Teaching maths

Teaching maths Introduction Mathematics is an essential part of our world and an important life skill. In our society today, we are bombarded by numberous data that requires us to record, sort and organize. We need to use mathematics not only at our work places, but also in our everyday life. Even simple daily tasks like making a purchase or financial recording at home needs mathematical skill. By having a strong understanding of mathematics, it will open doors to a promising career and a productive future (The National Council of Teachers of Mathematics, 2004). Early childhood education sets the foundation upon which future learning is built. Before children enter school, many of them develop number and geometric abilities like counting objects and making shapes (Clements, 2001). Children develop informal mathematical knowledge that is complex and sometimes sophisticated (Clements, 2001). During preschool years, children’s brains undergo significant development as their learning and experience affect th eir brain structure. Their brains grow most as a result of complex activities and not just from simple tasks. Preschoolers are a special group and therefore, it is important to have developmentally appropriate activities for them (Clements, 2001). In order to help children with mathematics, teachers need to first understand how they learn mathematics. It is also crucial to find out the difficulties they may face during the learning process so that Teachers can use appropriate methods to help them. How children learn mathematics and their concept development At a very early age, children start to demonstrate their knowledge of mathematics. Children are curious about their world and this leads them to explore the concept of mathematics (Barbour Seefeldt, 2000). In the ordinary environment, they experience everyday mathematics involving topics like space, shape, pattern, number and number operations (Ginsburg, Lee Boyd, n.d.) . Children’s play and interest are the sources of their first mathematical experiences (Clements, 2001). They need different kinds of concrete materials to manipulate and the time to play in order to construct mathematical concepts (Smith, 1997). For instance, when playing with blocks, children spend a lot of time figuring out which block is higher than the other. The blocks also help the children to further explore mathematical concepts such as shapes and symmetries (Ginsburg et al., n.d.) . As children manipulate materials, their action forces some thinking and reaction. Materials allow children with a wide range of interests and abilities to enjoy success (Barbour Seefeldt, 2000). Interaction with others is another way that children learn mathematics. Through interaction with other children, they are able to question their own view of the world and adjust accordingly. Mathematical group project is an example that provides opportunities for social interaction and can be a strategy for mathematics learning. During project work, children can share different ideas, discuss approach and argue about their suggestions. Children talk and listen to each other when playing and working. They naturally talk about what they are doing. Use of the language is essential to learning about mathematical ideas and procedures (Barbour Seefeldt, 2000). Besides interacting with others, language also helps children in learning mathematics because it aids in organizing their thinking and experiences. Children are able to learn new concepts better when they have the ability to describe mathematical ideas an d relationships (Barbour Seefeldt, 2000). The theory of Piaget and Vygotsky gives teachers information about children’s course of mathematical concept development and aid in developmentally appropriate teaching. Piaget proposed a four-stage theory of cognitive development (Barbour Seefeldt, 2000). From zero to two years old, it is called the sensorimotor period. Mathematical concepts are believed to develop as children grasp, touch or move objects of different sizes and shapes. Classification skills are also believed to develop during this period of time. Preoperational stage is from two to seven or eight years old. During this period, children learn about conservation concept and they develop the understanding that objects remain the same no matter how they are changed in form or arranged in different ways. They acquire language rapidly and are able to use symbols to represent real objects. Concrete operations period is from seven to eleven or twelve years old. As they think, they still need to handle and manipulate objects. However, they start to become more independent from the manipulation of objects. They can think about classes, seriation and numbers (Barbour Seefeldt, 2000). Vygotsky’s theory consists of natural and cultural development (Smith, 1997). Natural development influences learning. Cultural development occurs when children interact with others and language is improved through interaction. He believed that when children are in their â€Å"zone of proximal development†, learning