reality. They do this if they do not see any way of escaping their situation. The more the abuse continues, the more the children continue forming different realities. There are different forms of dissociation .depersonalization occurs because of fatigue, different psychiatric disorders, anxiety or stress. It happens when one changes perception of self and the person feels detached from his or her body. Derealization refers to a person’s perception of change in the environment. The person feels that the things surrounding him or her are not real. dissociative amnesia is temporal memory loss, which seems to occur naturally, and it is not triggered by factors such as intoxication or injury. Other forms include dissociative fugue and alteration of identity (Chu, 2011) Although DID cases exist in both sexes, they are more common among women. Common symptoms of this disorder include mood swings, depression, panic attacks, phobias, sleep disorders such as night terrors and insomnia, PSTD symptoms such as flashbacks, and eating disorders. The victims may experience severe headaches and other aches in different parts of the body. Some of the victims develop self-harming behavior and obsessive-compulsive symptoms. The victims have difficulty remembering parts of their past. These symptoms are similar to symptoms of other psychiatric disorders. This makes it more difficult to determine the right diagnosis. Victims of DID should ensure that they get immediate help to maximize their chances of recovery. The most effective treatment in this case is psychotherapy. The treatment can be lengthy and painful for adults because it involves recalling past painful events. The therapists have to structure and pace the therapy in such a way that it will not overwhelm the victim. The therapist helps the patient come to terms with the feelings that they associate with the events. Some therapists use hypnosis to help the victims remember their childhood experiences. Although some therapists use medication to manage some of the symptoms, most of the therapists are careful about using medication because of the negative effects they have on the victims. In summary, it is apparent that the psychological effects of sexual assault are far reaching and can affect the victim’s social and physical life. While some of the conditions can be treated through therapies, others like DID, if not identified at an early stage, can lead to permanent damage of the victim’s identity and personality. It is also worth noting that the effects are not only limited to the victim but also affect to primary care givers. It also affects family members thus expanding the scope of their danger. References: Bartol, C. R., Bartol A. M. (2004). Introduction to Forensic Psychology: Research and Application. U.S.A: Sage Chu, A. J. (2011). Rebuilding shattered lives: Treating complex PTSD and dissociative disorders. Hoboken, NJ: John Wiley Sons Clements P. T., Speck P. M., Crane P. A. Faulkner M. J. (2004). Issues and Dynamics of Sexually Assaulted Adolescents and their Families. International Journal of Mental Health Nursing, 13(4) 138-274 Lewis-Hall, F. (2002). Psychiatric illness in women: Emerging treatments and research. Washington, DC: American Psychiatric Pub Petrak J. Hedge B. (2003). The Trauma of Sexual Assault: treatment, Prevention and Practice. United Kingdom: John Wiley Sons

