Age, Gender Differences free essay sample

The purpose of present study was to investigate the relationship between academic performance and depression among students of University of Gujrat. It was a cross-sectional study. Convenient sampling was used to select sample of 50 males and 50 females. Depression Anxiety Stress Scale was used for the measurement. Findings of study showed that there is a positive relationship between age and academic performance with depression. Chapter I Introduction Introduction Present study was designed to investigate about age and gender differences in’ and relationship with academic performance and depression. The main purpose of this research was to investigate the relationship between gender differences ,academic performance and depression among Uog students. Gender Gender is the range of physical, mental, and behavioral characteristics pertaining to, and differentiating between, masculinity and femininity. Depending on the context, the term may refer to biological sex (i. e. the state of being male, female or intersex), sex-based social structures (including gender roles and other social roles), or gender identity. We will write a custom essay sample on Age, Gender Differences or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page According to the Publication Manual of the American Psychological Association, Gender is cultural and is the term to use when referring to women and men as social groups. Sex is biological; use it when the biological distinction is predominant. And according to the World Health Organization, Sex refers to the biological and physiological characteristics that define men and women. Gender refers to the socially constructed roles, behaviors, activities, and attributes that a given society considers appropriate for men and women. Depression Depression is a mental illness in which a person has feelings of sadness, instability, loneliness, hopelessness, worthlessness, and guilt. Depression is a common mental disorder and can be successfully treated. Signs and symptoms include Persistent sad, anxious, or empty feelings Feelings of hopelessness or pessimism Feelings of guilt, worthlessness, or helplessness Irritability, restlessness Loss of interest in activities or hobbies once pleasurable, including sex Fatigue and decreased energy Difficulty concentrating, remembering details, and making decisions Insomnia, early-morning wakefulness, or excessive sleeping Overeating, or appetite loss Thoughts of suicide, suicide attempts Aches or pains, headaches, cramps, or digestive problems that do not ease even with treatment. Gender and Depression When asked about symptoms of depression, women are more likely to admit to such features than men, a difference usually put down to women being more open and men being more likely to use denial. Similarly, women are more prepared to seek help than men for their depression. A variety of biological, social, and psychological explanations for women’s increased vulnerability to depression also has been evaluated. Research examining hormonal influences has received more attention than biological factors but both have produced inconclusive results and presently do not appear to account for the gender difference in rates (cf. reviews by McGrath et al. , 1990; Rice et al. , 1984; Kornstein, 1997). Academic performance An academic performance is how well someone does during their academics. This means, how well they did with school and all the activities that go along with it. workplace is critical for these individuals, this relationship has not been adequately investigated. Depression is a common disorder that impacts an individuals ability to perform life activities, including those required by the workplace. Academic performance can be viewed as a direct parallel to workforce performance, with students belonging to a unique set of individuals whose ability to perform can be measured on criteria applied by an observer and by self-report. While the prevalence of depression for this group is high and preparation for entry into the workplace is critical for these individuals, this relationship has not been adequately investigated. Many factors affect academic achievement. One of them is depression. Depression has a high prevalence and relationship with both memory and academic achievement. Depression indices are: persistent sadness, discouragement, loss of self-worth and interest in daily activities. True depression in teens is often difficult to diagnose because normal adolescent behavior is marked by both up and down moods. These moods may alternate over a period of hours or days. Depression has an effect on academic achievement. Research has indicated that depressed mood is negatively related to academic achievement. Objectives The objectives of the present study was to assess the relationship between age, gender and academc performance with depression among University students. Hypothesis Following hypothesis were formulated for present study: Gender and academic performance has a positive effect on depression. If depression will increases acdamic perfomance will decrease. Variables Age, Gender and Acdademic performance were independet variables and Depression was dependent variable in present study. Operational definition The World Health Organization, defines depression as: â€Å"Depression is a common mental disorder, characterized by sadness, loss of interest or pleasure, feelings of guilt or low self-worth, disturbed sleep or appetite, feelings of tiredness and poor concentration. †(By Martin) Conceptual definition â€Å"In this study conceptual definition of Depression is total score on the Depression Anxiety Stress Scale. † Literature Review In the following paragraphs, there is a review of the literature pertaining to Depression, the hypothesized predictors of Depression and Academic performance ,the predicted outcomes of Depression, and the relationship between Academic performance and Depession. Robert (2008) conduct the study on the relationship between depressed mood and academic performance (measured in terms of grade point average) in U. S. middle and high schools. Utilizing data from AddHealth, the dissertation establishes Ordinary Least Squares, Two-Stage Least Squares (2SLS), and individual and sibling fixed effect regressions that attempt to control for confounding factors, including student motivation, personality characteristics, and parental inputs that are unobserved but may influence both mental health and achievement. Study findings indicate that students who report feeling depressed do not perform as well academically as non-depressed students. Additionally, the degree of GPA impact increases with the severity of reported depression. Students reporting either depressed feelings â€Å"most or all of the time† or symptoms consistent with major depression suffer GPA reductions of 0. 06 to 0. 84 grade points. In addition, middle schoolers and certain minority groups are hardest hit by depression, and persistent depression has a negative impact on grades. Dana Ahmed conducta study on Depressive Symptoms and Academic Performance of North Carolina College Students. the total number of student was 1,280 and used regression analyses were performed to examine associations between depressive symptoms and academic performance in this group. the result of this study was regression analyses were performed to examine associations between depressive symptoms and academic performance in this group. A study conduct by Alketa, Steven Clayton(2005) was on the relationship between depression and the academic performance of undergraduate students. Data regarding academics, health and productivity for students from Western Michigan University were obtained from the University’s Registrar’s Office, the campus Health Center and a survey delivered to the students. The primary outcomes of interest were the student’s grade point average (GPA), an objective, observer generated  measure of academic productivity, and the students’ self-reported academic performance. the result indicate the Diagnosed depression was associated with a 0. 