UNICEF and the Safeguard of Children Rights Essay Example for Free

UNICEF and the Safeguard of kidskinren Rights EssayUNICEFs mission is to advocate for the protection of childrens reforms, to serve meet their base needs and to expand their opportunities to reach their full potential. UNICEF is guided in doing this by the provisions and principles of the shape on the Rights of the Child (UNICEF, 2008). Built on varied legal systems and cultural traditions, the Convention is a universally agreed set of non-negotiable standards and obligations (UNICEF, 2006).The Convention on the Rights of the Child is the first legally binding global instrument to incorporate the full wrap of human rights civil, cultural, economic, political and loving rights (Freeman, 1996). In 1989, domain leaders decided that children needed a special formula just for them because people under eighteen years old often need special anxiety and protection that adults do not (Alston, 1992). The leaders to a fault wanted to make sure that the world recognized that chil dren abide human rights too. The Convention sets out these rights in 54 articles and twain Optional Protocols.It spells out the basic human rights that children everywhere have the right to survival to develop to the fullest to protection from harmful influences, abuse and exploitation and to participate fully in family, cultural and social life (UNICEF, 2006). The four core principles of the Convention atomic number 18 non-discrimi state of matter devotion to the best interests of the child the right to life, survival and development and respect for the views of the child (Jasper, 1994). Every right spelled out in the Convention is inherent to the human dignity and harmonious development of every child.The Convention protects childrens rights by setting standards in health c be education and legal, civil and social services (Jasper, 1994). By agreeing to undertake the obligations of the Convention, national governments connected themselves to protecting and ensuring childrens r ights and they have agreed to hold themselves accountable for this commitment out front the worldwide community. States parties to the Convention are obliged to develop and undertake all actions and policies in the light of the best interests of the child (Stein, 1998).Most of the governments have incorporated this electrical outlet in their development plan courtesy of UNICEF. UNICEFs work for the overall protection of childhood is guided by the principles and standards established by the Convention on the Rights of the Child (Walker, 1999). In advocating to protect childrens rights, to help meet their basic needs and to expand their opportunities to reach their full potential, UNICEF helps to change the legal and policy framework of States parties and to improve grounds of the Convention itself at all levels of society (Walker, 1999).Among other activities, UNICEF works in nearly 160 countries to support ratification and implementation of the Convention and the Optional Protoc ols on the thing of children in armed conflict and on the sale of children, child prostitution and child pornography (UNICEF, 2008). UNICEF draws attention to the duties of governments, families, communities and individuals to respect those rights and supports them in doing so. During armed conflict, children are targeted for the worst possible violence and abuse, including abduction, rape and recruitment as child soldiers, and may be forced or coerced to take part in atrocities (Peters, 1997).Because children are among the most affected by conflict they become victims and witnesses of these offences (Brandes, 1999). The lack of accountability for conflict-related crimes against children can leave child victims vulnerable to advertise violation and abuse. Accountability in post-conflict situations can fulfill a number of important functions (Peters, 1997). It contributes to the process of healing and helps children understand that they are not to blame for what has happened.By inv estigating and documenting violations committed, accountability processes procession public awareness of the impacts of conflict on children (Dobrish, 1999). Accountability can also help to break the bout of violence, restore confidence in democracy and the principle of law, and chant the legitimacy and authority of the new government (Fox, 1997). In recent years, rightfulness, justice and reconciliation processes have begun to focus specifically on crimes committed against children and have involved children proactively, including with testimony that bears witness to their experiences(Dobrish, 1999).The recent elaborateness of children and adolescents in providing testimony to international and national courts and justness commissions has demonstrated their unique role as participants and as members of their communities (UNICEF, 2008). But if children are to engage in transitional justice processes their rights must be respected. The polish up and analysis of emerging good practices on the involvement of children and adolescents in virtue, justice and reconciliation processes has brought to light a number of dilemmas.For practice, it is recognized that children and adolescents who have been recruited to take part in hostilities are primarily victims of armed conflict. At the same time, umteen argue that some form of accountability for crimes committed by children is in their best interests and could contribute to processes of reconciliation and reintegration (Teitelbaum, 1999). Mechanisms of accountability for serious violations committed during armed conflict include a wide range of options, such as judicial prosecutions, truth commissions, restorative justice processes and traditional practices (Kurmay, 1996).When children engage in truth, justice and reconciliation processes, new possibilities and new challenges are encountered. In a number of instances, child-friendly procedures have been introduced to safeguard the rights of children who beco me involved and to support their protection throughout the process (Teitelbaum, 1999). This can help build childrens confidence and restore their sense of justice in the social and political order, while also establishing a mechanism of accountability for crimes committed against them. However, many questions remain as to how best to protect the rights of childreninvolved as victims and witnesses in these contexts. Ideally childrens participation should strengthen and enhance their protection, and protection measures should enable participation (Kurmay, 1996). In the long term, if children are excluded from transitional processes, they may become frustrated and vulnerable to a continuing cycle of violence, impacting future generations. Failure to address their concerns also wastes the capacity and potential of children and adolescents to serve as catalysts for reconciliation and peace-building within their own communities (Dwyer, 1999).The importance of furthering efforts to support childrens involvement in transitional justice processes was identified during an expert discussion on Transitional Justice and Children convened by the UNICEF Innocenti Research sum total (IRC) in November 2005. It was proposed that research on children and truth commissions be undertaken, identifying good practices and lessons learned, and recommending strategies to improve and facilitate childrens participation in future truth commissions(UNICEF, 2006).Documentation on the role of children in truth commissions was initiated by UNICEF IRC and the International Center for Transitional Justice (ICTJ) (UNICEF, 2006). In the course of research underway on children and truth commissions, a number of issues have emerged requiring further research and analysis in order to better understand the potential and the limits of childrens participation in transitional justice processes (ACF, 2007).As a top it was decided to initiate an Expert Paper Series on Children and Transitional Justice, addressing a broad range of issues, including judicial accountability, truth-seeking, local, traditional and restorative justice processes, and institutional reform. The Series has helped to build a network for sharing information and expertise, generating discussion and debate among key stakeholders (UNICEF, 2006). These include child protection advocates, government agents, legal experts and academics.The object of the expert paper series is to improve accountability for crimes against children and to protect the rights of children involved in transitional justice processes (ACF, 2007). Specific papers bequeath document and essay emerging good practices and lessons learned evaluate the potential role of children and anticipate and promote strategies for involving children in future transitional processes(ACF, 2007). It is anticipated that studies undertaken in this series will help to guide the involvement of children in truth, justice and reconciliation processes in post-confl ict transition.UNICEF works closely with other human rights bodies such as valet protection Network (HSN). This is an organization which has a long-standing commitment to human rights and to the protection of the most vulnerable both in peace and in times of conflict (Marta, 2007). The Human Security Network plays a decisive role in advancing the implementation of the