Id, Ego and Superego in Literature Essay

Within Joseph Conrad’s Heart of Darkness, Marlow asserts that â€Å"the mind of man is capable of anything–because everything is in it, all the past as well as all the future† (HOD 109.) As Marlow journeys deeper into the Congo he is forced to adapt to the jungle environment and in the process he begins to lose his understanding of societal rules and ideals. His â€Å"psychological self† is coerced into adapting to the rustic environment of the Congo hence disturbing the balance between his id, ego and superego. William Golding’s Lord of the Flies similarly deals with this deteriorating awareness of societal standards in foreign environments, but does so with a group of young boys on an uninhabited island. Throughout Joseph Conrad’s Heart of Darkness and William Golding’s Lord of the Flies Marlow, Kurtz and the boys clearly demonstrate the capacity of the human mind in reflection to the principles of Sigmund Freud according to his defi nition of the id, ego and superego. Read more: Jack quotes lord of the flies essay In Heart of Darkness, Marlow demonstrates the capability of the human mind as he makes his journey up the Congo River and adapts to the savage environment that surrounds him. While adapting to his environment, Marlow begins to disregard societal standards and hence his â€Å"psychological sense† is altered in that Marlow’s ego and super ego subside in his overall nature, resorting to the â€Å"pleasure principle† that we now call the id. Marlow’s id begins to cease control of his personality and his innate instinctive nature is released. It is this imbalance of his â€Å"psychological self† which acts as an instigator for the evil found in him and all men. When Marlow states that â€Å"Going up that river was like traveling back to the earliest beginnings of the world,† (HOD 105) he is trying to depict his journey up the river as a representation of his discovery of the innate wickedness present in all mankind. The disappearance of Marlowâ₠¬â„¢s super ego is imminent throughout his journey up the Congo. The presence of authority, society, and civilized people begin to fade just as his concepts of right and wrong are lost as he journeys further on and thus the innate wickedness of man emerges. Marlow’s savagery is the result of adaptation and the growing disproportion of his id to his ego and super ego. His disregarding of his ego and super ego can be seen when he says, â€Å"but if you try to shout I’ll smash your head with’†¦Ã¢â‚¬â„¢I will throttle you for good† (HOD 148.) This statement confirms that Marlow  is straying further from the ideals of society and shows that Marlow’s perceived self is making a transition from being civilized (superego) to becoming a savage (id.) When Marlow meets Kurtz, he finds a man that has totally thrown off the restraints of his own ego/superego and has deteriorated into the primitive state of the id. Therefore Kurtz serves as an excellent example of Marlow’s assertion in that he has forgotten society to such an extent that he does not even remember his life in Europe. Kurtz’s isolation in Africa as well as his unbelievable power over the natives corrupted him and drove him to condone unspeakable acts such as cannibalism and human sacrifice (destruction/Thanatos=pleasure for Kurtz.) In Heart of Darkness, Kurtz’s last words depict his terror and his realization of his final fate, â€Å"The horror! The horror!† (HOD 154) Kurtz realizes how far he has strayed from society, and finally admits to his evil acts in Africa. Hence, it was the imbalance of the characters â€Å"psychological selves† due to displacement from society (society gave them the sense of right and wrong) that caused the innate evil to reveal itself in the characters Marlow and Kurtz. The augmented id created a disproportion between the other counterparts of the â€Å"psychological self† and thus facilitated the intrinsically evil nature of all men including Marlow and Kurtz. In William Golding’s Lord of the Flies, the boys are reduced to an instinctive and almost animalistic state due to the lack of authority and society, as well as the need to adapt to a new primordial surrounding. The boys are stranded on an island by themselves and must adapt in order to assure their survival. When they first arrive the boys act in an orderly fashion, and begin the construction of a governmental system to parallel a functional society. This system is representative of the boy’s super egos. This system soon fails however, when the boys learn that they must revert to their animal instincts (id) in order to survive. This transition from being civilized to becoming savage is revealed in the book when the narrator states, â€Å"They bumped Piggy, who was burnt and yelled and danced. Immediately, Ralph and the crowd of boys were united and relieved by a storm of laughter† (LOTF 149.) This example simply depicts the great change that has occurred among t he boys in that they further hurt Piggy’s burn wound on the account of carelessness while playing a savage like game. The fact that  none of the children apologize for their acts further prove the transition of the boys from being civilized to becoming savage-like. The simple fact that a group of choirboys, who were exemplary individuals, could change into savages that kill one another further proves Marlow’s assertion that the mind is capable of anything. At the end of Lord of the Flies, the boys come to realize the transformation of their initial choirboy natures when they are confronted with authority in the form of a naval officer. The narrator states that â€Å"One of them came close to the officer and looked up. I’m†¦I’m; but there was no more to come† (LOTF 201.) Percival has changed so much throughout his time on the island that he cannot even recall his own name. On the whole, three characters can be linked with each of the three psychodynamic principles: Jack represents the id with his constant desire to hunt and kill (death drive,) Ralph represents the ego with his attempts to satisfy both sides of his own mind and others on a greater level while keeping in touch with reality, and Piggy represents the superego by acting as the conscience for the group, maintaining the very principles that the boys have lost. If one were to look at this novel as an analysis of the individuals one would perhaps miss out on the greater picture. By combining the characteristics and actions of all the characters you can really see the greater picture of what Freud describes in his theories. Both Joseph Conrad’s Heart of Darkness and William Golding’s Lord of the Flies contain characters that are changed from civilized beings, that are able to balance the urges of the id and constraints of the ego/superego, into savages. Within the novels the lack of authority and society as well as the presence of a primeval surrounding causes the innate evil within man to awaken. By removing societal pressures and surroundings, the instinctive id nature overpowers mans ego and super ego. This disturbance in equilibrium causes the innate evil found in all people to manifest itself. Freud’s conception of the human psyche illustrated that the majority of what we experience in our lives, the underlying emotions, beliefs, feelings, and impulses are not available to us at a conscious level. He believed that most of what drives us is buried in our unconscious. Like mentioned above, these choirboys and sophisticated Europeans never imagined that they would be  acting as they did when they reached their respective destinations. The immense unconscious id took over in many of the characters but when brought back into society returned to their previous balances. Books used William Golding’s Lord of the Flies, published in 1959 by Perigee Trade Joseph Conrad’s Heart of Darkness, published in 1997 by Mass Market Paperback

Japanese Music Essay

The Japanese culture was widely affected and highly related to its nearby nations like China and Korea. As such, it is a logical for us to look at the Japanese music as a collaboration of the different music from the other Asian nations. The flourishing of the Japanese music can be seen as they have adapted their personal styles to the influences that surround them. Their music has its origin in poetry and songs, although there have been misleading artifacts about the distinction of the two. The confusion started with the acknowledgement that indeed, the Japanese word â€Å"uta† can both be understood as to mean poetry or songs. The evidence and remains of the ancients’ music of Japan can be reflected on the songs in Kojiki that was recorded as traditional songs in the imperial court. The ancient Japanese music was also preserve in legends, rituals and prose specifically in an ancient story of Genji Monogatari. This story was composed of poetic dialogues about a lover in the imperial court. The presentation of this in a play was interpreted through Gagaku dances, accompanied mostly by flutes and the famous string instrument, â€Å"koto†. The Gagaku dances and music have been very famous in courts. Its music is composed of wind and string instruments that go together with drums and gongs. It also go along with sho,(a harmonica like instrument) and â€Å"nasal hichiriki† which is the reason why it posses a different sound. The Gagaku is further divided in to two categories, the To-gaku and the Rimpa-gaku. These two differs from the culture in which it belongs. In such manner those that came mainly under the influence of China was called To-gaku while those that came from Vietnam were rendered as Rimpa-gaku. Due to the advent of imported music that was a by-product of the trade industry. It is but inevitable for the native people to become awe with the new kind of music that they have been listening and so, they tend to imitate their ways of thinking. Japanese Music in the Face of Modern Influences The reproduction of this music produces an inclination to the instrumental music. However even though there had been an emerging culture of Americanization, still there are many Japanese mode of music that remained the same. Kagura, for instance, or what was commonly known to be â€Å"Mi-Kagura† which was preserved by some of the people in the imperial court. Fuzoku in relation to the folk songs that was numerous in the provinces. Also with Azuma-Asobi, this is also a type of folk song that was predominant on the eastern part of the country. Saibara was also believed to be composed of traces of folk songs as well. Since all of these music where sung in courts, it is incorporated with Gagaku music. A Brief Introduction on Jo-Ha-Kyu tradition According to the Japanese culture, the â€Å"Jo-Ha-kyo† music can be traced to have influences of the Gagaku traditions. The term was generally referred to the way the music and the dances were done in the play, â€Å"Jo† was associated with being slow and more peaceful, it is the primary or the introductory part. â€Å"Ha† was the start of the conflict , it is not slow but more of a moderate version, it is associated with the journey. While lastly, â€Å"Kyu† was regarded as the final or the ultimate. Thus, the form â€Å"Jo-Ha-Kyu is actually a way of presenting ideas and capturing the minds of the readers. Buddhist Chants and Other Influences Another trend of music came to Japan on the time of Nara and Heian periods. This was comprised of Buddhist Chants, which is performed by narrating a certain sutra with the addition of rhythmical melodies. Accordingly, there are three known styles that were used in accordance to the language used by the countries who have participated or who are the founding authors of the Chants. The style which uses the â€Å"Sankrit† language was called â€Å"Bonsan†. Chinese speakers were called â€Å"Kansan† while plain Japanese were called â€Å"Wasan†. During the late Heian period, there had been another popular music trend which is now called as â€Å"Imayo† There is also the development of Heike Biwa or Heikyuko which is according to some, is the narrative music played by the blind priest-thus they were now called as Blind Prince. Another form of dance and music was the Noh, which is a classical Japanese drama that was either a Dengaku Noh or Sarugaku Noh. Dengaku Noh are those which portrays rituals and traditions that is done in the rice-fields. Sarugaku, on the other hand was more focus on acrobatic performances.