takes place. With the help of teachers and peers, they can achieve certain tasks. He also believed that in early learning scaffolding is essential to grasp a task. Later on, the support is slowly reduced in order for the children to master the skill independently (Smith, 1997). Role of teachers in helping children learn mathematics Teachers play an important role in helping children learn mathematics. First of all, the teacher should plan the learning environment in such a way that it is beneficial to mathematical explorations. For example, the classroom should contain a variety of objects related to numbers and concrete materials like blocks and manipulatives (Clements, 2001). Classrooms can also be numbered (Barbour Seefeldt, 2000). This will help the children learn mathematical concepts through their play. During their play, teachers must observe and intervene when necessary to create teachable moments. But when should teachers intervene? A useful way is to observe whether mathematical thinking is developing or already installed in children. If the thinking is developing, the teacher can take notes and discuss about the experience after they finished playing. On the other hand, if the thinking is installed, the teacher can discuss and clarify the ideas with the children. In this way, the children can clarif y their thinking and extend the idea (Clements, 2001). Teachers can work with the children on group projects so that they can be involved in different mathematical ideas like measurements, numbers, space and so on (Ginsburg et al., n.d.). Developmentally appropriate curriculum is an essential part of developing mathematical knowledge. A curriculum offers planned activities and assumes that mathematics does not need to be always integrated with other activities, but it can also be an interesting subject on its own (Ginsburg et al., n.d.). It strengthens children’s geometric and number knowledge (Clements, 2001). Some children may have difficulty in learning mathematics and it is the teachers’ role to help them cope with the problem. Some children have math anxiety and it has a negative influence on the children’s academic performance (Mazzocco, 2007). Others may have inability to estimate quantity (ScienceDaily, 2013) and spatial difficulty (Mazzocco, 2007). In order to help these children in mathematics, teachers can use different methods to improve the learning experiences. For instance, in order to help children with math anxiety, teachers can enhance the basic numerical and spatial processing. This can be done both in school as well as collaboration with parents. Research shows that the quality of numerical and spatial talk by parents is related to the children’s math and spatial skills. Hence, the parents can engage the children in daily activities that are related to math. This will help the children to have more basic knowledge of mathematics when they come to sch ool and reduce the anxiety in them (Beilock Willingham, 2014). Small group learning is another strategy that the teachers can use to help those children that has difficulties. Small group is where teachers plan the materials and lessons based on the children’s interest and their level of development. Teachers can scaffold each child’s learning. As children gain confidence in their abilities, they are more willing to take up new challenges. Small group also allows teachers to observe each child in the group through daily interactions and understand more about their abilities and interests (HighScope Educational Research Foundation, 2011). Integrated curriculum is another approach to enhance the children’s learning in mathematics. It emphasizes the holistic development of the child- physical, social, emotional, intellectual and aesthetic development. Stories are a great teaching resource and when used effectively, can promote thinking and new knowledge. For examp le, the story book â€Å"Pancakes, Pancakes† can be used as a resource for integrated curriculum. Through storytelling and the use of learning centres and group settings strategy, language, math and cooking are learned (Velu, 2012). Case study Child’s profile Name: Jason Age: 6 years old Gender: Male Race: Chinese Preschool: Little kids kindergarten Skills: Able to count one to ten. Able to sort, match and compare by one attribute (example size, shape and colour). Able to recognize basic shapes. Family background: Both parents are busy with work and have little time for him. He has two siblings so the parents cannot give him full attention. Parents do not communicate with him often and they often use television to keep him occupied. Siblings: two Parents: Both parents working Spoken language: English Activities other than school: Watch Television and play online kids’ games Problems he face in mathematics This child faces some difficulties in mathematics. He is not able to do more advanced pattern like AAB pattern. During class he has difficulty in number bond and he isn’t able to finish his numeracy activities in class. The teacher has been trying to do one-to-one teaching such