Convention and of its two Optional Protocols, and in reaffirming, in each and every decision the general principles of non discrimination, best interests of the child, survival and development and participation of the child (UNICEF, 2008).The year 2007 was a landmark year for the protection of childrens rights. Indeed, 2007 marked the eighteenth anniversary of the adoption of the Convention on the Rights of the Child (Marta, 2007). As the Convention entered a new stage of adulthood there was an opportunity to celebrate the many important achievements and to critically reflect on the best ways of addressing the challe nges ahead. The year was also marked by the General Assembly mid decade review of the follow-up to the Special Session on Children.This process was an important opportunity to reaffirm our shared commitment to children, to advance the Millennium Agenda and further unify a world fit for children (Marta, 2007). By 2007, there is a full prohibition of all forms of violence against children in 19 countries (UNICEF, 2008). Legislation was adopted in The Netherlands where law enactment is being supported by a communication plan designed to inform parents and the general public about the legal discharge in the lead up to its entry into force.New Zealand has banned the use of reasonable force for parents in the disciplining of their children (ACF, 2008). In a number of other nations brief enactment has been prepared and in others public commitments have been undertaken to ban all forms of violence (ACF, 2008). Once the changes become effective within each of these States, one 5th of th e UN Member States would have extended legal protection to prevent violence against children (UNICEF, 2008). UNICEF have recently developed and launched a Handbook on what parliamentarians can do to protect children from violence (UNICEF, 2008).With the participation of parliamentarians and international organizations from more than 100 countries, the launch was an opportunity to anticipate actions parliaments can take to ensure childrens freedom from violence, including through their legislative power, and to foster and oversee government action and to promote the allocation of resources for relevant programmes and interventions(UNICEF, 2008). The Handbook will be translated in national languages and used as an important tool to support follow-up to the UN Study on Violence (Marta, 2007). The Human Security Network have partnered to promote its wide dissemination and use.Naturally, legislation is only meaningful when it is effectively applied. To make law enforcement a reality it is important to engage children in the process of implementation (Masson, 1999). It is for this reason that UNICEF has joined efforts with a number of partners to produce the child friendly version of the UN Guidelines on justice in matters involving child victims and witnesses of crime. The child friendly version was launched at the recent plague Prevention Commission, in Vienna (UNICEF, 2008). The previous months show the instrumental role played by Professor Pinheiro as a global advocate and a catalyst for social change.But the task is just beginning and only by moving the implementation forward can we build a world free from violence for every child, wherever he or she may live (Marta, 2007). France hosted a major conference in 2006 where a wide range partners endorsed the Paris Principles to stop the recruitment and use of children in adult wars. The document represents the state of the art knowledge in the prevention, protection and reintegration of children recruited by arme d forces and groups. And it has a unique potential to ensure the realization of childrens rights more broadly (UNICEF, 2008).These milestones are mutually complementary and provide a strategic vision for the future. more than importantly, they give us a golden occasion to make a real difference in the lives of children (UNICEF, 2008). At the heart of this process are two closely related dimensions child participation and the prevention of violence and conflict. Together, they both support the protection of childrens rights. A recent study of the Innocenti Research Centre a partner of UNICEF on Birth Registration and Armed Conflict revealed a few truths. Birth Registration is a permanent and official go in of a childs existence (Marta, 2007).It is a fundamental human right and has strong implications for the enjoyment of other human rights it thus stand as a vivid illustration of the indivisibility of childrens rights and a call to always keep a child centered approach. In times of war, birth adaptation gains a special relevance for child protection, for the prevention of child recruitment, abduction and exploitation, as well as for access to humanitarian assistance (ABA, 2007). Over 25 truth commissions have been convened in various countries over the last decades and several have addressed the experiences of children (ABA, 2007).But the Truth Reconciliation Commission (TRC) for Sierra Leone was the first truth commission to specifically focus on children as victims and witnesses, and to profile childrens role as actors in the reconciliation process. It is also the first case where a childrens version of the Commissions report was prepared (ACF, 2008 ). The childrens version of the Sierra Leone Truth and Reconciliation Commission Report is one example of how children can contribute to community efforts towards reconciliation and transition, while helping to break the cycle of violence and re-establish confidence in the rule of law.UNICEF has had its fair sh are of challenges in protecting the rights of children. Civil wars especially in Africa have always targeted the children as recruits and this has always been a hurdle for the organization to overcome. Advocacy for children rights in a civic war infested area has not always been easy for them since the lives of the employees are also threatened. omit of political will in various countries to support the UNICEFs initiatives has been some other monster in children rights protection.Some government agents like the police may be uncooperative in issues of child trafficking, pornography and other related cases accordingly the risk of failing to catch non-convicted abusers. Other barriers that have been along UNICEFs path to success are undeveloped, unimplemented and conflicting policies on children rights and responsibilities in many countries. Lack of adequate funds to support their initiatives especially in less developed countries.Traditional practices and taboos among communities are also a major impediment since some encourage abusive practices against children such as communities warriors, early marriages, and local slave trade among others. Children are members of their communities and by taking part in community action they add awareness and confidence and build their capacity for citizenship (Teitelbaum, 1999). Through their involvement in community reconciliation efforts, children can become advocates and catalysts within their families and communities, energizing reconciliation and nation building efforts (Jackson, 1999).It is by addressing the root causes of conflict and providing realistic opportunities for young people that we can begin to break the inter-generational violence that has resulted in protracted conflicts in many countries today. Finally, as we move forward and support actions to prevent all forms of violence in peace and in war through UNICEF, we must not block up that at the centre of all our efforts are individual children whose lives hang in the balance of our actions. We cannot wait another minute. When Graca Machel prepared her report in 1995, she was asked by a child, How long will it take before things get better?A month, a year? Today that child is an adult and another generation of children is petition the same question (UNICEF, 2008). How long will it take? The life of a child leaves no second chance. That is the urgency that must drive us in our efforts to make a real difference, a lasting difference.ReferencesAlston, Philip, et al. , Children, rights, and the law. Oxford England Clarendon Press New York Oxford University Press, 1992. Alston, Philip. The best interests of the child reconciling culture and human rights. Oxford Clarendon Press New York Oxford University Press, 1994.Angel, William D. The international law of youth rights source documents and commentary. Dordrecht Boston M. Nijhoff, 1995. Carey, Jacqueline M. Section of Family Law Home Page. American Bar Association Family Law Sec tion. URL http//www. abanet. org/family/ Cohen, Cynthia Price. Childrens rights in America U. N. Convention on the rights of the child compared with United States law. Chicago, Ill. American Bar Association Center on Children and the Law, in cooperation with Defense for Children International-USA, c1990.Freeman, Michael. Childrens rights a comparative perspective. Aldershot, Hants, England Brookfield, Vt. Dartmouth Pub. Co. , c1996. Jasper, Margaret C. Juvenile justice and childrens law. Dobbs Ferry, NY Oceana Publications, 1994. Masson, J. M. (Judith M. ) Out of perceive representing children in care proceedings. Chichester New York Wiley, c1999. Mezey, Susan Gluck. Children in court public policymaking and federal court decisions. Albany State University of New York Press, c1996.

