Mancuse Illustrations

Today technology has taken over just about every aspect of our daily lives. According to some this is a good thing because it makes our lives easier and more efficient. For others it is not so great for some of the same reasons that its proponents support it. Technology, and more specifically technological progress have lead us down a road full of contradictions, which is especially true in the area of liberty. It has programmed us to believe that there is another set of primary needs that join the likes of food, clothing, and shelter. If we continue down this road there will come a day when the wireless phone will join this list. Has there been an increase in the scope of societies control over the individual by way of technology? I believe, as does Mancuse, that as opposed to controlling social forces by way of terror, which was used in totalitarian governments of the past, we now use technology. How is technology used to accomplish this? Technology promises greater efficiency and an increased standard of living. These are two things that cause us to become slaves, because things are never efficient enough and we always want more money. Therefore, we can begin to see how in our society the technical apparatus becomes totalitarian. Mancuse illustrates this point by explaining how technology determines not only the socially needed occupations, skills, but also â€Å"individual needs and aspirations.† It is one thing for socially needed occupations to be affected; however, when our private existence threatened the issue becomes totally different. Does technical progress destroy the opposition between public and private existence? I would say that it most certainly does. Our private space has been attacked and arguably destroyed. Mancuse argues that due to the effects of mass production and scientific management we react in a mechanical fashion. This is perhaps most evident the way that technical progress manipulates our â€Å"needs†. Simply because progress is made, it does not mean that it has become a fundamental need. Mancuse breaks up our needs into both true and false. The false needs are the ones that are being imposed on the individual by particular social interests. One might argue that we should be able to distinguish between the two. However, this is very difficult when they are seen as â€Å"desirable and necessary to the prevailing societal institutions and interests.† As the title of the book suggests we are becoming, if we are not already, one-dimensional. We are losing our private self. We can only operate in a way that has been manipulated through the exploitation of technical progress. How does technology promote social control? â€Å"Social control is anchored in the new needs which it has produced.† In addition to this statement we can also look to one of the greatest of all evils, the division of labor. The division of labor turns the individual into a mere cog in the great machine that is our society. There is no better example of the mechanization of the human being. There is no soul in this type of system, which means that there can be no true gratification. Furthermore, it creates a sense of everyone having to be the same, which is exactly how people are controlled. Any type of refusal to go along with the group is looked down upon, causing some to simply get back in line and others to feel impotent. This is further proof that we have lost our private space. Is technology acting independently? Mancuse argues that one-dimensional thought is â€Å"systematically promoted by the makers of politics and their purveyors of mass information.† I believe that what Mancuse is trying to get at here and in the rest of the chapter is that this closing of a dimension is being done behind our backs. For example, the American Revolution occurred because of the colonists feeling that they were being treated unfairly. They knew that they were not properly represented in parliament so they reacted. In the case of losing a dimension things become much more abstract. We have been and continue to be duped by the makers of politics. Unfortunately, these people are not operating in a way that provokes revolution as opposed to the actions of Great Britain towards the colonies. Overall, I believe that we as an industrialized society have tricked. Tricked into believing that we need certain things. Tricked into giving up our private selves. Tricked into allowing technology to dominate us. Most of us have truly become one-dimensional men. There is no longer a distinction between public and private because we all act the same. We are just parts of a machine that could not work without us, but we are blind to what has happened because it was all done in a way that does not provoke.

How Does Social Deviation Affect Culture?

Every human culture has members who exhibit deviant behavior. Deviant behavior is any action that is criminal, unacceptable, confusing or just strange to the majority of the culture's members. Each culture differs in its response and handling of deviant behavior. For example, behavior that would land someone in a mental institution in the United States might cause placement as the village shaman in other cultures. Although deviance might be harmful to a culture, it is also essential to cultural flexibility and change. Crime oUnited States culture classifies some deviant behavior as criminal.This sort of behavior has written laws and sanctions against it. Persons who act in such ways are liable to be arrested and punished in the judicial system. Most crime has victims who are hurt or otherwise negatively affected by the behavior. Criminal behavior influences others in a culture by inducing fear and anger at the criminals and sadness for the victims. Crime rates can drastically alter c ities and neighborhoods in appearance and demographics. Vagrancy oVagrancy deviates from cultural norms requiring that all persons hold taxable employment and reside in a structure zoned for residence paid for by rent or mortgage.Vagrancy is an example of a crime gray zone. Anti-vagrancy laws do exist to discourage the behavior, but most people do not consider the behavior criminal. Rather, people consider the behavior unacceptable or repulsive. The presence of vagrant behavior can reduce the success of a city or town business economy, cause others discomfort when confronted with the behavior in the public sphere and reduce the number of persons available for employment. Weakening of Norms oOne of the biggest threats deviation holds to a culture's status quo is the weakening of norms.If too many people are allowed to operate with deviant behavior, the behavioral norm becomes violated. This might occur in a cycle. Professor Lisa Barnett of Coe College states that a weakening of cultu ral norms might actually cause deviant behavior. Creation of New Norms oThe ability of deviant behavior to weaken norms might also provide a positive construction of new norms. For example, 40 years ago in the United States, most people considered body piercing to be deviant behavior. It was not illegal, but the culture deemed the act repulsive.As more people began expressing this deviant behavior, norms against body piercing weakened. Today, body piercing is more culturally acceptable than ever in the United States. Revolution oWhen deviants seek not only to go against cultural norms, but also to change them significantly, cultural revolution can occur. Deviants may present a completely alternative lifestyle to what is predominantly held as acceptable. If enough people adopt the deviant lifestyle, the behavior is no longer deviant and itself becomes the norm. The cycle then continues when persons deviate from the newly established norms.