as helping him to be more familiar with pattern by re-introducing AB pattern using paper and stamp. The teacher also helps him in number bond by pairing him up with another child. However, there is little improvement and the child continues to have difficulties in mathematics. In order to help this child to improve, lessons can be conducted for both pattern and number bond. Both teacher and parents should collaborate to help Jason to improve. Lessons to help him with pattern and number bond Lessons for pattern: The activity is call people patterns (Big Ideas of Early Mathematics, 2014). This is a visual pattern activity and the material is the children in the class. It is a simple pattern activity to help Jason to understand the basic pattern from the environment. The teacher arranges the children in AB pattern: stand, sit; stand, sit; stand, sit. After that, the teacher can ask the children to describe the pattern. Lastly, the teacher ask questions like â€Å"what is the pattern† and â€Å"what is its rule?†. Each child takes turn to give the answer (Big Ideas of Early Mathematics, 2014). If Jason is not sure, the teacher can explain to him immediately. At the same time, Jason’s parents can also help Jason to reinforce his pattern knowledge at home. They can carry out activities like shape pattern. His parents can use concrete materials like plain wooden blocks of different shapes to teach him the AB pattern. For instance, three square and three triangle blocks can be used. Then the parents can set the pattern: square, triangle; square, triangle; square, triangle. They can ask Jason to describe the pattern and after that ask him to demonstrate the same pattern. Once Jason is more confident with the AB pattern, the teacher and parents can use the same materials and methods to introduce AAB pattern. Instead of using paper and stamp for AAB pattern activity, the teacher can try to use concrete material. After Jason has a better understanding of AAB pattern, the teacher can replace concrete materials with paper and stamp. Lessons for number bond: The first activity for the number bond can be done at home. Jason’s parents can use material such as raisins to carry out the activity. For example, they can ask him how many raisins are in his hand. He is then allowed to eat some of the raisins. After that, ask him to count again. If he gets the correct answer, he is allowed to eat all the raisins. After Jason is able to understand the number operations at home, he can go on to the number bond lesson in class. Concrete materials like small dinosaur models can be used together with the number bond worksheet. The dinosaurs can assist Jason to see the numbers using real objects. For instance, if the numbers are three and seven, the teacher can give Jason three dinosaurs first and ask him to count. Another seven dinosaurs can be given to him. After that ask him to count the total number of dinosaurs and he can write the answer on the worksheet. This activity can use different combination of numbers and is a good way to help Jason to understand the number bond concept better. Conclusion References Beilock, S., Willingham, D. (2014). Math Anxiety: Can Teachers Help Students Reduce It?. American Educator. Retrieved 10 November 2014, from http://www.aft.org/sites/default/files/periodicals/beilock.pdf Barbour, N., Seefeldt, C. (2000). Early Childhood Education-An Introduction (4th ed., pp. 449-462). New York: Macmillan College Publishing. Big Ideas of Early Mathematics. (2014) (p. 91). Upper Saddle River, New Jersey. Ginsburg, H., Lee, J., Boyd, J. Mathematics Education for Young Children: What It Is and How to Promote It. Social Policy Report. Retrieved 10 November 2014, from http://srcd.org/sites/default/files/documents/21-3_early_childhood_education.pdf HighScope Educational Research Foundation,. (2011). Scaffolding Children’s Learning at Small-Group Time. Retrieved 10 November 2014, from http://www.highscope.org/file/Trainer%20Page/Preschool/1%20Day%20Workshops/W2006_11-Scaffolding%20SGT%20Booklet%20%239_press.pdf Mazzocco, M. (2007). Early Predictors of Mathematical Learning Difficulties: Variations In Childrens Difficulties With Math. Exchange. Retrieved 10 November 2014, from http://msdp.kennedykrieger.org/pdf/42.pdf ScienceDaily,. (2013). Preschoolers inability to estimate quantity relates to later math difficulty. Retrieved 10 November 2014, from http://www.sciencedaily.com/releases/2013/08/130814132508.htm Smith, S. (1997). Early Childhood Mathematics (pp. 1-18). Boston: Allyn Bacon. The National Council of Teachers of Mathematics,. (2001). Mathematics in the Preschool. Retrieved 10 November 2014, from http://gse.buffalo.edu/org/buildingblocks/writings/preschool%20math%20in%20tcm.pdf The National Council of Teachers of Mathematics,. (2004). A Familys Guide: Fostering Your Childs Success in School Mathematics. Retrieved 10 November 2014, from http://illuminations.nctm.org/uploadedFiles/Activities_Home/FamilyGuide_FullText.pdf Velu, G. (2012). Intergrating Language, Math and Cooking Through Storytelling. Early Educators.