49 point, or half a letter grade, decrease in student GPA, Depressed students reported a pattern of increasing interference of depression symptoms with academic performance. With respect to the study on Evaluating the Relationship between Gender, Age, Depression and Academic Performance among Adolescents by Busari, A. O. (2012) the purpose of the study was to investigate the relationship between age, depression and academic performance among adolescents. The study was carried out among 1200 students (600 male and 600 female) in the age range 15-19 years. The instrument used for data collection was the Beck depression Inventory (21 item BDI). The analysis of data used correlation coefficient and t-test. The results showed that 26. 5% of the boys and 30. 7% of the girls were depressed and that depression and academic performance were significantly correlated, r = -0. 24, p? 0. 000. Also, based on results of the present study, age and academic performance were significantly correlated (r = 0. 25, p? 0. 000). In addition there was significant difference of academic performance between male and female, (t (1) = -5. 51, p = 0. 000). Nancy, Bonnie Erin(2004) was conduct a study on Gender differences and risk factors for depression in adolescence The current study used longitudinal data (N? 1322; 648 males, 674 females) from adolescents ages 12 to 19 years (in 1994) to investigate gender differences in and risk factors for depressive symptoms and major depressive episodes (MDEs). The sample had participated in three waves of Canada’s National Population Health Survey (1994, 1996, and 1998). Results showed that although there was not a statistically significant increase in depressive symptoms in early adolescence, there was a robust gender difference in the levels of depressive symptoms and the prevalence of MDE, with girls more affected than boys. Mirowsky J Ross CE. (1992) Was conduct a study on Age and depression and the aim of this study was to find out the the relationship between age and depression is analyzed, looking for effects of maturity, decline, life-cycle stage, survival, and historical trend. The data are from a 1990 sample of 2,031 U.S. adults and a 1985 sample of 809 Illinois adults. The results show that depression reaches its lowest level in the middle aged, at about age 45. The fall of depression in early adulthood and rise in late life mostly reflects life-cycle gains and losses in marriage, employment, and economic well-being. Depression reaches its highest level in adults 80 years old or older, because physical dysfunction and low personal control add to personal and status losses. Malaise from poor health does not create a spurious rise of measured depression in late adulthood. However, some of the differences among age groups in depression reflect higher education in younger generations, and some reflect different rates of survival across demographic groups that also vary in their levels of depression. Mary Kay ONeil William J. Lancee (1985) conducted a study on Sex differences in depressed university students and in this study author select Depressed males and females from a consecutive sample of students attending a university psychiatric service (N=183) and a sample from the general student population (n=55) were compared to determine why more females (ratio 2? 1) seek help for depression. It was found that this sex difference was due neither to differential prevalence of depression nor to differences in symptom expression or social behavior, but rather to contrasting attitudes toward emotional problems and psychiatric help. Women recognize physical concomitants of depression as indicative of emotional problems and more readily accept the need for psychiatric help. Men appear not to connect physical symptoms with emotional difficulties. In this chapter, the researcher’s major purpose was to present background information on the dependent variable,Depression and to present background information on the three independent variables. The three independent variables are: age, gender and Academic performance. In varying degrees, all of the independent variables, were reported in the literature as having positive correlations with depression. Rationale of the study The purpose of this study was to find out age and gender difference in depression and academic performance with relation to  depression among students of University of Gujrat. By exploring these variables, it is hoped to add to the body of comprehension about the relationship between age, gender differences and academic performance with depression. The present study can be important addition in literature, concerning gender differences in depression. Conducting study on age, gender differences and academic performance related depression in Pakistani society can contribute in the field of basic research. Present study can be helpful in further researches . This study is also helpful for the reader to understand the relationship between age, gender differences and academic performance with relation to depression among university students. It can also support other researches and generate useful knowledge for students belonging to the discipline of psychology. There are very little research attempts to explore the relationship between age, gender differences and academic performance with relation to depression of students in Gujrat. So this study is unique because it examines the age, gender differences and academic performance relted to depression among students of University of Gujrat. Chapter II Method Method In the present study it is a multi-independent sample design . it is a independent sample design. 100 students from university of Gujrat were selected as a sample of B. S( 2nd and 8th ) semester . A standardized instrtrument was used for data collection. That is the Depression Anxiety Stress scale. Sample The present study consisted on the population from university of Gujrat. B. B. A and Sociology department were included for collection of data. Convenient sampling was used to select 100 student from university of Gujrat among them 50 were male and 50 were female. There age range from 18 to 26. There qualification was B. S(hons). Depression Anxiety Stress Scale The DASS is a set of three self-report scales designed to measure the negative emotional states of depression, anxiety and stress. The DASS was constructed not merely as another set of scales to measure conventionally defined emotional states, but to further the process of defining, understanding, and measuring the ubiquitous and clinically significant emotional states usually described as depression, anxiety and stress. The DASS should thus meet the requirements of both researchers and scientist-professional clinicians. DASS scales contains 14 items, divided into subscales of 2-5 items with similar content. The Depression scale assesses dysphoria, hopelessness, devaluation of life, self-deprecation, lack of interest/involvement, anhedonia, and inertia. (Lovibond, S. H. Lovibond, P. F. 1993 ). Demographic sheet Some demographic variables were included in the present research those were: Age, Gender, Department, CGPA, Semester, Father’s education and Mother’s education. Procedure First step in the present study was to select the population of students from University of Gujrat and select sample from that population.  second, researcher build rapport with students and ask them to fill the questionnaire carefully and respond to each item honestly. Some instructions were given to the respondents before questionnaire handed them over. The instructions were; the whole information will be confidential and only used for the research purpose, it was requested to show serious and careful attitude toward responding in questionnaire, and provide only required information. Researchers face some difficult in collecting data because students were showing non-serious attitude toward giving responses on questionnaire. After completed the data collection researcher thanked to all the respondents who show their cooperation to fill the questionnaire. Chapter III Results Results The aim of the present study was to explore the Age, Gender differences and Academic performance with relation to Depression among students of University of Gujrat. A standardized scale was used to measure the Depression among males and females students of University of Gujrat. Linear Regression was used for measuring Age, Gender differences and Academic performance with relation to Depression among University students.