The Educational Theory of Lev Vygotsky Essay Example

The Educational Theory of Lev Vygotsky Essay Example The Educational Theory of Lev Vygotsky Paper The Educational Theory of Lev Vygotsky Paper Born in Czarist Russia in 1896, Lev Vygotsky lived a relatively short life, dying of tuberculosis in 1934. Because he was Jewish, the law limited his higher education options. He was, however, one of the 5% maximum of Jews permitted admission to a university. He was, however, not permitted to fulfill his ambition to pursue training as a teacher. In consequence, between the years of 1913 and 1917, Vygotsky studied medicine, philosophy, history, and law. [1] Vygotsky began teaching in his home city almost immediately after the 1917 Communist Revolution. However, he was disappointed if he anticipated that this upheaval would result in greater overall freedom. The ascension of Joseph Stalin to power in 1922 meant that all of Vygotskys scholarly work was to be accomplished in an ever more repressive police state. Vygotskys investigations of child development and educational psychology were influenced by his own Marxism – a philosophy that emphasizes the importance of ones social origins and place in the scheme of production. [2] Vygotskys works, consisting of more than one hundred books and articles, were not published until after his death in 1934. Just two years later they were suppressed. This suppression endured for two decades during which time his works were held in a secret library that could only be accessed by permission of the Peoples Commissariat for Internal Affairs - commonly known as the NKVD. [3] Despite this prolonged attempt to suppress his ideas, Vygotskys work survived and, particularly after the Cold War, came to wield considerable influence in the field of educational psychology. [4] I. Theory of Value: What knowledge and skills are worthwhile learning? What are the goals of education? Vygotskys stresses the importance of looking at each child as an individual who learns distinctively. Consequently, the knowledge and skills that are worthwhile learning varies with the individual. The overall goal of education according to Vygotsky is to generate and lead development which is the result of social learning through internalization of culture and social relationships. [5] He repeatedly stressed the importance of past experiences and prior knowledge in making sense of new situations or present experiences. Therefore, all new knowledge and newly introduced skills are greatly influenced by each students culture, especially their family environment. Language skills are particularly critical for creating meaning and linking new ideas to past experiences and prior knowledge. According to Vygotsky, internalized skills or psychological tools are used to gain mastery over ones own behavior and cognition. [7] Primary among these tools is the development of speech and its relation to thought. [8] Vygotsky maintained that language plays a central role in cognitive development. He argued that language was the tool for determining the ways a child learns how to think. That is because complex concepts are conveyed to the child through words. Learning, according to Vygotsky, always involves some type of external experience being transformed into internal processes through the use of language. [9] It follows that speech and language are the primary tools used to communicate with others, promoting learning. Vygotsky promoted the development of higher level thinking and problem solving in education. If situations are designed to have students utilize critical thinking skills, their thought processes are being challenged and new knowledge gained. [10] The knowledge achieved through experience also serves as a foundation for the behaviors of every individual. [11] II. Theory of Knowledge: What is knowledge? How is it different from belief? What is a mistake? A lie? According to Davydov and Kerr, it was a momentous occasion in the history of psychology when Vygotsky asserted specific functions are not given to a person at birth but are only provided as cultural and social patterns. [12] Vygotsky saw intellectual abilities as being much more specific to the culture in which the child was reared. [13] Through observation and study Vygotsky came to understand that people adapted to their surrounding environment based on their interpretations and individual perceptions of it. [14] Thus, humans are not born with knowledge nor is knowledge independent of social context. Rather, one gains knowledge as one develops by way of social interactions with peers and adults. Vygotsky does not make as drastic a distinction between knowledge and belief as some other heorists do. For him, knowledge is obtained through past experiences, social situations, as well as ones general environment. In similar manner, beliefs are instilled into an individual via culture and parental upbringing. Mistakes are crucial in Vygotskys theory of learning. In the course of development, mistakes are made during the process of concept formation. They are important in that they impact future learning. [15] From Vygotskys perspective, A concept emerges and takes shape in the course of a complex interaction aimed at the solution of a problem [A] concept is n active part of the intellectual process. [16] We see, then that, for Vygotsky, concept formation is a dynamic, ever-changing activity during which the child relies on their own perception to make sense of objects that appear to them to be unrelated the child creates his or her own subjective relationships between objects and then mistakes his or her egocentric perspective for reality. [17] This stage of development is known, paradoxically, as incoherent coherence. [18] During this stage, the making of mistakes is an integral part of a childs development. Also at this time, the childs organization schema becomes less egocentric and begin to incorporate additional information gained from experience into his or her thought processes. [19] In this way, mistakes can be corrected and new knowledge gained. Therefore mistakes are developmentally necessary, resulting from the role of social interaction in transformation of prior knowledge. [20] Tentatively one might infer that Vygotsky would view a lie as something that occurs as a result of the desire to conform to social norms. For example one might feel one way but report a more socially acceptable