Childhood Christmas to Adulthood Christmas Essay

Christmas as a child for me was very fun. I got many presents from Santa as well as many from relatives. Christmas was probably my favorite holiday of the year, to me it meant that if I was good enough Santa would bring me presents. Most of the time I was very good and never got into trouble. In my family when you go from childhood to adulthood it becomes a big deal. For starters you open presents with the adults. You also don’t have to worry about leaving with the other kids while the adults open presents. Seeing that I do not have kids I am sort of at a mid point of whether or not to look forward to this holiday. One of the many reasons I love Christmas is because my grandmother makes the best food. There is more food than any of us can eat and we have leftovers for days. My grandma makes most of the food and some people bring a favorite dessert. All of the food is set out on the dinning room table buffet style. We gather around to bless the food and then us kids get our pla tes first, most kids are picky I sure was at that age. You couldn’t hardly get me to eat anything as a kid so my plate was full of mashed potatoes and gravy, stuffing, rolls and probably green beans since I was not much of a turkey eater as a youngster. After we filled our plates with food we are free to eat wherever we please and since we are kids we normally go down into the basement away from the adults. After we eat then the dessert comes out. My favorite dessert would have to be pumpkin pie with cool whip on top. I could probably scarf down a whole pan of that stuff. There are only a few people in my family that like pumpkin pie so all of the leftover pie went to me. Every year we have Christmas lunch and presents at my grandparents house in Atwater California. My grandparents house is huge, they built it sometime before I was born. It is a three story house not including the attic, the first floor has a bathroom, living room, dinning room, and kitchen which has a door leading to the huge basement that could be more living space if needed. Then you have the second floor, that has three bedrooms, an office and 2 bathrooms. I love having Christmas at this house because it is the almost the perfect size for everyone to fit. My family’s very funny, they love to joke around with people. They are also very laid back and always on schedule. Every year we have almost the same people during the holidays. A few years ago we lost my great grandma and my great grandpa a few months after that. Four years ago my aunt Nikki and her husband Gary left for Georgia because that is where he got stationed. My eldest sister Elysebeth got married and has two children and they join us for family holidays. Some of my moms side of the family comes and that’s when things get loud considering we are very obnoxious and you basically need a hearing aid to hear anything. Over the past seven years I have gotten used to the change from childhood to Adulthood Christmas. I thought it was so cool to finally open presents with the adults. A few years went by and I started realizing that the transition was not exactly what I had been hoping for, and I did not want to be with the adults but by then it was to late so I got ov er it. Its not as fun as it used to be but I try to do the best I can for the little ones in the family who still believe in Santa. The downside of the food as an adult is that you have to wait for all the kids to get done filling there plates before you can fill yours. Yes, that sounds greedy but I love my food! Something that can also be a downside is where to sit, at this point all the little kids want to sit up at the table right next to you. The only problem with that is there are not enough seats for everyone to sit right next to you. So you have to be the bad guy and tell someone no. The setback about having Christmas at my grandparents house is that there are a lot of people and it can become crowded and overwhelming. From children running around to presents spread out everywhere. Everyone is either sitting in a chair, on the floor or standing up because there is no where to sit. With everyone catching up and bonding the walls sometimes echo and it’s to cold to have be in the backyard. A fly in the ointment for me about there being a lot of people is that I now start buying presents for everyone, which normally isn’t a bad thing because I love buying things for people but I have an enormous family. When you count all of us together during this holiday there is a total of about eighteen, which is a lot of money to spend! Over the span of time since I have joined the adults in the opening of presents has made me realize that it isn’t necessarily about the gifts. Its being thankful for what you have and the people around you. The  overall exp erience for is a great one because it brings family together and shows you what the holidays are really about rather than just opening presents, eating and leaving. I love my family and I wouldn’t trade them for the world.

Factors Affecting a Childs Learning Essay Example | Topics and Well Written Essays - 3750 words

Factors Affecting a Childs Learning - Essay Example According to Barbara McCombs, â€Å"almost everything that teachers do in the classroom has a either positive or negative motivational influence on the students.† (Kelly, 2006) When teaching a lesson, the teacher has to consider the factors such as the size of the classroom or the number of students enrolled in the class, the type of learning materials, the depth of the subject matter, and the time allocated for the lesson. The 2001 Scottish School Census reported that the average size of a composite class for primary schools should be 20.6 pupils in each class. It is equally important that these students should belong to the same age. (Wilson, 2003) Teachers interact more effectively with students in smaller classes and it takes a lesser time to manage each student’s routines. (Hargreaves, et al., 1997) Interaction between teachers and the students are important to children in kindergarten up to the third grade. It gives the teacher more time to focus of a child’s reading, writing, and math performance at an early stage of education. Students would carry this educational practice as they go through their remaining academic careers. (Hargreaves, et al., 1997) Therefore, the long-term benefit of reducing classroom students is to make each student’s learning capabilities more successful. Teachers should choose suitable learning materials based on the student-centred approach and other factors such as age, depth of the subject matter, students capacity to absorb the lecture, time frame, etc.

Vygotskys Socio-Cultural Theory Case Study Example | Topics and Well Written Essays - 1250 words

Vygotskys Socio-Cultural Theory - Case Study Example In order to address this need, this paper uses Vygotsky’s socio-cultural theory and Erikson’s psychosocial development theories in analyzing a child’s observed behaviors and coming up with proposed activities and lessons that would assist the child in his process of development. Â  The child observed for this case study is a boy named Samuel. He is five years old and is currently at Kindergarten level. He is from Mexico and he moved to the US about a year ago, when his parents separated and his mom decided to get a job working as a waitress in the US. He lives in Queens with his mom and an older brother, and they are enjoying a middle-class level of lifestyle. At home, the language spoken is Spanish. In school, he is undertaking the Dual Language program. Â  Based on the observations I have made about Samuel, his main problem is in terms of his Linguistic limitations. In a number of situations, Samuel attempted to participate in group discussion and every time he answers incorrectly, he demonstrates signs of sadness and insecurities. It can be seen from his actions that Samuel is strongly intimidated by his classmates. He is easily discouraged when he makes mistakes and the results to just keeping to himself. Â  Another notable observation about Samuel’s situation in class is that the teacher doesn’t pay much attention to him. Although the teacher is encouraging in the sense that when Samuel makes a mistake, she is quick to tell him that committing such mistakes is ok, it is noticeable that the teacher does not exert much effort beyond that. Samuel’s eagerness to learn is apparent but the teacher does not seem to be paying him much attention. Because of this, Samuel is not as outgoing as other children his age. During the writing sessions, he simply draws pictures of toys and people.

Case Study Example | Topics and Well Written Essays - 500 words - 51

Case Study Example A great deal of transparency has been created which has motivated the doctors to work harder. Felipe whose duties include marketing and contracting with managed care companies has also done well in his job. As a talented negotiator, he understands contracts and is good with people. He would be good at leading and managing employees since he has his master’s degree. With his engaging personality and involvement in community outreach, he has been able to improve the reputation of the center in the surrounding neighborhood. He is considered to have high integrity, as there has never been any hint of scandal associated with his name. He works many hours of time and is willing to give the time necessary to get something done. Amanda has a lot of experience since she has worked for the company for the last 10 years. She started as an office receptionist and worked her way up to the job of business office manager. She has that professional style and dresses well. She is able to motivate those around her since she is highly motivated to do a good job. She is well liked by her employees because she offers good coaching skills and gives credit for accomplishments. She rarely takes credit for herself and is able to instill confidence in those around her. Ambulatory Care Center, which is a medium-sized facility, needs to change in order for it to remain viable. The center used to serve a predominance of senior citizens who are a reflective of the immediate surrounding community. This is because in the neighborhood, more families are moving in as well as many young adults. The ethnicity of the neighborhood is changing with more families that originate from Hispania or of African to origin. The financial base that used to support the Center changed from payments that come from payments that come predominantly from payments that come predominantly from Medicare to a financial base that came from a combination of group insurance and cash patients. The Center

