Family Bereavement Experiences after Sudden Cardiac Death Essay

Family Bereavement Experiences after Sudden Cardiac Death - Essay Example CASP tool provides a series of questions whose answers require critical scrutiny of the article without biases. In this piece of critique writing, CASP will be applied in the quest to analyze the family bereavement due to SCD. Also, this being the first piece of critique writing; the tools provide better foundation and understanding of what is entailed in a critique essay (CRITICAL APPRAISAL SKILLS PROGRAMME 2011). The article of analysis is titled ‘Family bereavement after Sudden Cardiac Death’ written by Mayer. It is an article about a qualitative research to understand the predicaments faced by families that are victims of SCD. It was written on 28 July 2012 and later revised on 17 may 2013. Several outcomes were found pointing out the hardships faced by these families. The article came from Elsevier website. In this article, the CASP tool will be utilized to scrutinize an article about family bereavement and SCD. It is a qualitative research. Qualitative research is a form of research designed to help generate an explanation for a certain behavior among a group of people and if possible state the stimulus causing the various behaviors (Denzin and Lincoln 2005). Qualitative research is applied in many disciplines due to the many advantages that come with the technique. The goal or rather the main objective of the research is to illustrate the bereavement of family members after the departure of a dear one due to sudden cardiac death. Death of a family member brings about the distortion of the stability of several aspects in the family. The gap left by the departed person affects the family members in different ways that the author of the article has classified into themes. Five themes formulated by the researcher provided guidance to the search of the specific things to look for in the bereaved families.  

Teacher and Lords Prayer Essay Example for Free

Teacher and Lords Prayer Essay Prior to 1944, in British Columbia, the Public Schools Act (1872) permitted the use of the Lord’s Prayer in opening or closing school. In 1944, the government of British Columbia amended the Public Schools Act to provide for compulsory Bible reading at the opening of the school day, to be followed by a compulsory recitation of the Lord’s Prayer. This amendment appeared as section 167 of the Public Schools Act, and read as follows:[15] 167. All public schools shall be opened by the reading, without explanation or comment, of a passage of Scripture to be selected from readings prescribed or approved by the Council of Public Instruction. The reading of the passage of Scripture shall be followed by the recitation of the Lord’s Prayer, but otherwise the schools shall be conducted on strictly secular and non-sectarian principles. The highest morality shall be inculcated, but no religious dogma or creed shall be taught. 1948, c.42, s.167 The compulsory nature of the Bible reading and prayer recitation was slightly modified by regulations drawn up by the Council of Public Instruction. These regulations provided that either a teacher or student who has conscientious ground for objecting to the religious observances may be excused from them. The procedure to be followed in such cases was outlined in the regulations, which follow in full: Division (15)—Scripture Readings (Section 167) 15.01 Where a teacher sends a written notice to the Board of School Trustees or official trustee by whom he is employed that he has conscientious objections to conducting the. ceremony of reading prescribed selections from the Bible and reciting the Lord’s Prayer (as provided by Section 167 of the Public Schools Act), he shall be excused from such duty, and in such case it shall be the duty of the Board of School Trustees or official trustee concerned to arrange with the Principal to have the ceremony conducted by some other teacher in the school, or by a school trustee, or, where neither of these alternatives is possible, by one of the senior pupils of the school or by some other suitable person other than an ordained member of a religious sect or denomination. 15.02 Where the parent or guardian of any pupil attending a public school sends a written notice to the teacher of the pupil stating that for conscientious reasons he does not wish the pupil to attend the ceremony of reading prescribed selections from the Bible and reciting the Lord’s Prayer at the opening of school, the teacher shall excuse the pupil from attendance at such ceremony and at his discretion may assign the pupil some other useful employment at school during that period, but the pupil so excused shall not be deprived of any other benefits of the school by reason of his non-attendance at the ceremony. In 1982, the Canadian Charter of Rights and Freedoms received royal assent. Section 2 of the charter guaranteeing freedom of conscience and freedom of religion trumped Section 167 of the Public Schools Act (1872). Sixteen years later in 1996, based on precedent that would be established in Ontario (1989), required recitation of the Lord’s Prayer as outlined in the Public Schools Act would be held to violate the Charter of Rights and Freedoms. In 1989, Joan Russow challenged, in the British Columbia Supreme Court, the Public Schools Act’s requirement that in British Columbia all public schools were to be opened with the Lord’s Prayer and a Bible reading. The argument was similar to the Zylberberg case and the result was the same: The offending words in the Public Schools Act were removed as being inconsistent with freedom of conscience and religion guarantees in the Canadian Charter of Rights and Freedoms. Further following the Zylberberg case to strike down use of the Lord’s Prayer in schools,[17] the British Columbia Supreme Court incorporated the Ontario Court of Appeals decision in Zylberberg in its entirety. From 1871 to 1989, observance of school prayer had declined. With the unfavorable court decision, the requirement for Christian morning exercises was replaced with the following clauses found in the School Act (1996) in British Columbia.[18] Conduct: 76 (1) All schools and Provincial schools must be conducted on strictly secular and nonsectarian principles. (2) The highest morality must be inculcated, but no religious dogma or creed is to be taught in a school or Provincial school.