Complete List of Transition Words

Complete List of Transition Words Once you have completed the first draft of your paper, you will need to rewrite some of the introductory sentences at the beginning and  the transition statements at the end of every paragraph. Transitions, which connect one idea to the next, may seem challenging at first, but they get easier once you consider the many possible methods for linking paragraphs together- even if they seem to be unrelated. Transition words and phrases  can help your paper move along, smoothly gliding from one topic to the next.  If you have trouble thinking of a way to connect your paragraphs, consider a few  of these 100 top transitions as inspiration. The type of transition words or phrases you use depends on the category of transition you need, as explained below. Additive Transitions Probably the most common type, additive transitions are those  you use when you want to show that the current point is an addition to the previous  one, notes  Edusson, a website that provides students with essay-writing tips and advice. Put another way, additive transitions signal to the reader that you are adding to an idea and/or your ideas are similar, says  Quizlet, an online teacher and student learning community. Some examples of additive transition words and phrases were compiled by Michigan State University  writing lab. Follow each transition word or phrase with a comma: IndeedIn the first placeAndOrTooNorFurtherMoreoverFurthermoreIn factLet aloneAlternativelyAs well (as this)What is moreIn addition (to this)ActuallyMuch lessOn the other handEither (neither)As a matter of factBesides (this)To say nothing ofAdditionallyNot to mention (this)Not only (this) but also (that) as wellIn all honestyTo tell the truth An example of  additive transitions used in a sentence would be: In the first place, no burning in the sense of combustion, as in the burning of wood, occurs in a volcano;  moreover, volcanoes are not necessarily mountains;  furthermore, the activity takes place not always at the summit but more commonly on the sides or flanks....– Fred Bullard,  Volcanoes in History, in Theory, in Eruption In this and the examples of transitions  in subsequent sections, the transition words or phrases are printed in italics to make them easier to find as you peruse the passages. Adversative Transitions Adversative transitions are used to signal conflict, contradiction, concession, and dismissal says Michigan State University. Examples include: ButHoweverOn the other handIn contrastWhileWhereasConverselyEven moreAbove allBut even soNeverthelessNonethelessAlthoughThoughHowever(And) still(And) yetEither wayIn either case(Or) at leastWhichever happensWhatever happensIn ether event An example of an adversative transition phrase used in a sentence would be: On the other hand, professor Smith completely disagreed with the authors argument. Causal Transitions Causal transitionss include: AccordinglyAnd soAs a resultConsequentlyFor this reasonHenceSoThenThereforeThusGranting (that)On the condition (that)In the event thatAs a result (of this)Because (of this)As a consequenceConsequentlyIn consequenceSo  much (so) thatFor the purpose ofWith this intentionWith this in mindUnder those circumstancesThat being the caseThen An example of a causal transition used in a sentence would be: The study of human chromosomes is in its infancy,  and so  it has only recently become possible to study the effect of environmental factors upon them.–Rachel Carson, Silent Spring Sequential Transitions Sequential transitions express a numerical sequence, continuation, conclusion, digression, resumption, or summation, says Michigan State, which gives these examples: In the (first, second, third, etc.) placeTo begin withTo start withInitiallySecondlyNextSubsequentlyBeforeAfterwardAfter thisTo conclude withAs a final pointLast but not leastTo change the topicIncidentallyBy the wayTo get back to the pointTo resumeAnyhowAs was previously statedSoIn shortThusIn sumFinally An example of a sequential transition would be: We should teach that words are not the things to which they refer. We should teach that words are best understood as convenient tools for handling reality....Finally, we should teach widely that new words can and should be invented if the need arises.–Karol Janicki, Language Misconceived In sum, use transition words and phrases judiciously to keep your paper moving, hold your readers attention, and retain your audience until the final word.

Learning and Development Essay Example | Topics and Well Written Essays - 2500 words

Learning and Development - Essay Example At the same time, workplace learning is poorly understood and under-researched, but has moved to centre stage in discourses about the so-called 'knowledge-based economy' and in policies based on that concept. Along with employees, it is an important issue in contemporary business environment that organizations developed and learnt together with their human assets. It is by means that organizations need to adapt to their changing environments. Local line leaders in the organization and high level executives as well as internal networkers and community leaders are needed who can motivate and direct the organization and its members, to learn to adapt to the changes. Changes in the economic environment from local, to national, to global markets require new perspectives. Interspersed with these changes are the rapidly ever-changing developments in information technology with which the organization and its members have to become intimately involved for acquisition and processing of information from the internal and external environments. The organization has to learn how to adapt to changes in the diversity of its workforce and customers as well as to the changing demands for social responsibi lity. In terms of what have been said in above, I will further discuss how learning and development can contribute to improved performance within an organization and how it impacts indi... Organizations are changing by "dejobbing", that is, changing is the concept of the job as a separate full-time position with a specific bundle of tasks. The concept of the jobs is being replaced by the unbundling of the tasks of a traditional job. Instead of an organizational member having one permanent bundle of tasks to complete, the member will need to work alone or in teams on temporary tasks and in temporary teams. Changes will coincide with changes in organization needs. Some tasks may be outsourced; some may be shifted to within the organization (Keep, Rainbird, 2000). The learning organization is the one that is dissatisfied with the status quo. It proceeds by looking at ways to improve itself, setting up criteria for appraising the effects of changes, creating alternatives, adopting and implementing those that work out well and abandoning those that do not work out well. In this process, reliable and valid measures will be employed. Learning organizations have adaptable cultures as illustrated by the firms, Walmart, Pepsico, and Hewlett Packard. In the late 1980's, the firms saw leadership as an engine of change. They stressed the value of meeting their constituents' needs. Adaptable new systems were introduced. Adaptable managers were favored. The results showed in the early 1990's. In comparison, a firm like Texaco was seduced by its dominant position in the oil and gas market and its prior successful growth and profits. As Robert Blake would say, it was fat and happy, and lacked the adaptability to change. Likewise, Coors Beer lacked the adaptability of a learning organization and couldn't accept the value to its continued success of its relations with

