The Historical Perspective Of Social Work Social Work Essay

The Historical Perspective Of Social Work Social Work Essay The purpose of this essay is to examine the historical and political perspective of social work provision in relation to people with dementia. It will explore how the development of social work practice has transformed these groups, the impact of social exclusion they experienced that lead to discrimination and/or oppression and the benefit of listening to service users views. The primary mission of social work profession is to enhance human well-being and help meet the basic human needs of all people, with particular attention to the needs and empowerment of people who are vulnerable, oppressed and living in poverty (Baker 1999 Pg 55). Social work has an important role to play in coordinating efforts to support people with dementia who may often have negative experiences of mental health services. As a result, it will be a challenge to provide effective social support to these groups in an environment where their views are being seen as significant and where they do not receive services fairly and uniformly (SCIE July 2008). The medical terms dementia has developed since the 19th century and was used to describe people whose mental disabilities were secondary to acquired brain damage, usually degenerative and often associated with old age (Tibbs 2001). Before the 19th century, a person with dementia would probably have been confined to the workhouses. (Marshall et al 2006). During this period, many sufferers were taken away to a  Workhouse Infirmary with medical care on hand and given outdoor relief (Denney 1998). Whereas charities began to emerge during this era however there were no good measures in place to deliver social work services; no criteria to determine who the deserving and undeserving poor were, therefore help provided were viewed as indiscriminate (Howe 2009). As the 1940s progressed, there were new developments and approaches in the treatment of people with mental disorders. Poor houses for destitute elderly people were slowly replaced by old peoples homes (Marshall et al 2006). The period after the Second World War saw the development of the welfare state. There was a national agreement that the state has an obligation to provide full services in order to respond to problems of poverty, mental health, old age etc (Tibbs 2001). The implementation of Beverage report published in 1942 directed at abolition of squalor, want, ignorance, disease and idleness. The National Assistant Act 1948 laid a foundation upon which future social work was built and created departments to meet the needs of different client groups (Tibbs 2001). During the late 20th century, both conservative and New Labour legislation have an impact on Mental Health reformation. The establishment of Social Service Departments introduced in 1970 reviewed in Seebohm reports (1969), enabled Local Authorities to promote welfare services for the elderly which had not already been included within the framework of some other statutory body. (Tibbs 2001). The 1983 Mental Health Act introduced during the conservative regime mark a further move towards legislation to improve matters with statutory requirements and procedures for social workers to be properly trained in order to carry out professional assessments. The Act ensures professionals who work with elderly people with dementia and indeed those who suffer from mental disorder have a basic understanding of the Mental Health Act, even if they do not act as Approved Social Workers (Tibbs 2001). The role of carers have also been crucial in the field of dementia care through the introduction of The Carers Act 1995 2000, which gave statutory recognition and right to carers, and funding through provision of Direct Payment (Marshall et al 2006). The Mental Capacity Act 2005 is also a relevant Act to people with dementia and their carers. It includes the provision of independent Mental Capacity Advocates (IMCA) to protect vulnerable people and dementia sufferers to gain more control over their lives, plan for the future and have their retained abilities recognised. It is important to address the impact of discrimination on these service groups as they suffer disability and as a result are subject to degrading treatment from the relatively powerful groups within the society. (Tibbs 2001). Research shows that the societys fear towards dementia causes them to avoid people with the condition making them feeling isolated and stigmatised (BBC 2010). According to Thompson (2006), discrimination is a process through which a difference is identified, and can be positive or negative. He suggests that negative discrimination also involves making a negative attribution and attaching devalued label to a person. Dementia is one of the major causes of disability in the elderly, affecting personal care, everyday cognitive activities and social behaviour. To be diagnosed as having dementia involves a great deal of stigma, often resulting in disadvantage and loss of life chances by the sufferers. (Kitwood 1997). Although, dementia is strongly associated to elderly but research shows that increase number of people diagnosed with the ill-health are under 65 years of age and are referred to as young onset dementia (SCIE not dated). These service users are likely to experience inequality because society and professionals fail to recognise that dementia exists in this age group and they can continue to integrate within the society (SCIE not dated). They will have different circumstances in life from older people with dementia because they are more likely to be in paid employment, have young children and have financial commitments. They will have to discontinue employment as most services are not able to cope with their condition which means promotion prospect and pension entitlements are lost. (Marshall et al 2006). Feelings of discrimination and oppression may also be a barrier to people asking for support (Downs et al 2008). From experience, some people from black minority ethnic groups (Asian and Black Community) diagnosed with the ill-health would rather keep it in the family than to get help because they see it as being shameful (BBC 2010). Furthermore, accessing services can be complicated because there are no age-specific services available as most of the developed services are for older people with dementia (Tibbs 2001). Lack of access to services could result in extra burden being placed on families when the care needs exceed the ability to provide (Downs et al 2008). Emotional impact is one of the significant factors experienced by dementia sufferers. There is also a prejudice with sufferers because of the association with madness and psychiatric disorder that the label creates. (Brooker 2007). They also experience social isolation due to withdrawal of friends which