Benefits and challenges of labour migration

Migration of people to other countries in search of employment has occurred all through history and it is by no means a new phenomenon. For many of migration workers, migration is a real lifeline, but all too often, they still face exploitation and abuse. Forced labour, low pay, bad working conditions, virtually no social protection, and denial of freedom of association and trade union rights, discrimination, xenophobia and social exclusion – these are just some of the woes that rob migrants of the benefits they could have gained from working abroad. The countries in question can be classified according to their status as sending or receiving country in correspondence to their level of social and economic development. Workers move between them, cascading from poorer to richer countries. In each of the countries, they mainly take jobs in labour-intensive sectors with low skill requirements and low pay. These are most of all construction, agriculture, hotel and catering as well as domestic services. The United Nations Convention on the Rights of Migrants defines a migrant worker as a â€Å"person who is to be engaged, is engaged or has been engaged in a remunerated activity in a state of which he or she is not a resident†. But there is considerable conceptual difficulty in defining a migrant. Migration of labourer takes different forms. In one end, the place of working and residence of the labourer may be different, and the distance covered by daily commuting. At the other end, the worker’s may move permanently from their places of birth or usual place of residence, maintaining little or no contact with their places of origin. Between these two ends, people move away for differing periods of time. Based on how long they are away from their place of origin, the migrants are distinguished as ‘permanent’, ‘semi-permanent’ and ‘temporary’. Labour migration belongs to temporary migration, which is likely to stay away from their places of origin for more than a few months in a year. The temporary migrants are also known as ‘short duration’ migrants, ‘seasonal’ migrants or ‘circulatory’ migrants. The decision to migrate for economic reasons can have both positive and negative consequences. Migrants may secure a better income, have access to better social services, and be able to provide a better education for their children or benefit from the enrichment of becoming a member of a transnational community at ease in different cultures. However, migration may also cause family disruption when family members have to stay behind, and may involve sacrificing a familiar lifestyle and becoming a â€Å"stranger† in a new country. The complexity of the present day migration stream has intensified with distinctions between migrant workers, trainees, tourists, refugees and displaced persons becoming increasingly blurred. The term â€Å"migrants† appears to be broader than the term ‘migrant workers' and is increasingly used in international discussions of human rights. The traditional explanation of migration as a movement from poor to rich nations is too simplified. There are both economic and non-economic factors affecting these flows. International migration has contributed to growth and prosperity in both host and source countries. Migrant worker remittances represent the second largest international monetary trade flow, exceeded only by petroleum. Migrants also provide a valuable source of semi-skilled and unskilled labour to many industrialising countries and provide a source of highly skilled labour to advanced countries, thereby assisting the latter in maintaining economic competitiveness. Labour migration policies differ from other migration policies directed at migration flows that may also have an impact on labour markets, for example refugee and family reunification, in the sense that they do not have humanitarian objectives but apply economic criteria with a view to responding to labour market needs. Governments at all points on the migration spectrum increasingly recognize the potential of regulatory mechanisms to maximize the positive impact of labour migration. Many sending and receiving countries are developing their regulatory capacities to manage labour mobility by considering the interests of respective governments, societies, and the migrant. Positive tensions for receiving countries: raise total output and incomes in the rich, host countries; increase efficiency in the use of the world’s resources all around, in rich and poor countries; increase the supply of entrepreneurship and stimulate the creation of small business; increase savings, investment, and human capital formation in the rich countries; accelerate the pace of innovation; increase the flow of remittances to poor countries; alleviate the economic problems associated with the aging population in rich countries. Globalization is a major driving force of international labour migration. Globalization has made migration much easier through better communications, dissemination of information through mass media and improved transport. Countries are at different stages of demographic transition, with developing countries typically having younger populations than developed countries. One of the most frequently cited costs of migration is so-called ‘brain drain’ — the loss of educated workers with valuable skills, which can impose large losses on governments that bear the costs of education and training. Brain drain is potentially a concern for all economies, both developing and developed, with some developed economies experiencing significant rates of skilled emigration. The greatest global concern in the area of international labour migration is the unprecedented rise in irregular forms of migration that has occurred in recent years. The numbers of unauthorized migrant workers are increasing in virtually every part of the world. A large proportion of labour migration occurs illegally, aided and abetted by a clandestine and often criminal industry. Increasingly, governments of both sending and receiving countries are developing regulatory mechanisms to manage labour migration. These include selective recruitment policies by countries needing labour, and strong marketing and overseas employment strategies by countries supplying labour. Migrant workers benefit host countries in a number of ways. The overall economic impact of all migrant workers to the UK for example suggests that they make a positive net contribution of around  £2.5 billion to the public accounts. There are huge implications for sending countries as a result of out-migration, the most crucial of which are the loss of expertise and skills. This brain drain is particularly acute in developing countries, especially where the move abroad is permanent. Public services, such as health, education and social services, are losing large numbers of skilled workers to migration. Structural changes and decreasing investment in the public sector has increased the pressure on public sector workers to migrate, as shown by trends in the health and education sectors. Although many economic migrants work in relatively low-paid jobs they regularly send money home to their families and relatives. However, it is difficult to estimate the scale of these remittances to sending countries because of the often informal manner in which they are returned, but there is little doubt that they contribute to the national income of the countries involved, and act as a stimulus to longer-term economic growth. Migrant workers who return home bring experience and knowledge from working in another country. This benefits the home country as a whole by adding to its pool of talented workers, particularly where the skills are relevant to the needs of the home economy and the migrant workers are willing to use them upon return. It also benefits the individual worker who will have developed through contact with people possessing a range of human, intellectual and professional skills. Access to educational and language courses in the host country should open up opportunities for career promotion at home and assist the personal development of each worker. Bibliography International Organisation for Migration. 2005. World Migration 2005. Costs and Benefits of International Migration. Kothari, U. (2002). Migration and chronic poverty. Chronic Poverty Research Centre. Institute for Development Policy and Management. University of Manchester. Working Paper No. 16. Linard, Andre. (1998). Migration and globalization: The new slaves. Brussels: ICFTU, July. Stalker, Peter. (2000). Workers without frontiers: The impact of globalization on international migration. International Labour Office, Geneva. World Economic and Social Survey. (2004). International migration trends Chapter11. World Health Organisation. Health and Human Rights Publications Series. Issue No.4 (December 2003). International Migration, Health and Human Rights.   

Masculinity and Fight Club Movie Review Example | Topics and Well Written Essays - 1250 words

Masculinity and Fight Club - Movie Review Example Masculinity allows Palahniuk to unveil problems and weaknesses of pop culture and place a modern man in this new society. The main character, an unnamed narrator, suffers from depression and anxiety caused by poor job conditions and low salary. It assumes that a line of demarcation can be clearly drawn between tyranny and liberation, between inside and outside, and works to reify these binary oppositions. To some extend, fatally mortgaged to bourgeois individualism, it insists (like so many twelve-step programs) that one can obtain a cure by an act of will (which looks to me far more like an act of repression). Thesis The theme of masculinity helps the author to depict the culture of violence, cruelty and oppression created by pop culture and its values. For as the narrative makes clear, the sexual identity is finally revealed to be fictive, which is to say, strictly relational and dependent upon the roles assigned the participants by a particular scenario. The narrator describes his state as: "This week the insomnia is back. Insomnia, and now the whole world figures to stop by and take a dump on my grave "(Palahniuk 1999, p. 88). In becoming a spectacle, "another man," the main character accedes to the new economy of desire that insists on the unique nature of identities. It also bears witness to the vexed relation between the political and the sexual in American culture and the fact that queer identities at once disrupt the binary opposition between the public and the private and reinforce the belief that the private is the central determining feature, not just of subjectivity, but of the social as well (Connell, 2005). The symbol of the fight club is the main image of masculinity which reflects a true nature of human relations and social values. The rules of the Fight Club are described as: "The first rule of fight club is you don't talk about fight club. The second rule of fight club is you don't talk about fight club" (Palahniuk 1999, p. 87). According to the logic of identification, the male subject, as Palahniuk so clearly suggests, can be defined as identifies with and is possessed by '"an other". For as a subject, the narrator is always split into a masculine-and sadistic-half that delights in displaying his prowess and his marksmanship, and a feminine-and masochistic-half that delights in being used as a target. His project, as man and as writer, is to master the femininity that constantly gets in his way, the femininity at which he aims and does not aim, to write his way "out." Similar to the narrator, other characters are also involved in masculine culture and cannot avoid its impact and social significance. Tyler Durden and Robert "Bob" Paulson reflect masculinity and become a part of mass culture. For Tyler Durden, among all the ostensibly revolutionary projects, none is more important than their subversion of the differences between the public and the private spheres. The new settlement, especially under the terms of the domestic revival, works to

How the battle of Brandywine was a successful win for the British, but Research Paper

How the battle of Brandywine was a successful win for the British, but a tactical win for the US - Research Paper Example The Brandywine battle was a truly decisive war between the "Great Britain and its thirteen North American colonies". This battle saw the Great Britain emerging the successful winner while the United States had a tactical win.1 During the battle, the US forces were under the command of George Washington while the British forces were under the command of William Howe. At the time Washington was getting into this battle, he had just suffered a serious defeat in New York, which meant that a win in the Brandywine battle was highly essential in order to revive American strength and morale. On the other hand, Howe was highly inspired 1by the Philadelphia Campaign, which was mainly a British objective to capture Philadelphia during the American Revolutionary War. Howe and Washington were both significant and prestigious men in determining the outcomes of the American Revolution.1 The Battle of Brandywine The battle began in an early morning after the British, 2and the Hessian soldiers depart ed from Kennett Square. Their departure followed a walk along the Brandywine Creek with an aim to enclose the American soldiers across Jeffries’ ford. This emanated from the need to capture Philadelphia. ... The other squad of Howe’s men, which was made of the majority, was to march north of Wistar’s Ford, then cross the river at a location unknown to Washington. Having superior tactics and good knowledge of the battle ground enabled the British troops to defeat Washington and his troops on their own battle ground.2 In 1777, the British launched an attempt to wipe out the flickering revolt in its North American colonies. Its main objective was to split the colonies with converging expeditions focused upon the Hudson valley. During this period, General Howe refused to take part in the Saratoga battle and instead, moved into Pennsylvania where he defeated Washington in the battle of Brandywine. In Brandywine, Howe took over Philadelphia and defeated Washington’s attack on Germantown. American’s win in the battle of Saratoga came along with diplomatic assistance from France and other European nations. At some point, the battle at the Middle Atlantic region had co me into a standstill, but later foreign aid came to save the situation. The Battle of Saratoga motivated France to get into an alliance with the United States whereby Franklin and the French foreign minister of that time signed a treaty. Later, Spain got into war against Great Britain in 1779. However, the assistance given by the Spanish to the Americans was not of much help to the United States. On the other hand, the French offered immense assistance in terms of soldiers, sailors, supplies, and money, which were highly crucial for America’s success in the Saratoga battle. The 3Americans continued to fight valiantly, but, unfortunately, the British troops had outwitted them on the rolling hills in the Brandywine. The win did not stop the British troops from arriving at the battle ground, but

Explanatory Response of The Waiting Years by Fumiko Enchi Essay

Explanatory Response of The Waiting Years by Fumiko Enchi - Essay Example She thought of her as the only thing that keeps her happy and the one who motivates her that things are going to change for the better. - Tomo, in the midst of her mission to find her husband Yukitomo Shirakawa another concubine. She had been a martyr wife for the insensitive and lustful Yukitomo Shirakawa, enduring all the pain her self-denial, of his infidelities, incestuous lust, forbidden passion and insults on her womanhood. - Yukitomo despised the fact that Tomo's parents and brothers are going to know his misdoings and the emotional tortures that he has inflicted on his wife's feelings. He belongs to an aristocratic family and such knowledge would reap him disgrace and shame. - Yukitomo, because of his affairs and relations with many women, treated Tomo as if she does not exist, treated her as a ghost, not minding her all throughout the day. Seeing her but not thinking that she is his adoring wife, willing to do anything for him even at her own expense. - This figurative passage referring obviously to Yukitomo, his being narrow-minded and lack of sensitivity, sympathy and the adequate understanding of how a man should treat his wife and how to maintain his dignity and not tarnish it with his sinful and incestuous doings, for example, he married his daughter-in-law after the