Should Mental Illness Be Taken Into Account in Determining Punishment

The penal system has been no help in alleviating the stigma attached to mental illness, routinely and historically treating mentally unstable inmates with just the same harsh approach as their criminally insane counterparts. Indeed, the distinction between these two populations is significant; however, authorities have long been reluctant to entertain such a concept. Similar to the treatment availed to them in institutions, mentally ill inmates have a history of being shackled, beaten and deprived of the most basic human needs.One might readily argue how state and federal penitentiaries exist for one reason and one reason only: to lock up the criminal and throw away the key. The conspicuous absence of rehabilitation programs speaks to the attitude society openly harbors about its convicted felons – keep them out of sight forever. Only recently has the idea of rehabilitation over incarceration been considered throughout contemporary correctional institutions as an alternative t oward addressing the imprisoned mentally ill, a population many believe are deserving of this option because of their blatant lack of free will in making morally responsible choices.The perpetuation of criminal activity, coupled with the severely limited resources availed to the state and federal criminal justice system, has made it almost compulsory for the penal system to implement comprehensive mental health programs not only to help alleviate prison overcrowding but also to rescue those inmates who do not belong in the penal system. Most people like to think that human beings possess free will, at least with regard to a wide range of actions.In contrast, however, some believe that certain people lack the aspect of free will. Many great theorists have contended that the reason some people may, indeed, lack free will is not so much due to the determined nature of their choices and behavior, but rather due to the fact that their behavior is not responsive to their choices in such a manner as to reflect those who do possess free will.When examining this viewpoint in further detail as it relates to mental illness playing an integral role in punishment, it is important to consider whether or not an individual can truly possess free will while at the same time having one's choices and behaviors determined by a greater force, as well. When one attempts to distinguish the principle essence of such theorists as David Hume, it is essential that one understand the difference between free will and determinism. When one is cast forward by ay of determinism, it is as though one has absolutely no control over the various and sundry occurrences that take place during one's life. Free will, on the other hand, speaks to the concept of having full authority over one's aspirations and ultimate direction, reflecting the exact opposite of those ruled by determinism. Having grasped the difference in meaning, the student may then want to argue that Hume's position was more than si gnificantly biased toward the concept of determinism.One might readily surmise how an individual whose life is ruled by determinism could realistically become void of any moralistic tendencies, inasmuch as one can claim that responsibility for any action would not fall upon the individual but rather the fateful path his is forced to follow. The manner in which this concept relates to Hume's radical principle is such that one might not be compelled to fight his own destiny, choosing instead to follow a path that is not always pristine and virtuous.The message that Hume is trying to convey is one of responsibility – all man's ideas come from impressions of things that have occurred before. Contrarily and without assuming responsibility for one's own actions in light of this assertion, the world would be nothing if not a jumble of adulterated confusion. By acting upon a basis of Hume's principle, one effectively relinquishes all accountability for his actions and – in the case of considering mental illness when doling out punishment – does not deserve the option of rehabilitation over incarceration.A world without moral liability, according to Hume, is certainly no place for a civilized being. â€Å"There is a species of skepticism, antecedent to all study and philosophy, which is much inculcated by Descartes and others as a sovereign preservative against error and precipitate judgement. It recommends a universal doubt, not only of all our former opinions and principles, but also of our very faculties; of whose veracity, say they, we must assure ourselves, by a chain of reasoning, deduced from some original principle which cannot possibly be fallacious or deceitful† (Hume PG).Characteristic of humanity's constant quest for the concept of meaning, the journey of understanding has come to represent myriad things to myriad people, ultimately rendering any universal explanation virtually impossible. The problem with meaning as it relates t o free will's impact upon one's moral responsibility is attempting to successfully pinpoint a single yet comprehensive connotation to its overall concept; however, this cannot be achieved as long as any two individuals harbor decidedly different interpretations, which is usually the case when debating this highly controversial subject matter.Critics have long questioned the theory of free will existing within the shadow of determinism, arguing how difficult it is to realistically determine if people exhibit certain behaviors out of fear of consequence or because they have the power to take control of their own lives, often causing them to become neglectful and unwise. Unlike other living beings, for what is possible is pretty much fixed by instincts and reflexes, one may argue how people initiate much of what they do, whether that means for better and for worse.Clearly, the connection one might make between free will and behavior based upon Hume's conjecture leads one to believe tha t people are much more likely to act out in such a manner that is motivated only by their personal desire to do so, rather than depending upon automatic reaction or stimulation. â€Å"The skeptic, therefore, had better keep within his proper sphere, and display those philosophical objections, which arise from more profound researches† (Hume PG).Society has not been very successful in addressing its mental illness problem; one only has to witness the nation's tremendous