Investment Strategy and Portfolio Management Assignment - 2

Investment Strategy and Portfolio Management - Assignment Example When choices increases, shaping and monitoring investment portfolios becomes more complicated and it is more exposed to excessive risks. To succeed in portfolio market, it requires one to make more research in order to learn how to evaluate fundamental issue and manage related risk. This increases effectiveness to clients and organization leading to more productivity. In order to succeed in investment environment, Nelly company they should have proper management of cash. They should always have knowledge of cash they receive from regular contribution of their members made and how much the fund grows. This will enable them to know the amount of money they will use to finance education (Kendrick, 2009).Later the company management should discus and make decisions on how to finance the education and how much they should have for the company to profit which will be available for contributor to make the withdraw. They should also come up with rules which should be favourable for the company and the contributor to minimize the amount they should withdraw than the amount they contribute (Elton & Gruber, 1995). The success of Nelly Company can be brought by setting complicated and favourable rules for members who would like to withdraw their funds and which can bring the member core benefits in future. The members who have more than four years and would like to withdraw their funds can be given a portion, say, 20 percent of their net contributions. The remainder should be used for funds creation at an interest which then and be allocated to these members on a residual basis. This ensures that the company remains a going concern and may not necessarily liquidate (Aiken, 2008). The company can also borrow quickly from other financing institution under a line of credit agreement, which permits company to have up to a specified maximum amount. The company will be able to buy marketable

What is knowledge Essay Example | Topics and Well Written Essays - 1500 words

What is knowledge - Essay Example The paper examines the practice of knowledge management and how it has helped Japanese companies to gain a competitive edge. Porter (1998) gave the structure of the Five Forces Analysis that gives companies a sustainable competitive edge in a market. While the structure allows analysts to form a grouping of manifestations and market forces such as threats of suppliers and substitutes, power of buyers and barriers for new entrants, the framing is not a mantra that yields solutions. Kadapa (2006) argues that after employing tools such as PEST and SWOT, analysts still have to find a way to solve problems and the industry is interested in solutions. At such junctures, when easy solutions are not obvious, it is knowledge management practices that help to provide the means to achieve competitive advantage. Again Drucker (1981) tried to provide answers to the phenomenal success that Japanese industries have achieved since the Second World War when the country was reduced to rubble. The author argues that just by using oriental philosophy, it is not possible to explain how the country went ahead in all fields of industries such as automobiles and electronics. The author suggests that the main secret lay in sharing knowledge and information among the workers and diffusing it to the people who need it, that helped Japan to achieve its success. A rigorous mindset, good knowledge of mechanical and electrical engineering that existed from the pre war days and the insight to apply it effectively helped the country to go forward. By extensively reading the works of the author, it is obvious that he is explaining a culture where knowledge is continuously being recycled and redistributed. Drucker (1999) speaks of the management challenges for the future and speaks of how organizations need to ap ply and reapply their learning and knowledge if they want their competitive advantage to be sustained. Meyer

Letter of complaint against manager Essay Example | Topics and Well Written Essays - 750 words

Letter of complaint against manager - Essay Example Based on stipulations presented by SEHA organization of medical practitioners, I do personally consider Dr. Amira amongst other doctors and administrators guilty of issues presented above. Firstly, I would like to concur with you on Dr. Amira situation who on several accounts have applied her position to influence activities at the work place. In this remark, I will establish in this letter that on 7th October, my client sent an email requesting for her annual review starting on November 5th, and 6th emphasizing on the urgency of her leave. However, in her letter, my client explains how her leave was neglected with the indirect command of Dr. Amira. According to Dr. Amira, leaves were not to be permitted. In this event, I would like to establish that my client was neglected, since a follow up 20th, Oct letter was put on oblivion by administrative assistants Ekhlas Ahmed. According to a letter written by Dr Amira on 3rd, November (two days before the official leave request day), it was categorical that Dr. Amira was adamant to issue a leave request to Dr. Fatima. The letter stated, and I quote â€Å"Unfortunately your request was submitted within a short notice and it has to be planned in advance, I have forward your request to HR and Health operation department for feedback†. For clarity, my client was given a leave of 32 days. For prudency, my client had submitted the request first 28 days in advance and second 40 days in advance; however, she could not access any of the two leaves because of bellicose action presented by Dr. Amira. On the account of SEHA Employees Handbook – Human Resources Policies commonly used by employees, it was imperative to consider that Dr. Amira had contravened basic ethics required by the codes. I would like to concur with you that, my client diligently abided by these rules. Code 3 in particular stipulates that Annual leave should be made 2 weeks prior upon the

The Age of Innocence Essay Example | Topics and Well Written Essays - 750 words

The Age of Innocence - Essay Example He applies the brakes at the last minute. Among the early indications given that Archer may just defy social conventions and give in to the dictates of his heart are the kind of thoughts that run through his mind in New York as he prepares for the meeting with Ellen Olenska in Paris. This is a pivotal scene in the story, which puts Archer on a crossroad: Should he continue to live according to the strict moral code of his society, alone and unloved? Or will he dare these social tenets and be united and happy with his one true love, never mind if the tongue of society which looks down on Ellen as â€Å"different† keep wagging? Anyway, they could live in Paris if the situation calls for it. Part of Archer’s heart says the latter is the better option, since the thoughts of Ellen has persistently troubled him for most of the past 30 years and prevented him from forming liaison with any other women since his wife May died. The conditions now seem right for this decision, too. Archer’s son Dallas, who brings him to Paris for the meeting with Ellen, encourages his father to do it. Dallas confesses that before his mother May died, she told him how she knew that Archer married her with a broken heart and suggested that Dallas help his father reunite with Ellen when she is gone. This revelation only makes a renewed relationship with Ellen more attractive because Archer knows then that in so doing he would not be violating the memory of his wife May. In short, everything is set for Archer and Ellen to end up in each other’s arms. When at last Archer is in Paris about to meet Ellen, he is thus described as feeling â€Å"his heart beating with the confusion and eagerness of youth.† Meanwhile, Ellen herself is shown to be receptive to the love-is-lovelier-the-second-time-around idea as she waits â€Å"a few streets away, a few hours away,† thinking: â€Å"There was nothing now to keep her and her Archer

History Essay Example | Topics and Well Written Essays - 1000 words - 4

History - Essay Example The Universal Declaration of Human Rights (UDHC)v is based upon these four freedoms, and this essay will examine which articles correspond to these four freedoms. This essay will also examine Barack Obama’s speech, which also corresponds to the four freedoms as well. Many of the articles correspond to the freedom from fear. This might be because the declarations of human rights are protection documents for people’s lives, so the the UDHC would be focused upon this. Many of the articles seem to deal with issues such as slavery, torture and other atrocities that might happen in a dictatorship or during wartime. For instance, Article 5 states that â€Å"no one shall be subjected to torture or cruel, inhuman or degrading treatment or punishment.† This would definitely be aligned with the freedom from fear – if a person is subjected to some kind of torture, and this is known to the person, then this would definitely induce fear in this person. FDR might have me ant freedom from fear in a broader sense, in that citizens need to be free from other country’s threatening their borders with war, but torture would be in line with this freedom as well. Further, another article that is aligned with the freedom from fear is Article 14 – and this article states that everybody has the right to seek and enjoy asylum in other countries if they are being persecuted. This, too, is based upon the freedom from fear, in that, if individuals are being persecuted, which often happens in countries where there is some kind of ethnic cleansing or the country is under siege from war. Therefore, they have a right, if they are living in fear, to seek asylum from another country where they wouldn’t be living in this fear. Another freedom is the freedom from want. This is somewhat associated with the previous freedom, the freedom from fear, in that want and fear often happen in the same conditions. There is an article that corresponds to this fre edom, as well, and that is Article 17, which is the freedom to own property and also states that nobody shall arbitrarily deprive another person of this property. This corresponds to the freedom from want, in that, if a person owns property, then this is a measure of prosperity and wealth. This also means that the person is less likely to want – if the person does fall on hard times, then the owning of the property can sustain him or her. Owning property is not a guarantee against poverty, but it makes it less likely that poverty would happen to that particular individual. Another article which corresponds to this freedom is Article 23, which states that everybody has a right to work and free choice of employment, without discrimination and with favourable remuneration, which ensures that the person’s family has dignity and respect, as well as means of social protection. This is more related to the freedom from want, because, as with owning property, having a job would ensure some type of economic security. It might be minimal, as, in different countries, wages are known to be quite low, but, even if the pay is minimal, it still is better than nothing. And, no matter how minimal the wage is, the money would still go towards providing the basic necessities of the people of the country, and this would correspond from the freedom from want. Freedom of religion is another important freedom, and some of the articles

Improvements in Transportation Essay Example for Free

Improvements in Transportation Essay The growth of the Industrial Revolution depended on the ability to transport raw materials and finished goods over long distances. There were three main types of transportation that increased during the Industrial Revolution: waterways, roads, and railroads. Transportation was important because many people began living in the west and farther away from their homes. Prior to 1750, villagers either had to walk everywhere they went or travel by horse and carriage. The roads were in poor condition and in wet weather they became very muddy with the carriages often becoming bogged down. The villagers spent most of their time trying to repair the roads without receiving any pay for their work, but as turnpikes were created this was no longer a problem. A turnpike is a road that has a smooth layer of crushed rocks, with large rocks underneath. This allows the water to drain properly. Before the steamboat ships had to use the power of the wind in order to move from place to place, and so the speed of travel was limited and slow. Then steamboat emerged, Robert Fulton made the first steam-powered engine to power a steamboat, and in 1807 he demonstrated its use by going from New York City to Albany via the Hudson River. His steamboat was able to carry raw materials across the Atlantic Ocean by the mid 1800s. This was a great advancement for transporting materials. At the turn of the 19th century the steam engine was invented. Even though iron rails were being used in the coal mines, there were no self-propelled locomotives to run on them. James Watt was able to make steam engines faster and more efficient, later when he joined up with a businessman who helped him keep improving it. This eventually led to the first train.