Good Teachers Essay Example for Free

Good teachers EssayAbstract A soundly instructor is rough to find. One that rightfully loves to teach students and is effect in what they teach. I have only had a few who have inspired me to teach because of their ability to teach effectively. A good instructor is effective in what they teach and they inspire their students. I feel that all(prenominal) student should have the benefit of a great teacher. One that is disposed(p) for the frame and sharp to teach with clarity and escorting. It is non eer good to have one that is just doing it to earn an income. Good teachers argon what put up the humankind better, as we learn every day, and if we hear we argon eternally in a plateful of some vitrine.In this world of fast culture and development ponder opportunities we have to be taught by the best teachers so we argon suitable to stay on the top of our business world. I feel that every teacher call for to be able to change their students lives and be experts in their field of teaching. The teacher has to watch how each student learns. Without a doubt we must(prenominal) be able to reach our world and be able to see to it what we be trying to learn. A Good teacher is someone that is able to use up a difference in someones life (Hassett). What makes a good teacher able to teach anybody? almost of people that go to air division really want to learn and want to be on that point. One of the main things in a class room or class setting is for the class to feel free to learn. I feel that every teacher needs to go to college and non to an online school. They need to be able to be in a class room setting so they preempt understand what their teacher does to prep be them for their class and study. I think one of the most important things for learning is to see it in effect and to be able to understand how the right way to teach, and not just trying to make something out of nothing.Most of the teacher need to shoot for a layer from an acc redited college or university that is a reputable teaching institution and able to give the aspiring teacher the decorous training. One of the main things in learning is to be preparing for class. The teacher needs to have paper and book and all the supplies. Most teachers need to be able to pass the state board for teaches for them to get their certification to teach in the state of Georgia. Most of teachers in Georgia are teaching without a permission because there is a shortage of teachers. This is causing a herd of students to get teachers who have not really been qualified to teach.Teachers need to learn how to listen and to understand when a child is in need or has a special need. Every teacher needs some type of training as there is college just for teachers. The Time it takes to prepare for a class is important as it prepares the teacher to teach effectively. Most of the students leave alone watch their teacher to make for authorized they know what they are talking m ost. There has to be a safe environment for the student to learn. Most of the students need to be push to the point where they can learn and how they learn. The teacher needs to be able to detect what learning style the student has.One of the most important things that I love is the event that they took time out of their busy schedule to check on me and make sure I did not have to repeat the class. They sent information to make sure I could get it done and I am grateful for that. A good teacher is someone that knows their craft, in other words, they know what they are teaching. A good teacher knows the ins and outs of what they are teaching. A good teacher enjoys teaching others, their craft and seeing their students learn (Davis). A teacher also has a passion for people and gets an enjoyment of others success.A teacher shows their student that they care when no one else is showing the student that they care. A teachers job is not just a Job. As it is not just to go to work and get a paid check. It has to be a persons passion its what makes them thrive. Sometime they have to work on days when they dont get paid just to make sure the students are learning and able to pass the seek. A teacher has to show that they want to be there and really enjoy helping people. A teacher neer needs to tell a student I got my degree you need to get yours.A teacher must stay informed of what they are teaching, in other words if there is new material that goes along with their subject they should learn the new material. This is called personal development. (Martin-Kniep). A teacher also gives discipline when it is mandatory because they realize if you do not show discipline in the time of need it can cause the student to have an unstructured life. A teacher prepares their students to be successful and persistent in their goals in life. A teacher is a motivator to their students and they keep their students in a positive frame of intelligence (Green).One of the most important things that a teacher can do is be prepared for the students that come into their schoolroom. It does take time to make sure the teacher is prepared and ready to teach their class (Davis). Most teachers really do not know what to expect from year to year and sometimes it gets even hard with the students, parents, and support system. Most of the students will have someone that they can have to come to the class but most of the parents in this day and hour are too busy to do anything but work and try to feed the child.I feel like we must give the teacher some type of assistance to make sure they are successful as well as to make sure they have a clear plan of action to teach (Christou). Most of the students will watch their teacher to make sure they know what they are talking rough. This has been one of the most frustrating parts of a class and in any place where someone is trying to teach you something they dont know themselves. A lot of the students do have a learning disorder an d some of them will engage questions because they really dont know what you are saying.They are trying to make sure they understand what is being taught by the teacher. It is not to try to cause problems but to try to understand what is being taught. And the teacher needs to know when the student is really contend and when they are not. As a lot of students have been sent to the office or outside because of asking a question that they really did not understand and someone might have laughed causing the teacher to think they were playing. They send the student outside. Thus making it even harder for the student to learn and to understand distinctly what is being said.There has to be a safe environment for the student to learn. A lot of the parents are thinking more and more about home schooling their children because it is a little safer and easier for a traveling parent (Christou). I think if a student feels that he is not safe in the classroom he will not learn and he will alway s be spirit around the room trying to see what is going on. He will begin to see things out of place and every time someone comes to the door or the window the student will be looking and not paying attention to the teacher at all.The main thing is that they student needs to be able to feel like they can ask any question and it not be a problem, and that no one will be laughing at them for the question that they have asked. A lot of students will shut down when they feel like they cannot express themselves, permit the teacher know when they are in trouble, and need some extra help. Most of the students really need to know that the teacher is doing all they can to keep order in the class room and to make sure that it is a exquisite pleasant place to learn and to share idea and even to fuss sometime as long as it is going to help and bring about clarity.Without a doubt, all students need to be pushed and made to learn beyond their own understanding. There should not be a student in there who is not working their brain and able to recreation all day and still pass. Something is wrong with that and someone needs to retest that student and make sure they are on their grade level. A lot of students will not learn too well when the class is too slow for them. They will get bored really fast and not want to do nothing but cause problems because they are bored.I feel like a lot of the students that sleep in class and still walk out of the class with a passing grade need to be evaluated to determine their I. Q. Its about button students to excel at the same time, its about being human, respecting others, and being professional at all times (Leblanc). So they can make sure they push them to their max. Most students never really understand all the class room and it takes a great teacher to be like bridge betwixt the class work and the grades. Sometimes the bridge does try to fall, but, it is a good bridge and it is able to keep the peace.Understand that sometimes it is overrun with words, people, and it has to be affected role and understand that it will all pay off in the long run. In this day and hour every job is not just a job. There are many people today who are looking for a job and some of them just are able to pass test because of having book smarts. Some are only teaching in school for a paycheck and to be able to make a living. A teacher needs to be someone who loves what he/ she can do. They do not need to be thinking about a check or about paying bills.Most of them really need to be stable and able to keep their family and personal life separate. The person who wants to be a teacher needs to be more than just someone going for a job. As time passes it is important for the person to know why they are in the class room and to understand their role in shaping the lives of their students. They must understand that at this age most of the students will spend more time with them than at the house with their parents. Most of the students will begin to attach themselves to the class room as they will feel like they were trying to look forward and not behind.Most of them will find a teacher who they relate to and who they feel has their best interest at heart. It is important for teacher to understand that most of the students will watch their every move and how they react. Some of them will even try to copy how the teacher talks, walks, and even how some of them dress. Most of the students want to be a part of something or belong to something for a greater cause. So it is important that most teachers understand their role, be mindful of their actions and understand that someone will always be watching their every move.A teacher has to show that they want to be there and really enjoy helping people. I have always been in a class room where I have heard a lot of my teacher say I got my degree now youve got to get yours and some of them even have an attitude with it. This is one of the reasons why I hated school and wh y I felt that I was cheated of my education when I was in school. Most students really dont want to be in school so when they already dont want to be there, and run into something like this, it makes it hard for the student to look past what they see and hear.This is causing a lot of high school students to drop out at the 10th grade. They really do not understand that they are almost there. But we have to take control of this, put a stop to it, and let them know that we do care about them, want them to finish school, be able to learn and be productive in the world today. Effective teachers should point positive expectations to ensure each student believes they can excel. Transmitting positive reinforcement by telling each student they have high abilities and are a capable learner will allow students to excel to their highest abilities.In addition, setting positive expectations in the classroom will help students who do not have proper motivation and support at home (Baker). A teac her never needs to tell a student I got my degree and what about you. Most of the student will always do what they hear and what they see. Most of them are smart enough to understand right from wrong. But it gets polish off then they begin to see the teacher doing one thing and then doing something different. A good teacher is hard to find. One that really loves to be in the class with the student and is effective in what they teach.I have only had a few that have really left me with wanting to teach because of what they taught me and this is what a good teacher is. I feel that every student that goes to class should have the benefit of a great teacher. One that is prepared for the class and apt to teach with clarity and understanding. It is not always good to have one that is just doing it because of a Job. This is what makes the world better. As we learn every day and if we listen we are always in a class of some type. I want to be as clear as possible with everything I do and sa y so that it will help other teachers to take pride in their craft.APPENDIX A REFERENCES Brackett, Nancy. (January 2013) Effective Teacher. Retrieved from http//www. online-distance-learning-education. com/effective-teacher. html Christou,Aris. (June 22, 2006). Materials Camp Will admirer Teachers Innovate. Retrieved from http//www. mse. umd. edu/news/news_story. php? id=658 Davis, James R. (Aug 4, 1993). Better Teaching, More Learning Strategies for Success in Postsecondary Settings 1st Edition. Green, Elizabeth. (March 2, 2010). Building a Better Teacher. Retrieved from http//www. nytimes.com/2010/03/07/magazine/07Teachers-t. html? _r=0 Hassett, Marie F. PHD. (Winter 2000). What Makes a Good Teacher? Retrieved from http//www. sabes. org/resources/publications/adventures/vol12/12hassett. htm Leblanc, Richard PHD. (1998). Good Teaching The Top Ten Requirements.Retrieved from http//www. appleseeds. org/good-teach. htm Martin-Kniep, Giselle O. (April 2004). Becoming a Better Teacher Eight Innovations that works/ Editions 1. Toness, Bianca Vazquez. (May 23, 2011). What Makes A Good Teacher? Retrieved from http//www. wbur. org/2011/05/23/a-teacher.