homeless population, obtain criminal justice statistics and examine the number of people currently taking psycho tropic medication in order to underscore the prevalence of mental illness. Understanding the origins of mental health is paramount to gaining further understanding of how to address punishment issues directly associated with mental illness, which requires the examination of myriad cultural and genetic elements that have been suspect in the study of human behavior.Recognition and treatment of mental i llness has undergone a tremendous metamorphosis over the past three centuries, with the very definition of â€Å"insanity† having encountered a most significant evolution. What was sane and what was normal was completely left open for interpretation by the powers that be, ultimately sealing the fate of many a mentally unbalanced individual whose only crime was chemical disparity. Institutional inmates were forced to live out their lives in formidable surroundings where they were cloistered in small, dark, dank rooms accommodated with one floor mattress for some half a dozen people.Chained in place, the inmates were forbidden to enjoy any of what one would consider necessary daily elements for sustaining sound mind and body: fresh air, sunlight and nutritional sustenance; along with regular beatings, the unfortunate victims of ignorance were deprived of virtually every common decency known to man. A handful of professionals from the medical community sought to defend the legit imate nature of insanity and tried to explain the need for medical attention; however, their attempts fell upon deaf ears, and their reputations were immediately tainted.The mentally ill were lumped together with the criminally insane, with officials making no distinction whatsoever between the two, inasmuch as the former â€Å"were not recognized as sick people and were accused of having abandoned themselves to shameful and forbidden practices with the devil, sorcerers and other demons† (History of Mental Illness). Ancient Egyptians understood the inherent connection between the body and mind, supporting the notion that if something was amiss in one's life it could easily cause one a bout of mental instability.Their approach was simple and straightforward: talk it out and rejoice in religion. The combination of these two elements was believed to empower the individual with internal strength that would ultimately overrule the continuation of any mental imbalance. Similarly, A ristotle and Socrates – the logical beings that they were – also recognized mental illness for what it truly was and prescribed such cures as soothing music to help alleviate melancholia.Hippocrates followed suit by prescribing a natural vegetable diet and exercise as a means by which to overcome mental illness (History of Mental Illness). It was not until the concept of the â€Å"mind† began to overtake such simplistic approaches, along with blaming the victim for such a disgraceful downfall, that the entire notion of mental illness began to shift for the worse. Dual diagnosis presents yet another concern where mentally ill offenders are concerned, a situation where an individual is diagnosed as being both mentally ill and a drug addict.While it is wholly possible to be dually diagnosed with a different secondary disease, drug abuse ranks high on the list. Research findings indicate that mental illness leads into drug abuse, inasmuch as the mentally ill partake of recreational drugs no differently than their mentally stable counterparts. What does separate the two groups, however, is what is termed downward drift, meaning that â€Å"as a consequence of their illness they may find themselves living in marginal neighborhoods where drug use prevails† (Dual Diagnosis).In these cases, it is customary to address the drug problem before approaching treatment for mental illness. There are a number of social and environmental factors that encourage criminal delinquency – one in particular is overlooked more than the rest when it comes to, for example, juvenile delinquency: mental illness. Indeed, an adolescent who is suffering from any one of many forms of mentally illness can display myriad socially unacceptable behaviors; within this mindset, juvenile delinquency has been found to be a prevalent occurrence.Considered for decades to be a disease of the insane, mental conditions like depression that intensify juvenile delinquency hav e finally been recognized for the debilitating and emotionally unbalancing illnesses they truly are. With an astounding nineteen million Americans suffering from clinical depression, the disease can no longer be looked upon as nothing more than merely the blues. Additionally, another five percent are victims of occasional despondency, with one of every six people succumbing to a serious or major depressive episode at some point in life (Clinical Depression).Depression often hits the elderly more than any other age group; however, with each passing year the average age of sufferers continues to drop as depression in young people is on the rise. Indeed, mentally ill offenders have much to contend with in their own way; as such, their punishment needs to fit their mental stability. If an offender is convicted of aggravated assault yet lacks the capacity to ascertain that he actually committed a crime, then it would seem prudent that he be given the right to appropriate counseling as a means by which to overcome his tendencies.However, the implementation of the insanity plea has allowed for perfectly normal criminals to reap the rehabilitative benefits typically bestowed upon the mentally ill, which has served to compromise the very foundation of this legal loophole (Harley 45). The theoretical implications contend that far too many people are crying insanity as a means by which to evade punishment for a crime they willfully committed, knowing full well that if they can achieve an insanity status, the penalty they receive will be significantly less overall, if they receive any.Clearly, intent does not have any relevance to its determination; as such, the tactics and strategies of both the prosecution and the defense have little, if any, bearing on how insanity is determined. The implications of such a problem speak to the overall distortion of insanity, as well as illustrate how much more difficult it makes it for the truly mentally ill to secure a legitimate insa nity plea (Harley 45). Re-training the mentally ill