Influence of Physical Punishment on Adolescents Self-esteem

Influence of Physical Punishment on Adolescents Self-esteem Introduction Disciplinary incidents are central to moral development because disciplinary practices assist to inculcate moral standards and values that provide the basis for self-controlled behaviour within the child (Brody Shaffer, 1982, p.32). Amongst the various disciplinary methods, physical punishment is widely practised across different cultures and countries. The present study focused on non-abusive physical punishment and adopted the definition by Straus (1994) that physical punishment â€Å"is the use of physical force with the intention of causing a child to experience pain, but not injury, for the purpose of correction or control of the childs behaviour† (p.4). This definition was used to delineate non-abusive physical punishment from harsher forms of abusive punishment. The term â€Å"corporal punishment† is synonymous and has been used interchangeably with physical punishment. We used the term â€Å"physical punishment† in this study because it specifically indi cates that punishment is meted out in a physical and bodily manner. A survey conducted in Jamaica revealed that physical punishment is frequently practiced in home and school (Smith Mosby, 2003). Physical punishment is also common in south-west Ethiopia (Admassu, Belachew, Haileamalak, 2006). This disciplinary method, however, is not peculiar to developing countries. Even in socially privileged countries, physical punishment is also used as a disciplinary method. Approximately 60% of Hong Kong Chinese parents admitted to using physical punishment as a form of discipline (Tang, 2006). In America, 94% of 3- and 4-year olds have been physically punished by their parents at least once during the past year (Straus Stewart, 1999), and 85% of Americans believed that â€Å"a good hard spanking is sometimes necessary† (Bauman Friedman, 1998). Beliefs in its positive disciplinary effects contributed to the widespread use of physical punishment (Straus, 1994) and there are evidence-based studies supporting the idea that physical punishment suppresses undesired behaviour (Gershoff, 2002; Larzelere, 2000; Paolucci Violato, 2004). For example, studies in Larzeleres (2000) meta-analysis provided evidence that non-abusive spanking used by loving parents reduced subsequent noncompliance and fighting in 2- to 6-year olds. In relation to Larzeleres (2000) findings, Gershoff (2002) found a large mean effect size for immediate compliance following corporal punishment. However, as noted by Gershoff (2002), these beneficial outcomes are only temporarily because physical punishment neither teaches children the reasons for behaving correctly, nor does it communicate what effects their behaviours have on others. Hence, physical punishment may not facilitate moral internalisation of the intended disciplinary message (Gershoff, 2002). Moreover, the demerits may outweigh the merits of punishment because studies suggested that physical punishment carry with it unintended and adverse effects (Holden, 2002; Rohner, Kean, Cournoyer, 1991; Straus, 1994). In response to the increasingly condemnatory international views about physical punishment, 25 states, to date, abolished all forms of physical punishment on children (Global Initiative to End All Corporal Punishment of Children, 2009). Burgeoning research has related physical punishment to a variety of negative effects. These effects ranged from social-emotional and psychological problems, such as mental distress and withdrawal (Eamon, 2001), to behavioural problems, such as antisocial behaviour and increased aggression (Deater-Deckard, Dodge, Blates, Pettit, 1996; Sim Ong, 2005; Straus, Sugarman, Giles-Sims, 1997; Tang, 2006). Straus et al. (1997) suggested that a â€Å"dose response† to physical punishment for children may exist, such that more frequent and longer usage of punishment will lead to increased probability of behaviour problems. These potentially adverse effects of physical punishment may also carry over into adulthood in the form of increased psychopathology and violent behaviour (Eron, 1996); substance abuse, depression, family violence, and suicide (Afifi, Brownridge, Cox, Sareen, 2006; Straus, 1995; Straus Kantor, 1994). Eron (1996) indicated that the more harshly 8- and 9-year olds we re punished, the more aggressive and antisocial they were in late adolescence and young adulthood. Afifi and colleagues (2006) also found individuals who were physically punished, as compared to those who were not, had higher risk for major depression, alcohol abuse or dependence and externalising problems in adulthood, and these effects were not attenuated after controlling for sociodemographic variables and parental bonding. In addition, Straus (1995) found significant positive correlation between the level of punishment experienced as a child and level of depressive symptoms and thoughts of committing suicide in adulthood, after controlling for socioeconomic status (SES), martial violence, and witnessing violence as a child. In the past decade, at least three meta-analyses were conducted to review research on the effects of physical punishment. Larzelere (2000) reviewed a total of 38 studies and found both beneficial (as discussed above) and negative effects of physical punishment. From 17 causally relevant studies, the author highlighted apparent detrimental effects of physical punishment. He first pointed out that physical punishment predicted increased subsequent negative externalising behaviour, supporting the â€Å"violence begets violence† viewpoint. One of the studies reviewed was the controlled longitudinal studies of the National Longitudinal Study of Youth (Larzelere Smith, as cited in Larzelere, 2000), which provided not only consistent but also causally relevant evidence that physical punishment is associated to subsequent increase in antisocial behaviour. Secondly, Larzelere (2000) indicated that physical punishment predicted increased mental health problems. The links between physic al punishment and both increased negative externalising behaviour and mental health problems were further supported by another meta-analysis, which evaluated 88 published works spanning a 62 year period. Gershoff (2002) found that physical punishment was indeed significantly associated to increased aggression, increased delinquency, increased antisocial behaviour, and decreased mental health, to name a few. All 20 studies involving mental health in Gershoffs (2000) meta-analysis found frequency of corporal punishment to be positively and significantly related to a decrease in childrens mental health. Straus and Kantor (1994) reported that after controlling for low SES, those who experienced corporal punishment in adolescence were still at higher risk for depression, suicidal thoughts and alcohol abuse. Although Paolucci and Violato (2004), who conducted another meta-analyses and evaluated 70 studies between 1961 and 2000, did not find exposure to corporal punishment led to increased risk of developing cognitive problems (e.g., suicidal thoughts and attitudes toward violence), they found that people who experienced corporal punishment were at a small but increased risk for developing behavioural (e.g., aggression and antisocial behaviours) and affective problems (e.g., psychological impairment and low self-esteem). Physical punishment appears to have a dampening effect on self-esteem in its victims. However, studies have been inconclusive and evidence-based literature in this area is much thinner, as compared to the large number of published articles on physical punishment and increased externalising behaviours, such as childrens aggression, which is one of the most studied in the literature on parenting (Paolucci Violato, 2004). Only 3 studies (Adams, 1995; Larzelere, Kein, Schumm, Alibrano, 1989; Sears, 1970) cited in Larzeleres (2000) meta-analysis, investigated the association between physical punishment and self-esteem. Specifically, Larzelere et al. (1989) found the amount of spanking received negatively predicted self-esteem but the negative correlations between punishment, self-esteem, and perception of fairness of punishment were reduced to non-significance after controlling for parental positive communication. The other study included in the meta-analysis did not find a significant correlation between physical punishment and subsequent self-esteem (Sears, 1970). Jouberts (1991) study, which was not included in the meta-analysis, also found no evidence indicating spanking to have any effect on childrens self-esteem scores, regardless whether spanking was administered by mothers or fathers, or both. On the other hand, one of the three studies as cited in Larzeleres (2000) meta-analysis found lower self-esteem among 6- to 12-year olds, especially those who were hit with high frequency (twice a week), even after controlling for ethnicity, cognitive enrichment and poverty (Adams, 1995). Furthermore, recent studies, which were not included in the meta-analysis, also found similar results. Using data from 1,397 children, Eamon (2001) found 4- to 9-year-old children who received more frequent spanking exhibited more socio-emotional problems like low self-esteem. In another study, Amato and Fowler (2002) investigated the relationship between parental use of corporal punishment and childrens self-esteem, using data collected from 3,400 households with a child within the age range of 5-18. Similarly, parents use of corporal punishment was found to predict lower self-esteem. Bauman and Friedman (1998) argued that physical punishment retards the development of self-esteem, and Paolucci and Violato (2004) used findings of corporal punishment being associated with psychosocial problems, such as depression, as supporting evidence that physical punishment is related to impaired self-esteem. Coercive disciplinary techniques are also linked to decreases in childrens level of confidence and assertiveness, and increases in feelings of humiliation and helplessness (Gershoff, 2002). One explanation for these findings is the fear of punishment makes people attempt to escape. However, when escaping from punishment is not possible, feelings of learned helplessness and depression may develop (Paolucci Violato, 2004). Self-esteem, as defined by Rosenberg (1965), is a positive or negative attitude towards the self. Interestingly, self-esteem stability in childhood and adolescence does not differ between genders (Trzesniewski, Donnellan, Robins, 2003). Research has shown that self-esteem has a pervasive impact on an individuals life in numerous areas. Emotionally, individuals with low self-esteem have a tendency to exhibit higher levels of