The Criminal Justice System And Race Criminology Essay

The Criminal Justice System And Race Criminology EssayConceptions of flight at heart the criminal justice establishment have ever so been a controversial issue. Indeed, in that location is no denying that in terms of prison population ethnic minorities are grossly overrepresented despite making up just now 2% of the total population of Britain, glum people still make up 15% of the population of prisons (Ashworth). If bingle assumes that these statistics represent overt racism within the administration of the criminal justice system then calls for re engineer and possibility of change will be high, however there has been a tendency to pick up these statistics as presenting the evidence of an irreconcilable problem, of deeper seated decay within, non just in the lower echelons of the criminal justice system, but society as a whole (Chelitotis and Liebling). If this is so then the answer to whether the criminal justice system can be made to operate equitably in relation to ra ce whitethorn require a process of deeper reforms.It is necessary to assess first the query of whether racism exists within the system and if so, to what extent. Bowling argues that there exists an either, or disputation whether the overrepresentation in the prison population is the expiry of a higher rate of black people committing offences, or, conversely, the result of an accumulation of bias throughout the criminal process. Waters, in his early article Race and the Criminal Justice Process, suggests that the debate can be further defined as those that fall into the legal factors face pack, who believe that the yard for disparitys custodial sentence decisions are legal factors such as severity of offence and previous criminal record (which may in themselves be the result of giganticer structural and economic factors such as unemployment and poverty) and that these variables quite satisfactorily explain the predominance of black people in prison. one(a) the other hand the extra-legal factors camp argue that over and above the racial variation experienced in society as a whole, black people receive unfair and subordinate treatment by virtue of the ethnicity at the hands of a predominantly white justice system.Oxbridge Essays www.oxbridgeessays.comThe enquiry conducted by ceiling would face to suggest that there are in existence some extra legal factors and therefore discrimination in sentencing. Hood found that after samples had been matched on variables predictive of custodial sentences (e.g. seriousness of offence, previous convictions, employment, and other pre-sentence report findings) there was a 5% greater chance of being handed a custodial sentence if you were black, and that this difference (which also resulted in black defendants being sentenced for 3 months longer and Asians 9 months longer where a not guilty plea was entered). However Ashworth highlights the fact that Hoods research does not account for the fact that more black people enter guilty pleas, choose to come to the crown court where sentences given are ofttimes harsher and may disproportionately become involved in more serious offense. Thus the study is not conclusive that there does not exist a whole host of other factors why ethnic minorities may come to be within the system in the first place. Indeed, Von Hirsch and Roberts in their reflections on the Hood study highlight the problems inherent in the assumption of a level playing field of the variables chosen. For example, with employment there is evidence that black people pose from disadvantage in the do work market, so to take this into account when sentencing would amount to an in enjoin form of discrimination. Thus there are unobjectionablely deeper roots of discrimination which cumulatively result in the discrepancies seen. Chelitotis and Liebling argue that differences in levels and patterns of offending may result from a vicious crime circle of stereotyping black people as more crime pro ne. This leads to over-policing ethnic minority neighbourhoods, thereby drawing more ethnic minorities into the criminal justice net, consequently extending their criminal records and meaning they are more in all likelihood to be sentenced severely. They are also therefore more likely to be re-targeted by the police, resulting, again, in increasingly punitive sentencing when they are reconvicted. Thus it would seem the problem is not merely in the overt form of discrimination, but exists throughout the system, perhaps even worsening the lower the visibility level becomes.One only needs to take a look at the stop and search statistics to see this borne out, black people being 6.5 times more likely to be stopped and Oxbridge Essays www.oxbridgeessays.com ), leading to s comment that ethnic minorities are over policed and under protected. However, once again the picture is not so clear cut it can be argued that what the figures actually represent is differences in the type of crime co mmitted, with ethnic minorities being more involved in thoroughfare crime such as drug offences and therefore more likely to be stopped and searched in misgiving of such relatively visible activity. This is further exacerbated by social and demographic factors and by differences in wreak and leisure life which mean that not only are minorities in greater numbers in areas and at times where searches occur, but that more searches occur in the urban areas in which they live, in which unemployment and social deprivation are high (. Nevertheless the coarse discretion accorded to police in such cases means that the prevalence of minority groups in the figures suggests some form of racism.searched than white people, and Asians twice as likely (Home blank space 2005),given that the majority ofthese initial stops do not lead to anyfurther action(87%), it would seemto suggest that this is merely evidence of discriminatoryracial profilingand stereotyping.Whilst the basis of such actions i s of s1 ofPACE (which permits police to stop and search with onlyreasonable suspicion)and s60 CJPOA (which permits searches without suspicion where seriousviolence is anticipated or to searchfor weapons), andtherefore essentiallylegal, its exercise can be seen as targeted (Quinton), leading to Reiners comment that ethnic minorities are over policed and under protected.However,once again the picture is not so clear cutit can be argued that what the figures actually represent is differences in the type of crime committed,withethnic minorities being more involved in street crime such as drug offencesand thereforemore likely to be stopped and searched in suspicion of suchrelatively visibleactivity. This is further exacerbated by social and demographicfactors and by differences in work and leisure life which mean thatnot only are minorities in greater numbers in areas and at times where searches occur, butthatmore searches occur in the urban areas in which they live, in whichunemployment and social deprivation are high (Philips). Nevertheless the widediscretion accorded to police in such cases means that the prevalenceofminority groups in the figures suggests some formof racism.Indeed, the Macpherson Inquiry into the Stephen Lawrence affair was elucidatory on the existenceof institutional racism within the police system,defined byMacphersonas the collective failure of an organisation to providean appropriateand professionalservice to people because of their colour,culture or ethnic origin, it can be seen detected in the processes, attitudes andbehaviour which amountto unwilled prejudice, ignorance,thoughtlessnessand racist stereotypingwhich disadvantages ethnic minorities and thereforewould accountfor the disproportionate representation ofblacks in the systemand for the high level of racist incidents detected (police recorded racistincidents have increased dramatically from4,383 incidents in 1988 to 52,694 in2004-Home Office). WhilstLeahighlights that Macphersons countersign oninstitutional racismfails to locate with sufficientprecision its roots within thestructure of operational policy and the relationship between policeand minorityOxbridge Essayswww.oxbridgeessays.comOxbridge Essays www.oxbridgeessays.com too asserts that institutional racism does exist, and that it stems not only from the occupational culture of the police and the particular forms of contact they have with ethnic minorities, but also from the belief that they are dangerous classes. Stopping and searching therefore represents a form of utter surveillance of those who they believe to have little political capital. In these ways Lea argues that racism does arise from the normal functioning of the police system, a sentiment that was echoed by a comment from the Director full general of the Prison Service 2001 when he said that the prison is an institutionally racist institution which reflects an institutionally racist white society().communities,Leatoo asserts that institu tional racismdoes exist,and that itstems notonly from the occupational culture of the police and the particularforms of contact theyhave with ethnic minorities, but also fromthe belief thatthey are dangerous classes.Stopping andsearching therefore represents aformof generalised surveillance of those who they believe to have little politicalcapital. In these ways Lea argues that racism does arisefrom the normalfunctioning of the police system, a sentiment that was echoed