Safeguarding the Wellbeing of Children and Young People

Safeguarding the Wellbeing of Children and Young People Explain how to support children and young people’s self-confidence and self-esteem A fundamental part of emotional development is the development of a young person’s self-confidence and self-esteem. Self-esteem can be defined as how you feel about yourself and your perceptions of yourself. Self-confidence is how you feel about your abilities and is dependent on each situation; it is shown through an individual’s behaviour and personality. There are four ways in which we can support our children in this area: interest, listen, expression and support. INTEREST : It is important to show a genuine interest in what a child is doing, learning about, discussing etc. In the class, ensure that you lower your body to their level and encourage them while they are working using lots of praise individually and in front of the class. This will also help to build a strong trusting relationship with pupils. LISTEN: By listening to a child this will also develop a strong bond and allow you to tune into a child’s behaviour and pick up on anything that may be upsetting them. I always make sure I make time to listen to whatever news and information the children tell me, giving them my undivided attention. This can gain trust as well especially if they need to express any worries. â€Å"The child needs to know that you are there to listen and, most importantly, that you will believe what he or she tells you† (Meggit 2013 p.142) EXPRESSION: A child must be able to feel that is perfectly normal to show a range of emotions they can feel sadness and also happiness and enjoyment. This creates a well-rounded individual that should feel confident enough to understand and express any concerns they may have. SUPPORT: Staff must always support and be there for the children in all situations whether they are related to school or home life. A friendly face and a smile at the start of the day can work wonders and will make you more approachable. Children need also to be supported through the school day, encourage pupils to try a more challenging activity like a complicated sum or climbing on a piece of gym equipment. This will motivate them and allow them attain higher levels. 6.2 Analyse the importance of supporting resilience in children and young people â€Å"Resilience is the capacity to bounce back from adversity. Protective factors increase  resilience, whereas risk factors increase vulnerability. Resilient individuals, families and  communities are more able to deal with difficulties and adversities than those with less  resilience. (www.gov.uk 2014) Teaching staff can help children to become confident individuals, to grow in independence and think for themselves. The more confident a child the more likely they are to be able to overcome adverse situations. In the class room children need support and encouragement but they also need a certain element of freedom to become more independent. For example for younger age groups allow them to dress themselves for PE or encourage them to put a dressing up costume on independently. This will teach them important skills, they may be frustrated initially but will feel a great sense of achievement when they can button up a shirt. With modern life being more pressurised and hectic we need to take time to reward and praise, recognise great efforts being made by a pupil in all areas of school life. This can help develop their own self-awareness, have a more positive attitude about themselves and set goals for the future. â€Å"Emotional intelligence or emotional well-being involves developing: positive self-esteem and self-image; emotional strength to deal with life’s highs and lows; confidence to face the world with optimism; and an awareness of our own feelings and those of other people† ( Kamen, 2012, p.300) 6.3. Explain why it is important to work with the child or young person to ensure they have strategies to protect themselves and make decisions about safety Nowadays we need to teach our children and young children both the dangers of face to face contact but also online contact too. They need to understand and recognise potential dangers and to be able to prevent putting themselves at risk and avoid harm. â€Å"You can teach children to be safe without scaring them – You just need to know how.† (www.kidpower.org 2014) Developing awareness starts in the early years foundation and continues right through to KS4 and by building trust with students as a support assistant they will be able to confide and talk to you if needs be. When explaining the need for safety it is important that it is dealt with calmly as you don’t want to increase fear and anxiety in the pupils. Local police officers often come into schools to discuss stranger safety, pupils are constantly reinforced about the importance of e-safety, road safety and the green cross code is often taught by outside groups in a fun but informative way and as they mature discussions which involve relationships, solvent/alcohol abuse must take place. PSHE (personal, social and health education) lessons do provide a perfect forum for such issues and to discuss problematic issues. As an adult you must remember to address these issues using age appropriate language, make sure they have the knowledge to safeguard themselves, explain what is appropriate/inappropriate, not to keep secrets and that you can say no. My school setting also communicates with parents over the issues of e-safety and stranger danger. 6.4 Explain ways of empowering children and young people to make positive and informed choices that support their well-being and safety. Children and young people need to be empowered in order to make positive and informed choices and this in turn will support their well-being and safety. â€Å"Therefore, the most effective way to teach children they have the power to take positive action to work through the challenges before them (now and later in life), is to encourage this belief in ourselves, and to make choices take action that reflects this belief.† (www.earthkids.com 2014) The United Nations Convention on the Rights of the Child (UNCRC), changed the ways children are treated and viewed and outlines children’s rights and this document has empowered children. Within schools, teaching staff must help pupils to make the safe decisions, be supportive but discuss reasons. Children always push boundaries and as adults we must allow them to take and manage risks and grow in independence. For example when teaching children about road safety , they will be shown how to cross a road safely – stop, look ,listen and holding an adults hand, then the next step would be to cross with them without holding their hand and eventually the last stage would be crossing on their own. They are now empowered to make their own decision but throughout the process they have been supported and will understand the reasons for each stage. REFERENCE LIST www.earthskids.com/empwr.aspx (accessed November 2014) www.gov.uk/resilence_in_schools_health_inequalities 2014 (accessed November 2014) Kamen, T. (2011) Teaching Assistant’s Handbook for Level 3: Supporting Teaching and Learning in schools. Hodder Education www.kidpower.org/library/article/safe-without-scared (accessed November 2014) Meggit.C., Bruce.T., Grenier.J., (2012) Child Care and Education (2nd Edition) Hodder Education