Mauritania Research Paper Example | Topics and Well Written Essays - 2500 words

Mauritania - Research Paper Example There is 20% of population who live with less than US$1.25 a day in Mauritania. There are so many challenges and issues that Mauritania faces now, including slavery, human trafficking, female genital mutilation and child labour. Slavery is the most significant issue among these challenges. When going through the ancient history of Mauritania, one observes that the original inhabitants of Mauritania (Bafour) were basically farmers, and the first among the people of Sahara to reject their wandering lifestyle. With famines and draughts in Sahara, the people moved towards the south. The migration to West Africa mainly included the Central Saharans and also the people of Ghana, as the Moorish Islamic Warrior monks attacked and defeated the ancient Empire of Ghana. The Arabs subdued furious defiance from the local population with all their might. The thirty year war of Mauritania was in vain fighting against the Yemini Magil Arab invaders, who were under the direction of the Beni Hassan tr ibes. When taking into consideration the modern history, it is observed that imperial France conquered the provinces of the current region of Mauritania, bank of Senegal river and nearby regions during the late 19th century. Mauritania became a part of French West Africa from 1920 onwards, ever since the entry of Xavier Coppolani and his governance on the imperial mission. The French government took immediate actions and introduced as well as enforced laws that forbid slavery. However, Mauritania claimed independence in 1960 and Nouakchott, the capital city was established at the location of Ksar, a small colonial village. Despite the availability of natural resources, Mauritania has the lowest GDP rates among the nations of Africa. A majority of population depends on agriculture for their livelihood, even in the present time. Mauritania has widespread stock on iron core that accounts for about 50% of their total exports. Several copper and gold mining companies are now opening mine s in Mauritania. The first deepwater port in Mauritania was opened near Nouakchott in 1986. Drought and various economic issues resulted in the rise of foreign debt in recent years. The Mauritania government signed an agreement of World Bank- International Monetary Fund in March 1999, which has to some extent benefited the people of Mauritania. One of the natural resources available easily in the country is oil, however, harsh environment prove it difficult for them to make use of the resources. Description: In simple words, it can be said that peace, tolerance and prosperity are the major vision of the government of Mauritania. With the achievement of independence in Mauritania, industrialisation got a boost, which further led to the establishment of new investments. Maaouiya Ould Sidi Ahmed Taya came in to rule in the year of 1984. â€Å"A new constitution permitting multiple parties was established in 1992 and Colonel Ould Taya was re-elected, making Mauritania the first member of the Arab League to have elected a head of state by direct universal suffrage† (Mauritania 1). After 1997, Taya was re-elected as President when he gained 66.7 % vote in 2003. In West Africa, Mauritania is the only nation, which is governed by people who possess a nomadic heritage. The present government is focused on the assurance of growth of economy,

Research typical business plan models Essay Example | Topics and Well Written Essays - 1000 words

Research typical business plan models - Essay Example It is paramount for a business to have purpose and this must be well elaborated in the executive summary (Doan, 2013). Mission and keys to success are deliverables a business must achieve to be successful. Market Analysis Summary, Strategy and Implementation Summary, Management Summary, Financial Plan and appendix are all available in every model. This is so because the concept of any business is to make a profit and for that to be achieved the above sections must be adequately analyzed. Contrast: The contrasts notable in the above layouts consist of business scope; where online businesses entail web plan summary, which is absent in other layouts. The online businesses come with internet risks, and that is the essence of web plan summary to ensure information security is properly handled. Another notable contrast type of business (step 3.0) done. Businesses that are for service delivery must handle service delivery issues, and product providers also need to handle products issues. Th ere are those businesses that provide services and products; such businesses must handle issues pertaining service delivery and goods provision. The strengths and limitations of these models Strengths: Models above provide clear road maps for transforming businesses into profitable investments. The executive summaries of the above models are well elaborated. This is a strength consideration since achievement of objectives is based on the executive summary. A thorough market analysis of potential market is significant to producing a strong business plan. Strategy and implementation summaries are essential in a business plan development since they guide processes execution in line with business’ objectives (Doan, 2013). Management summary is vital in a business plan since a number of resources are integrated to achieve objectives. Providing comprehensive background information about management and executive team is critical to an effective business plan. The plan must clarify t he expertise and experiences of management member that translates into fruitful management of the business. Strong business plans comprise all the financial records needed to scrutinize and compute income projections, cash flow, and expenses. The documents must include financial statements and practical operating budgets. The advantages discussed above concerning the various parts of business plan give strengths of the above models. The structural layout is another strength that must be noted since systematic approach of a plan is essential. Executive summary then consequentially followed by company, business type, market analysis, strategy and implementation, management and lastly financial plan summary is chronological steps essential for business plan. Limitations: The models limitations involve implementation issues whereby after they have been properly designed entrepreneurs do not adhere to requirements. These models are restricted to small businesses and also one kind of acti vity. The models may not work well with businesses that entail diversifications and large corporations. The models also lack regulations part as this is a crucial compliance issue that businesses must fulfill. It might be considered in one of the subsections, however, could be more elaborative on its on summary. Comparison of these models to the business plan models in either Microsoft Project or Apple Merlin

FINAL QUESTIONS Assignment Example | Topics and Well Written Essays - 1250 words

FINAL QUESTIONS - Assignment Example Then the users of the systeme are determined and the manner in which they are going to use it in order to know what to put in place. Moreover, input system data and output data system is also established. The requirement validity is also assessed at this stage. At this stage the guidelines are followed from the requirement specification manuscript. The system requirements are divided in software and hardware as stipulated by the requirement specification manuscript. Furthermore, the overall system building is defined thus marking a design specifications manuscript. The code is developed at this stage and is very crucial as it is the main focus of the system developer. The system design manuscript dictates the division of modules which leads to the start of coding. The process takes a lot of time. The code is the main thing tested after implementation. The code is tested against the requirements mentioned in the requirements analysis. The requirements must be fully functioning and solve the requirements needs as system and integration testing are conducted. The CEO’s role at the IT steering committee is to take responsibility of every operation that takes place in the company. The CEO makes and implements decisions and initiatives on behalf of the board of directors and the company. The CEO also ensures a smooth operation of daily operations in the company. In many instances the CEO is also the president of the company and a member and director of the board of directors. The CFO is under the CEO. The CFO’s role at the IT steering committee is to appraise financial data incurred by the IT department and even the company itself. He/she is also responsible for the reporting of IT department’s financial performance in that he/she supervises expenditures, costs and organizes the budget to be used by the IT department. The CFO also provides IT department’s financial wellbeing and veracity to bodies like the Securities and

A story About Ghost and Vampires Essay Example for Free

A story About Ghost and Vampires Essay Life of Pi is a story that is mainly focused on the aspect of survival. Being trapped together with Richard Parker, a Royal Bengal tiger, Pis odds seem to have been pulverized to nothing. Yet as the story progresses, Richard Parker begins to give Pl hope and a reason to survive. Pis will to survive returns; If he can survive while living together with a Bengal Tiger, he can survive anything. Although seeming a huge threat to Pl at first, Richard Parker unintentionally takes on the role of ghost and rotects Pl against the vampires that he faces, glvlng him moral support, and thus the will to survive. At the beginning of the story In part two, Pl Immediately faces his first vampire: the hyena. Being trapped on a lifeboat together with an Injured zebra, an orangutan and a hyena, It quickly becomes evident to Pl who stands at the top of the food chain. It does not take long before this vampire starts to rejuvenate Itself by feasting on Pls companions. Right when the hyena has set its gaze on Pi, Richard Parker (the ghost) omes into play and kills Pis first vampire, unintentionally protecting Pi in the process. Though scared at first, Pi learns to deal with Richard Parker over time and eventually even becomes blessed with his presence. It was Richard Parker who calmed me down. It is the irony of this story that the one who scared me witless to start with was the very same who brought me peace, purpose, I dare say even wholeness. Chapter 57, page 204. Richard Parker proves to be Pis motivator again and again throughout the story, especially when Pi encounters his next vampire: the Pacific Ocean. The saying; the ocean gives and takes, can be taken quite literarily in this book. The ocean has given Pi basic offerings, food and water mainly, but seeps the life force out of him simultaneously with its strong razor sharp winds, bone crushing waves, and scorching sun. The ocean tries to break Pis spirit several times. For example when Pi spots a cargo ship, resulting in the slightest of hopes only to have it all taken away again as the ship passes and does not notice him. Richard Parker is yet again the one thing that keeps Pi going by merely being there and giving Pi moral support In the arkest of times. l love you! The words burst out pure and unfettered, infinite. The feeling fluttered my chest. Truly I do. I love you Richard Parker. If I didnt have you now, I dont know what I would do. I dont think I would make It. No, I wouldnt. I would die of hopelessness. Dont give up, Richard Parker, dont give up. Ill get you to land, I promise, I promise! Chapter 86, Page 294. Even though Richard Parker does not know It, he yet again serves as a tremendous motivator to Pl. Last but not least Pl meets his last vampire in Its purest form: the algae Island. Pl becomes enchanted with the Island and It almost seems Ilke he falls under some sort of spell or glamour, luring him Inside with Its delicious edible algae and fresh drinking water. Pl decides to spend his nights on the Island Instead of the boat, yet Is scared that Richard Parker might attack him in his sleep. He therefore decides to sleep In the trees and makes the gruesome discovery that the island feeds on its inhabitants at night.