diminishes their social networks and inability to meet a perceived societal expectation. (Crawford 2004). From experience with elderly, people sometimes hold ageist view against them by the way they talk to them e.g. name calling as sweet old lady. According to the Alzheimer Society publication, ageist societal attitudes compound the experience of elderly people with dementia who already appear to be prejudiced because of their age and intellectual decline. (Crawford 2004). Health professionals often consciously or otherwise oppress elderly with dementia because of their position of authority which could prevent them from making their own choice thereby disempowering them (Crawford 2004). From experience, professionals sometimes in their attitudes assumed elderly people with dementia are incapable of providing valid information or making decision for themselves, by constantly focusing their attention to their carers instead of the service users. They are often seen as being a burden to the state economy resources and are subjected to considerable pity as they are deemed to be out of their mind Crawford (2004). Research shows that it is often assumed that people with dementia are not articulated enough to express their opinion or views on any aspect of their lives because of problems with communication through speech (Brooker 2007). As a result, practitioners inclined to rely on alternative views, usually provided by family carers, rather than their view. However, the needs, experience and perception of the carer might be different from that of the person they are caring. Empowerment and giving voices to people with dementia is a vital part of anti discriminatory/oppressive practice. (Tibbs 2001). The needs for communicating and empowering dementia sufferers by involving them in decision making became major considerations within social works field. It is anticipated that the Mental Capacity Act, 2005 will address some of these issues. Begum (2006, P.3) defined user involvement as participation of users of services in decisions that affect their lives. People with dementia voices can be valued by promoting active participation within care relationship regardless of their age or cognitive impairment rooting out discriminatory practice. (Marthorpe et al 2003). Involving service users in decision making often leads to increased self-esteem and confidence. (Chaston et al, 2004, P.19) quotes that It is good to feel valued and to be somebody, not just anybody Effective service therefore must be provided to change the needs of people with dementia (Cantley 2001). One of the main principles to consider in social work code of practice as stipulated by the General Social Care Council (GSCC) is the right of service users to be treated with dignity and respect in order for them to make informed choices about the services they received. Practitioners must therefore acknowledge who they are, listen to their circumstances; treat them as a unique person with worthy of dignity and respect. It is therefore imperative that during intervention with service users with dementia, health practitioners should go beyond safety to promote their choice, maintain independence, autonomy and their self determination Cantley (2001). It is essential to encourage these service user groups to express their views and preferences in order to build their personal strengths and confidence. Listening to them will provide them the opportunity to express their views on how dementia affects them, what they consider important in their lives, including how services should meet their health and social care needs (Tibbs 2001). People with dementia, either independently or in small groups, should be given the right to participate directly in service planning and development processes (Warren 2007). Practitioners can provide a range of methods and approaches which will enable them to make a choice that will influence future service provisions. They can be engaged to make decision through direct observation and communicating using specific tools or systems (Warren 2007). This will enabled the practitioners to have a better understanding of individual needs particularly, of people diagnosed with dementia that have complex needs and communication impairment. Research shows that these service users groups can still articulate their opinions about their well-being and quality of care even though they are severely cognitively impaired (Mozley et al 1999). For example, Talking Mat is an innovative method of allowing their views to be heard in order to make decision about managing different aspect of their life (SCIE not dated). They can also be involved in activities through collective approach which will provide them the opportunity to be in control by acting collectively to influence services and the broader communities. Such activities are often combined with elements of peer support and empower them through collective involvement (Cantley 2001). It is also important to devise services that will fulfil their needs by obtaining the necessary information from them, which could be by occasionally adjusting services that were designed to meet their needs as perceived by others. Information about their routines, choices, preferences, culture before, during and after they are diagnosed with the ill-health, which is important to their well-being and at their best interest must be documented in their care plan in order to meet their needs and to organise their care support effectively. (Cantley 2001). Organisations such Alzheimer Society and Social Care Institute of Excellence provide support to carers and health professionals to improve the quality of life of people affected with Dementia through web resources, free e-learning programmes etc in order for their voice to be heard (Alzheimers Society). Also, The National Dementia Declaration for England has made a pledge to improve services for service users and carers by ensuring that they have choice and control over the decisions that affect them and live in a supportive environment (Community Care 2010). Overall, it can be concluded that over the years, there have been changes in development of social work provision which has brought about important legislations to tackle the issues of discrimination and oppression on people with dementia. It has been evaluated that public and professional attitudes towards ageing and the ill-health are now changing rapidly. It was also recognised that through good social work practice, involving dementia sufferers in decision making would enhance empowerment; promote their choices and self determination while maintaining independence. This provided me with understanding of how services views are essential in improving social service provisions. It is therefore imperative to encourage further learning within social work provision to ensure good practice is sustained.