anxiety, experience more frequent psychosomatic symptoms, feelings of depression, lack of personal acceptance and submissiveness (Battle, 1992). Low self-esteem is also an important predictor for disruptive and maladaptive behaviours (Aunola, Stattin, Nurmi, 2000; Vandergriff Rust, 1989). An individuals social functioning can also be affected by his level of self-esteem. Children with high self-esteem are more popular among peers and participate more actively in social groups, unlike those with low self-esteem, who experience more difficulties forming friendshi ps (Battle, 1992; Growe, 1980). Self-esteem has also been supported by research evidence, to be positively related to academic self-efficacy. This significant relationship is found in Western countries (Jonson-Reid, Davis, Saunders, Williams, Williams, 2005; Smith, Walker, Fields, Brookins, Seary, 1999), as well as in Singapore (Ang, Neubronner, Oh, Leong, 2006). An important trend in the international research focuses on the effects of physical punishment on children (Ripoll- Nà ºÃƒ ±ez Rohner, 2006). Considering that self-esteem has a wide range of influence on an individuals life and the current literature remains inconclusive on the effects physical punishment have on self-esteem, we chose to investigate the relationship between non-abusive physical punishment administered by adolescents main disciplinarian and adolescents level of self-esteem. Self-esteem plays a vital role in an individuals development, and if physical punishment has negative effects on adolescents self-esteem, it is likely that his level of self-esteem will affect his psychosocial and educational development, and his overall well-being. For instance, his academic success and ability to socialise contribute to his current and future well-being. The relationship between physical punishment and adolescents outcome cannot be simply described as two distinct categories, such that physically punished adolescents will experience negative outcomes, and adolescents who have never been physically punished will not. Instead, this relationship may lie on a continuum and the frequency of physical punishment may play an important role in the punishment-outcome link, such that increase in frequency of punishment will lead to increased probability of negative outcomes. Since a dose response towards physical punishment was suggested by Straus et al. (1997), and a positive relationship between the frequency of physical punishment and negative outcomes was concurred by Larzelere (2000) and Gershoff (2002), and more specifically, Adams (1995) and Eamon (2001) found lower self-esteem, especially among those who experienced frequent use of physical punishment, we chose to investigate the punishment-self-esteem link by focusing on the frequency of punishment. With increased frequency of physical punishment, lower self-esteem can be expected. The weight of the existing research seems to favour the viewpoint that non-abusive physical punishment carries with it negative baggage. However, unlike physical abuse, the conclusion that non-abusive physical punishment indeed has detrimental consequences on adolescents well-being cannot be substantiated. Researchers at the opposite end of the debate cite conflicting evidence and physical punishment remains the most controversial topic in the domain of parental discipline (Holden, 2002; Larzelere, 1996). The main debate remains on whether non-abusive physical punishment is completely harmful or it has negative effects only when used within certain conditions. As summarised by Ripoll- Nà ºÃƒ ±ez and Rohner (2006), the â€Å"conditional defenders† of corporal punishment argued that the effects of punishment may be positive, negative, or both depending on the conditions in which it was administered. As proposed in Gershoffs process-context model (2002), the link between physical punishment and its impact on the child is not direct and isolated. Instead, contextual factors of varying levels of influence may moderate the processes linking punishment and child constructs (Gershoff, 2002). This is supported by the fact that majority of the 94% of 3- and 4-year-old Americans who experienced physical punishment did not experience negative outcomes, such as developing into clinically aggressive adults or criminals. Critics of past research argued that many studies which linked physical punishment to negative effects have methodological flaws because they did not take into account the influence of moderating variables, which when included, tended to attenuate the relationship between punishment and negative outcomes (Rohner, Bourque, Elordi, 1996). Since not all individuals who experienced non-abusive physical punishment experienced negative outcomes, the present study further examined two potential moderators of the punishment-self-esteem link: namely, adolescents perceptions on the fairness of physical punishment and caregiver acceptance-rejection. Typically, research in this area has relied on parental reports of physical punishment. However, parents may underreport the use of physical punishment due to social desirability. Parents may feel threaten to disclose the frequency with which they physically punish their children because it is not advocated in contemporary society, hence providing inaccurate data (Shum-Cheung, Hawkins, Lim, 2006). Moreover, if parent is the source of data on both the punishment and childrens behaviours, they may attempt to justify their punishment through the parental report of child behaviour (Bauman Friedman, 1998). Following, we collected retrospective account of physical punishment from the recipients of the disciplinary practice, and further explored the possible moderating effect their cognitive perceptions on the punishment, may exert on the punishment-self-esteem link. The impact of punishment on adolescents is not unidirectional because adolescents are not simply passive recipients of the punishment. Instead how adolescents perceive the punishment may affect the impact it has on their outcomes. As noted by Holden (2002), noticeably absent from research is studies of childrens perceptions and reactions to punishment. It has been suggested that effects of physical punishment may be moderated by the meaning children ascribes to the punishment (Benject Kazdin, 2003). Ignorance of this may lead to an inaccurate picture on the effects of punishment because the key to understanding how physical punishment affects its victims lies in understanding how they react to the punishment physiologically, affectively, and cognitively (Gershoff, 2002). Holden (2002) further posited that this reaction involves at least two processes, namely, immediate physiological and sensory reaction, followed by the secondary cognitive appraisal stage. In line with Ripoll- Nà º à ±ez and Rohners (2006) suggestions on variables that are important in the research of physical punishment and its effects on children, we explored the potential moderating effect of adolescents perceptions of fairness of physical punishment, which has been considered to ameliorate the negative outcomes of punishment (Rohner et al., 1991; Rohner et al., 1996). Grusec and Goodnow (1994) suggested that children, who perceive punishment as fair, will be more willing to accept the intended disciplinary message, which then facilitates internalisation. Since adolescents are the recipients of parental disciplinary practices, the knowledge of their perceptions on the fairness of punishment will open the window to their internal mental processes, which is how they interpret and internalise the punishment. This provides a more complete understanding of the relationship between punishment and self-esteem. Concerns regarding whether adolescents are mature enough to make sensible judgments abo ut the fairness of discipline can be allayed because Konstantareas and Desbois (2001) found 4-year-old preschoolers capable of making judgments about the fairness of discipline by mothers, and in a study conducted in Singapore, parents and 10- to 12-year-old childrens responses on fairness of discipline were similar (Shum-Cheung et al., 2006). Therefore, if adolescents perceive physical punishment as fair, the effects of punishment on their self-esteem may not be deleterious. Following, the negative association between physical punishment and self-esteem can be expected to be stronger at lower levels, as compared with higher levels of perceived fairness. Little is also known about the conditions under which punishment occurs (Bauman Friedman, 1998) and if information regarding the context in which the punishment is meted out is not captured, only a snapshot of the impact of punishment on adolescents will be known. Opponents of physical punishment have acknowledged that physical punishment by itself is unlikely to produce negative child outcomes. However, when combined with other risk factors in the family, negative effects of physical punishment may surface (Bauman Friedman, 1998). Therefore, certain factors in the adolescents family may influence the cognitive appraisal process of the punishment and, consequently, buffer the negative effects. Corporal punishment is considered to be beneficial when administered by emotionally supportive parents who share positive interactions with their children (Paolucci Violato, 2004). As discussed above, Larzelere et al. (1989) reported that positive parental communication moderated the punishment-self-esteem link. Therefore, information regarding other aspects of parenting, such as the warmth dimension, will provide a much fuller understanding towards the relationship between physical punishment and self-esteem. As construed in the parental acceptance-rejection theory (PARTheory), parental acceptance and rejection form the warmth dimension of parenting (Rohner, 1991). Perceived parental acceptance-rejection may be one of the most important parenting dimensions to consider because no cultural or ethnic group was found where perceived parental acceptance-rejection failed to correlate with the predicted personality dispositions (Rohner Britner, 2002). PARTheory predicted rejected children, as compared to children who perceived themselves as being accepted, are more likely to have an impaired sense of self-esteem, amidst other negative effects (Rohner, 1991; Rohner Britner, 2002). Rohner (1991) used Meads (1934) significant other concept to explain how parental rejection may affect self-esteem. PARTheory assumed that everyone tends to view ourselves as we imagine â€Å"significant others† view us. Therefore, if parents who are childrens most significant other reject them, they are more likely to define themselves as unworthy, and consequently develop an overall sense of negative self-evaluation, including