Monetary policy Essay Example | Topics and Well Written Essays - 1000 words

Monetary policy - Essay Example The normal fluctuation rate dictated by ERM is + or – 15 percent. However, countries that are able to maintain very high degree of convergence to the Euro can negotiate narrow fluctuation band (range). For example, Danish fluctuation rate has been allowed a narrow range of + or – 2.25 percent because it was able to maintain excellent convergence to the euro. The main reason of controlled currency fluctuations is to minimize foreign currency risks caused by high and sudden currency value fluctuations. Stabilization of the national currency through pegging system helps to promote trade by minimizing trading barriers. Trade barriers (increase in currency exchange costs) result from sudden fluctuations in foreign currencies that may increase cost of doing international business. Pegging currencies in the euro zone was aimed at speeding up the adoption of single market. In the event that European Union member currency surpasses predetermined currency fluctuation range, the E uropean Central Bank and the central bank of that nation should intervene by fixing foreign exchange rates consistent to country’s economic needs. This is in a bid to ensure that the exchange rates are kept within the fluctuation range. The European Central Bank can advance short term loans to rectify currency fluctuations in the short run caused by instant speculative pressure. However, short term interventions by The European Central Bank can be suspended if interventions contradict with objectives and aims of both the European Central Bank and country’s central bank. Membership to EMR II is not mandatory but is a prerequisite foe any country, which wants to join the euro zone. No country will be admitted to euro zone until it participated in EMR II for at least two years with no severe tensions and devaluations. ii) Advantages and disadvantages of resulting from agreements with EU to Peg the Pound to the Euro and join the European Monetary Union a) Pegging the Pound to the Euro When a country is pegged to a euro, movement in the euro is followed by movement in the currency associated with it. There are some advantages associated with pegging the pound to the euro. First, the euro is becoming popular. Euro has become favorable international currency for most governments. Most countries outside the euro zone have already pegged their currencies to the euro and are enjoying financial stability. Euro provides shelter against unexpected drops in individual currencies. Bulgaria, Estonia, Lithuania, Bosnia, Herzegovina and Cape have not adopted the euro but have pegged their currencies to the euro. This makes the euro stronger and stable. Secondly, pegging pound to euro will reduce pounds’ fluctuations (shocks). Pound will gain strength and stability as euro gain strength. According to Ghosh et al (2002), pound will achieve more clarity, transparency and predictability if pegged to the euro. This is because currency pegging imposes necessary d iscipline when country is dealing with foreign exchange currencies. Third, pegging pound to euro helps to enhance pound’s credibility. Credibility will be achieved when pound is pegged to euro, which has lower and increasingly predictable rate of inflation. There are disadvantages associated with pegging pound to the euro. First, pound is likely to lose value when euro loses value. This is because changes in anchor currencies will affect associated

Victim Support and Social Work

Victim Support and Social Work Victims of a Serial Killer Vangerlena Smith Violent crimes happen to certain individuals or groups every day. Sometimes the victims have the same characteristics, and sometimes there is no trace of recidivism pertaining to the victims at all. Some of those characteristics may include sex, gender roles, age, ethnicity, economic status, goals, education level, area of residence, stature or body type, etc. There is one particular case where the victims had similar characteristics. The case is that of Jeffrey Dahmer, a famous serial killer who lured, killed, and dismembered all of his victims’ body. All of Dahmer victims were male, mostly African American. According to the research I have done majority of Jeffrey Dahmer’s victims were hitchhikers, travelers, homosexuals, in some type of desperate need, or in the areas where Dahmer resided. He never went out of his way to go and find his victims; they just of sort of came to him. They were all also obviously young because he would meet them in clubs, bars, or at parti es. The ages of the victims are listed as follow: 14, 16, 18, 19, 20, 22, 23, 24, 25, 26, 27, 31, 33, and 36. Dahmer also had victims who had a chance at living. Before he became the serial killer that he is known as today, Dahmer was arrested multiple times for fondling and molesting younger boys in public plays; such as, fairs, carnival, etc. In the following paper the nature(s) of the crime that Dahmer committed will be addressed. How to deal with the victims and their families on a micro, mezzo, and macro level will also be explained. Also, as any human being, social workers have personal values and ethics that sometimes conflict with those of their professional values and ethics. Nature of the Crime The violent gruesome acts of what Dahmer did to his victims could fit many natures of crime. Dahmer’s first victim was a nineteen year old hitchhiker whom he just picked up. Later the two got drunk and engaged in sexual activities, and the victim simply wanted to leave afterwards. Dahmer did not want him to so he killed him, dismembered his body, and disposed of him. This is where the pattern started. The previous information shows that one of the natures is obviously control. It was said that Dahmer never really had any friends, so he was a loner. He obviously got the victim drunk so he would become totally vulnerable to the situation, so that he could take advantage of the victim. The victim deciding to leave was totally out of Dahmer’s control, so he made it where he was in control; he hit the victim over the head with a dumb bell where he then proceeded to kill him. It’s debatable that Dahmer’s first murder was unplanned, so the sense of control that h e felt afterward his first murder, he wanted to continue to feel. This is the starting point of his recidivism. According to: â€Å"Sadism, a term introduced by Krafft-Ebing (1898) late in the nineteenth century, originally referred to sexual pleasure derived through inflicting pain and suffering on others. Over time, the term was expanded to include nonsexual enjoyment derived from sadistic acts† (Marten Kahn, 2011) Dahmer acts also could be labeled as perversion. For some of the victims they did not willing have sex with the offender. Also, some sexual acts were also done to some of victims’ corpse after death. Dahmer, in his teen years had struggled with his homosexual