On Top of the World :: English Literature Essays

On Top of the World This winter wonderland called Austria is full of small villages surrounded by snow capped mountains that look like someone has come along with some icing sugar and generously topped each one. Mountain after Mountain clustered together, with pine trees placed here and there that are dappled with snow. A real life picture post card with chocolate box wooden houses and roof tops covered in crisp clean snow. Pretty balconies with people sat enjoying a glass or two of the local Gluevine which tastes of hot red wine with a hint on cinnamon that warms your very soul. People sat inside the houses in front of raging log fires cosily wrapped in thick warm blankets with a huge mug of hot chocolate covered with a generous topping of grated chocolate. Going up the mountain in the lift with the mountains leering over you like a huge dragon ready to pounce and the tiny houses below getting smaller and smaller as they disappear, passing through fluffy white cotton wool like clouds you must remember to hold on tight as the lift comes to a sudden abrupt jolt just before it reaches its destination at nearly the top of the mountain. Walking around up here, high above the madness of the world below you find peace within yourself, you feel you are catching up on lost time spent rushing around at home. Stopping and taking a moment to close my eyes and breath in the fresh clean spring like air then slowly opening them to the wonder of the view around me I feel I’m making the most of life. Standing here with a whimsical look on my face, life feels magnificent, and it feels good to be alive watching the children playing in the snow with glowing red tipped noses and rosy cheeks there smiles telling a story of happiness and freedom to just be children unrestricted by the rules of the world below. Adults free of the troubles of everyday life with huge smiles enjoying the local culinary specialities like large bowls of hot delicious soup with great chunks of fresh bread. How wrong I was to feel so daunted at the thought of my first winter holiday being on top of an artic slushy snow laden mountain freezing to death for a whole week didn’t exactly fill me with excitement and wonder. Before me is the most incredible view I’ve ever seen, I always believed that good old Blighty was the prettiest place on earth with its countryside of rolling hills and lush green landscape.

Legalization Essay -- essays research papers

  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The legalization of marijuana   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The Legalization of Marijuana   Ã‚  Ã‚  Ã‚  Ã‚  For the last fifty or so years it has been a crime to possess, consume, or distribute marijuana. Any rapid change in legislation toward legalization would be impossible in today’s culture. Due mostly to the overwhelming popularity of this drug it could never possibly be legalized. Any process of legalization would create unrealistic demands upon society that would affect every facet of life both domestic and abroad. Marijuana is the most widely used illegal substance in the world, and in America nearly a third of all citizens have admitted to being exposed to it at one point in their lives. Some people have been subject to harsh criticism by admitting to using marijuana even once in their lives. This guilt that is associated with the use of marijuana is probably the only reason for its illegality. Marijuana is seen as a reckless expenditure of adolescent rebels, or as a habit of minorities that consumes their lives and forces them into the common stereotypes of poor huddled masses that contribute nothing to society except ...

Behaviorist BF Skinner

Behaviorist BF Skinner’s work with behavior analysis which led him to develop his theory surrounding operant conditioning methods have had a profound impact on today’s educational system as it led him to research the method of programmed instruction; its use in contemporary education has shaped the minds of countless students and offered an alternative method of teaching through its concept of trying to achieve errorless learning through swift feedback. BF Skinner, the renowned psychologist was known for his controversial scientific approach to human behavior.(Pierce & Cheney, 2003, p.9) The 1938 publication The Behavior of Organisms: An Experimental Analysis became Skinner’s first professional work and contained almost 400 pages of the behaviorist’s research. It has since been described as â€Å"a significant volume in the history of the twentieth-century psychology. † (Todd & Morris, 1995, p. 7) He wrote a number of books and essays focusing on hi s philosophy of behaviorism; however two of the most notable are Science and Behavior and Verbal Behavior. (Todd & Morris, 1995, p. xxi)His theories offered a contemporary definition to the study of behavior and were not well received by his peers. Skinner proposed a â€Å"natural-science approach to human behavior† (Pierce & Cheney, 2004, p. 9) and this contradicted other accepted theories. He believed that the behavior of an organism was determined and a result of genetic and environmental factors. His hypothesis alleged that behavior caused emotions and described them as â€Å"additional activities of people that needed to be explained. † (Pierce & Cheney, 2004, p.9)The opposition believed that human behavior was a product of self-determination – a result of our feelings, thoughts and intentions. Skinner’s achievements were endless; however he’s most noted for his work with experimental behavior analysis, where he developed the theory surroundin g Operant behavior. His theory consisted of operant conditioning or learning by consequences as its major concept. As he was not the first to approach the subject of operant conditioning, he labeled his philosophy, radical behaviorism to separate him from the others who had approached the same topic.