offender to become positive, contributing members of society has always proven to be a challenge for officials in charge of rehabilitation.Myriad programs have been implemented throughout history to achieve this goal but according to those in the field, none have proven as effective as the treatment approach. In attempting to put back the missing elements of a stable and productive person, such programs as behavioral therapy have been said to be instrumental in realigning otherwise maladjusted individuals as opposed to the harsh approach of boot camps and shock incarceration programs. Critics of such programs contend that such brutal methods do nothing but instigate more of the same behavior the recovery programs seek to overcome.If delinquency is â€Å"rooted in personality characteristics rather than in external forces† (Banks et al 49), then it does not make sense to employ this type of rehabilitation. Implementing behavi or therapy is one way of addressing the issue of mentally ill offenders whose deviant tendencies lead to criminal activity. With the help of professional therapists, law enforcement agencies are learning the art of behavior therapy as a means by which to control otherwise unreachable mentally ill delinquents.The objective of behavior therapy is to first assess and then treat mental problems that cause people to act abnormally. The current consensus among mental health professionals is that behaviors responsible for causing distress or preventing normal functioning in daily life are considered abnormal. There is a social standard by which all members are expected to abide; however, when an individual shows a propensity for straying from that social norm, behavior therapy theories are more than likely applied to determine the problem's origin and ultimate treatment.There exist myriad influences that can prompt a person into sidestepping what is considered to be normal behavior, includ ing mental disorders, physical diseases and stress-related issues. Experts report successful treatment outcome and maintenance for dealing with mentally ill offenders, inasmuch as behavior therapy theories focus upon unconscious conflicts that cause anxiety or maladaptive behavior. In effect, these myriad theories represent the means by which therapists are able to assess, diagnose, treat and finally heal their mentally ill patients. News reports that usually frame mental illness in the context of violence and crime are giving rise to stereotypes which stigmatize de-institutionalized mentally ill people. Thus, the challenge facing journalists is addressing deep-rooted and largely unjustified public perceptions about mental illness and violent crimes† (Smellie 25).In order to work toward a solution to the overwhelming inadequacy of mental health resources in contemporary penal systems, grants must be both created and obtained to address the following issues: Housing the mentall y ill in places other than jail and prison †¢Revisiting community mental health centers from the 1960s and 1970s †¢Assembling a task force of researchers to undertake myriad projects †¢Assessing mental health issues in minority communities †¢Exploring mental health issues in African-American communities †¢Providing a more active role by the clergy in reference to mental health issues, especially in African-American communities †¢Researching the correlation between mental health, crime and recidivism, with particular emphasis upon minority populations Conducting ongoing research for early identification programs, prerelease programs, transitional care management programs and effective parole/probation programs †¢Maintaining consistency in all programs from start to finish (Clinical Depression and African-Americans). Clearly, continuum of care is the key for the incarcerated mentally ill, a model consisting of three distinct phases: jail/prison; comm unity mental health programs; and probation/parole. Within this continuum resides effective pre-release programs for all incarcerated mentally ill inmates; ongoing substance abuse and literacy programs; and behavior modification programs.Activities for daily living would include employment, job training and retraining through vocational rehabilitation programs, state employment services, adult ex-offender job programs and effective communication programs; and alternatives to incarceration programs for the mentally ill and dual diagnosis. Are all delinquents created equal? Indeed, there are myriad levels of criminal activity that land offenders in jail, with a percentage of those criminals committing their crimes under the duress of mental illness. These prisoners, who many believe are deserving of severe punishment, often do not have full control of their faculties.These orphans of society are compelled by an emotional or mental imbalance that provokes them to display deviant behavi or toward society and their fellow human beings. Clearly, such individuals need treatment, not prison; rehabilitative help is in order for these offenders, not a lifetime behind bars. By placing the criminal into long-term therapy, there is at least a chance of rehabilitation there likely would not be in a full security prison. To stray from the norm is to deviate from socially acceptable behavior; when one is deviant, he goes against the very essence of what society has deemed acceptable.One of the easiest things in life is to deviate from what is considered by the masses to be normal; in fact, Morpheus points out that it is often considerably more difficult to remain upon a straight and narrow path with the myriad obstacles that appear in daily life. Therefore, one can readily argue how deviant behavior has found its niche within contemporary society, even to the point of infiltrating what is considered to be a standard of normalcy; as such, appropriate corrective measures must be applied in order to expect any semblance of rehabilitation for the mentally ill criminal.WORKS CITED Banks, Terry & Dabbs, James M. , Jr. â€Å"Salivary testosterone and cortisol in a delinquent and violent urban subculture. † The Journal of Social Psychology 136, (1996): 49. Clinical Depression. 25 April 2004 http://www. nmha. org/ccd/index. cfm Clinical Depression and African-Americans. 25 April 2004 http://www. intelihealth. com/specials/depression/htmDeprAfrAmer. html Dual Diagnosis: Substance Abuse And Mental Illness. 25 April 2004 http://www. schizophrenia. com/family/dualdiag. html Harley, Debra A.