Theories of Communicatiion in Health and Social Care

Theories of Communicatiion in Health and Social Care Introduction In the context of health and social care settings, it is very important to have good communication between service users and staff (Gambrill, 2012). As Hepworth et al. (2010) comment, it is vital that care staff develop good communication skills so that they have effective communication with service users and can explain treatment needs to the latter. In addition, care staff must learn professional communication techniques (and know how to apply them) to create a better health care environment (Cournoyer, 2013). There are many different forms of communication, including, for instance, verbal and non-verbal forms. There are also many approaches through which good communication relationships can be fostered (or hampered) and it is imperative, therefore, that care staff learn from best practice so as to ensure that they maximise the potential for the development of a meaningful relationship (Reeves et al., 2011). Good communication and interpersonal skills are, quite simply, essential t o the practice of effective health and social care (Greenhalgh, 2008). Such skills are not merely limited to day-to-day communications with clients. In communicating with others, the practitioner needs to be able to use a variety of strategies to ensure that professional practice meets health and social care needs and facilitates a positive working relationship. Indeed, as Reeves et al. (2010) suggest, there are different approaches for communication and it is imperative that the individual practitioner tailors his or her use of these to the individual needs of the individual patient. Accordingly, expertise, or at least a sound working knowledge of all of the following approaches – humanistic, behavioural, cognitive, psychoanalytical and social (to name but five) – is vital. These theories are, as alluded to, applicable to developing certain techniques in the sector of health and social care. For example, as Gitterman and Germain (2013) comment, humanistic theory is applicable in situations where people are involved in aspects of self-actu alisation, self-conception, self-esteem, honour, and dignity. This approach reflects on the perspective that every human being has the potential to be good, to enjoy life, to contribute positively, and to be a loving and lovable member of society. Thus, as Healy (2014) suggests, this is an approach that aims to maximise critical thinking and analytical optimism. In the health and social care sector, service providers such as doctors, nurses, home care managers, and social workers are, as Ife (2012) contends, offered appropriate training in order to care for service users in the most humanistic manner by implementing or practising modes of communication relevant to the appropriate situation and/or individuals. Theoretical foundations Social theory, as Howe (2009) explains, is the use of theoretical frameworks to study and interpret social phenomena within a particular school of thought. It is an essential tool used by social scientists, and the theory relates to historical debates over the most valid and reliable methodologies that should be used in the analysis and evaluation of needs and how such analysis can be transformed into ‘real-life’ action (Parrott and Madoc-Jones, 2009). Certain social theories attempt to remain strictly scientific, descriptive, or objective, whereas, as Healy (2014) postulates, conflict theories present ostensibly normative positions, and often critique the ideological aspects inherent in conventional, traditional thought. It is important to recognise the differences between such models so as to ensure that the right model is used with the right service user to maximise an understanding of their care needs. At all times, the needs of the client must come first (Hughes, Ba mford and May, 2008). In commenting further upon the individual theories it should be noted that, as Weitz (2009) remarks, cognitive theory is a theory which is recognised to be implemented instantly. Social cognition is, therefore, the encoding, storage, retrieval, and processing of data in the brain (Parrott and Madoc-Jones, 2008). Widely used across psychology and cognitive neuroscience, it is particularly useful when assessing various social abilities and how these can be disrupted by persons suffering from autism and other disorders. Thus, it is clear that the utilisation of this theory in treatment assessment should be tailored to those individual patients who exhibit the systems of the neurological problems noted – and not just used as a ‘catch all’ for all patients (Miles and Mezzich, 2011). It is the requirement of all care settings to accept, follow and implement effective strategies to provide the right source of communication to all the staff, service users and visitors (Krauss and Fussell, 2014). The appropriate and applicable training on verbal techniques must be given to care staff and other professionals. Furthermore, all employees should be made aware of new developments and techniques through further training and educational courses during the course of their employment. This level of career professional development is important because, as Zarconi, Pethtel and Missimi (2008) comment, it is vital to modernise employees’ knowledge and skills to help them to deal with the demands of changing communication and technology, as well as the changing aspirations and demands of clients. For the betterment of any care settings, research always plays a vital role (Bourgeault, Dingwall and de Vries, 2010). There is a number of techniques that have been followed and brought into daily-use in a health care context. These are now considered to be everyday techniques, but when they were introduced they were ground breaking and radical – which shows how keeping abreast of new developments and integrating new techniques into daily working patterns can result in longer term benefits, not just for individual benefits but also the wider profession as a whole (Greenhalgh, 2008). Some of those techniques include the special needs of communication for those with autism, dementia and all of those who have sensual impairment, and it is to such issues that this assignment now turns. The application of relevant theories of communication to health and social care contexts Any health and social care department consists of different types of service users. As a care provider, it is imperative that professionals implement several types of communication techniques through knowledge, experience and skills, as advised by Krauss and Fussell (2014). In accordance with the views proffered by Thompson, Parrott and Nussbaum (2011), who have advanced the cause of using multitudinous approaches to communication, the role of positivism can be seen as critically important. Indeed, many theorists such as Carl Roger, Abraham Maslow, and B.F Skinner, have made life-time studies of how this approach can be beneficial to patient care (Weitz, 2009). In a similar manner, through an evaluation of characteristics based on a humanistic behavioural analysis of actions, people can also be monitored and their health care provision improved, as noted by Burks and Kobus (2012), by treating all people with respect through being gentle and kind. This helps to build mutually benefici al relationships between patient and carer and between different health care professionals. To recognise and understand the behaviour of separate individuals, and to understand how care provision needs to be tailored to meet their individual needs and circumstances, a range of case studies was undertaken by the author. In so doing, cognitive behaviour theory was applied; a summary of the individuals assessed and how their treatment needs were developed is given below. So as to ensure that this assignment conforms to best practice with regards to ethical research, the names of all people have been changed so that there are no personal identifiers. As a consequence, this section of the research not only complies fully with the ethical research protocols of the university but also those advanced by Bourgeault, Dingwall and de Vries (2010). Case Studies Case Study One Estrella is a lady of about 65 years of age. She has been diagnosed with dementia and has lived with this condition for a number of years. She is physically very fit and enjoys walking, making a habit of walking every afternoon after a siesta. Estrella was interviewed at home. The following is a transcription of the interview that took place. It is useful in research to take a transcription because as Speziale, Streubert and Carpenter (2011) contend, it enables the researcher to check facts and return to the data whilst they are analysing and interpreting it. â€Å"Hello Estrella. May I come in please?† I asked. â€Å"Yes, dear, you can come in.† The beaming smile from Estrella suggested that as soon as she saw me she felt happy and she was very welcoming. She showed me into the lounge room and I then asked her â€Å"How was your siesta, Estrella? Did you have a good sleep?† She replied, â€Å"Yes, dear, but I had a weird dream.† Concerned, I questioned, â€Å"What kind of weird dream did you have, Estrella?† â€Å"I just forgot it, dear!† she replied. I asked Estrella kindly and politely if she would like me to help her get changed before she embarked upon her walk. â€Å"Yes, dear, otherwise we will stay here forever,† she answered, whilst looking at me with a sweet smile. In the above situation, as a care worker, I applied humanistic theory. This is shown by my engaging with Estrella in a manner that nourished individual respect. The benefits of this approach are clearly evident through the polite and efficient conversation that took place. The needs of Estrella were quickly identified and, accordingly, a high level of care was delivered. Case Study Two Norah is a 75-year old widow. She has been diagnosed with dementia. If she is awake she tends to stay in her bedroom and, as soon as she is awake, she asks for her breakfast to be brought into her room. From the reading of case notes, which is, as Beresford, Croft and Adshead (2008) suggest, a useful way to gain prior information on a new client, I realised that Norah preferred having her breakfast in her bed and that her breakfast must be warm: neither hot nor cold. I also realised that she likes to have a glass of milk with her breakfast and that she appreciates having the curtains opened so that she can enjoy the outside view. Having already let myself into Norah’s house on the morning of the interview, I asked her, â€Å"May I come in, Norah?