(Pierce & Cheney, 2004, p. 9) His analysis of behavior brought him to the conclusion that behavior was influenced by the environment and organisms responded in two fashions – emotional response and by the involuntary response of the nervous system. In order to change an organism’s behavior there must be a new stimulus introduced to the surrounding environment that influenced both areas of human nature. Operant behavior was learned via a series of reinforcements to strengthen the new response. (Staats, 1996, p. 40-41)Skinner’s approach was to offer reinforcement when the organism displayed the defined behavior over a period of time and on a number of occasions  œ the process of operant conditioning. His theory stated that in order to obtain the appropriate response the conditioning process must determine â€Å"the strength of response. † (Staats, 1996, p. 58) Though many of his peers advocated punishment as a deterrent to unwanted behavior Skinner did not agree. His negative response consisted of the simple process of deprivation. (Staats, 1996, p. 58) Through a series of animal experiments, Skinner continued to validate his theory.The Skinner Box was his primary tool for his study of operational conditioning. He designed various versions of the tool to accommodate various species – for example, pigeons could peck to obtain the reinforcement and a rat could not. If the animal performed the desired behavior, a positive reinforcement was automatically provided, if not it was withheld. The box allowed him to study operant conditioning and the contingencies of reinforcement. (Leonard, 2002, p. 98) In the 1950’s Skinnerâ₠¬â„¢s behavior analysis research began to focus on teaching machines.In the 1958 article titled Teaching Machines: From the Experimental Study of Learning Comes Devices Which Arrange Optimal Conditions for Self-Instruction, Skinner stated that the motivation to obtain more education existed and in order to meet that demand we needed to do more than continue to build more schools and train more teachers. He believed that â€Å"Education must become more efficient. † (Skinner, 1958, p. 969) He created teaching devices that arranged specific â€Å"contingencies of reinforcement† that rewarded â€Å"specific forms of behavior. † (Skinner, 1958, p. 970)Once the desired behavior was exerted Skinner was convinced that the â€Å"resulting behavior can be maintained in strength for long periods of time. † (Skinner, 1958, p. 970) Later in the article he addressed specific subjects, â€Å"Teaching spelling is mainly a process of shaping complex forms of behavior. I n other subjects-for example, arithmetic- responses must be brought under the control of appropriate stimuli. † (Skinner, 1958, p. 970) Skinner’s programmed instruction consists of three phases:1) Small steps – obtain small information in a step-by-step fashion.2) Overt responding – provide a clear response to generate reinforcement.3) Self-pacing – working through programmed activity at his or her own pace. (Leonard, 2002, p. 90)In 1958 Skinner incorporated his reinforcement methods into the first class of programmed instruction. (Lysaught & Williams, 1963, p. 10) In a speech titled Psychology in the year 2000 given in 1968 to the Department of Psychology of Wayne University, he not only expressed his opinion of the school system prior to his studies, he addressed what he believed to be the future of America’s schools.He believed that prior to his research that â€Å"educational psychology was primarily a matter of measurement. Mental tests dominated the field. Teaching was generally left to common sense. † (Skinner, 2004, p. 210) He felt that the students â€Å"studied because he feared the consequences of not studying. † (Skinner, 2004, p. 210) He went on to conclude that student’s slow recognition was a result of teachers’ inappropriate approach to teaching. (Skinner, 2004, p. 210)He felt that, â€Å"A good program is simply a reorganization of what is to be learned in such a way that the student is maximally reinforced for learning it in positive ways rather than as a means of escape from undesirable consequences. † (Skinner, 2004, p. 210) Though primitive at the time of inception, over the years and combined with modern technology our students are benefiting from his methods by way of computer-based teaching. Programs have been developed to teach spelling, reading, math, and a number of other subjects, as well