feelings of negative self-esteem and self-adequacy (Rohner, 1991). Although the term â€Å"parent† is used in PARTheory, Rohner (1991) explained it refers to the major caregiver of the child, not necessarily the parents. Therefore, we used the term â€Å"caregiver† instead of â€Å"parent† in this study. Variations in perceived caregiver acceptance-rejection among adolescents may magnify or minimise the effects of physical punishment and this has been supported by cross-cultural evidence. Rohner et al. (1991), for example, found severe physical punishment to be related to psychological maladjustment among Kittitian youths and the effects became more substantial when it was paired with caregiver rejection. Similarly, results from another study conducted in Georgia showed that the association between perceived harshness of punishment and psychological maladjustment disappeared once perceptions of caregiver acceptance-rejection were accounted for (Rohner et al., 1996). In the context of Singapore, perceived parental acceptance-rejection was also found to play an important moderating role. Sim and Ong (2005) found perceived fathers rejection moderated the link between slapping and daughters level of aggression, and perceived mothers rejection moderated the canning-aggression link among S ingapore Chinese preschoolers of both genders. All these studies uniformly showed that childrens perception of caregiver acceptance-rejection has a significant impact on the association between physical punishment and its outcomes. Thus, at higher compared to lower levels of perceived caregiver rejection, a stronger negative association between physical punishment and self-esteem can be expected. We collected data on adolescents perceptions of caregiver acceptance and rejection, and frequency of physical punishment by their main disciplinarian, rather than their main caregiver. This is because our study used a Singapore Chinese sample, and it is common within this group that the main disciplinarian may not be the main caregiver. In Chinese societies, traditional roles of disciplinarian and caregiver are respectively played by fathers and mothers, and this role differentiation still applies in Singapore (Quah, 1999). In cases where the disciplinarian and caregiver are different persons, the adolescent may experience more punishment from the disciplinarian as compared to the caregiver, and the impact of punishment from the main disciplinarian will not be reflected if punishment administered by the caregiver was measured. Since the main disciplinarian is the adult who administers punishment, effects of punishment may be moderated by the adolescents perceived acceptance from his main caregiver, who plays the key caring role and spends the most time with him. Collecting data on adolescents perceptions of caregiver acceptance-rejection allowed us to examine the punishment-self-esteem link through the relationship between caregiver and adolescent. As pointed out by Larzelere (2000), one of the needs in the research on physical punishment is for studies to take a developmental perspective because reviews by Larzelere (2000) and Gershoff (2002) found outcomes of punishment varied by the childs age. For example, Gershoff (2002) found that with increased age, the association between corporal punishment and aggressive and antisocial behaviours became stronger. Following, we used a retrospective design to investigate the association between physical punishment and self-esteem, and the impact the two proposed moderators may have on this link, at two age frames, namely when the individual was 11- to 12-years old (early adolescence) and 15- to 16-years old (middle adolescence). Although physical punishment is at its zenith when children are aged 3-5 (Straus Stewart, 1999), and its frequency decreases as children grow older, physical punishment is still prevalent during adolescence (Straus et al., 1997). Straus (1994) found more than 6 0% of parents in America reported hitting 10- to 12-year olds, and even at ages 15-17, one out of four adolescents is still physically punished. The two age frames were chosen partly because this study was retrospective in nature, and memories of punishment incidents during early childhood may be weak due to the long time passage that passed. Additionally, an average Singapore student aged 11- to 12-years old and 15- to 16-years old, is in preparation for the national examinations, namely, the Primary School Leaving Examination and GCE ‘O Levels, respectively. Being the periods of their major examinations, memories during these periods may be much clearer and distinct, and this will provide the study with more accurate data. Children below age 8 have not developed the concept of global self-esteem, thus another reason for focusing at these two age frames is that at ages 11-12 and 15-16, adolescents will have developed the ability to â€Å"view themselves in terms of stable dispositions, which permits them to combine their separate self-evaluations into an overall sense of self-esteem† (Berk, 2006, p.449). Moreover, unlike in early childhood, individual differences in self-esteem from early to middle adolescence become increasingly stable (Trzesniweski et al., 2003), which allowed us to explore the punishment-self-esteem link more precisely. According to Eriksons stages of psychosocial development (as cited in Berk, 2006), he organised life into eight stages that extend from birth to death, of which two stages were related to the present study. During the latency stage, where 11- and 12-year olds will be categorized, they enter school and are required to develop a sense of competence through the social interactions in school. With a wider range of socialisation opportunities, their relationships with parents may no longer be the most significant but it remains influential because little or no encouragement from parents, teachers, or peers may lead them to doubt their ability to succeed (Berk, 2006). However, 15- and 16-year olds are in the adolescence stage, where the need to develop an independent identity that is separated from the family, becomes the key developmental task, and relationships with peer groups become the most significant relationship. Hence the attenuation of familial influence for adolescents aged 15-1 6 may decrease as compared to when they were 11- to 12-years old. Moreover, 15- and 16-year olds fall in Piagets formal operational stage, which represents the apex of cognitive development (Siegler Richards, 1982). Unlike the subsequent stage, 11- and 12-year olds are in the concrete operational stage and can only â€Å"operate on reality†. But formal operational adolescents developed the ability for abstract thinking and can engage in hypothetico-deductive reasoning and propositional thought, to conjure more general logical rules through internal reflection (Berk, 2006). Additionally, they can apply their abstract reason abilities to all areas of life (Siegler Richards, 1982). Following, it may be the case that adolescents perceptions of caregiver acceptance-rejection play a greater role, than perceived fairness of punishment, in moderating the link between punishment and self-esteem, when they are aged 11 to 12. Because their social circle though expanded, still centres around their parents and how accepted or rejected they perceived th eir caregiver to be may still play a significant role unlike during middle adolescence. At ages 15-16, adolescents perceived fairness of punishment may matter more than perceived caregiver acceptance because their relationship with their caregiver is not the most critical factor in their psychosocial development. Additionally, their growing need for independence from their parents as well as their capacities to think through their own best interests with their greater cognitive awareness, may influence them to place more emphasis on their personal thoughts, and on their friends views but less on what their caregiver thinks of them. Within the realm of punishment research, it is also important to acknowledge the existing attitudes towards physical punishment within the particular culture. As pointed out by proponents of physical punishment, aside from the family, the cultural context also buffers potential negative consequences of physical punishment (Bauman Friedman, 1998). Acceptance of physical punishment varies across cultures and it may contribute to variations in child outcomes across different groups because cultural values and beliefs affect whether punishment is used more instrumentally or emotionally, and how children emotionally respond to it (Gershoff, 2002; Larzelere, 2000). Larezeleres (2000) highlighted five studies which presented evidence of significantly differential effects of spanking by ethnicity. Deater-Deckard et al. (1996), for example, found maternal use of physical punishment predicted externalising behaviours only for European American, but not African American children. The authors s uggested that this may be due to the stronger acceptance and preference for physical punishment among African American, in contrast to European American parents, hence affecting the manner in which punishment is used and childrens perceptions of its appropriateness. Similarly, Gunnoe and Mariner (1997) found spanking to be negatively related to African American girls later aggressive behaviours, but positively related to European American boys later aggressive behaviours. Majority of the studies, which investigated the link between physical punishment and self-esteem, were conducted in Western countries, such as America. However, attitudes towards childrearing in Western countries are different from those of the Asian cultures in Singapore (Tong, Elliot, Tan, 1996). Unlike Western cultures, which display a lower tolerance of physical punishment, this form of discipline is popular within the Asian culture. â€Å"Spare the rod and spoil the child† is an old saying which reflects the prevalent parental attitude, especially among Singapore Chinese parents, who continue using caning to discipline children and view physical punishment as an effective disciplinary method (Elliot, Thomas, Chan, Chow, 2000). Being a multi-ethnic society, ethnic differences exist in childrearing techniques, which may lead to differences in usage of physical punishment across ethnic groups. A study conducted by Quah (1999) on the Singapore family found Chinese parents t ended to use physical punishment more than other parents, while Malay and Indian parents were most likely to use reasoning, and authority was most frequently used by parents in the group Other. Considering that ethnicity may affect the outcome of physical punishment, this research recruited only Singapore Chinese participants.