The Bull Market of Television and Bear Market Of Responsibility Essay

The Bull Market of Television and Bear Market Of Responsibility The inanimate, lifeless object consists of 10 feet of copper wiring, a hardwired main board, thousands of electrical switches and receivers, all compactly encased in 25 pounds of hardened plastic. This plastic box occupies minimal space, requires electrical energy just greater than a toaster, and can be purchased anywhere in America for under $100. It is more accessible, prevalent, and influential than any other person, place, event, or thing this world has every seen; and to many it acts as the present day Hitler carrying out genocide on America’s value system, societal fabric, and treasured democracy. Parent groups, conservative parties, and Christian coalitions decry its ubiquitous influence and demand reform from the syndicates. All about this box of wires camps crowds rise up to cast the first stones in the name of America, ignorant that the blood they spill is the very life of the capitalistic process that has come to epitomize the United States of America. Televis ion should not and does not have the responsibility of being the projector and champion of society’s ideal and sought after utopia. Like every other product or business that has come from the grove of America, it is a fruit of capitalism and exists solely and absolutely for revenue. To say this product is the arena for social reform and advancement corrodes the very ideal of free enterprise and this persecution is in itself an end to social reform and advancement. The deification of television places society’s failures and faults as television’s failures and faults. Critics condemn television for its violent tone, lack of equal ethnic representation, low moral values, manipulative ta... ...ssesses the nutritional substance of bubblegum. American’s have developed an insatiable appetite not for culture and fine art but for violent, sexual, graphic entertainment consumed like food, forgotten and replaced by a new dish on the menu of TV Guide. In American capitalistic society, television syndicates fall over themselves to supply America’s growing addiction. America exists diseased and television functions as the â€Å"Typhoid Mary† that spreads this disease. Americans outraged with the condition of the United States seek to heal America by healing television. Television acts not as the cause of the disorder but as a symptom and a vice of the infection. Until society faces the true culprit in the mirror and own to their part in the decline of a once proud nation, iniquitous debauchery will remain as an untreated, unseen cancer slowly killing America.