reality. III. Theory of Human Nature: What is a human being? How does it differ from other species? What are the limits of human potential? According to Marxist theory, The essence of man is no abstraction inherent in each single individual. In its reality it is the ensemble of the social relations. [21] Vygotsky would agree that we develop as humans through the ways we interact with those around us. His view of human nature fits with his Marxist ideology. Human beings can only be understood within the context the time period and the part of the world in which they live. Human nature cannot be understood as never-changing and universal, but as always depending on its specific social and historical formation. This principle does not leave out biological factors. [22] To be human, however, means that you have surpassed a level of functioning that your biological traits would otherwise dictate. [23] Although some animals have the ability to create and use material tools, humans have the ability to utilize psychological tools. In other words, human beings are differentiated by their ability to develop psychological tools that are used to gain mastery over ones own behavior and cognition[24] that other forms of life are not capable of developing. Some psychological tools include: language, different forms of numeration and counting, mnemotechniques, algebraic symbolism, works of art, writing, schemes, diagrams, maps, blueprints, etc. [25] In his theories, Vygotsky placed great emphasis on the importance of spoken language, arguably the most critical tool that sets us apart from other species. He asserts that speech is a very powerful psychological tool that lays the foundation for basic structures of thinking later in ones development. [26] Vygotsky further explains that speech is the first psychological tool used by children to communicate with others who share the environment. Naturally, this is continued through adulthood, as speech is a primary tool used for learning. Vygotsky insists that humans learn best in cooperation with other humans. [27] Vygotsky contended that, unlike animals who react only to the environment, humans have the capacity to alter the environment for their own purposes. It is this adaptive capacity that distinguishes humans from lower forms of life. The animal can only be trained. It can only acquire new habits. It can through exercises and combinations perfect its intellect, but is not capable of mental development through instruction in the real sense of the word. [28] Vygotskys concept of the zone of proximal development (ZPD) posits that human potential is theoretically limitless; but the practical limits of human potential depend upon quality social interactions and residential environment. This zone of proximal development is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers. [29] In theory, then, so long as a person has access to a more capable peer, any problem can be solved. IV. Theory of Learning: What is learning? How are skills and knowledge acquired? According to Piaget, learning is what results from both mental and physical maturation plus experience. 30] That is, development preceded learning. In contrast Vygotsky observed that learning processes lead development. [31] Vygotsky maintained that learning is a necessary and universal aspect of the process of developing culturally organized, specifically human, psychological functions. [32] In other words, learning is what leads to the development of higher order thinking. According to Vygotsky the two primary means of learning occur through social interaction and language. Language greatly enhances humans ability to engage in social interactions and share their experiences. The most important fact uncovered through the study of thought and speech is that their relationship undergoes many changes. [33] Initially, a childs new knowledge is interpsychological, meaning it is learned through interaction with others, on the social level. [34] Later, this same knowledge becomes intrapsychological, meaning inside the child, and the new knowledge or skill is mastered on an individual level. [35] The previously mentioned idea of the zone of proximal development (ZPD) is central to Vygotskys view on how learning takes place. He described this zone as, the distance between the actual development level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers. [36] Vygotsky maintained that learning occurs just above the students current level of competence. [37] It follows then, that the copying student will have a higher performance when working with a more capable student. The zone of proximal development works in conjunction with the use of scaffolding. Scaffolding is a six-step approach to assisting learning and development of individuals within their zone of proximal development. [38] Knowledge, skills and prior experiences, which come from an individuals general knowledge, create the foundation of scaffolding for potential development. At this stage, students interact with adults and/or peers to accomplish a task which could possibly not be completed independently. The use of language and shared experience is essential to successfully implementing scaffolding as a learning tool. 39] V. Theory of Transmission: Who is to teach? By what methods? What will the curriculum be? Vygotsky defined those who are to teach as the More Knowledgeable Other. The MKO is anyone who has a better understanding or a higher ability level than the learner, particularly in regards to a specific task, concept or process. [40] Traditionally the MKO is thought of as a teacher or an older adult. However, this is not always the case. Other possibilities for the MKO could be a peer, sibling, a younger person, or even a computer. The key to MKO is that they must have more knowledge about the topic being learned than the learner does. [41] Teachers or more capable peers can raise the students competence through the zone of proximal development (ZPD). Vygotskys findings suggest methodological procedures for the classroom. In Vygotskian perspective, the ideal role of the teacher is that of providing scaffolding (collaborative dialogue) to assist students on tasks within their zones of proximal development. [42] During scaffolding the first step is to build interest and engage the learner. Once the learner is actively participating, the given task should be simplified by breaking it into smaller subtasks. During