desires; combined with his years of being a loner, he decided to just take actions and deal with those desires. Lastly, the nature of Dahmer’s crime could be labeled as revenge. As stated earlier, Dahmer was a loner growing up. Yes, he had sexual desires like any other human being, but no one wanted to engage with him in any type of way because he was seen as an outcast. It could be possible that Dahmer’s act on his victims could have been one of revenge from earlier stages of his life. Micro, Mezzo, and Macro Levels Assessing the victims, families, community, and nation on the level of micro, mezzo, and macro scales is a critical level in evidenced-base practice. According to Hull Ashman (2012): â€Å"Practice with individuals is considered as micro practice, practice with families as micro/mezzo practice, practice with group as mezzo practice, and practice with larger systems, including organizations and communities, as macro practice† (Ashman Hull, 2010). Dealing With the Situation on a Micro Level On the smallest level, the micro level, for this case it is much easier to start with the live victims of molestation and fondling. This level could be used to work with the individuals to get some understanding on how they are coping with what had happened to him and also throw out suggestions. I’m sure at this level it’s easier to find out what each of the young men are probably wondering why did this happen to them, and what did they do to deserve it. On this level, it’s easier for a social worker to handle because they get to work with the individual one on one. In a mezzo group setting the victim may be ashamed to open up about what happened to them, and in return never get the proper help they need for moving on or coping. Some victims who has had things done to them and never told or got properly treated sometimes become the perpetrator of that same crime later on in life. According to Davis (1991): Dahmer’s probation officer noted that, â€Å"When Jeffrey was eight, his father said, a neighborhood boy had sexually molested him. Perhaps this may be the reason why Jeffrey has sexuality issues† (Davis, 1991). So Dahmer’s actions are a product of child molestation, and what could possibly happen if one stays quiet. It is also important to work with the individual family because family support when dealing with these types of things is vital. The social worker could encourage the family to do things such as, not help the victim stay the victim. They can do this by not treating the victim like something’s always wrong. Of course it’s a given that they will probably never forget the incident, but the reminder of it does not help them cope. For those who lost their lives as victims of Dahmer, families could be assessed individually on a micro level as well. Everyone has a different experience when it comes to death of a loved one, so they cope in different ways. It would be very inaccurate to marginalized them all into one category and help them to all cope in one way. It isn’t possible. Also, close friends, neighbors, teachers, classmates, could all be assessed on an individual level; depending on the level of closeness to the victim. According to Social Work License Map (2012): â€Å"Micro practice is the most common kind of social work, and is how most people imagine social workers providing services. In micro social work, the social worker engages with individuals or families to solve problems. Common examples include helping individuals to find appropriate housing, health care and social services. Family therapy and individual counseling would also fall under the auspices of micro practice, as would the medical care of an individual or family, and the treatment of people suffering from a mental health condition or substance abuse problem. Micro-practice may even include military social work, where the social worker helps military service members cope with the challenges accompanying military life and access the benefits entitled to them by their service. Many social workers engage in micro and mezzo practice simultaneously. Even the most ambitious macro-level interventions have their roots in the conversations between a single social worker and a single client† (Social Work License Map, 2012). Dealing With the Situation on a Mezzo Level Mezzo is the level of assessment dealing with group settings. Pertaining to the victims of Jeffrey Dahmer; this is where a social work could get all the molested victims in one room, and maybe have them share their experience and how it affected them. There is such a thing called self-help groups and in these groups the individuals all have something in common. Within these groups they help one another cope with the particular problem. They sometimes do this by expressing their feelings. If these victims could come together and talk about how Dahmer affected them, they may just be able to move on. Also, on this level the victims along with their families could be assessed. Once assessed on a micro level, if the individual could open up about how they were affected to their families, then maybe the family would know how to assist them in helping them cope. â€Å"Those skills used in working with individuals provide the foundation for work with larger groups, organizations, and commun ities† (Ashman Hull, 2010). One victim may not want the family to baby them because of what happened to them; where on the other hand, another victim may need that extra attention from their parents, siblings, etc. For the deceased victims, their families could also be assessed together. They need to know how one another feel, to emotionally support each other about the loss of their loved one. For instance, if a couple’s child was one of Dahmer’s victims they may deal with it differently. The husband may keep it boggled all in and the wife may cry all the time. Well they need to know how to communicate with those different feelings to help one another maintain emotional stability. The husband could comfort the wife during her times where she feels as if she wants to cry. On the other hand, the wife could encourage the husband to talk about his feelings more often, or at least let him know she’s there if he ever feels the need to talk about the loss. According to Social Work License Map(2012): â€Å"Mezzo social work practice deals with small-to-medium-sized groups, such as neighborhoods, schools or other local organizations. Examples of mezzo social work include community organizing, management of a social work organization or focus on institutional or cultural change rather than individual clients. Social workers engaged in mezzo practice are often also engaged in micro and/or macro social work. This ensures the needs and challenges of individual clients are understood and addressed in tandem with larger social issues† (Social Work License Map, 2012). Dealing With the Situation on a Macro Level On the Macro level, a social worker deals with the community which consists of the families, individual victims, close friends, etc. In the community where Dahmer did all his murdering, could rise up a scare amongst some people and be of a shock to others. On this level, a social worker could be effective by going to meet with parents and plan ways that they could make the community a safer place where their children could