by a commentfrom the Director General of the Prison Service 2001 when he said that theprison is an institutionally racist institution which reflects an institutionally racistwhite society(Lea).Thus it can be seen that a complex interplay of socio-economic, demographic,institutional, structuraland culturalfactors, alongside direct and indirect racialdiscrimination (Philips) are responsiblefor the overrepresentation anddiscriminatory exits evident in the system.Edgar and Martinconcur,suggesting that in the context ofd iscussion on discriminatory treatment withinprisons, the experiences of ethnic minorities should be see in the context ofexpectations which exponent have arisen fromcontact with other criminal justiceagencies. Further,Wacquentnotes that prison confines groups endowed with negative symbolic capital, and that their stigmatisation constitutes part oftherelationship between the confined and thosein authority. Just as the prison,heargues, may mirror external macro-socialtrends, so too can it lead to theirexistence by stigmatising and curtailing the life chances of ethnic minoritiesfurther. Thus once again,discrimination can be seen to be adeep-seatedissue, and one which is not necessarily adequately addressed by combatingthe administration of the laws.Waters, in his article, expresses the need todistinguish between concepts ofequality and equity.Indeed, it can be seenthat equality between treatment of black and white offenders does notnecessarily equate tofairness or appropriateness, an d we should strive forjustice rather than equality per se in recognition that society is notequal. This is acomparative exercise where quality meansthatsameness is notnecessarily desirable,and justice may take up some differentiation on groundsof race in order to treat all people equitably(Pinder). For example, in relation tothe employment point above, recognising the inequalities in the labour marketOxbridge Essayswww.oxbridgeessays.comOxbridge Essays www.oxbridgeessays.com notes, the challenge for the criminal justice system is to discover at what point negotiated differentiation becomes an imposed discrimination. We need to distinguish between notions of process and outcome justice and fairness in the way laws are administered does not necessarily make them fair in and of themselves. Thus, there exists discrimination on a broad level within the criminal justice system, which needs to be recognised and addressed at the decision-making level. As advocates, it is necessary to addre ss both the administration of the system with regard to race, but also the policies themselves, and what is necessary to ensure that treatment throughout the system is fair.and therefore not unduly discriminating against those who are unemployed during sentencing may help to furtherfairness overall. As Van Dykenotes, thechallenge for the criminal justice system is to discover at what point negotiateddifferentiation becomes an imposed discrimination.We need to distinguishbetween notionsofprocess and outcome justice and fairness in the way laws are administered does not necessarily make themfair inandof themselves.Thus,there exists discrimination on a broad levelwithin the criminal justicesystem,which needs to be recognised andaddressed at the decision-making level. As Von Hirschadvocates, it is necessary to address both theadministration of the system withregard to race,but also the policiesthemselves, and what is necessary to ensure that treatment throughout thesystem is fair.The fa ct of the matter, however, is that ethnic minorities do notcare whatreasonsunderpinthe discrimination they are suffering, whether it be due tobroader socio-economic factors or whether it issues directly from the personthey are dealingwith (Waters). The result is a lack of legitimacy in their eyes,attributed to the criminal justice system as a whole, resulting in blackdefendants being more likely to pleadnot guilty and to optfor the Crown court(Von Hirsch),thus furtherincreasingtheir propensity to be sentencedseverely. The problem becomes perpetualif the justice system is viewed asinequitable it will breed defianceamong those who feel they are not beingtreated fairly, resulting in afurtherhike in the overrepresentation ofethnicminorities within the system. If the system is to made to operate equitably in relation to race it will require a steep order of reforms. Whilst direct and institutional racism can be addressed by ethnic minority recruitment drives within the police force,and racial sense trainingfor all criminal justiceofficials, the broadersocial-economic issues will require change in politicaland social policy(Hood and Shute). Whatis clearis that race is a covertissuea difficult problem to attemptto address as so few are willing toacknowledge its existenceoutright(Bosworth). Thus perhaps most pertinentwould be to increase awareness of the prevalenceofbroaderforms of indirectdiscrimination and social inequality and to attempt to keep these concerns inOxbridge Essayswww.oxbridgeessays.comOxbridge Essays www.oxbridgeessays.com read/write head so that decisions at all stages can, at least as much as is possible, be made equitably.

Improving Tissue Support- Altered Cast Technique

Improving Tissue Support- Altered Cast TechniqueABSTRACTAim Cast partial tone(p) plate made development altered expend technique creates an environment in which the teeth and the edentulous tissues support the photographic plate natess as compatible as possible, resulting in a more stable cast partial denture.Background The tissues of the edentulous ridge in distal reference work removable partial denture are liable to be displaced to a lower place occlusal insistency. This is a result of the displaceability of the mucosa. The difference between the resiliency of the resi three-fold ridge tissues and the teeth causes disparity of support, that causes the denture to expand about its distal abutment, inducing heavy tortional stresses on the teeth and possible traumatisation of alveolar ridge. Studies have proved that purify support and perceptual constancy can be achieved in distal protraction baptismal fonts using utilitarian model along with altered cast technique.Ca se description The avocation article is a case report of a distal extension cast partial denture using altered cast technique for emend tissue adaptability and stress distribution. final result For enrolling Kennedys class I and II edentulous areas, optimum residual ridge coverage with a well fitting denture substructure is required. This reduces stresses, preserving the remaining supporting structures which can be achieved with the use of altered cast technique.Clinical significance The altered cast technique allows the residual alveolar ridge to be recorded in operating(a) skeletal frame and relates to the teeth so that when the prosthesis is induceed, it derives support simultaneously from the teeth and the muted tissues.Keywords distal extension, stress distribution, functional touch, altered cast technique.BACKGROUNDThe most important consideration in replacement of miss teeth for a distal extension removable partial denture as per DeVans statement must be the perpetu al preservation of that which remains, and not the meticulous replacement of that which has been lost.1-4.When occlusal forces are applied to distal extension removable partial dentures, the forces must be distributed equally to the abutments and the tissues of the residual ridge.2 This cannot be accomplished on a archetype cast made from a genius impression. A dual impression technique is used in which a corrected cast can be generated which can record and relate the tissues under uniform loading, distribute the load over as large an area as possible and accurately delineate the peripheral extent of the denture base.2 useable impressions are defined as The impression which records the form of the residual alveolar ridge under some loading whether by occlusal loading, finger loading, specially intentional individual tray or consistency of recording medium.5 Several systems may be used for registering the alveolar mucosa in its supporting form. The dual impression techniques are categorised as1). Physiologic impression techniques.a). McLean-Hindel method,b). The functional reline method,c). The fluid go up method.2). Selective pressure techniques.2According to Leupold6 , the functional reline method is accomplished after the denture base has been processed onto the mannequin. The dis profit being it requires a greater degree of occlusal adjustment after processing of acrylic rosin and so it is necessary to modify the new denture before delivering it to the patient.6 So to overcome this the master cast is altered to accommodate the secondary impression and so altered /corrected cast is generated.2,6.Cast partial denture made using the altered cast technique helps create an environment in which the teeth and the edentulous tissues support the base as compatibly as possible resulting in a more stable denture that improves the support for the occlusal relationship of the opposing dentition and the removable partial denture consistoration.2,3.For preserva tion of the residual ridge, Becker and his colleagues, critically reviewed the evolution of removable partial denture and outlined six principles for its design which accept a rigid major connector, multiple positive rest seats, mesial rests, parallel guide planes, the I-bar clasp design and