†, and explained that I had brought her breakfast in the manner that she likes. She replied, â€Å"Oh, thank you, pet; thats very kind of you. I didnt have to ask for it and you already brought it And it is just the way I like it.† Having deposited the tray on her lap, I opened the curtains. Norah smiled and said, â€Å"Thank you very much, pet.† Once she had finished her breakfast, I took away the tray and let myself out. In this case study it can be seen that, in accordance with the approach advanced by Greenhalgh (2008), cognitive behaviour theory was applied. Norah’s needs were recognised before she had given voice to them. Therefore, in my role as carer, I applied my knowledge and precipitated her needs. Case Study Three Aelfric, a former steelworker, is 78 years old, and has been diagnosed with dementia. He is a very shy patient and finds it very difficult to socialise with other service users. Indeed, such is his shyness that he prefers to stay in his room most of the time, as Aelfric feels that no one likes his company. This, he has suggested, in reflecting upon himself, may be due to his attitude, behaviour and language. Mindful of this plethora of problems, I decided to integrate Aelfric in a bingo day with the rest of the service users once a week. â€Å"Good morning, Aelfric! How was your day?† I asked. He rarely answered, and on this occasion he did not. â€Å"I have good news for you today; have you ever played bingo before?† I queried. Finally Aelfric answered, â€Å"Well, I used to, but am I not the right age to play that kind of game.† I responded, â€Å"Oh! That is wonderful, because I have booked a day out for you to play bingo with the rest of the patients and you are coming as well.† At the beginning, Aelfric did not like the idea of going and being part of the team. As a result, at the start of the bingo session he did not participate and just sat in the corner. However, he later participated and even won a game. As the weeks passed, Aelfric never wanted to miss a week, and began making friends as well. In the case of Aelfric, social theory was applied in accordance with the recommendations advanced by Healy (2014). By the end of several months, Aelfric had become positively friendly with me, which shows how analysing a person using this theory can be beneficial to treatment needs. Case Study Four Minka is a 30-year old lady with learning difficulties and limited speech skills. In the middle of a normal shift, whilst a colleague and I were bathing her, she suddenly started screaming and crying. We did not know what we had done wrong, so I asked her politely, â€Å"What have we done wrong?† Minka seemed to be expressing that the shampoo we had used on her was not nice, and that it smelled bad, and that it had gone into her eyes. Conscious of the discomfort we had caused Minka, I apologised and asked her, â€Å"What shampoo would you like me to use?† Minka pointed to the other shampoo. This shampoo was then applied to her scalp and, as a result, she stopped screaming and let us do our job. When we had finished washing her hair, Minka indicated that she was very happy and asked us to smell her hair. In this case my colleague and I had applied psychoanalytic theory in accordance with the approaches advanced by Weitz (2009). We understood Minka’s needs better as a consequence of so doing. Communication skills in health and social care contexts The Department of Health has, as Thompson, Parrott and Nussbaum (2011) note, been updating all kinds of communication techniques in order to achieve the aims and objectives of the health care sector. Many new technologies have been gradually implemented with the aim of ensuring that the service operates in a professional and effective manner. With regards to the contribution to service users, professionals and staff have been introduced to the latest technologies and have adopted them into their daily working lives in order to ensure that they are following best practice (Sarangi, 2010). This has been achieved through, for instance, the attendance of relevant training sessions and courses which are specifically tailored to update knowledge and skills. As Miles and Mezzich (2011) further observe in commenting more generally upon such improvements to health care, modern equipment and communication aids are being used to monitor the effectiveness of care service provision. It is within this arena that it is vital that professionals use verbal and non-verbal communication techniques to deal with service users and colleagues. It is good practice in the health service to ensure that there is an effective handover between professionals and generally, as Thompson, Parrott and Nussbaum (2011) advise, there is a hand-over during each shift. A hand-over is essential for it updates carers on the progress of service users. A hand-over normally reviews the service user’s health and emotional condition and usually the nurse in charge of the morning shift discusses with the afternoon staff the progress of a client. Training is mandatory in the National Health Service. There are many types of training and staff are encouraged to attend training opportunities as it benefits the health sector and ultimately provides a better service to the clients (Zarconi, Pethtel and Missimi, 2008). Through using such techniques, best practice is filtered down between colleagues which helps raise the overall level of professionalism within the service. An analysis of strategies to support users of health and social care services with specific communication needs In order to allow service users to be fully involved in the decisions made that relate to their individual health care, it follows that effective communication must be used to enable the service users to understand what is proposed for them (Gitterman and Germain, 2013). In order to achieve this aim, and given the comments previously made within this assignment, it is imperative that the health and social care sector develops a range of strategies to meet this need. Every care setting is, as Krauss and Fussell (2014) confirm, required to adopt and implement the strategy of providing the right and proper sources of effective communication to staff. Through the use of verbal and non-verbal techniques, all care professionals and staff are made aware of this and they are also provided with training related to verbal and non-verbal techniques. There are different techniques to support vulnerable people in the health sector, such as reading lenses and voice recognition systems, and Braille . In addition, as Gitterman and Germain (2013) observe, the Picture Exchange Communication System is used as an aid for individuals who suffer from autism. This is an effective system that has now become, as Healy (2014) comments, part of mainstream treatment. An overview of how communication processes are influenced by values and cultural factors As a national health service, the NHS works with a divergent set of people across the nation as a whole. Reflecting upon modern day multicultural Britain, the NHS accordingly needs to be aware of an array of different cultures and sub-cultures within the UK (Greenhalgh, 2008). In addition, the NHS and wider social and health care sectors must be aware of cultural differences, religious tolerance, and language barriers. According to Sarangi (2010), and in line with the values of a tolerant society, everybody should be treated with respect and in accordance with their cultural and ethnic values. Care workers must, therefore, keep in mind cultural, religious, and linguistic differences so as to ensure, as Reamer (2013) notes, that service users do not feel that they have been treated in a way that is disrespectful, for it might lead to the creation of feelings of disappointment and shame. Such emotions would be counter-productive to the establishment of a professional and meaningful cli ent-professional working relationship. For example, a Muslim client may request a halal meal and the hospital or care facility should provide one so that it operates in a manner that is respectful of the needs of the client. Indeed, ensuring that such values are central to patient care may help patient recovery and will further show the patient that his or her individual needs are valued by the service. Whilst, within a British context, English is the main language, there are vast swathes of the population who do not speak the language, do not understand the language, or have no knowledge of the language (Beresford, Croft and Adshead, 2008). Thus, it is essential for the wellbeing of all citizens that English is not the only language in which heath care provision and needs are discussed. There have been major moves forward in this regard over the last thirty years throughout British society, with an increasing number of publications of an official nature being available in different languages. Thus, even the cultural sensitivities of the Welsh and Scottish are now addressed with regard to the publication of information. With reference to health care, service users who either do not speak English or have very little knowledge of it, may find communicating their health care needs difficult, as Beresford, Croft and Adshead (2008) assert. In order to treat such people with respect and d ignity, the health service must continue to act in a proactive way and employ translators so that those who do not speak the language can still have their health needs assessed. This is, Weitz (2009) notes, an arena of increasing importance within the UK as the country becomes evermore multicultural. The Department of Health ensures that when information is provided to clients and service users, leaflets are distributed in different languages. Such provision needs to be expanded so that all who use the NHS feel valued – regardless of the language in which they choose to communicate. Indeed, it has been suggested by Thompson, Parrott and Nussbaum (2011) that all hospitals and surgeries should have a range of translators on call at all times; it is evident that were this provision to be widened to every care home and local authority responsible for the wider social needs of patients, further progress would be made. If such services are not provided, those who do not communicate in English may feel like second-class citizens and this would have a drastic impact on the extent to which the health sector could build a meaningful relationship with such clients; ineffective communication would lead to poor quality services. Policies and procedures are implemented so that different religious and cultural backgrounds, along with differences in socio-economic status, are not reacted to in a negative manner within a health and social care setting. The