live, play, etc. Setting up a neighborhood watch team, parents making sure they know where there children are going when they leave home, and making sure that the children be alert of strangers are all ways in solving some of the problems in a community of uproar. As for the community of Dahmer’s victims who didn’t survive, a social worker could advocate for more police security in that area, just to watch for things of suspicion. Because not only were those communities afraid of Dahmer, but they were afraid that there were more killer out there like him. This is where the macro level gets broader. What Jeffrey Dahmer did to his victims become known nationally. This created worry all over the United States. How would social workers address the issue to a community as broad as the whole nation? First, they could brainstorm ideas for the nation to keep themselves self. For example, they could encourage people not to hitchhike at night. They could also warn that all hitchhikers should not be picked up as well. As stated before, another safety precaution is that parents know where their children are at all times. For those who are of age, encouragement to not leave from clubs, bars, parties, etc. with strangers would be a great gesture. A killer who has the intent to kill cannot be dissuaded to kill, but those who could possibly fall victim could set up precautions for their safety to prevent the incidents that happened to Dahmer’s victims from happening to them. According to Social Work License Map (2012): â€Å"The practice of macro social work is the effort to help clients by intervening in large systems. Examples include lobbying to change a health care law, organizing a state-wide activist group or advocating for large-scale social policy change. Macro practice is one of the key distinctions between social work and other helping professions, such as psychiatric therapy. Macro social work generally addresses issues experienced in mezzo or micro social work practice, as well as social work research. Macro practice empowers clients by involving them in systemic change† (Social Work License Map, 2012). All in all, every victim, their family, their friends, etc. could be assessed on either a micro, mezzo, or macro level. Not all people are going to deal with every crisis the same way, so they should not be expected to cope the same way. Some don’t mind speaking in group settings where others may want to talk on a more individual basis. In the Dahmer’s case the level of macro got as broad as the United States, but in some cases the issue on a macro level could become global. Ethical Issues/Values Conflict As a social worker I would personally be all for the victim, not matter the evidence behind what Dahmer did. For example, Dahmer had some psychological issues so that calls for the need of treatment. As far as professional value goes, it’s clear after a psychological evaluation was done that Dahmer needed help; however, my own personal values says that he was not right for taking the lives of innocent people, therefore he should spend the rest of his life in prison. For the same reason, I would also want him to spend his life in prison because some of those victims were teenagers. Also, not only did he kill all of his victims but he removed the flesh from their bones, he cut some of their hearts out, crushed their bones, had sex with the corpses; that is completely inhumane. According to O’meara (2009): â€Å"Dahmer drilled holes in his living victims heads; poured in chemicals to zombify them, had sex with the corpses viscera, and kept some body parts in his refrigerator, occasionally eating them† (OMeara, 2009). As for the victims, I think it would be unethical, so to speak, of me to say that they could have prevented things from happening to them; such as, not leaving the club with Dahmer, not leaving with a stranger period, not getting drunk and falling into a stupor, etc. However, every social work knows or should know that it’s never the victim’s fault about what happened to them (Gough Spencer, 2014). Also, they would not only be some ethical issues and values conflict when it comes to the social worker, but also everyone engaged in Dahmer’s case. Once the prosecutor present all the evidence without thinking some, not all, or the jury will want in him jail; some would even vote death penalty because of their values. Policy Issues Policy issues on the Jeffrey Dahmer case would definitely be his sentencing. It is obvious in my research that Jeffrey Dahmer was psychologically ill, and need major help. However, the argument was that Dahmer disposed of the bodies, which means he was afraid of consequences. If he didn’t dispose the body he probably could have got sent to get some type of treatment. The Jeffrey Dahmer case is rare out of many. As stated before violent crimes happen to certain individuals or groups every day around the world. Murders sometimes just go on a random killing spree, but in Jeffrey Dahmer’s case all of his victims have common characteristics and trait. All of his victims were male, majority of them being black for some odd reason. They all were also of young ages. Some of those characteristics of Dahmer’s victims were their sex, gender roles, age, ethnicity, economic status, goals, education level, area of residence, stature or body type, etc. He mostly picked up hitchhikers, drunken people, or people who just needed a couple of bucks and were willing to do anything. Jeffrey Dahmer’s criminal acts started with the molestation of younger boys. The above content discusses how to help the victims who survived and the loved ones of the victims whose lives were lost cope on a micro, mezzo, and macro level. On the micro level each indivi dual victim is assessed for counseling. The micro level gives the individual more space to be open about what happened without being judged in any kind of way, or with being afraid. The micro level is a vital step to the mezzo and macro levels. On the mezzo level the victim could then be assessed in a group setting with people such as, their families, other victims, their friends, and so forth. The macro level is the largest level of all. On this level, communities, neighborhoods, and even the nation are included. It just depends on how broad the crime is and in Dahmer’s case the murders made national news, frightening many parents out there with young male children. References (2012, July 20). Retrieved November 12, 2014, from Social Work License Map: http://socialworklicensemap.com/macro-mezzo-and-micro-social-work/ Ashman, K., Hull, G. (2010). Understanding Generalist Practice. Stamford: Cengage Learning. Davis, D. (1991). The Jeffrey Dahmer Story: An American Nightmare. New York City: St. Martins Paperback Press. Gough, J., Spencer, E. (2014). Ethics in Action: An Exploratory Survey of Social Workers Ethical Decision Making and Value Conflicts. Journal of Social Work Values Ethics, Vol. 11 Issue 2, p23-40. 18p. Marten, W., Kahn, W. (2011). Sadism linked to loneliness: psychodynamic dimensions of the sadistic serial killer Jeffrey Dahmer. Psychoanalytic Review, Vol. 98 (4), pp. 493-514. OMeara, G. J. (2009). He Speaks Not, Yet He Says Everything; What of That?: Text, Context, and Pretext in State v. Jeffrey Dahmer.. Denver University Law Review, Vol. 87 Issue 1, p97-137, 41p.