this task, the teacher needs to keep the learner focused, while concentrating on the most important ideas of the assignment. One of the most integral steps in scaffolding consists of keeping the learner from becoming frustrated. The final task associated with scaffolding involves the teacher modeling possible ways of completing tasks, which the learner can then imitate and eventually internalize. Vygotsky recommended a social context wherein a more competent learner would be paired with a less competent one, so that the former can elevate the latters competence. This social context promotes sustained achievement and cognitive growth for less competent students. [44] Accordingly, students need to work together to construct their learning, teach each other so to speak, in a socio-cultural environment. In-class opportunities for collaboration on difficult problem-solving tasks will offer support to students who are struggling with the material. By interacting with more capable students who continue to mediate transactions between the struggling students and the content, all students will benefit. [45] The implications of Vygotskys theories and observations for educators are several and significant. In Vygotskys view, the teacher has the collaborative task of guiding and directing the childs activity. [46] Children can then solve novel problems on the basis of a model he [sic] has been shown in class. [47] In other words, children learn by solving problems with the help of the teacher, who models processes for them and his or her eers, in a classroom environment that is directed by the teacher. In essence, the child imitates the teacher through a process of re-creating previous classroom collaboration. [48] It is important to note that the teacher does not control the class with rule and structure; rather, the teacher collaborates with the students and provides support and direction. [49] Assignments and activities that can be accurately completed by a student without assistance, indicate that the student has previously mastered the necessary prior knowledge. In the majority of classrooms this would be the conclusion of a unit; however, this is Vygotskys entry point. However, as previously mentioned, the teacher must carefully group the student that can potentially develop in collaboration with a more capable person. [50] In our research, we found limited references to Vygotskys specific views on curriculum content. One exception involves the teaching of writing to preschoolers. According to Garton and Pratt, Vygotsky argued for shifting the teaching of writing to preschool. They explain that Vygotsky differentiated between two forms of speech: spoken and written. Vygotsky, as cited by Garton and Pratt, asserts that a child develops an understanding that spoken speech can be symbolized in writing by progressing from drawing things to drawing speech. [51] Vygotsky suggested then that the preschool curriculum should be designed so that it was organized to ease childs transition from drawing things to drawing speech. [52] Learning to master tools and technologies should also be included in the curriculum. Students should be taught how to use tools such as the computer, resource books, and graphs in order to better utilize these tools in the future. [53] In this way, students will benefit as these tools and technologies influence the individuals thinking (along with the development of language). [54] In sum, Vygotskys findings suggest that the curriculum should generally challenge and stretch learners competence. [55] The curriculum should provide many opportunities to apply previous skills, knowledge and experiences, with authentic activities connected to real-life environment. [56] Since children learn much through interaction, curricula should be designed to emphasize interaction between learners and learning tasks. [57] VI. Theory of Society: What is society? What institutions are involved in the educational process? According to Vygotsky, society is the bearer of the cultural heritage without which the development of mind is impossible. [58] This society allows the learner to develop cognitively through social interactions. As a result, the use of language makes it possible for a child to communicate and share the environment from within their society. Every function in the childs cultural development appears twice: first, on the social level, and later, on the individual level; first, between people (interpsychological) and then inside the child (intrapsychological). [59] Perhaps Vygotsky was comfortable generalizing about society in this way because he was living in post-revolutionary times. The revolution had been accomplished in Russia, and the New Soviet Man, was emerging in the Soviet Union, and the dictatorship of the proletariat was at hand. So far as the institutions involved in the educational process are concerned, Moll reports that Vygotsky considered school the best laboratory of human psychology. [60] He noted: At first glace, it may be easily seen that no special educational environment is needed, that education may be accomplished in any environment whatsoever. It is not very hard to conclude that no sort of artificial educational environment has to be created, that life educates better than any school. This view is wrong, however. [61] For Vygotsky, society (and therefore social interaction) happens in schools. Schools are incorporated into the larger society and have that as their context, so that some of their activity settings are determined by this larger contextuality. [62] For Vygotsky the classroom is also a social organization that is representative of the larger social community it is the social organization that is the agent for change in the individual. [63] Fhis statement was not meant to imply that informal education was not important. [64] Rather, as we stated before, for Vygotsky informal education is used by children through speech and language to develop higher mental functions. He stressed that childrens learning begins long before they attend school. Any learning a child encounters in school always has a previous history. [65] VII. Theory of Opportunity: Who is to be educated? Who is to be schooled? Vygotsky repeatedly asserts that it is within the social environment that learning takes place. Since no individual is able to escape their social surroundings, all within a society are inadvertently being educated.