as colleges and Universities offer certain Internet-based courses.The program models vary; some programs will not allow the student to advance without giving the appropriate response, others will offer more information to guide students to the appropriate response and universities are creating virtual classrooms that students have access to tools that perform a variety of functions. Though the approach has received mixed feedback, teachers are able to provide more of a one-on-one teaching, as well as further the efficiency of classroom procedure and in the case of universities, students are able to enjoy the convenience of online courses. (â€Å"Programmed Instruction,† 2004)In conclusion, Skinner’s controversial approach to psychology changed the approach to behavior modification and his methods have shaped the educational setting. Student behavior has improved; as positive reinforcement is applied to the learning process builds confidence and a willingness to comply. Students of all ages are able to progress at their own pace, which pr ovides and individualized education plan. College students report that they are able to attend college courses and maintain full time employment due to the convenience of online schooling.Skinner’s over all concern for providing an environment to influence behavior combined with technology creates a setting that is unique to each student and he or she can learn at a pace appropriate for the individual.ReferencesPierce, W. D. , & Cheney, C. D. (2003). Behavior Analysis and Learning. Mawwah, New Jersey: Lawrence Erlbaum Associates.Skinner, B. F. (1958). Teaching Machines: From the experimental study of learning come devices which arrange optimal conditions for self-instruction. Science, 128, 969 – 977.Skinner, B. F. (2004). PSYCHOLOGY IN THE YEAR 2000 Harvard University. JOURNAL OF THE EXPERIMENTAL ANALYSIS OF BEHAVIOR, 81, 207 – 213.Programmed Instruction. (2004). In The Columbia Encyclopedia (6th ed. ). New York: Columbia University Press. Retrieved December 30, 2006, from Questia database: http://www. questia. com/PM. qst? a=o&d=101265989.Leonard, D. C. (2002). Learning Theories, A to Z. Westport, CT: Oryx Press. Retrieved December 30, 2006, from Questia database: http://www. questia. com/PM. qst? a=o&d=101313032Lysaught, J. P. , & Williams, C. A. (1963). A Guide to Programmed Instruction. New York: Wiley. Retrieved December 30, 2006, from Questia database: http://www. questia. com/PM. qst? a=o&d=14538707.Pierce, W. D. , & Cheney, C. D. (2004). Behavior Analysis and Learning. Mahwah, NJ: Lawrence Erlbaum Associates. Retrieved December 30, 2006, from Questia database: http://www. questia. com/PM. qst? a=o&d=104826262.Skinner, B. F. (2003). Chapter 14 Radical Behaviorism. In An Introduction to Theories of Personality (pp. 311-339).Mahwah, NJ: Lawrence Erlbaum Associates Retrieved December 30, 2006, from Questia database: http://www. questia. com/PM. qst? a=o&d=104786837.Staats, A. W. (1996). Behavior and Personality: Psychological Behaviori sm. New York: Springer. Retrieved December 30, 2006, from Questia database: http://www. questia. com/PM. qst? a=o&d=101935859.Todd, J. T. & Morris, E. K. (Eds. ). (1995). Modern Perspectives on B. F. Skinner and Contemporary Behaviorism. Westport, CT: Greenwood Press. Retrieved December 30, 2006, from Questia database: http://www. questia. com/PM. qst? a=o&d=24397049.

A look at the effects of my Hispanic heritage Essay

I am a part of the growing population of people of mixed descent, and am both privileged and punished by relating to my Mexican heritage but not resembling the stereotypical Hispanic. Most people aren’t aware, even in these times, that you can be Hispanic whether you are as white as paper or as dark as its ashes. I have grown up privy to all the privileges of a comfortable lifestyle, typically among Caucasians, both in my neighborhood and honors classes in my rural town. Yet I am reminded of my heritage by the food I eat, the style of music I wake up to on a Sunday morning, and traveling to a dusty, dog-filled village in Mexico to bury my grandfather. I wonder sometimes whether resembling my classmates in immediate appearance has been a good or a bad thing. They unthinkingly offer up ‘dirty Mexican’ jokes, only to find that I am not amused. They confide in me how they could never date a black girl or a black boy, and I can’t support their sentiments. I wouldn’t be here if such relationships didn’t occur. Yet, I don’t think I would change the way I look to deter such comments. What I inherited from my mother is my disguise almost, how I can uncover what people really think about the group to which I belong. If they could tell that I was the subject of their comments, they wouldn’t say it to me, but they would still think it’s okay. It gives me the chance to show them that there are some things that are never appropriate, no matter whose company they are in, because you never know what is behind the color of their skin. Their unthinking negative comments about my race don’t bother me so much in comparison to other things. My area is known for its incredibly high ratio of chickens to people, soybeans, and other farming industry. This