latter of these, socio-economic status, can often be overlooked but needs to be considered so that no member of the public feels discriminated against in the service that they receive (Weitz, 2009). Existing legislation provides fundamental guidance as to how health and care operatives should work and it is clear, from that legislation, as Ife (2012) notes, that issues of intolerance have no place in modern day social and health care. The same also applies to issues of sexual orientation – the ‘respect’ agenda is, therefore, an important component of daily life in social and health care settings. Existing legislation allows all people to have the right to be offered the facilities that they need to ensure that their health and well-being is maximised by the state and, within an increasingly multicultural society, techniques and strategies of communication have been successfully established to enable all to access the services that they need (Healy, 2014). Complacency is not, however, an option for the service; needs continue to develop on a daily basis and it is imperative therefore that the service as a whole, as well as staff on an individual basis, reflect critically upon their own actions to ensure that they work in a non-discriminatory manner (Burks and Kobus, 2012). How legislation, charters and codes of practice impact on the communication process in health and social care Good practice with regards to communication in the work place is achieved through the adoption of various techniques and methods. As Ife (2012) opines, the Data Protection Act is an important piece of legislation in the workplace and it ensures that personal data is secured and accessed in a controlled and responsible manner. Health care records are, by definition, very personal and many patients have concerns as to how such data is stored. By enforcing rigorous protocols and ensuring, through ongoing training and assessment, that all staff understand the importance of best practice in data protection, such fears can be allayed. It is also worthy of note that clients may also now seek copies of all data held about them. Accordingly, it is vital, as Reamer (2013) maintains, that data recorded about individual patients is always done in a mature and professional manner so as to ensure that no offence is caused. Further, the information contained within such records cannot be disclosed to a third party without the consent of the service user. The Data Protection Act can be seen, therefore, to promote good practice and, as such, helps to ensure that the health sector runs smoothly. Treating somebody as humanely as possible is therefore a fundamental aspect of health and social care and, if privacy and dignity are respected, it follows that the protection of human rights is also achieved (Ife, 2012). Allied to this are issues that relate to freedom of speech, choice and the rights of individual patients; it is clear, as noted within this essay, that by increasing the ability of patients to communicate effectively with health care professionals about their care, ‘patient’ voice is increased. The effectiveness of organisational systems and policies in promoting good practices in communication As Thompson, Parrott and Nussbaum (2011) assert, good practice in communication within health and social care contributes to the efficiency of the service and builds confidence and trust in individuals. This is shown by the fact that staff and professionals are governed by a code of conduct (Hepworth et al., 2010). In addition, the use of computers has revolutionised the National Health Service and, within the confines of this essay, an example of the effectiveness that increased computerisation has brought is described. For example, a case that was reviewed in the unit referred to a gentleman picked up by the police, as he was wandering the streets. This middle-aged man had been shouting and responding to voices in his head and it appeared that he was unwell. The police rang the Mental Health Assessment Unit and asked for more information about the patient, including whether or not he was known to the service. As a result of the computerisation of records, a simple search on the bro wser indicated that he was known and provided details of previous care. This, therefore, allowed paramedics to respond to his needs more quickly because they were aware of his preconditions. Such efficiency within the service would not have been possible with the computerisation of records. However, such systems do bring into question issues of data protection and it is imperative that, as Cournoyer (2013) states, computer records are held in a secure manner and that information is kept confidential, so no third party can access it without the consent of a senior manager. Ways of improving the communication process in a health and social care setting The National Health Service has implemented a system whereby a patients record and daily progress are being saved on RiO. On this system a patients file can be retrieved and updated. In most hospitals, RiO is used and it has proved to be effective (Thompson, Parrott and Nussbaum, 2011). The main drawback of this method is that all staff members – whether junior or senior – have to have access to RiO, creating additional budgetary pressures on training. An individual patients health is monitored on RiO and any staff member can delete information, such as a care plan, from the details stored. This could cause problems if a staff member accidentally deletes something. This again illustrates why increasing training budgets is essential to improve communication processes (Sarangi, 2010). In addition, on some of the wards, the verbal and written commands of staff are very poor. This can be particularly evident where nurses do not have a very solid grasp of English (Krauss and Fussell, 2014). Whilst it is important not to discriminate, there is a need for a robust process of recruitment to ensure that all medical professionals can communicate with each other in a clear manner (Reeves et al., 2011). In order to minimise this problem, staff should only be recruited on the basis of the qualifications that they possess. Indeed, it is now widely argued by academics, including Miles and Mezzich (2011) and Greenhalgh (2008) that a minimum qualification level should apply to all health care professionals – perhaps at a level equivalent to an NVQ level 2 qualification. The National Care Standards Act (2000) makes provisions for the standard of care to be delivered and in so doing sets out 42 standards of care that need to be implemented. Within the documentation there is not much emphasis on the implementation of modern systems of communication that can contribute in the provision of information about the care services as well as service users and staff. So far the standards of care have been monitored on a humanistic basis, but the communication systems need to be improved (Thompson, Parrott and Nussbaum, 2011). This could once again be achieved through further training. In addition the Care Quality Commission has the power to inspect and assess the performance care homes and to make recommendations in areas where an improvement in the level of services being delivered is needed Standard ICT packages to support work in health and social care With continuous progress in the field of information technology and the medical and healthcare sectors, the use of the software packages for dealing with reports such as writing, printing, storing, retrieving, updating, and referring have become very important. Indeed, as Reeves et al. (2011) suggest, computer literacy is a basic requirement for all health care professionals. Older staff and those who may not have benefitted from recent school-based educational opportunities may once more benefit from the availability of tailored courses. Further, as systems develop, there is clear evidence to suggest that all staff should undertake refresher courses, especially with regards to data protection law (Thompson, Parrott and Nussbaum, 2011). Prior to recent IT developments, all patient records were recorded on paper. This was not only cumbersome but made searching for specific records more difficult. Further, the records could only be readily accessed on site. These deficiencies in the pa per-based approach have been rectified by the adoption of multi-layered computer systems, which also enable remote access and the sharing of information between agencies. As Parrott and Madoc-Jones (2008) claim, critical to this revolution in the keeping, making, and recall of paperwork has been the development of both the internet and the intranet. However, this has also brought an array of potential problems, including issues relating to third party access and security. With reference to my own workplace (as a means of providing a practical example), the use of computers has developed to such an extent that it has cut down on all paper work. Daily progress notes are entered on a sophisticated package and day-to-day care of the clients is inputted on the system. Benefits of ICT in health and social care for users of services, care workers, and care organisations If a service user is discharged from the health services and thereafter returns to see his local general practitioner or attend an accident and emergency unit, an advantage of computer-based records is that his details can be retrieved from the system. Such information that was not readily transferrable using paper-based systems helps multi-disciplinary teams achieve continuity of care and, as a result, the client is treated better. In addition, as Parrott and Madoc-Jones (2008) notes, social workers find it easier to go on the internet and find places for service users in different catchment areas quickly. Detailed information about the services offered is displayed and the service user is updated; processing times are quicker – and treatment is again improved. IT also helps with training – both in delivery and record keeping. Indeed, as has been evident through my own experience, most training in mental health trusts is done online. Conclusion This assignment has, through case studies, personal experience, and the assimilation of data from existing studies, provided a thorough overview of a range of communication techniques used in the NHS and associated social care settings. In addition, comment has been made on the individual needs of patients and how these can best be assessed using a range of different theories. Further, the role of ICT has been discussed and examples given as to how its incorporation into health and social care sectors has transformed working practices. Through addressing