the altered cast technique.7 This technique has the say-so benefits of reducing the number of postoperative visits, preserving the residual ridges, improving stress distribution, decreasing food impaction and decreasing the torquing of abutment teeth leading to increased patient satisfaction.8-11.The following case report will explain the use of altered cast technique used in the fabrication of a distal extension cast partial denture.CASE DISCRIPTIONA 60 year old male patient reported to the Department of Prosthodontics Dr. D.Y.Patil Dental College and Hospital, Navi Mumbai with the chief complaint of missing teeth and difficulty in eating.Extra-oral examination revealed that the patient had a n ovoid tapered face, with mild prognathism, competent and thick lips. Patient had a habit of cigarette sess since 20 years and so was advised to stop the habit.Intraoral examination revealed that there was only one tooth 23 remaining in the maxillary arch and 31,32,33,41,42,43 in the mandibular arch. The teeth were lost due to caries and periodontitis. (fig.1,2)Radiographs were evaluated and the treatment was planned. Tooth supported overdenture for maxillary arch and cast partial denture for mandibular arch was planned. symptomatic impressions were made in irreversible hydrocolloid (Imprint, DPI). The impressions were poured using alveolar stone (type III, kalrock) and casts were procured.For the maxillary arch, the canine was endodontically treated. Pattern resin (DPI) was then used to make a Thimble-shaped act for the canine which will help in additional retention of the maxillary denture. Primary impression was made using irreversible hydrocolloid (Imprint, DPI) and custom tray was made. The coping was then cemented with zinc phosphate cement (Dentsply). Border moulding was done with low fusing compound (greenstick, DPI) and wash impression was made using polyether impression tangible (3M ESPE). gain cast was poured in dental stone (type III, kalrock).For the mandibular arch, Diagnostic cast were surveyed and cast partial role model design was planned. The design included Lingual surface as the Major Connector, Modified Ladder shapped minor connector. RPI system was planned for the rests and guide planes on 33 and 43. Mouth preparation was done which included the preparations of rest seats on 33 and 43, guide planes on distal of canines. Composite build up on the mandibular anterior teeth was done for better anterior giudance. Impression was made in a custom tray using medium bodied polyether impression material (3M ESPE) and master cast was poured using dental stone (type III, kalrock). Cast partial denture framework was fabricated on the master c ast.The cast partial denture framework was checked on the master cast and in the patients mouth for the fit. (fig.3,4). The cast partial framework was used as a part of the custom tray for recording the functional impression. Spacer wax (DPI) was adapted on the saddle area of the framework and acrylic custom tray was made using Self cure acrylic resin material (DPI). The custom tray was checked in the patients mouth for correct extension.Border moulding was done using low fusing impression compound (green stick, DPI). Spacer wax was removed to provide space for the wash impression material. Tray was coated with a layer of adhesives so that the elastomeric impression material adheres to it. Wash impression made using polyether impression material (3M, ESPE).The master cast was sectioned into 3 pieces with the help of a hand saw and the distal edentulous area was removed. (fig.5). The wash impression made on the framework was placed on the sectioned master cast making sure that it sea ts completely in the rest seat areas. (fig 6).The entire assembly was sealed using utility wax to prevent its dislogement or movement during pouring of the cast. Beading and boxing was done around the framework and sectioned master cast and the impression was poured using a different coloured dental stone (type IV, kalrock) to distinguish with distal extension areas. The cast olibanum obtained was the altered cast. (fig.7). Jaw relation was recorded and teeth arrangement was done. Try in of the maxillary and mandibular trial dentures was done and dentures were fabricated using cacoethes cure acrylic resin (Leucitone,Dentsply). At the denture insertion stage dentures were checked in the mouth for retention and stability. (fig. 9,10).Post insertion instructions were tending(p) and follow up at the interval of 1month and 3 months was done.DISCUSSIONThe fabrication of distal extension partial denture is a difficult task since it involves fetching support from both the tissues and th e teeth. Both of them have different amount of movements when forces of mastication are applied to them. Thus, the use of special impression techniques becomes necessary. However, in some cases, soft tissue displacement is slight. As a result, the functional and anatomic contours of the ridge may be virtually identical. However, that was not in this case. The decision to use dual impression technique along with altered cast technique was determined in the beginning using a test. Here, first the acrylic denture base was made on the diagnostic cast and placed in the mouth and finger pressure was applied to the base. There was some amount of lift seen in the framework suggesting that there was some soft tissue displacement. So by using the dual impression technique we can get a tiny and functionally formed denture border and seal.2,3,7,8. The dual impression used is indicated for mandibular distal extension cases because of a limited ridge area, the mobility of the floor of the mouth , to record the stress bearing area and proper peripheral extension.2There are two categories of dual impression techniques mainly the physiologic impression techniques and selective pressure techniques. Physiologic impression techniques record the tissues of the residual ridge in its functional form by placing an occlusal load on the impression tray during impression procedures. The methods are the McLean-Hindels method the functional reline method and the fluid wax method.2The need for physiologic impressions was first proposed by McLean and separates. He recorded the tissues of the residual ridge in a functional form and the remaining teeth in anatomic form. However the disadvantage of this technique being that the dentists could not produce the same functional displacement generated by occlusal forces because of design of tray being used.2,12In response to this shortcoming, Hindel developed his impression procedure by modifying the tray as a result of which the finished impress ion was a reproduction of the anatomic surface of the ridge and the surfaces of the teeth. Disadvantage being that the tissues recorded in this technique continue to be in a functional form all the time. This results in compromised blood flow with adverse soft tissue reaction and resorption of the underlying bone. Also sometimes because of this there is presence of ill-timed contacts of the teeth replaced which will not be acceptable to the patients.2,13,14The Functional Reline technique and the Fluid wax method where fabrication of the distal extension denture is done before and the new surface is added to the intaglio of the denture base afterwards. It can be done in cases where the denture becomes loose. However, as in the rather methods this method too, has some difficulties mainly, the problems caused by misadventure to maintain the correct relationship between the framework and the abutment teeth during impression making procedure and also failure in achieving accurate occl usal contact following the reline procedure.1,2,3,15. To overcome this, along with this method corrected cast procedure was used yielding a better result.1,2,3,9,10,15In the mentioned case report we have made use of the altered cast technique along with selective pressure impression procedure. The main advantage of this procedure is that the framework was ready before we make the final impression and alter the master cast. So the adaptation of the framework to the teeth and the soft tissues doesnt change after the final impression. Also the other advantages are,1. Remarkable stability of the denture base in distal extension removablepartial dentures.2. A positive occlusion which will be maintained for long periods of time.3. Reduced stress on abutment teeth from unfavorable forces.4. Reduced numbers of post-insertion adjustments.2,7,10CONLCUSION Fabrication of a cast partial denture for mandibular distal extension class I cases is a challenge for the prosthodontist. Several functio nal methods have been proposed for recording the edentulous area and the abutment teeth. An altered cast technique for fabricating cast partial denture was used in the above article. This impression technique helps in registering and co-relating tissues of different resiliency. This improves the stability and support of the denture, resulting in optimal load distribution.CLINICAL SIGNIFICANCE An altered cast technique is a way better and faster as compared to other techniques. In this technique the cast partial framework is kept ready before the recording of functional impression. Because of the correct fit of the cast partial framework this technique helps in recording the hard and soft tissues in a better way. Thus, it can be routinely utilized for the recording of distal extension area.1