Describe and explain the changes that take place in land use of the River Tees drainage basin

In the first course of the River Tees, the land is usually not usable. There is snow melt from the mountains, this causes dead area and not crops can be grown and the conditions are too harsh for any animals in Britain to live in. This also causes very snowy, rainy and cold weather which also makes it impossible for pastoral farming. There is also marshy moorlands around the source, so again the land can not be used for any form of faming. There is also the hilly situation. The land is not flat as it runs down then Pennines, the interlocking spurs cause a large difference in land angles and a v-shaped valley is formed around the river. This is not ideal for farming, travelling and, because of the poor weather conditions, the rain will run down the lands, possibly causing floods. A bit lower down the river, the weather is not so extreme and the land is used for sheep grazing. There is not much grass so there is not much available. There is also the Cow Green reservoir, on the Tees itself built in 1970. This means that the water can be controlled by humans, therefore stopping excess water pouring through the river. This means the flood plain is going to be usable for farming because the river flow will be controlled, therefore stopping floods which would ruin the land. This also helps the risk of flooding further down the course by lowering the hydraulic action. High Force waterfall is a large feature of the Rive Tees. It affects the land because it is constantly forming a gorge of recession. This happens because the soft rock, limestone underneath the hard rock, Whinstone is eroded by the water, this causes the hard rock to fall. This cycle is repeated and the waterfall slowly moves up the river. This is also a tourist attraction, which could cause the land to be quite rough due to walkers, tourists and their cars. There is also pastoral farming around the waterfall, because the land is unaffected by the water, due to the low plunge pool. In the middle course, the shape of the river obviously changes. Higher up it was reasonably straight and narrow, with many small tributaries. In the middle course of the Tees, there are many large meanders and the river is very wide and with only a few large tributaries. This changes the land quite a lot. The meanders cause change in the river course. Ox-bow lakes are formed by the large hydraulic action eroding the insides of meanders, cutting of the curve. This will then eventually dry up and leave meander scars on the land. This could mean the scars grow different land to the surrounding area and not suitable in comparison. For example if the land around a meander scar is used for arable farming, but a newly grown section is suitable for pastoral farming, there is wasted land. The meanders are so large that form Darlington to Teesmouth it is 30km as the crow flies, but going by river it is 75km long. And in the 19th centaury, some of the river was manually cut-off to shorten boat journeys up to Stockton and Yarm, so it was even longer. In 1810, the Tees Navigation Company cut the neck of the Mandale Loop, a large meander near Stockton. This shortened the route by 4km and more was artificially straightened. The water now moves faster but the flood risk is also lower. The meanders also cause a higher risk of flood, because the water travels very fast in large quantities. This means the surrounding land is fertile and used for agriculture. In this course of the river, the meanders home a small town called Yarm which is a historic market town. Yarm has a few settlements and a local church. This means the land is civilised and is used for transport and living on. Yarm was once an Inland Port which was prone to flooding. A Flood Defence Scheme was set up in Yarm and spent i2. 1 million on reducing the flood risk. They reinforced concrete walls, built flood gates, used gabions to protect walls and embankments, built fishing platforms and replanted any land that was ruined by floods. In the lower part of the middle course, in-between Stockton and Yarm, a barrage was built in 1995. It cost i54 million to build and controls 22km of river. It was built because it was harshly affecting the surrounding land because of the permanent high tide, resulting in a very high flood risk. Because it has lowered the flood risk and there is also no tidal mix now, it is a catalyst for 500 million of investment in offices, houses, education, leisure and shopping. This obviously changes the land use as it is not used for farming but more economic purposes. The key points of how land use has changed in the Middle course to the upper because it is a lot flatter, has larger meanders and has an urban settlement. In the lower course of the river there are large areas of flat muddy land. This land is used for migratory birds and seals for example, hence why they are called Seal Sands. However, the majority of the land use in the lower course of the Tees in industrial. It homes oil refineries, aluminium smelters, stockyard, railways and more. This causes pollution in the river and the surrounding land, and is both domestic and industrial, because there are also many settlements. This has been helped recently by the Government, who closed down some industry and waste has been cleaned. The land around the mouth of the river is very marshy with some drained land as well. It is impossible to grow crops on and to use pastorally. It is very industrial supporting many boats with imports and boats with exports. It is very urban with large settlements and cities. It is much wider than the rest of the river and the water is very deep for shipping. Bridges have also been made, encouraging the land to be used for transport. Overall, there is a very large change of land use throughout the drainage basin of the River Tees. It starts of being very marshy and in an extremely quiet location, becoming more arable and pastoral, then small settlements are introduced. Next the farming is not longer appropriate and the settlements are larger, with a very large industrial area at the bottom of the river.

Developmental Psychology Term Paper

Essay Assignment 2 Rebecca’s Rebellion 1. Describe the changes in physical growth and development that she would have experienced in the past 3-4 years and how these changes could be impacting her current state. A number of factors have contributed to Rebecca’s current rebellion against her parents, most of them being normal and healthy parts of development.However, it would seem that one aspect of her physical development somewhat strayed from the normative; an issue that, according to several findings in the field of developmental psychology, has had a negative catalyzing effect on her body image, peer-acceptance, relationship with her parents, and overall emotional stability. This umbrella issue is Rebecca’s pubertal timing; specifically, the early onset of it relative to her peers. As cited in our textbook, from several different studies, â€Å"(E)arly-maturing girls were unpopular with -drawn lacking in self-confidence, anxious, and prone to depression, (â € ¦ were more involved in deviant behavior (getting drunk, participating in early sexual activity) and achieved less well in school. † This behavioral trend is mostly reflected in Rebecca, who as early as 10-11, hit a growth spurt that made her much taller and leaner, â€Å"such a notable growth spurt often signals the coming of menarche within a six month period,† and as early as 12 year old became both sexually attracted to men, and began developing an unhealthy self-image in the form of a perceived weight problem as a result of gained weight in the hips, â€Å"another common signal of menarche. The trend of early onset puberty in caucasian girls has been demonstrated to impact both body-image and self-esteem as a result of their awkward and differing appearance to their peers as well as the hormonal influenced emotional changes that are typical of early adolescence. Often a result of this desire for peer-acceptance, early-onsetters tend to gravitate towards older and more sexually matured individuals who match their stage of pubertal development, and â€Å"who often encourage them into activities they are not ready to handle emotionally, including sexual activity, drug and alcohol use, and minor delinquent acts. Rebecca has engaged in somewhat delinquent behavior from time to time prior to early adolescence, but with the exception of her little ruining the neighbor’s garden stint, she has been completely in accordance with the law, and ultimately respectful of following house rules. However, the influence of this garden-trampling partner in crime is still most likely a contributing factor to Rebecca’s current state of rebellion. Early-onset puberty aside, a desire for distance from one’s parents at this age is a completely normal, evolutionary-based aspect of human development.It is a behavior replicated in primates, as it is ultimately a nature-based mechanism which serves to, â€Å"discourage sexual relations between close blood relatives. † Even in our modern American society, such behavior is replicated, albeit in a fundamentally different way; â€Å"(A)dolescents in industrialized nations, who are still economically dependent on parents, cannot leave the family. Consequently, a modern substitute seems to have emerged: psychological distancing. Rebecca’s unique physical development has most likely been a large contributing factor on her current behavior via its effect on her self-image. Though it might be a large part of current state, and perhaps the primary catalyst, it is not the end-all be-all of it so much as its part of a complex mixture with her relationship with us, people her age, and other environment related factors. 