Hypoglycaemia in a Term Infant Form Diabetic Mother

Hypoglycaemia in a Term Infant Form Diabetic Mother Hypoglycaemia in a term infant form diabetic mother ASSIGNMENT TITLE: Critically analyse the care provided to an infant from a diabetic mother and family The following assignment will discuss the care of an infant within a special care baby unit, the care provided will be critically analysed and local, national guidelines and recent research associated with the care of the infant will be discussed. In order to ensure confidentiality and in accordance with Nursing and Midwifery Council (2015) the infant being discussed will be referred as Infant B. for the purposes of this assignment the nursing framework Casey, A. (1988), will be used. Casey model includes child, family, health, environment and nurse however to personalize the care provided the main focus within this assignment will be concerning blood glucose control though, temperature control, minimized pain, maintaining a safe environment, establishing feeds, communication and family centred care will be discussed as well in relation to blood glucose control. The rationale supporting the use of Casey model is said to focus on family centred care that is redefining the relationships in health care, increasing and becoming one of the main goals on the neonatal units across the world (Staniszewska et al., 2012). Casey, A. (1988) acknowledges the vital role of the parents and family and ensures the everyday care of the child through a partnership and negotiation between parents and family and the nurse (Casey and Mobbs, 1988; Patient- and Family-Centered Care and the Pediatricians Role, 2012). This assignment is focused on the care of infant B, born at term at 41 weeks and two days gestational age within an antenatal diagnosis of maternal diabetes mellitus type I with a birth weight of 3140 grams, over two consecutive night shifts. Admitted to special care with one day of life with diagnosis of hypoglycemia one of the most frequent causes of admission in this sector (NHS Improvement, 2016). The assessment of infant B. was performed at the moment of admission on the first day after transferred from post-natal unit as per Trust policy. An adequate assessment is a crucial component of nursing practice, mandatory for planning and provision of patient and family centred care (Staniszewska et al., 2012) fundamental for their professional accountability and responsibility RCN (2014.) IDM according with UNICEF (2013) are at risk and need to be correctly identified and managed appropriately. The definition of hypoglycemia in the newborn infant has remained controversial because of a lack of significant correlation among plasma glucose concentration, clinical signs, and long-term sequelae (WRIGHT and MARINELLI, 2014; Hay, et al 2009; UNICEF, 2013) Bulbul and Uslu (2016) concluded that there has been no substantial evidence-based progress in defining what constitutes clinically important neonatal hypoglycemia, particularly regarding how it relates to brain injury. However they consider clear the definition of transient and persistent hypoglycemia and their differences (Cornblath et al.,2000). Many authors have suggested a numeric definitions of hypoglycemia that are variable in postnatal age (Cornblath and Ichord, 2000; Harris at al, 2012; Hawdon 2013; Arya at al, 2013; Stomnaroska-Damcevski, 2015; Adamkin, 2016). The value 2.6mmol/l was adopted by many clinicians and by the Trust as well, however there is no scientific justification for this value (Wright and Marinelli, 2014). On admission infant B. presented with a low blood glucose level (BGL) of 1.3mmol/L, In order to increase blood glucose level, a peripheral venous line (PVL) was inserted in right foot as per Trust policy (2012) (NICE,2015), 10% Dextrose bolus administered, started intra venous fluids of 10% Dextrose and a nasogastric tube inserted. Blood glucose level checked 30mins after (NICE, 2015), level increased to 3.1 mmol/l. IV fluids started (60ml/kg/day) (NICE, 2015; BNF, 2015) and BGL checked 1-2 hours after. Frequency was based on infant B condition (Stomnaroska-Damcevski et al, 2015). Dextrose 10% is given to restore blood glucose levels and provide calories minimizing liver glycogen depletion (BNF, 2014). Administration of a 10%Dextrose is protocoled but this value, once more, it is not consensual in literature (BNF, 2010; Arya at al 2013; Adamkin, 2016). A bolus was given first, with higher concentration that infusion, to increase quicker the values and followed by the infusion to stabilize the levels (Adamkin, 2011). The goal is to achieve a blood glucose level of 2.6 to 9mmol/L (Rennie and Kendall, 2013). Frequent Dextrose bolus are not recommended (WHO, 1997) per risk of hyperosmolar cerebral oedema. A study developed by Heagarty (2016) showed significant benefits of oral dextrose gel as an option for treatment of symptomatic hypoglycemia. Shows that is most effective, well tolerated and reduce 50% the incidence of neonatal hypoglycemia in high risk infants, but just for newborn babies in postnatal unit, not indicated for NICU admissions due to severity conditions (BNF, 2015). Hawdon et al (1994) describe a persistent effect and side-effects, and high doses can stimulate insulin release, that can be a reason why oral glucose gel it is not used in NICU. Other option is glucose water however studies (Wight and Marinelli, 2014) indicate that has insufficient energy and lack of protein. At delivery, glucose supply from mother to the infant stops, and consequently glucose concentrations decrease rapidly, until a exogenous source of glucose is available, the infant depends on his hepatic glucose production to face metabolic needs and maintain the homeostasis during the first few days (Boissieu et al. 1995; de Rooy and Hawdon, 2002). The pediatric endocrine society considers the first 48h of a health newborn infant a normal period of transitional hypoglycemia (Cornblath and Ichord, 2000; Merenstein and Gardner, 2011). Low ketones levels, inappropriate preservation of glycogen, and low glucose levels, are characteristics of this period and may activate mechanisms for brain protection (Adamkin, 2016; Standley, et al, 2016). Acute neurophysiological changes occur when human neonates are low in BGL and the long-term significance of these acute changes is not clear (Cornblath and Ichord, 2000). The presence of risks factors, as an infant from a diabetic mother (Rennie and Roberton, 2013) predisposing an infant to hypoglycemia, and increase the risk of persistent hypoglycemia (Thornton et al., 2015). Highlighting the risk factors may determine an appropriate management and a proper planning since the delivery (Lang, 2014) and according with UNICEF (2013) IDM are at risk and need to be correctly identified and managed appropriately. Based on this we can consider infant B a high risk baby to develop hypoglycemia with risk for persistent hypoglycemia. As an IDM, infant B. developed in postnatal period a hypoglycemia episode, this can be considering a transitional hypoglycemia that is caused by hyperinsulinemia (Stanley at, 2015). A study developed by Isles, Dickson and Farquhar (1968) suggests IDM removes glucose quicker than babies from a non-diabetic mother, and that comes from the ability to produce more insulin based on memory of levels experienced in utero. Hyperinsulinism is the most common cause of increased utilization of glucose, and can be temporary, for example when the fetus has been in contact with a hyperglycemic environment by poorly controlled maternal diabetes, (Rennie and Roberton, 2013). In this stage is important to screen for transient and persistent hypoglycemia, the last one with high risk to develop permanent hypoglycemia and consequently induced brain injury (Adamkin, 2011). Neonatal hypoglycemia is commonly asymptomatic but non-specific and extremely variable signs can be presented (Merenstein and Gardner, 2011). In the Trust we apply N-PASS scale to assess pain, agitation and sedation (Hummel et al, 2004) Neurological manifestation as irritability, jitteriness, lethargy, seizure and cardiorespiratory manifestations like cyanosis, pallor, apnea, irregular respirations, tachypnea and cardiac arrest can be presented. Infant B on admission had an appropriate crying not irritable, appropriate behavior, relaxed facial expression, normal tone and with vital signs in normal range. N-PASS scale was applied every three hours when vital signs evaluated, on every procedure and every time that was appropriate. Hypoglycemia cannot be defined only based on single BGL, has to contextualize with infant and mother history (Cornblath and Ichord, 2000). A study developed by Eidelman and Samueloff (2002) associate directly physiopathology of an IDM with metabolic processes including fetal hyperglycemia and fetal hyperinsulinemia, this fetal hypermetabolic state promote somatic growth, obesity, and metabolic disturbance in short and long-term consequences. Diabetic control early in pregnancy is associated with normal neurodevelopment outcome, but according with Schwartz and Teramo, (2000), blood glucose control increases their importance during the pregnancy and especially during the labor and delivery. IDM according with WHO (1997) as high risk for hypoglycemia however, Hawdon (2015) and NICE (2015) says if prenatal and intrapartum are followed by a specialist and monitored this babies should be treated in a first approach as a low risk infant, and the baby can stay with the mother after birth to monitor BGL for 24h or 12h if stable (Adamkin, 2011). IDM is not an indication to be admitted in the neonatal unit. Managing a baby asymptomatic with confirmed hypoglycemia relies on continuing breastfeeding but now more frequently (Amended, 2015), feed 1-3ml/kg (up to 5ml/kg if needed) of expressed breastmilk (EBM) or substitute nutrition (formula, donor human milk) (NICE, 2013; Hegarty, 2016). Increasing frequency will provide more colostrum for the baby, will stimulate the breast to produce more milk, its a moment to practice skin-to-skin, provides a relaxing healthy moment for both encouraging bounding (Adamkin, 2016) Infant B. developed hypoglycemia in post-natal unit and formula milk was started, to receive proper neonatal care had to be separated from mom. This fact interfered with breastfeeding, production of breast milk and bonding between mother and newborn (Sparshott, M., 1997). Mother B didn ´t have any milk production and that was a trigger for a stressful situation. Assessment of knowledge of all situation was done; emotional support was given, educated and encouraged to continuing breastfeeding, explained importance of breastmilk. Colostrum is the first milk produced by a mother, as a high concentration of nutrient and sugar and ideal to help blood glucose level to reach acceptable values (Wight and Marinelli, 2014). Breastmilk is preferred to formula for association with increase of ketones production (Hawdon et al 1992) and lower blood glucose values in term