Advantages of integrating arts into the curriculum

Advantages of integrating arts into the curriculum The purpose of this paper is to investigate the advantages of integrating arts into the curriculum. Looking closely at students with communication disorders, the immeasurable possibilities to aid them with verbal communication aids are never-ending. It is important for educators to acknowledge the success that has been demonstrated when students involve themselves in their learning as well as in their ability to communicate. Arts integration is an educational approach that creates a level of personal connection, as well as an appreciation for different learning styles. An emphasis on the process of discovery with the arts allows for unexpected outcomes. Teachers help students to develop more complex thinking skills, and add depth in the classroom through a creative analysis of the work created. The work is looked at for its meaning rather than its visual appeal. Using the arts can assist students in verbal understanding, focusing and concentration. Ranging from speech disorders to de velopmental disorders, the idea of art as therapy is never looked at as an alternative within the school system. I will be using the utilization of art integration in the school system as a way to analyze the success of students with speech therapy issues. With the increase in the number of students that need help with speech issues, the variety of methods that teachers are able to use should also expand. By using various strategies teachers demonstrate how the arts ignite creativity and enhance learning. Arts integration as a form of speech therapy in the Elementary Schools has a positive impact on the oral language and overall comprehension in elementary age children. The art as a method for assisting verbal communication in learning-disabled students combines articulation and language skills. Incorporating professional speech pathology strategies, the use of the arts looks at things that might assist the children in not only speaking but also progressing in creating their own communication. The events created are built on a foundation of methods, enhanced by current research, and techniques that have been successful in many experiences. (Estrella, 2005) Can we think beyond the developmental stages in art that we have taken for granted for so long and that have implicitly limited the possibilities of experiences and materials that we have offered children? (Mason 2006) It is important that all educators acknowledge the success that has been demonstrated when students involve themselves in their learning. Arts integration is an educational approach that creates a level of personal connection, as well as an appreciation for different learning styles, for both professor and student. Before finding the answer to questions regarding art in relation to communication it is necessary to understand the background, history, and importance of what Art Therapy is. Although similarly different, Art Integration and Art Therapy are similar notions but different practices. With a general concentration on combining art into the curriculum, Art Integration is a general education tool. While art therapy focuses solely on the use of art in relation to verbal exercises. Art Therapy by definition is a form of psychotherapy; in psychotherapy there is an exploration of feelings and concerns in nonverbal and verbal exercises that use simple visual art materials. Art therap y focuses on the creative processes possible for a person instead of what they are able to produce. Perplexing and difficult feelings are able to be expressed through using Art Therapy because it is presented in a non-threatening manner. It is used to encourage insight, self-awareness, and independence of the patient. Teachers help students to develop more complex thinking skills, and add depth in the classroom through a creative analysis. Those who utilize Art Therapy often feel they are able to communicate and gain understanding within various communicational aspects through it. Art Therapy is said to help in a creative process that a person goes through in which they can find inner guidance and find self-healing at a conscious level.(Ulman, 1975) Art Therapy can be expressed through storytelling, poetry, music, dance, visual arts, painting, sculpture, and any other type of creativity activity.(Ulman, 1975) Many Art Therapists believe that there is growing a stronger connection be tween art and healing and believe that Art Therapy is significant to a persons health. In an article entitled Expressive Therapy: An Integrated Arts Approach expressive  therapist Estrella, discusses expressive  arts  therapy, integrative  arts  therapy, and therapy as an all-purpose treatment for children with communicative as well as learning disabilities. Her idea of interrelatedness of the arts takes an integrated approach to the use of the arts as a tool for psychotherapy. Also referred to as expressive arts therapy, integrative arts therapy, multimodal expressive therapy, or intermodal expressive therapy, according to the author this represents a discipline rooted in philosophical, cultural/historical, and clinical models that each support the unique contributions that an interdisciplinary approach to the arts affords. (Estrella 2005) Using the arts can assist students in understanding, focusing and concentrating. Arts integration in the Elementary Schools has a positive impact on the language, oral as well as overall comprehension in elementary age children. The purpose of this paper is to investigate the advantages of integrating and effectively using the arts in the curriculum as a therapy tool, for students with language as well as communication disorders. Furthermore, this paper will evaluate the arts as an integration tool to encourage mainstreaming of LD (Learning Disabled) students into the classroom. By using these various strategies teachers demonstrate how the arts ignite creativity and enhance learning. There is a growing recognition of the arts as intrinsically interdisciplinary.(Estrella, 2005) Recent research tends to stress the negative impact of knowledge on drawing, the extent to which what children know about an object prevents them from drawing what they see. (Giles 2004) The arts too many educators are viewed as leisure activity, non-academic, and irrelevant to the employment world. An integrative approach to teaching, for example, connects visualization with reading comprehension, contextualizes math, or brings an experiential context to the science or social studies classroom.(Estrella 2005) Funding for art education in many schools both public and private has significantly reduced or completely been cut. Government officials at state or city levels feel the need for art education is not as significant as the need for more academic based programs like mathematics, history, science and social studies. Studies proposed to make a cut of 35.6 million dollars in art education (FY 2006 Ed Budget Summary, 2005). Officials see art education as something that is impeding on their students academic careers, rather than helping them. Using the arts can assist students in understanding and applying skills to standardized exams. Focus and concentration can be d eveloped through an appreciation and appliance of different learning styles, such as linguistic, visual or kinesthetic thinking.(Estrella 2005) Through the integration of insight into cognition (thinking) and expression (acting) students perform at a higher level. Although art therapy has been used in some fashion beginning in the first half of the twentieth century, its range of helpful effects is still only partially explored today. (Appel 2006) Therapists constantly invent new ways to use the arts to assist people with a variety of disabilities and psychological problems. However, it was not until about one hundred years ago that doctors began to record descriptions of spontaneous artwork done by their patients. (Appel 2006) The emotional development of children, fostered through encouragement of spontaneous creative expression and self-motivated learning, should take precedence over the traditional intellectual approach to the teaching of standardized curriculum(Appel 2006). Not only does it encompass less threatening, non-verbal techniques with patients that have profound difficulty verbalizing their feelings and though ts; it can be used to open and expand verbal communication, as well.(Geist 2008) Art therapy, is meant to function as a way of supporting ego functioning by enhancing a sense of identity and self-esteem and in the process, fostering maturation in the patient.(Ulman 2005) In other words, Art therapy complements or supports psychotherapy but does not replace it. An entity of its own, psychotherapy, although an effective therapy method, would be used with art therapy rather than by itself. From the earliest days of psychoanalysis, the making of art was viewed according to the analysts theoretical stance.  By examining the patients conscious mind art therapy is still engaged in this fashion as an attachment to logical treatment. This concept has also had a considerable impact on the broader field. (Strand 2006) There are many fields of study that focus on children and their needs whether it may be mental, social or physical, one of these fields of study is child psychology. Child psychology is a form of study that allows understanding the developmental stages of children and what should be expected of them during their different stages. But art therapy permits us to understand children at a different level, a more intimate level, allowing us to view more in-depth the mind of a child. By understanding the developmental and behavioral stages of children, therapists can better identify what is hindering the child from proper and age appropriate communication. The theory that encompasses ideas to increase aid for students with developmental disorders touched upon by theorist Lev Vygotsky, who states that culture gives the child the cognitive tools needed for development.  Vygotskys zone of proximal development is one of his best-known concepts. The overall role of the speech-language patholog ist is the integration of fluency-shaping and stuttering modification approaches. The author goes in detail about how well children represent events seeming in their world in relation to speech. The authors concept in relation to Vygotsky and his theory of Scaffolding which argues that students can, with help from adults or children who are more advanced, master concepts and ideas that they cannot understand on their own, connects directly through a process of using what the students already know, to develop the things they need help with. Those who argue against funding arts education need to take a closer look at what art education does for a child. With the constant need for extracurricular activities resources in the schools are limited, with too much emphasis on instruction time; students lose the opportunity to express themselves as individuals. As displayed in the graph above, a 2003 study of a Minneapolis Elementary school system showed the overall amount of students that had integration in schooling had an impactful increase in the amount on their reading score. The pink line representing the English Language Learners showed a valuable increase in the total reading scores increased in relation to the amount of integration incorporated. Likewise, the amount of students qualifying for free lunch had a measurable increase due to an increase of arts integration. Researchers have found that enriched arts education bridges gaps created by socioeconomic and language barriers because art is a shared language and skill that all children understand. Likewise, research has shown through the graph that Low-SES students involved in music programs outscored low-SES no-music students on the referenced mathematics assessment. Low-SES students who were more involved in drama activities had greater reading proficiency and a more positive self-concept, and the gaps widened over time, as compared to low-SES students with little or no involvement. With the 2001 No Child Left Behind Act, some states and districts have dramatically cut back their arts programs as well as decreased funding for arts education; the number of art, music, and drama teachers; and the time chosen in schools for art related activities. But in many instances there is a lack of knowledge about art and its therapeutic forms, among caregivers as well as among those who could benefit from it. As Ulman points out, the term Art Therapy is used to refer to a variety of practices with many different aims, noting that there are numerous different kinds of qualifications. What all art therapy has in common, however, is that engaging in an art practice is used in some attempt to assist integration or reintegration of personalities.(Ulman 2005) Similarly, an interview from the mother of a now, 11 year old son states that when he was 5- 8 years old he participated in art/play therapy and states that, It (art therapy) has helped him to accept himself the way he is.   