Cognitive Behavioral Theory

cognitive Behavioral TheoryThe Cognitive-Behavioral theory is a form of short-term therapy utilise by counselors in the psychology and social work fields. Cognitive-Behavioral Therapy (CBT) encourages a blending of behavioral and cognitive therapy models. The theory is based in the mental picture that the leaf nodes behaviors and feelings are firmly influenced by their thoughts. A CBT therapist plays an active role in aiding the client prioritize their problems, recognize the maladaptive thoughts that are behind their problems and feelings, and devise and implement goal-oriented changes in their thinking.BackgroundCognitive-Behavioral Therapy (CBT) places significant importance on how negative thinking impacts our emotions and behaviors. Dr. Aaron Beck observed that many of his clients had automated thoughts emotion-filled thoughts that might pop up in the question (Martin, 2007). galore(postnominal) of these thoughts are not consciously known to the client but through pr actice the client can learn to identify the negative and incorrect thought. Upon realisation the client can then learn to overcome the thoughts. CBT is based on a model or theory that its not events themselves that upset us, but the meanings we travel by them (Martin, 2007). These automatic thoughts can cause us to become blind to new ideas and have the ability to overcome obstacles. A persons automatic thoughts are rooted in feel systems that were embedded in their subconscious from childhood. When an event happens a person uses these belief systems to help them cope with their knockouties. If in that location is negative thinking in the persons belief system, they are more likely to misconstrue the event or issue as too difficult to handle.Cognitive TherapyCognitive therapy focuses on messs thoughts and how they affect their emotional, behavioral, and physiological reactions to trying situations. People ofttimes have difficulty thinking rationally when feeling pressured b y disturbing life experiences. Through cognitive therapy, clients are commensurate to identify and challenge their thoughts about themselves, the people around them, and the world around them.Behavioral TherapyBehavioral therapy in its most basic state is the encouragement of clients to follow up on in adaptive behaviors and not to allow pathological internal experiences to dictate the ways in which they act (Association for Behavioral and Cognitive Therapies, 2012). Solutions under the behavioral theory closely follow Pavlovs classical and operant conditioning philosophies. A clients negative responses to normal stimuli are typically learned behaviors, because something negative happened the last time the stimulant was present. Through a process called extinction, therapists often try to change a clients negative responses by showing the client that the negative result does not perpetually occur with the stimulus. Using operant conditioning a client will be more likely to engag e in activities and behaviors in a official manner, if they have previously received positive outcomes. If the consequences of their behavior have been negative, they are less like to repeat that behavior.Rational-Emotive Behavior Therapy (REBT)One form of behavioral therapy, baseed in the 1950s by Albert Ellis, was Rational-Emotive Behavioral Therapy (REBT). REBT focuses on the clients current, irrational thoughts and actively targets them for change (Fraum, 2012). Through REBT the client confronts their irrational beliefs and expectations. After confrontation, the client and therapist are fitting to develop realistic thinking. Only after these two things are accomplished is the client adequate to(p) to change. Epictetus wrote in The Enchiridion, Men are disturbed not by things, but by the view which they take of them (National Association of Cognitive-Behavioral Therapists, 2008).Dialectical Behavior TherapyAnother behavioral therapy that is a form of cognitive-behavioral ther apy is Dialectical Behavior Therapy. Based heavily in philosophy, the main tenet of this therapy looks at two opposing views and works through the therapeutic relationship to blend them together to find a dexterous medium. The counselor does not make the client feel that their thoughts are invalid or incorrect, but guides them to understanding that their behavior needs to change. This therapy is most often used for clients who have been diagnosed with Borderline Personality Disorder. (National Institute of Mental Health, 2012)Commonalities of Cognitive Therapy and Behavioral TherapyAlthough thither are a a couple of(prenominal) differences between cognitive and behavioral approaches, there are some similarities that allow these two methods to be blended into the cognitive-behavioral approach. In CBT, the client and the therapist work together as a team to help the client overcome their troubles. Often CBT is a short-term counseling method that, typically, simply lasts a few month s, but it is also a rigorous therapy, in that the clients must utilize their new skills in between sessions through homework. CBT therapists seldom dig deeply into why a client is having the irrational thoughts, but earlier stay focused in the present and future. (Association for Behavioral and Cognitive Therapies, 2012)Notable PeopleThere are many notable people who have influenced Cognitive-Behavioral Therapy. Dr. Aaron Beck is considered the convey of cognitive therapy. Another notable person in the field of cognitive therapy is Dr. Martin Seligman, who is known mostly for his organic evolution of learned helplessness. Some key players in the development of behavioral therapy include Ivan Pavlov, John Watson, and B. F. Skinner. In 1955, Albert Ellis developed Rational Emotive Behavior Therapy. He is considered the founder of cognitive-behavioral theory. Dr. Samuel Yochelson and Stanton Samenow are known for their collaborative research and findings in the treatment programs of juvenile and adult criminal offenders.Aaron T. Beck, M.D.Dr. Aaron Beck started his career with as the Assistant Chief of Neuropsychiatry in Philadelphia, Pennsylvania (Department Of psychiatry, Penn Behavioral Health, n.d.). In 1954, he joined the University of Pennsylvanias Psychiatry Department. While there, he explored psychoanalysis which led to his development of cognitive therapy. (Beck Institute for Cognitive Behavioral Therapy, n.d.) Through his research he realized that his clients had negative thoughts that popped into their heads automatic thoughts. These automatic thoughts centered on themselves, the world and the future. These distorted thoughts then begin to affect the clients lives leading to the disorders they are diagnosed with. Ultimately they stem from a persons core belief systems and are formed throughout the persons life. (Beck, 1997)Albert Ellis, Ph.D.REBT was developed by Dr. Ellis in the 1950s. After spending several long time practicing psychoanalysis, he found the he disliked the in-efficient and in-directive spirit (National Association of Cognitive-Behavioral Therapists, 2008). Dr. Ellis established the ABC model of emotions, which was later modified into A-B-C-D-E approach.SessionsCognitive-behavioral therapy sessions have a structure. Structure is important, because it allows for the most effective use of time. CBT sessions are usually only about 50 minutes long, happen once a week or once every two weeks, and only continue for a few months to a year. In the beginning of therapy the client and counselor discuss what issues and trouble the client is having. Next, they work on prioritizing the issues. These activities fall under stage I of the Egan Model. downstairs stage II, the client discusses their ideal self or what they want. This allows the client, with the guidance of the helper, to set realistic goals for themselves. In the final stage, the client and counselor explore the options available and there are always opti ons and find the option or options that best work for the client. The last shade is to produce an action plan.Throughout the process the client often has homework. This homework is usually meant to help the client identify the innovations for their anxiety or problems and the feelings that surround those events. As the process moves forward the assignments will coincide with whatever step the client is currently working on.TechniquesDue to the blending of theories and therapies, there are more than three dozen techniques available to cognitive-behavioral therapists. The selection includes cognitive, emotive, and behavioral techniques that make a well-rounded selection that can be tailored to the individual clients needs and wants. The ABC (also known as the ABCDE) Technique is most closely identified by its creator, Dr. Ellis, and under REBT. Other major techniques include cognitive reconstruction, exposure, reframing, and journal writing. Another widely used, even somewhat cont roversial technique is self-disclosure.ABC/ABCDE Technique or Rational Self-AnalysisDr. Ellis created this technique to help people identify and understand why they are behaving the way they are to certain Activating essences. The Activating Event ((A)) is often seen as the reason for the clients initial emotions and behaviors (Consequences or (C)). In reality there is another step in between the clients Beliefs ((B)). While the (A) triggers the (C), the (B) is what actually causes the (C).Dr. Ellis went keep