kind of economic environment doesn’t bring a lot of culture into my town. The people who work in these low-income jobs are typically Hispanic, and they fulfill some of my classmates’ prejudices. They are poor, unable to speak English, and have very few nice places to socialize or live. When I happen to see a family walking, I notice there are many small children, but there are probably less than twenty Hispanic students in my entire high school. Hispanics are a large part of our population, but by the time it comes for us to attend high school, it looks as though many have already dropped out of school. I feel as though I am unable to fight prejudice around me when I  see fulfillments of such negative thinking everyday. There are some points in my life I have not been so willing to inform people of my ethnic background. I volunteer in a thrift shop regularly, and I have become friends with the older Caucasian women who work there. I have come to be treated almost as though I am a paid employee. One day, as I was restocking racks, a non-English speaking family comes in with three small children. While I was in the storage room, there is a commotion in the store and I hear one of my co-worker’s angry voice. I heard the story later. The mother of this not even one-year-old child had watched him urinate on the floor of the store, without attempting to stop or berate him. She was about to walk away from him when my co-worker noticed what the little boy was doing. The mother did not deny what her son had done or offer to clean the mess. After repeated attempts to get an explanation, or even a response, the woman just walked away again, and away from her oblivious child. The family was asked to leav e the store, and my co-worker ended up cleaning the mess. She angrily muttered about those ‘damn Mexicans.’ This is when it bothers me the most, when I can’t bring myself to contradict her. There isn’t an explanation I can give to validate that mother’s actions. Would a white woman let her child do that? And I find myself thinking, â€Å"No, she wouldn’t, because she would buy diapers.† In comparison to hearing negative prejudices about Mexicans, it bothers me so much more to find myself giving in to them myself. It makes me wonder how can I defend my fellow Hispanics when looking around, it feels like I’m the only one trying to break the stereotype. Yet on a more optimistic note, I know that the mother was merely a bad apple in the bunch. Not every group of people are all going to be saints, nor would they be all as apathetic as this one person. But because of her actions in such a public and respected place, others are going to see her as a representative of my ethnicity. A personal solution to the weak ethnic pride in the community is to be a public example to the local Hispanics. However, even with living in Buenos Aires for three years, taking Spanish courses in high school, and having half my extended family living in Mexico, I still can’t speak the language fluently myself. How can I influence them if I can’t relate at all?  I’m not similar economically, academically, not even through a common language. I only know a small part of what concerns them in life. My current incapability to change their situations bothers me more than any ignorant slur I hear. It seems everyday I ask myself that clichà ©d question, â€Å"How can I make a difference?† I don’t know how at this moment. When I’m helping people in the thrift shop, they don’t see a Mexican girl. The Hispanic customers see a white girl with dark hair and eyes, speaking in a language they don’t understand, who rarely offers advice in broken Spanish. The other customers don’t see anything that would change their opinion about ‘those Mexicans.’ Growing up white, but with minority allegiances, has given me a unique perspective on discriminatory views. I know, through my own experience, that you can’t imagine or know a whole person just by seeing or being in class with them. There is something that you won’t know about them and won’t expect. I am not an exception to the rule, and I know I have my own preconceptions of people I see, however unwelcome those thoughts are. In my Mexican heritage there are instances of racial discrimination. Her parents and community disowned my great-great grandmother when she married someone much darker than her and of a lower caste. The tendency for prejudice is not secluded to just appearance. It’s among every grouping of people, from the American-born blacks’ discrimination against the Haitians in my school, to the suburban kids talking about the ‘white trash.’ As a society, we will always find some way to differentiate ourselves from others, from people who look or act different than us. I am hopeful for change, and I want to be a part of that change through achieving success in my profession as a Hispanic. Growing up surrounded by prejudice in every form, I am more realistic about humanity’s capabilities and more forgiving of such transgressions that are learned from our elders. In spite of this, I am still confident that with time, no matter where one lives, all forms of prejudice will be considered unacceptable to express or to hold.