In Cold Blood Book Review

If one is interested in reading a disturbingly detailed and factually based novel that chronicles the course and motives of complex crime, read Truman Capote’s â€Å"In Cold Blood: A True Account of a Multiple Murder and Its Consequences. † If one scares easily, is squeamish or wants to avoid imagining a remorseless, brutal killer around every corner, do not. In his 1965 nonfiction novel, Capote paints a disturbingly vivid picture of the quadruple murder of the Clutters, a highly regarded and semi-wealthy farming family from Holcomb, Kansas.In Cold Blood examines the incentives and methods used by the killers, as well as the effect these murders had on the small Kansas town. â€Å"In Cold Blood,† what many consider Capote’s masterpiece, was one of the first novels of its kind: nonfiction. This genre requires an author to possess the â€Å"just the facts† attitude of a journalist, while still maintaining the ability to tell a detailed and aesthetical ly pleasing story. To write â€Å"In Cold Blood,† as a journalist would, Capote traveled to Holcomb.He planned to interview residents about their methods of coping with the tragedy. While in Holcomb, the Clutters’ murderers, Perry Smith and Dick Hickock, were caught. After that, Capote’s novel evolved into something more complex. He spent the next six years following the trial and interviewing the murderers and Holcomb residents. â€Å"In Cold Blood† showcases Capote’s true talent for both journalistic and prose writing. If one considers all the sources used in the novel, it is clear that an abundant amount of research and effort went into this work.In the acknowledgements preceding the novel, Capote wrote, â€Å"All the material in this book not derived from my own observation is either taken from official records or is the result of interviews with persons directly concerned, more often than not numerous interviews conducted over a considerable period of time. † Not only did he spend the better part of a decade conducting interviews and reviewing documents, but Capote also did his best to re-create the thoughts and feelings of those vital characters with whom he could not speak, the Clutter family.He did so through interviews with others and his own inferences. Additionally, he did the same to fill in any other character gaps. Because â€Å"In Cold Blood† is composed mostly of interviews, a large part of the novel is dialog. The dialog not only keeps readers interested, but also offers an insight directly into the mind of the killers and the townspeople. Words straight from the mouth of Perry Smith or Susan Kidwell resonate much better with readers than a simple paraphrase from Capote ever could. Readers cannot help but cringe and reach for their jugular as they read Smith’s graphic descriptions. I didn’t realize what I’d done till I heard the sound. Like somebody drowning. Screaming under water,† said Smith. Similarly, Kidwell’s account of the event adds an even deeper emotional aspect to the story. Her words are haunting. Of finding her friend that day, Kidwell said, â€Å"I don’t remember screaming. Nancy Ewalt says I did – screamed and screamed. I only remember Nancy’s Teddy bear staring at me. And Nancy. † Throughout â€Å"In Cold Blood,† Capote illustrates several journalistic characteristics, one of which being oddity.The murder of a nice family from a small town is certainly unusual, especially when no motives or suspects fit the case. Additionally, when the killers were caught, their indifference towards the crime varied drastically from what one would expect. Dick even said, â€Å"I know it is wrong. But at the time I never give any thought to whether it is right or wrong. The same with stealing. It seems to be an impulse. † â€Å"In Cold Blood† also demonstrates proximity and human interest. Hol comb, Kansas is comparable to Any-town, USA.Because this crime and location seemed to be, at first, so randomly chosen, they peak human interest. Capote did a great job emphasizing the consequential insecurity felt by the Holcomb residents. He instilled that fear into readers, and they are sure to assume that each bump in the night is Perry Smith sneaking lightly to their bedrooms. While Capote did quite well making â€Å"In Cold Blood† newsworthy, he failed to practice one important principal of journalism. Capote did not maintain an independence from those whom he covered, so his writing showed bias.In a novel that required so much research and so many interviews, it is understandable that Capote would become friendly and sympathetic of the Holcomb citizens. However, Capote became sympathetic of the killers, especially Smith. While Perry murdered the Clutter family, Capote so obviously favored him over Dick. Throughout the novel, Smith is described as a gentle man with a co nscience, and it is indicated that he may have mental problems. Capote’s characterization of Smith was designed to make readers pity him.Dick, on the other hand, is almost always portrayed as a heartless and brutal man who is fully responsible for his actions. In the end of the novel, Capote even alludes to the radical idea that Perry should not receive the death penalty. All in all, â€Å"In Cold Blood† is a well-written and interesting novel not designed for the weak of heart. Capote’s masterpiece is sure send a shiver up readers’ spines and leave paranoia in their minds. Capote does show some bias in his writing, but given the situations, it is understandable.