babies fed with formula, related with insulinogenic effect of protein in formula (Lucas et al, 1981). In partnership with mother B. was planned to stop formula milk when possible and all the EBM expressed was given to infant B. Encourage skin-to-skin contact and unlimited access to breast. (Wight and Marinelli, 2014) It is extensively documented in the literature (Tessier, (1998); Almeida et al., 2010; Heidarzadeh et al., 2013; Blackman, 2013) that kangaroo care provides health benefits not only for the infant but also for parents. A study performed by Heidarzadeh et al. (2013) conclude 62.5% of the mothers that provide kangaroo care to their babies were discharged from the hospital exclusively breastfeeding their babies, comparing with 37.5% of the group that didnt provide kangaroo care. Almeida et al. (2010) in a similar study concludes 82% on discharge go home exclusive breastfeeding. Blackman in 2013 performed a study where one of the subjects evaluated was blood glucose level when provided kangaroo care and results were significantly higher comparing with infants that didnt rece ived. Tessier in 1998 cit by Poppy Steering Group (2009) conclude kangaroo care reduce maternal anxiety, and increase a mothers sense of competence and sensitivity towards her infant. After birth, one of the most important changes is related with metabolism energy and thermoregulation. Infant B. is a term baby however, is a newborn and the risk of disturbance of the thermoregulation is present (Arya at al 2013). A newborn after birth, loses heat immediately by evaporation, convection, conduction and radiation, dependent on the ambient air pressure, temperature and humidity and the temperature of surrounding surfaces (Waldron and Mackinnon, 2007) The newborn has an ability to control and balance temperature, glucose and oxygen perfusion constitute the energy triangle (Aylott, 2005) Variations in this gradual transition can result in disturbances of the neonate regulation such as neonatal hypoglycemia or hyperglycemia. Infant B. had initially presented with an axilla temperature of 37.1 °C, normothermic according with World Health Organization (2006), whilst nursed in an open cot. To prevent variations in temperature infant B. was dressed with a vest and Babygro, a hat and wrapped with a shawl and a light blanket on top NHS (2015) and nursed away from draughts and windows to reduce heat loss by convection (Vilinsky and Sheridan, 2014). Furthermore, care was taken to reduce over exposure of the infant due to procedures, as minimize handling and promoting kangaroo care. World Health Organization (1997) describes kangaroo care as a method to keep babies warm and improve the experience during painful procedures as heel pricks (Johnson, 2007). In order to avoid overheat, as Trust policy, temperature was monitored every three hours by use of a tempadot placed under the axilla for 3minutes and room temperature was set at 24-26 °C. It is essential that neonates are nursed within their neutral thermal environment, defined as a temperature where a baby with normal body temperature has a minimal metabolic rate and minimal oxygen consumption (Waldron and Mackinnon, 2007). Hypothermia can lead harmful effects as hypoglycemia, respiratory distress, hypoxia, metabolic acidosis and failure to gain weight (McCall et al, 2010). During this two night shift, Infant B. was able to maintain his temperature. Detect pain in a neonate it ´s a challenge for multiple factors, a complete and efficient evaluation results in an adequate plan of interventions. As referred previously, N-PASS scale it is adopted by the Trust as a tool to assess pain in neonates. Infant B is exposed to frequent acute pain for heel pricks for evaluation of BGG and cannula in left foot. On admission pain score 0 but during the procedures pain score 1 with consolable crying, tachypneic, tachycardic and clenched Non-nutritional sucking with and without sucrose, swaddling or facilitated tucking and kangaroo care are non-pharmacological techniques adopted to minimize pain to infant B. (2016). Non-nutritional sucking demonstrates to be effective to calm and decrease, particularly mild and moderate pain experienced by the neonate and behaviour responses to pain (Liaw et al., 2010). Baby regulates and organizes himself and relief pain through sucking with no nutritional intake objective. Sucrose effect is mediated by endogenous opioid pathways activated by sweet taste (Gibbins and Stevens, 2001). Beyond non-nutritional sucking, others interventions can be applied, and most of them in partnership with family and parents. Individualised developmental care to include family, explained how to reposition the baby in a comfortable way, swaddling and nesting, and during the procedure containment holding. Encourage parents to touch the neonate and talk with him. If the procedure allowed, do kangaroo care. Minimize painful procedures and clustering, discuss with parents schedules and develop a plan with team. Manipulate the environment decreasing noise and light (Sparshott, 1997). An approach based in recognition and appreciation of parents roles, siblings and other family member allow the nurse to recognise critical steps on the care pathway (Staniszewska et al., 2012) Maximising opportunities for communication with parents/ family increasing confidence in role as a parent and supporting parents-infant relationship. Within the special care unit family-centred care is essential as is advocated by the unit in which the care was being received. During this episode infant B. was placed in a normal cot, because he is a term infant and able to maintain his temperature. This fact allowed his mother as well to be more closed, with no physical barriers. The poppy Steering group (2009) indicate through the needs of parents with an infant requiring neonatal support, the findings show that parents need to have the opportunity to get to know their babies, emotional support, involvement in care and decision making and to establish effective communication with health care staff. When mother B. was able to attend the unit she appeared worried and anxious about not being with infant B. in port-natal ward. It was clear that she saw the change to a different place as a barrier. Explained that she can stay all day and night with infant B. only in handover time, she need to leave for 30 mins, was discussed the bette r time for cares and handling the baby for procedures. Infant B. father was not in the unit during the night, went home to rest, nursing staff were the only support available to her. A study developed by the poppy steering group (2009), showed evidence that improved communication and involvement in their baby ´s care promotes positive parent-child interaction and attachment. It is important for them to have the opportunity to spend time with their baby and know them in partnership with the nurse that is responsible to provide emotional support and provide involvement in care being open to discuss decisions to be made and stablishing effective communication. Mother B. referred that the possibility to do skin-to-skin when it is appropriate for her and for her baby, helped her to cope with sensation of losing control of her baby. Create opportunities for the mom to feel participative in the care, especially during feeding time, like helping with nasogastric feeding encourage bounding and promote attachment in situations of separation between mother and infant. (Bliss, 2011) In second night shift Infant B. remains on IV fluids, intravenous infusion rate was increased to 90ml/kg/day, as per Trust policy. Infant B was able to maintain blood glucose levels between 3.1-4.2mmol/L. Following Trust guidelines supported by NICE (2015), glucose measurements are now twice a day after two consecutive measurements above 2.6mmol/L if infant B developed symptoms of hypoglycemia frequency will be increased. Stablishing breastfeeding but followed by top up ´s through nasogastric tube (2mls every 2 hours) (Wight and Marinelli, 2014) given all EBM available and formula milk to achieve amount of milk that infant B needs. Intravenous fluids as decreased as feeds increased, titrating, to meet infant B intake requirements. Infant B was tolerating well his feeds, abdominal not distended and soft, minimal milky aspirates the plan is normalizing baby, decreasing amout of fluid given by intravenous line and increase feeds hoping baby can return to post-natal unit in the next day. Screening high risk babies is other controversial intervention. A utilization of a tool to screen universally IDM after birth will allow more accurate assessments. NICE, 2013 preconize a standard approach, considering IDM healthy babies until any underling condition appears. However Stomnaroska-Damcevski et al (2015) thinks that assessment is important and. Tools like CRIBS and SNAPPE both based in specific criteria but different between should be used. BGL checked by test-strips provides a estimative value, vary 0.5-1mmol/l (Hay et al, 2009) laboratory enzymatic methods is the most accurate method, but results not quick enough for rapid diagnosis, delaying potential interventions and treatment. A Test-strips is important but must be confirmed by a laboratory testing, however the treatment shouldnt be delayed in order to wait for the values, preventing neurologic damage. (Polin, Yoder and Burg, 2001, Adamkin, 2011) All literature consensual in therapeutic through IV dextrose bolus, and IV dextrose continuing infusion, increasing to 12.5% dextrose if values not stable (NICE,2013; Stomnaroska-Damcevski et al ;2015) but when start therapeutic interventions remains not clear. Need more research about oral glucose gel, and more studies about hypoglycaemia to try to understand values of reference and what is dangerous for infant. NICE, 2013, recommends an individualized approach to management with treatment personalized to the specific disorder, taking in mind patient safety and family preferences. Ungraded best practice statement. The available studies are inconclusive and ambivalent about the subject of hypoglycaemia. Primary studies about blood glucose levels are old, and that fact can compromised the conclusion of the case study for up to date resources. Flexibility of sources becomes easy to get lost in the main questions. A case study it ´s about a particular subject and become individualized losing the relevance. However the context of the phenomenon subject of study is explored in its context with is significance and understanding (Gerrish, K. and Lacey, 2006). This subject is something that we expect to see improving and more reflexion about practice. Diversity of literature helps contextualize diferent prespective through the time. Explain to women with insulin-treated pre-existing diabetes that they are at increased risk of hypoglycaemia in the postnatal period, especially when breastfeeding, and advise them to have a meal or snack available before or during feeds. 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