A History of Arabian Music

Henry G. Farmer illuminating book â€Å"A History of Arabian Music† seeks to provide readers with insight of the historical influences that shaped Arabian music and the culture that nourished and gave rise to variances and interpretations dealing with the theory of music and the practices that further consolidated and supported these theories. The book was published originally in 1929 and covers musical work over several centuries. The book starts with the factors that helped to shaped Arabian music culture. These include political and social factors which were instrumental in shaping Arabian music theory.The book starts with a look at the â€Å"Days of Idolatry† in the 6th century (Farmer, 1929). According to Farmer, this was a time which was referred to by Muslims as â€Å"Days of ignorance† based of the fact that at that time much of the knowledge relating to Arabian civilization and the attending economical, political and cultural practices, was lost. Farmer argues that there were many musical instruments in this Islamic time, whose development were linked to Southern Arabians and these instruments include Mi’Zaf (Barbiton) and the Kus (A Large Kettledrum) (Farmer, 1929).Factors Migration of people from the southern region to Al Hijaz resulted in a melting pot of the Arts and musicians and poets flourished and shared their talents with others. Farmer also stated that the Musicians and poets in Ukaz competed fiercely for ascendency in their respective arts and this may have helped to shaped the music of the times. Farmers reports that singing girls were famous during that time and musicians gained further recognition from singing at the courts (Farmer, 1929).The author states that during the time of Idolatry, music was found in all areas of society; and pervaded, religious, public and private lives. Arabians were known to sing while at work and play and they often express joy by enagaging in music. Dispite the many musicians and s ingers of that time, only a few names have been preserved for modern society. Farmer states that with the advent of Islam during the time of Mohammed the Prophet and subsequent to his death, legists have been debating if music was lawful although there is no reference in the Quran as to any opposition.Farmer argue that the opposition to music may have developed by those theologians who decryed the attention being paid to music and popular musicians of the time (Farmer, 1929). Arabian music would also be influence by the Khalif, Mu'awiya who during his reign in the 7th century eventually gave recognition and a present to a musician in his court and this was in direct contrast to what were popular expressions of disapproval of musicians at the time.Yazid II (720-24) a ruler, was also said to have been instrumental in bringing back music to the courts and public life because he enjoyed the arts Farmer illuminatingly states that eventually during what he termed the â€Å"Orthodox Khali fate† there arose serious competition between the musicians of two major Arabian cities; Mecca and Al Medina and he argues that it was Mecca that gave the Arabians the musician Ibn Misjah who was stated to be the first schooled person in Arabian music.Farmer stated that Arabian music was influenced by both Greek and Persian musicians and composers and the Greek influence gained ascendancy with the work of Greek theorists such as Ptolemy, Aristoxenos and Euklid prominently taking center stage to shape Arabian music. Farmer also looks at two Khalifs who were avid supporters of music and these were Al-Amir (1101-1131) and Al-Musta'H (1094-1101). Farmer argues that the later Khalifs helped to support and shape musical development and enjoyment.In Farmers’ eyes the development and growth in appreciation of music in the Arabian culture was not without opposition and controversy. In his eyes, and based on his research, it was the Khalifs, especially those from the 8th to the 1 2th centuries that brought back music to public and private lives and encouraged a growing appreciation of this art form. He viewed the work of the great philosopher, Al-Ghazali, as being enormously influential pertaining to musical development and cites the Principal of the Two Nizamiyya colleges in Baghdad and Nisapur as being one who came out in defense of the music.Farmer has been able to shed light on a period in Arabian history that shows how music development evolved and developed and the forces that acted to restrain the emergence of musical theory. His book shows the triumph of those who overcame adversity and opposition to music in public and private citing religious teachings and the book ends with a look at the work and lives of those who actively sought to make music a part of daily lived of Arabians.Farmers work shows that the development of the music did not happen overnight, but was a result of centuries of struggle and erudite contemplations. No single individual ca n lay claim to the developing theories of music for the Arabian people and the development was due to a multitude of music lovers who defended the art and practices and eventually left a rich heritage. References Farmer, H. G. (1929). A History of Arabian Music. Luzac.

Research proposal Essay

College students are among a significant population who experience extremely high levels of stress. According to the CDC one out of five college students have reported being stressed (CDC, 2012). The pressures of being a successful student and maintaining good grades along with juggling work, extracurricular activities, and a social life, are all factors that cause increased levels of stress and anxiety among college students. Research shows that people who undergo chronic stress have higher risks of developing major mental health implications such as higher levels of anxiety and depression to the extent where it can significantly damage their daily-life functioning (National Cancer Institute, 2012). The prevalence of mental illness among college-aged students is at an alarming rate considering the substantial amounts of stress students go through while in college. According to the American Psychiatric Association (2012), an AHA survey conducted among college students reveal findings that confirm 1/3 of students reported feeling depressed to the point where it impaired their ability to function (American psychiatric association, 2012). Along with major depressive symptoms, half of the whole population of students also reported having feelings of overwhelming anxiety. Furthermore, an additional study done in 2008 presented findings which showed that 53% of college students in a sample reported having high depressive symptoms as well as 52.8% of students undergoing high levels of anxiety (Downs & Ashton, 2011). Protective factors need to be considered when looking for efforts to improve the mental health and wellbeing of students among this population. One protective factor that has been linked with positive mental health is increased levels of physical activity (Buchan, Ollis, Thomas & Baker, 2012). Previous research and theory has shown that physical activity can increase the release of serotonin and norepinephrine which are neurotransmitters that have been connected with and can ultimately decrease risk of anxiety and mood disorders (American psychiatric association, 2012). Furthermore, according to the Journal of American College Health, Bray and Kwan found through their research that students who did not engage in vigorous physical  activity sufficiently scored lower on psychological well-being than students who engage in vigorous physical activity sufficiently (Bray, Kwan 2006). Thus, the purpose of this study is to determine whether or not there is an effect of engagement in physical activity on the stress levels and moods among undergraduate students at California State University, Fullerton. Based on this statement, it is hypothesized that increased amounts of physical activity will be associated with lower stress levels and an over better mental health among undergraduate students. The theory we will use to test with our hypothesis will be the transtheoretical model (TTM). Also known as the stages of change model, the main theme of this model suggests that a change in behavior is not understood as a single event, but as a process and that when a person attempts to make a behavior change, they will go through multiple stages (Rimer, Glanz, & NCI, 2005). The five stages of change include: pre-contemplation, contemplation, preparation, action and maintenance. The stages of change model is like a cycle, not a linear model, in which people may start the process of change at any given stage and then may take a step back to a previous stage (relapse) and have to start over. This theory informs our hypothesis that increased levels of physical activity will reduce levels of stress because previous research has proven that the transtheoretical model, which has been applied to numerous health behaviors such as diet, weight control and exercise, is successfully effective in increasing levels of physical activity (Jackson, Asimakopoulou, & Scammell, 2007). Since previous studies show a positive association between physical activity and overall better mental health, this theory can be used to support efforts (such as coming up with strategies for interventions) in order to increase the amount of physical activity college students engage in, with the aim of ultimately improving their mood and stress levels. We are testing this theory with our hypothesis by examining and analyzing the multiple aspects of a person’s beliefs about the behavior, their intentions and readiness to change their behavior, and actual engagement of behavior as it relates to their mood. Method Participants and Procedures Our sample will include eighty to one hundred students between the ages  of eighteen and twenty-four that are currently enrolled at Cal State Fullerton. We will be conducting a survey by having students at Cal State Fullerton from the classes Dr. Espinoza conducts as well as colleagues from other classes answer a survey questionnaire. Being that one out of five college students have reported feeling stressed (CDC, 2012) we will make a detailed survey that will help us determine the underlying factors and main stressors that increase the average college students stress level. Our survey will take approximately five to ten minutes to complete and will be anonymous. However, we will ask students to write their class status on the survey which will help us to determine if stress levels overall increase, decrease or remain the same the longer the participants have been enrolled in school. Measures In our survey we will be asking students to rate their current stress level on a scale of 1-10. Since one person could consider a stress level of an 8, for example, differently than another, we will include a key to the description of each rating to ensure accuracy. We will also be asking them what their key stressors are, how much they exercise, what type of exercise they participate in and at what level (vigorous, light, etc.). In addition, we will ask our participants their feelings about exercising; whether or not they think it is necessary or important to them to perform a fair amount of physical activity in order to maintain a healthy mind. We will use these questions to analyze the students’ attitudes/beliefs about physical activity and how they think it relates to their mood. With the detailed questions we are asking we will be able to make a correlation between stress levels and exercise. We anticipate to see those who exercise regularly have lower stress levels than those who do not exercise regularly. Conclusion Looking at several research studies done previously on this topic of interest indicates that stress can be related to physical activity and most certainly can affect a college student’s mental health. Our research will look more into the stress of college students and will be able to compare the year of the student in which they are enrolled in, to how much physical exercise they participate in, to how much stress they are feeling. Obtaining this research is necessary because it will be helpful for college students. It is  important for college students to be able to identify their stress properly and know how to cope with it so their mental health is not at risk of decreasing. Even though our research will be taking place at California State University, Fullerton, it will be beneficial for all college students. References American Psychiatric Association (2012). College Students | psychiatry.org. Retrieved from http://www.psychiatry.org/mental-health/people/college-students Bray, S. R., & Kwan, M. W. (2006). Physical activity is associated with better health and psychological well-Being during transition to university life. Journal Of American College Health, 55(2), 77-82. Buchan, D. S., Ollis, S., Thomas, N. E., & Baker, J. S. (2012). Physical activity behaviour: an overview of current and emergent theoretical practices. Journal of Obesity, 1-11. doi:10.1155/2012/546459 CDC. (2012, aug 12). College Health and Safety http://www.cdc.gov/family/college/Cdc. Downs, A., & Ashton, J. (2011). Vigorous physical activity, sports participation, and athletic identity: implications for mental and physical health in college students. Journal of Sport Behavior, 34(3), 228-249. Jackson, R., Asimakopoulou, K., & Scammell, A. (2007). Assessment of the transtheoretical model as used by dietitians in promoting physical activity in people with type 2 diabetes. Journal of Human Nutrition and Dietetics. doi:10.1111/j.1365-277X.2007.00746.x National Cancer Institute (2012). Psychological Stress and Cancer – National Cancer Institute. Retrieved from http://www.cancer.gov/cancertopics/factsheet/Risk/stress Rimer, B. K., Glanz, K., & National Cancer Institute (U.S.) (2005). Theory at a glance: A guide for health promotion practice (2nd ed.). Bethesda, MD: U.S. Dept. of Health and Human Services, National Institutes of Health, National Cancer Institute.