2) Describe the stages of cognitive and moral development in this developmental period as theorized by Piaget and Kohlberg.Present evidence (from her developmental history information) for which stage you think Rebecca demonstrates. Based on her history, it can be readily observed that Rebecca has achieved the final stage of Piaget’s stages of cognitive development, otherwise known as the Formal Operational Stage. She has demonstrated the capacity for abstract, systematic, and scientific thinking, by demonstrating hypothetico-deductive Reasoning, and propositional thought, the only two requirements of attaining Piaget’s last stage.Hypothetico-Deductive Reasoning: Rebecca has demonstrated her ability to take into account several abstract variables in her reasoning by virtue of the complex nature of conclusions she has made on her own in the past. For instance, her evaluation of her parent’s parenting-style was that, â€Å"we are as supportive and approving of her as the average parent, (†¦ ) but stricter than other parents. † The veracity of such a conclusion aside, â€Å"and despite our lack of knowledge as to the specific variables she used to make such an evaluation,† t can be readily observ ed that the pro-con nature of her evaluation was the result of a consideration of several factors, as well as their relationship to one another. Propositional Thought: Despite having an initial lack of confidence in math and language arts at the age of 12, â€Å"proficiency in which becomes increasingly tied to propositional reasoning skills,† a lack of confidence does not equate a lack of competence.Her above average scores on her grade reports in middle school, and in her outstanding performance in English in her first year of high school would most likely indicate her ability to use abstract symbols to represent both concepts and real world objects, â€Å"its almost certain that she’s taking a high school algebra or higher based on her past academic performance level. † According to Kohlberg’s stages of moral development, Rebecca is solidly in the 3rd stage, morality of interpersonal cooperation.This conclusion is based solely on her expressed opinion of the shoplifting incident that occurred during her first year of high school, when several students on a team field-trip were caught stealing. She agreed with the punishment because, â€Å"they did not live up to the expectations of their parents, their coach, or their teammates. † Such reasoning indicates her belief that rules must be followed out of ideal-reciprocity, which in turn demonstrates the intent to maintain good relationships with friends, family, teachers, and others with whom she has some level of a personal tie to. ) Describe Erikson’s stage of Identity versus Role Confusion and how you think this applies to Rebecca’s current emotional state. Erikson’s conflict theory, specifically the Identity versus Role Confusion stage, states that upon reaching adolescence young people have an identity crisis, the successful resolution of which is determined by the successful resolution of earlier conflicts and/or â€Å"if society limits their choice s to ones that do not match their abilities and desires. † In his view, negative resolution of this stage resulted in individuals who, â€Å"(†¦ appear shallow, directionless, and unprepared for the challenges of adulthood. † Without going too far into Rebecca’s past, the stage preceding Identity v. Role Confusion known as Industry v. Inferiority, â€Å"6-11 years,† appears to have been properly resolved. Although occasionally displaying a lack of confidence in her abilities prior to completion of an activity, school or otherwise, she has almost always performed at a level above her peers, and received no shortage of praise or support from her parents concerning such activities.However the second condition of becoming â€Å"role confused† is a bit trickier. While we have supported her in all her positive undertakings, we have also recommended many choices to her. Though that might not be blatantly telling her she can’t do an activity or pursue an interest that is prosocial in nature, the fact that we were so actively involved in not only maintaining good behavior, but actively steering her life might have ultimately resulted in feeling trapped in an identity that wasn’t hers.Whether she likes an activity or not, the fact that so much of what she has undertaken in her life was initially recommended to her by us could have had an adverse effect on her sense of self in this time of natural psychological distancing from one’s parents. Supporting the claim of a possible state of role confusion being linked to her parents; during the summer of her 12th year, â€Å"the beginning of Identity v. Role Confusion,† Rebecca had a tendency to initially reject most of her parent’s suggestions for activities, but would eventually, â€Å"start in on some of them later as if it was her own idea. Again, it wasn’t the activity itself that she was rejecting so much as it was the fact that it was her parents recommending it. Perhaps this method of creating a sense of identity independent of her parents has only grown with age, and ultimately devolved into a complete rebellion against the practices and values instilled by her parents. She has come to associate her excellent school performance, following of the rules, and other practices as part of an identity that is fundamentally not her own by virtue of feeling as if she was given no choice, rather than if she herself was content with living such a lifestyle. ) In retrospect, can you see any patterns in her developmental history that might have been precursors to her current difficulties? As stated above, her current emotional state is primarily a combination of her unique growth during adolescence and the relationship between her parents/peers to her identity. That being said, her tempermant leading up to adolescence seems to be consistent with her behavior during the majority of adolescence.Rebecca was not a difficult child, but she did have issues getting comfortable with new surroundings and people, and detaching herself from her parents. Keeping environmental factors in mind, the possibility remains that that Rebecca’s difficulties with adjustment, identity, and emotional regulation, have a more genetic basis than is understood. This view is ultimately conjectural as even today our understanding of the relationship between genetics and behavior, â€Å"let alone personality types,† is far from advanced enough to support claims to a determining relationship between the two. ) As Rebecca’s parents, how do you think you should respond to these changes in her behavior? First off she would need to be punished for the possession of Marijuana and Cigarettes. She would be grounded and prevented from visiting anyone, â€Å"bad influence kids included,† for a month to give her some time to dry out. However, it would be important that we, her parents, explained to her the dangers of a busing such substances, â€Å"particularly marijuana,† at her age, while her brain is still developing.I believe that Rebecca needs to talk out her issues with another individual who shares our values, but is more experienced in dealing with teenage issues, I. E. a psychologist who specializes in talk-therapy. She needs both a better means of coping with life stressors, as well as positive reinforcement towards developing an identity that is in line with her pre-rebellious behavior yet giving her the perception that such constructive behaviors, though influenced by us, are in fact part of her own identity.After her punishment, it would be important for us to be less â€Å"hands on† in making life choices for her, â€Å"choosing sports, clubs, activities, etc.. † but to still praise her for her success. Rebecca needs space, but it remains a necessity to respond to detrimental behavior, and punish her accordingly but still keeping in line with our authoritarian pa renting style.