Purchasing Power ParityBig Mac Index Essay Example | Topics and Well Written Essays - 1000 words

Purchasing Power ParityBig Mac Index - Essay Example The purchasing power parity or the PPP is also loosely explained as the Big Mac index, as introduced by The Economist in the mid-1980s. In the absolute definition of PPP, the Big Mac, a consumer good sold in practically every part of the world, takes the place of the commodity basket. Using this route gives a more simplistic definition of the theory. Therefore, a Big Mac being sold in the United States must have the same price as Big Mac sold in Australia, for example. Looking at PPP with a monetary approach to the exchange rate will show the behavior of exchange rate in the long run, in terms of the supply of and demand for money. An increase in the national interest rate results in the depreciation of the national currency. Likewise, an appreciation of the country's currency will be resulted by a decrease in the national interest rate. However, recent data cannot fully support the theory of the purchasing power parity and the law of one price. In the real world, there are trade barriers, free competition, and differences in price levels in different countries, giving rise to difficulty in testing the PPP through government-published price indexes. There are also certain products and services that have consequently become non-tradable goods because of steep international transport costs. The PPP can also be viewed as a country's real exchange rate, wherein a foreign commodity basket is valuated in terms of a domestic commodity basket. Having all other factors equal, a country's local currency will undergo a long-run appreciation vis--vis foreign currencies, an ensuing scenario when the world demand for this particular country's output increases. The more common notion of purchasing power parity must be distinguished from a related theory known as relative purchasing power parity, wherein the relationship between the relative inflation rates of two countries and the change in the exchange rates of their currencies comes into play. An exchange rate that is determined by purchasing power parity gives rise to an equalization of the purchasing power of different currencies in a particular home country. Despite the fluctuations in the market exchange rates, PPP exchange rates are reflected in the long run. However, the difference between the market exchange rates and the PPP exchange rates can be somewhat significant. See this example: The World Bank's World Development Indicators 2005 estimates that one United States dollar is equivalent to approximately 1.8 Chinese yuan by purchasing power parity in 2003. However, based on nominal exchange rates, one U.S. dollar is currently equal to 7.9 yuan. This discrepancy has large implications; for instance, GDP per capita in the People's Republic of China is about US$1,800, while on a PPP basis it is about US$7,204. This is frequently misused to assert that China is the world's second largest economy, but such a calculation would be invalid under the PPP theory. At the oth er extreme, Japan's nominal GDP per capita is around US$37,600, but its PPP figure is only US$30,615. The proper estimation of purchasing power parity is made difficult because there is no uniform price level. Also, different people in different countries have varying commodity baskets,

Pollution Essay Example | Topics and Well Written Essays - 1000 words

Pollution - Essay Example Global warming has also been attributed in part to pollution. When these chemicals and toxins become a part of the environment they affect not just the environment but humans as well. If we can control our actions then we can make the world a better place to live. Air pollution occurs because of toxins that are released into the air by cars, aerosols, factories etc. what it basically does it make the air unclean and unsafe to breathe in and can cause many kinds of respiratory diseases. It has also been known to affect the wild life as it has killed many birds. Many people in china and Japan are known to wear masks to work and school because of the pollution there. The sad reality is that because of air pollution we do not just harm ourselves but harm the planet for the future generations. Water pollution refers to contaminants that find their way into the water reservoirs i.e. lakes and streams along with the ocean. Large companies have been known to dump toxins in streams that later on become a part of our drinking water. Many people use filters these days so that they can have clean water for their use but the sad reality is that the industrial world has a huge negative impact on the developing world and water pollution is making life tough not just for them but also sea life, fresh water fish life, and harming the plant life as well. Sewage water is also released into streams and the coastlines of many countries and have a very detrimental effect overall. Land and soil pollution refers to the detrimental state of affairs because of unhealthy and unsafe trash and toxicant dumping habits employed by humans. It has been mainly attributed to urbanization and industrialization, both of which destroy natural resources that are already present in order to build and become successful. The tearing down of God made things results in a lot of problems for example, in order to

Discuss three examples how HIPAA is taught, practiced, and enforced in Research Paper

Discuss three examples how HIPAA is taught, practiced, and enforced in a health care organization. What is HIPAA and why it shou - Research Paper Example It was also designed to prevent employers from hiring persons due to medical conditions that may affect the cost of their job-related group insurance. Under its rules, there is a six month limit for denying coverage for preexisting conditions under employee provided health plans. Specifically, unless an employee has received diagnosis or treatment for a pre-existent condition within six months prior to being hired then they cannot be denied coverage for the issue (http://www.dol.gov/ebsa/faqs/faq_consumer_hipaa.html). A secondary purpose of HIPAA is to protect patient confidentiality. It regulates who can access medical records, the reasons they may do so, and the proper they follow. In most cases, it forbids individuals or organizations from looking at a person’s records without their permission. HIPAA must be followed for ethical as well as legal reasons. Because of its importance, a wide variety of health care and insurance professionals must be trained in HIPAA compliance. Training is offered in several formats, including online. The website http://www.ehipaatraining.com/ offers Internet-based classes on the subject. The Department of Health and Human Services offers similar resources on the web page, www.hhs.gov.