to develop this technique and it was later modified to include three additional steps Disputing ((D)), New Effect ((E)), and Further Action ((F)). Once the client has been able to identify the (A), (B), and (C), they are then able to move forward and challenge their Beliefs through Disputing. They, also, evaluate how they would prefer to feel or behave the New Effect. Finally, the client develops their Further Action plan to avoid a relapse.Cognitive RestructuringWhile Rat ional Self-Analysis is part of the process of Cognitive Restructuring, it is not the whole process. Cognitive Restructuring is a set of techniques that helps the client identify, challenge, and change their distorted thoughts. Common thought distortions often include words like always, must, and never. They also stem from Dr. Elliss list of irrational beliefs (appendix A) and a list of cognitive distortions influenced by Dr. Beck (appendix B). There is a Cognitive Restructuring Worksheet (Appendix C) that counselors and clients may find useful in when utilizing this technique.ExposureExposure Therapy is an emotionally intense, yet effective way for clients to confront their fears, especially those with anxiety disorders. Through a series of extremely carefully planned sessions, the client is introduced or exposed to the trigger (stimuli) that is causing the anxiety (classically conditioned response). Over time the client is able to see and comprehend that nothing bad will happen and the anxiety lessens. The therapist often uses Exposure Therapy in conjunction with relaxation skills and cognitive reconstruction techniques. In addition to anxiety disorders, an adaptation of Exposure Therapy is sometimes used for people with sexual disorders.Self-disclosureSelf-disclosure is when the therapist briefly tells the client something personal about themselves that may be of value to the client and the therapeutic relationship. This technique can be difficult to manage effectively and is somewhat controversial. If the therapist is going to utilize this technique, they must use it carefully and sparingly. Where this technique can become problematic is when the focus shifts from the client to counselor. Too much divulging of information can lead to the client being uncomfortable or feeling like the relationship has changed. When used appropriately however it can show the therapists empathy to the situation the client is facing.Case Study SynopsisClient is a 52-year-old fe male widower with two daughters. Her husband died seven years ago. Her relatives live 50 miles away. Client was accused of a work-related incident, after which she became anxious. Client is currently on medication with effects consistent with an antidepressant. Presenting problems included poor memory, overleap of concentration, confusion and slowness. The client met the DSM-IV criteria for a major depressive episode. The client was given several clinical scales to rate herself on. These scales were completed prior to every session and discussed briefly during the session.as a means of verifying efficacy. The therapist used the five systems model to help the client analyze her thoughts and recognized negative automatic thoughts and behaviors. She was given daily occupation monitoring sheets, although she was successful at many activities very few gave her any pleasure. Due, in part, to years of sexual abuse by her father, the client felt that something was legal injury with her. S he felt like she didnt fit into her family. By using a more detailed variation of the ABC Technique, the client and therapist were able to identify stressful situations discuss the emotions, behavior and physical reactions to the situations and recognized the underlying negative beliefs. The therapist utilized behavioral experiments to help the client challenge her core beliefs and recognize the differences in how she felt.Final ThoughtsI chose this theory because I felt that it is the one I was most likely going to use, when I become a licensed psychologist. The five-fold views and varied techniques available for the client make it seem like the one theory that can be tailor fit for each individual. What I found out through my research however, is that the cognitive-behavioral approach does not dig deeply into the why someone has the beliefs they do. The why is what drew me to the field of psychology and human go in the first place, so I need to investigate other theories, career opportunities, and techniques to find my right fit. Ideally, I would like to investigate the criminal mind more closely and help the prison population overcome their psychopathological issues. I still feel that many of the cognitive-behavioral techniques can be useful in discovering the why, so I will likely use them in my ultimate career field.

Ugly Ambition in Shakespeares Macbeth :: Macbeth essays

Ugly Ambition in Macbeth The Bard of Avon saturates the pages of the tragedy Macbeth with ugly feelings of desire - unprincipled ambition which is ready to kill for itself. Lets thoroughly search come in the major instances of ambitious behavior by the husband-wife team. In Macbeth as the Imitation of an Action Francis Fergusson states the place of Macbeths ambition in the action of the play It is the phrase to outrun the pauser, flat coat 2.3, which seems to me to describe the action, or motive, of the play as a whole. Macbeth, of course, literally means that his love for Duncan was so strong and so swift that it got ahead of his reason, which would feature counseled a pause. But in the homogeneous way we have seen his greed and ambition outrun his reason when he committed the murder and in the same way all of the characters, in the irrational darkness of Scotlands evil hour, are compelled in their action to strive beyond what they can see by reason alone. Even Malcolm and Macduff, as we shall see, are compelled to go beyond reason in the action which destroys Macbeth and ends the play. (106-7) Fanny Kemble in Lady Macbeth refers to the ambition of Lady Macbeth . . . to have seen Banquos apparition at the banqueting table ... and persisted in her fierce mocking of her husbands terror would have been impossible to human nature. The hypothesis makes Lady Macbeth a monster, and there is no such thing in all Shakespeares plays. That she is godless, and ruthless in the pursuit of the objects of her ambition, does not make her such. (118) In Memoranda Remarks on the Character of Lady Macbeth, Sarah Siddons mentions the ambition of Lady Macbeth and its effect Re I have given suck (1.7.54ff.) Even here, horrific as she is, she shews herself made by ambition, but not by nature, a perfectly savage creature. The very use of such a tender allusion in the midst of her dreadful language, persuades one unequivocally that she has really felt the motherly yearn ings of a mother towards her babe, and that she considered this action the most enormous that ever required the strength of human nerves for its perpetration. Her language to Macbeth is the most potently eloquent that offense could use.

Man Vs. The Environment :: essays research papers

The environment can be something as vast as global stand patterns or as simple as the desert regions. With the advent of homoy technologies, the delicate balance of the environment has been upset (Elliot, 1961, p. 392). Strip mining, slash and burn farming, damming of rivers, and the liquidation of many species of plants and animals have all lead to the permanent changing of the environment. Some say the change is for good, and others say for the change is for worse, but what is good about the ozone hole, move global temperatures, and over irrigation causing the spread of arid conditions in once fertile locations (Eitzen, 2000, p. 79). Is this interference the fault of the capitalist sys-tem or just the mortal man? In my opinion it is the fault of the man for having, the attitude of use what we need and do not worry about the concencuios. Man started the raping of earth back when the starting signal colonist made the long voyage across the Atlantic to start their new life in Am erica. Un chastenled burning of the forest was done to confuse way for the intruders&8217 villages, towns, and cities. Once estab-lished the settlers needed more room for farms and bigger cities so again they pushed into the forest causing the Na-tive Americans and the wildlife to withdraw further into interior of the continent. Let us move forward a hundred or so years in history the settling of the American Great Plains. One of the big-gest violations of the environment was victorious place, the buffalo hunters, and the extermination of the Native Ameri-cans and their culture. The Great Plains, before the arri-val of the buffalo hunter must have been a remarkable sight. The countryside must have looked like it was a mov-ing carpet of bison. With over 60 million buffalo roaming the plains (Pendley, 1995,p. 124) at one time man saw this as a threat to its complete control of the continent, so he sent out his fingers of death, the buffalo hunter. It was these &8220fingers that slai n approximately 60 million of these ingenious creatures (Pendley, 1995, p. 125). The re-ward for this was given directly to the man in the have of money, moreover these men volunteered to shoot these help-less animals. Once done with the slaughtering of the bison man needed more land so that they could strip the earth of additional resources.