What Do Emma Bovary by Flaubert and Nora Helmer by Ibsen Have in Common Free Essay Example, 1250 words

At the time of her death, Madame Bovary is still portrayed very sympathetically because she is symbolic of women during this time period. There was no sense of independence for women at this point in history, and Madame Bovary represents this in the way that she relies on men for everything in her life. This event continues on to her death, as she relies on Justin to obtain the arsenic that she uses to take her own life. Flaubert s goal here was to make people think about how helpless women were during this time period. The fact that Madame Bovary did not even have the resources to kill herself without the help of a man highlights this fact. All of this is an example of the realism that Flaubert incorporated into many of his novels. Madame Bovary s actual death is another example of her own helplessness because she must rely on the help of a man to save her life. The man, however, fails to do so and she dies. Since the man was unable to help her, she died. Flaubert s realistic style of writing is highlighted when he writes: Drops of sweat oozed from her bluish face, which seemed as if rigid in the exhalations of a metallic vapor. We will write a custom essay sample on What Do Emma Bovary by Flaubert and Nora Helmer by Ibsen Have in Common or any topic specifically for you Only $17.96 $11.86/page my God! It is horrible! " (Flaubert Chapter 32). Nora is a character who is much different from Bovary because she appears to be happy with her life just the way it is. She does not appear to be interested in making any social movement upward but is happy with her family and friends. She does not even seem to mind that she is not taken seriously by anyone. As the play progresses, however, we begin to see the serious side of Nora, as she reveals that she does have knowledge of business and does indeed have some intelligence.

Becoming Extinct As We Transition Into A Computer Based World

Good morning everyone, my name is Linda Cobb. I am so please to see all of your wonderful faces that came out to support us today. It is an honor to stand before a great audience. I want to communicate with you a few of the issues concerning patient’s data with privacy and security. Now, when a patient comes into a healthcare facility seeking professional care, they are trusting that the physician will deliver it. When this patient leaves the hospital they also want to be confident that their documentation has been secured which is where the HIM professional comes into play. As we all know the HIM field is moving into the new age of technology. Paper documents are becoming extinct as we transition into a computer based world. SECOND SLIDE†¦show more content†¦This has been accepted as a method to improve the quality and delivery of care, according to AHIMA’s Information Governance Principles for Healthcare. Data integrity is critical to meeting these expectatio ns which includes privacy prevention through the use of standards and procedures. However, the smallest error transmitting patient’s data will have a domino effect in an electronic environment that may present a risk that can be magnified as the data transmits further downstream to data sets, interfaced systems and or decision support systems. We live in a world that consistently progresses into new technology, but New Technology Creates New Privacy, Security Challenges (Gordon, 2015). Unfortunately, this will also include threats and issues with maintaining privacy issues with patient’s data. Some of the threating issues that are posing to be problematic is poor documentation, inaccurate data, insufficient communication, and of course the copy and paste functionality. FIFTH SLIDE These unsafe methods can result in errors and possibly fatal incidents for the patient. In addition, risky measures can have an unfavorable effect on securing the privacy of the patientâ€⠄¢s record. Anything less that may have an impact on the patient’s quality of care, their rights, the healthcare professionals and current work practices. There are also legal responsibilities, because the security of a patient’s records is vital?