Infancy and Early Childhood Developement Essay

It is amazing that our earliest memory is still years after we first begin to develop. No one remembers being a one celled zygote or any aspect of the prenatal stage. And the first years, from birth to two, are for the most part a mystery as well. My earliest memory is playing on a porch at a trailer my parents were renting. It is only now that it is realized that my personality was most likely shaped in those early years. Before my memory was fully developed my likes and dislikes, attitude toward affection and sense of humor were all impacted by choices made by my parents. FAMILY EFFECT Perhaps the greatest influence in any person’s life is their family. If a child has at least one emotionally supportive parent then there self-esteem will likely be higher than a child with no one to support them emotionally. However, many things can affect a child well before they take their first breath. Prenatal care is a very important stage of development; it is during this stage that our bodies transform from one sperm combining with an egg to the very complex creatures that we become. How does family come into play with this stage? It is during this stage that soon to be parents can choose to terminate a pregnancy or not. So in a way, it is in the prenatal stage that our families can affect our lives the most. Once a zygote becomes an embryo and then becomes a fetus a baby is born. It is now when the family will begin to determine how well the baby’s emotional and social aspects develop. The family will influence the newborn baby emotionally and socially by how they interact with them. For example if a father is unsure how to hold, change, feed or dress a baby and distances himself from the baby it is possible and likely that the baby will be hesitant when the father does eventually come around. Likewise if parents are affectionate, caring and encourage learning in the first years then the child can become excited about learning and gain a higher level of self-esteem. PARENTING STYLES According to Diana Baumrind there are three types of parenting styles; there is the authoritarian parent, the permissive parent and the authoritative parent. The authoritarian parent is very demanding and does not tolerate failure to meet their high standards. When the child disobeys they can expect physical punishment (spanking not abuse). This method can be effective when used consistently, for example if a child is disobedient about cleaning their room but is only punished at random (spanking or grounding) then the room will likely remain messy and cluttered. Permissive or indulgent parents seek to be a friend to their children and would rather not take responsibility for the shaping of them. They are portrayed in popular culture by being inept and lazy when in reality it is possible that permissiveness results as a feeling of resentment from authoritarian parents. Regardless of the reason for the parent’s indulgent behavior they are likely to have low standards for their children and be lax when it comes to rules and punishment. The authoritative parents form a middle ground between the authoritarian and the permissive parents. Authoritative parents listen to their children’s feelings and concerns while maintaining a role of authority. When comparing Baumrind’s parenting types it seems that a different type would be most useful to each stage of development. For the early childhood stage (birth to two years) the permissive parent may have the most affect being that they are able to hide frustration and disappointment. Also having strict rules and high expectations, as with the authoritarian, could lead to fear and anxiety in the child. EARLY CHILDHOOD EDUCATION There are two major options for parents when selecting a preschool or day care program for their child. Parents can choose from child-centered programs or teacher-directed programs. Child centered programs allow children more freedom to choose their own activities and are generally less structured believing that children will benefit from being able to express themselves through art, dress up, music and dance. Teacher directed programs are more similar to grade school in that children will be expected to follow along with the teacher’s lesson plan and utilize listening skills during instruction. These programs will typically follow a schedule for all the children to complete activities at scheduled times. Through personal reflection you can imagine that if you were at a teacher-directed program and now as an adult enjoy structure that may be one of the more significant reasons. Conversely attending a child-centered preschool can influence a child to become more musically inclined and develop a greater appreciation for the arts. Of course there is also another option for parents, and that is to keep the child at home until they begin kindergarten. This was the social norm until the 1990’s and is still practiced by some families where one parent is home full time. CONCLUSION Desmond Tutu said, â€Å"You don’t choose your family. They are God’s gift to you, as you are to them. † To me, this means that parents should understand the extreme importance of their role in their child’s life. Especially in the early childhood stage as this is a vital time for children to develop emotionally, physically and socially. When parents accept the challenge of being an active participant in the development of their children they are giving their children the opportunity to grow and prosper in a way that may not have been possible for them. REFERENCES Berger, K. S. (2001). Prenatal Development and Birth. The Developing Person through the Life Span (5th ed. , pp. 88-119). New York: Worth Publishers. Berger, K. S. (2001). Early Childhood: Psychosocial Development. The Developing Person through the Life Span (5th ed. , pp. 264-291). New York: Worth Publishers. Berger, K. S. (2001). Early Childhood: Cognitive Development. The Developing Person through the Life Span (5th ed. , pp. 236-263). New York: Worth Publishers. Cherry, K. (n. d. ). Early Childhood Development – What Is Early Childhood Development. Psychology – Complete Guide to Psychology for Students, Educators & Enthusiasts. Retrieved December 18, 2012, from http://psychology. about. com/od/developmentalpsychology/ss/early-childhood-development. htm Family Quotes Page 2 – BrainyQuote. (n. d. ). Famous Quotes at BrainyQuote. Retrieved December 18, 2012, from http://www. brainyquote. com/quotes/keywo.