Munchausen Syndrome Essay -- Disease/Disorders Health

Munchausen Syndrome History Munchausen Syndrome, an illness of psychiatric nature, was first introduced by Richard Asher in 1951 (Zibis et al., 2010). Although Munchausen Syndrome had been described in 1931 by Karl Menninger in medical publications it wasn’t until 1951 that Richard Asher published three case reports and the disorder gained interest (Turner, Reid 2002).The syndrome, as described by the Merck Manual for Healthcare Professionals (2008), is a severe form of a factitious disorder in which the patient tends to feign some kind of illness (physical or mental) without an external reason. Richard Asher was a renowned British endocrinologist and hematologist who is said to have named the syndrome after the fictionalized accounts of Baron Karl Friederich Munchausen (1720-1791) a German soldier who was famous for the adventurous tales about his life (Murray, 1997). Consequently because of the extensive traveling, peculiar stories and refractory treatment, as more cases appeared the syndrome took on various names such as the following: pathologic malingering, chronic factitious illness, and peregrinating problem patients (Justus, Kreutziger, Kitchens 1980). Diagnosis Patenaude, Zitsch, and Hirschi (2006) define a factitious disease as one in which the patient consciously and purposely injures themselves in order for a physician or caretaker to make a wrongful diagnosis and thus be submitted to treatment. Munchausen Syndrome is characterized by the patients’ continuous attempt for admittance at hospitals after a dramatic show of physical symptoms (Zibis et al., 2010). The disorder is associated with severe emotional problems specifically in patients with histrionic or borderline personalities; these ten... ... http://www.merckmanuals.com/professional/print/psychiatric_disorders/somatoform_and_factiti ous_disorders/munchausen_syndrome.htm Murray, J. (1997). Munchausen Syndrome/Munchausen Syndrome by Proxy. The Journal Of Psychology: Interdisciplinary And Applied, 131(3), 343-352. Patenaude, B., Zitsch III, R., & Hirschi, S. D. (2006). Blood-but not bleeding-at a tracheotomy site: A case of Munchausen's syndrome. ENT: Ear, Nose & Throat Journal,85(10), 677-679. Turner, J., & Reid, S. (2002). Munchausen's syndrome. The Lancet (Sciencedirect),359(9303), 346-349. Zibis, A. H., Dailiana, Z. H., Papaliaga, M. N., Vrangalas, V. A., Mouzas, O. D., & Malizos, K. N. (2010). Munchausen syndrome: A differential diagnostic trap for hand surgeons. Journal Of Plastic Surgery And Hand Surgery, 44(4-5), 222-224.

Behavior Systems Family and Teaching and Learning Activities

Teaching is one of the most difficult jobs, because teachers do not just teach subjects, they teach people, who have different personalities, learning styles, and interests. The behavior systems family of teaching models can help a teacher create an effective learning environment through mastery learning, direct instruction, simulating.The behavior systems family of teaching models focuses on the behaviorist theories of Skinner, com/b-f-skinner-and-albert-bandura/">Bandura, and others. Their theories showed that behavior can be conditioned or created. Teachers can use these theories to cultivate productive and successful classrooms.Mastery learning takes place when material is broken down into small sections that are easy to understand. According to Weil and Calhoun (2008), at the end of each unit, a test is administered to see if the students understood that section. Those who did can move on to the next phase, and those who did not can spend more time on the current section until t hey have. Direct instruction means that the activities and lessons are teacher directed. The students are in a less participatory role, often taking notes or listening to the teacher lecture.Students are given direct instruction for tasks and time to work independently. It is most helpful for teachers to use praise during this time to illicit good behavior and focused study. Simulation is when students role play real life situations in order to gain understanding. Tasks that are realistically complex can seem less so in a classroom setting. According to Mafune (n. d. ), students assume roles of people in various situations, and they are able to understand their motivation and actions. They can simulate a courtroom trial, and focus on specific parts of testimony, or the jurors.The behavioral systems family of teaching models can aid teachers a great deal. Teachers can use behavior theory to achieve their desired results through mastery learning, direct instruction, and simulations. R eferences Mafune, P. Teaching and learning models. A reflection on the work of Bruce Joyce, Bev Showers, Marsha Weil and Others. Retrieved May 22, 2009 from http://hagar. up. ac. za /catts/learner/patriciam/B3a. htm Joyce, B. , Weil, M. , & Calhoun, E. (2008) Models of teaching. (8th ed. ) Boston, MA: Allyn and Bacon.