He had difficulty feeling like he was different from other children and the play/art therapy has helped him understand to accept the differences as positive aspects of his life. (N. Gidney, personal communication, February 14, 2010) In a 2010 article about funding in schools, Holly Lambert, a teacher at Morgan School in uptown Charlotte, is reaching out to the ASC (Arts Science Council) for up to $60,000 through a web site that raises money and matches donations to go towards the arts education across the United States (DonorsChoose.org). Lambert and many of her colleagues are submitting requests for musical instruments, art supplies and other materials on a special page:  donorschoose.org/asc. The ASC will match up to $30,000. The need for resources is ever growing and will continue to increase as funding decreases. (Brown, 2010)    Teachers often find themselves in a field without formal recognized certification; working within schools art teachers or classroom teachers, often have to teach in their own art field, because a standard art inclusion curriculum isnt provided. Meanwhile, boards of education, principals, and state legislatures are pressing for reading, mathematics, science, and social studies achievement, placing the arts in schools at risk. In this graph it displays a fifth grade classroom, focusing on males. This shows, likewise to the other graph, a significant increase in the reading scores in relation to the amount of integration. The more integration allowed, the better the students scores ended up, especially in males. Students performing below the standard or nearly meeting the standard, require educational opportunities that partner their learning styles (visual, auditory, kinesthetic, interpersonal, intrapersonal) with their areas of weakness (verbal linguistic, logical/mathematical). (Wadeson 1980) Q: Do the arts transform the environment for learning? Language for the students should strive at all times to develop an atmosphere that encourages verbal communication. In this, interviewer N. Gidney states that her sons communication skills have increased through play therapy.   Through the play therapy we have learned new ways to communicate with each other. I have learned a lot about the way he communicates and it has helped my son to feel more comfortable talking to me about subjects he may not have if it was not for the therapy. (N. Gidney, personal communication, February 14, 2010) Likewise, there must be times of quiet during the school day for individualized instruction, but in integrating art into the curriculum it encourages and helps develop independent working skills. In providing enriching language activities more can be made of group activities. The idea of social exchange is evident when looking at the things that encourage students to speak to each other rather than think independently. The development of language skills is important for successful interpersonal communication. Geist argues in an article entitled Integrating Music Therapy Services and Speech-Language Therapy Services for Children with Severe Communication Impairments: A Co-Treatment Model, how preschool children with speech-language disorders demonstrated social communication skills in basic group music activities with their non-disabled peers. This text connects directly to BF Skinners behaviorism theory stating that learning is a function of change in overt behavior. Changes in behav ior are the result of an individuals response to events (stimuli) that occur in the environment. The effectiveness of arts activities relating to the overall goals of a special needs students as well as the overall goals of the academic curriculum. Perceptual training through the arts is emphasized, and teachers guides to problems related to slow learners as well. à ¢Ã¢â€š ¬Ã‚ ¦Although researchers involved with child art have long insisted that art is far more tightly interwoven in the fabric of human learning than contemporary Western culture tends to admit, the complex socio cultural and historical reasons for the peripheral position of art in North American schools and preschools remain to be fully explicated, widely understood, and revised in action. (Geist 2008) By using and integrating art into lessons, techniques to broaden language experiences using activities that are divergent from the traditional instructional processes, bombard the child with experiences and specific uses of language, exposing them to a variety of modes of expression, encouraging listening skills, thinking skills, and opportunities for talking. Often times the language distorted child feels self-conscious in speaking before others. The child is often misunderstood, resulting in a reluctance to attempt further verbal communication, resulting in looking for ways of dealing with this hesitancy to talk. With the integration of various art forms, these students with communication disorders or an inability to verbalize become responsible for expressing themselves to other children through a range of media. Drawings are believed to reflect the subjects mental representations and conceptual knowledge about the objects they draw. Drawings become more accurate and detailed as childrens mental models of the world become more extensive and differentiated. (Gardner 2006) Certain forms of arts instruction enhance and complement basic reading instruction aimed at helping children break the phonetic code that unlocks written language by associating letters, words and phrases with sounds, sentences and meanings. Since we do not read reading but rather texts of various kinds in search of meaning, it is important that forms of arts instruction promote both basic reading skills and the achievement motivation that engages young learners in the reading experience. Children develop the ability to write, read, speak, listen, and think by having real experiences with motor activities, reading, speaking, writing, listening, and thinking, and by getting support from experienced learners. Integrating the arts means that the elements of creativity are developed and taught with a set of common experiences. (Gardner 2006) There are many advantages to integrating the arts in relation to speech therapy. Children learn all aspects of language by using language in purposeful situations as well as in situations they enjoy. By integrating the arts into therapy methods, we put children in situations that match the way in which they naturally learn and use language. By integrating the arts for children with communication delays, children develop better critical thinking abilities. A treatment for many kids with speech and or language disorders refers to a problem with the actual production of sounds, where a language disorder refers to a difficulty understanding or putting words together to communicate ideas. As defined, a speech or communication disorder is characterized by the following: Articulation disorders include difficulties producing sounds in syllables or saying words incorrectly to the point that other people cant understand whats being said. Fluency disorders include problems such as  stuttering, the condition in which the flow of speech is interrupted by abnormal stoppages, repetitions (st-st-stuttering), or prolonging sounds and syllables (ssssstuttering). Resonance or voice disorders include problems with the pitch, volume, or quality of the voice that distract listeners from whats being said. These types of disorders may also cause pain or discomfort for the child when speaking. Dysphasia/oral feeding disorders, including difficulties with eating and swallowing. (Sutton 24) Because language disorders can be either passionate or significant, therapy should focus on children who have difficulties understanding language as well as those who difficulty putting words together, limited vocabulary, or inability to use language in a socially appropriate way. Including art, books, objects as well as constant events, these aid in the stimulation of language development. Repetition as well as exercises to build speech and language skills help with articulation or sound production. With the variety of reasons why children need speech therapy, the arts in collaboration relates to cognitive (intellectual thinking) or other developmental delays and motor problems. Certain music instruction, including inclusive instruction that includes spatial training, develops spatial reasoning and spatial-temporal reasoning skills, which are fundamental to understanding and using mathematical ideas and concepts. Learning in individual art forms as well as in multi-arts experiences engages and strengthens fundamental capacities as spatial reasoning, including organizing and sequences, conditional reasoning, theory and consequences, problem solving, and creative thinking. Those officials that are not fighting the budget cuts made towards music education are becoming a part of the reason that current youth will suffer a loss in education. The attitude that math and science are the most valuable subjects to learn is carried over in the budget debate. It has made the whole idea of publicly funded fine arts projects seem wasteful and frivolous. Students who were achieving at academic expectation scored high on all rhythmic tasks, while many of those who scored lower on the rhythmic test achieved below academic expectation. If music education keeps being disregarded, America will suffer by losing a unique opportunity to educate children and keep them in school. Creative thinking skills are improved, by using the side of their brains that dont get used in math and science. Geist argues that music therapy can be integrated with speech therapy and service as an effective method for children with communication delays. This argument is that with the integration of communication arts through music effective speech-language services are set. Through mutual models with procedures, experiences, and communication outcomes demonstrate how preschool children with speech-language disorders demonstrated social communication skills in basic group music activities with their non-disabled peers. However, many professionals are working carefully to improve procedures to address the varied and sometimes complex communication and educational needs of children with disabilities (Geist 2008). Sublimation is a topic that is notorious in art therapy, where some art therapists support the concept and others dismiss it. According to Ulman, author of Art Therapy, only on the basis of sublimation can the function of art and full potential of art therapy be adequately understood (8). While some art therapists believe that the therapeutic value of art therapy can only be achieved through sublimation, many others have witnessed the positive effects art therapy can have in individuals who do not achieve sublimation. This text relates directly to my topic in that through the theorist Freud and his Artistic Sublimation theory. Which states Sublimation is the transformation of unwanted impulses into something less harmful. This can simply be a distracting release or may be a constructive and valuable piece of work, in relation to art. Sublimation channels this energy away from destructive acts and into something that is socially acceptable and/or creatively effective. Typically, an Art Therapy assessment involves the therapists giving the client a series of five or six art tasks, using a variety of media. These tasks relate to the students perception of self, his or her family, and school, or other aspects of their environment. These drawings and the students behavior while approaching this task are then evaluated along with developmental, family, and academic history. It is important to note that childrens progress in drawing differs significantly across the cultural spectrum. A person who uses art as an assessment tool needs to be familiar with the art children are exposed to and the culture they are from, before making an evaluation. Ulman describes sublimation as instinctual behavior is replaced by a social act in such a manner that this change is experienced as a victory over the ego (balance between reality, primitive drives, morals) (p. 8). According to Ulman, Artistic sublimation consists in the creation of visual images for the purpose of communicating to a group very complex material which would not be available for communication in any other formà ¢Ã¢â€š ¬Ã‚ ¦Every work of art contains a core of conflicting drives which give it life and determine form and content to a large degree Fine arts educations were not seen as important or even minimally essential, music should be used to help students overcome racial and cultural stereotyping, bias, and insensitivity. Studies have shown the number of years of instrumental music instruction and academic achievement in math, science and language arts are significantly connected. This practice emphasizes the adaptive components that can be put into music integration. Focusing but not limiting to autistic students, Geist claims that when paired with music, speech contributes to feelings that need to be expressed. What students are able to learn, as well as retain through the arts is demonstrated in a variety of mediums. Young children who engage in dramatic enactments of stories and text improve their reading comprehension, story understanding and ability to read new materials they have not seen before. The effects are even more significant for children from economically disadvantaged circumstances and those with reading difficulties in the early and middle grades. In looking at dance integration researchers suggest it encourages pro-social behaviors as well as self-control. The ability to express oneself through dance shows a significant decrease in the frequency of negative behaviors. These techniques were introduced using movement, childrenrsquos stories and discussion. Using dance in the classroom, results have shown that teachers noticed a significant decrease in violent behavior in their students. Including fights, failing to pacify, being frustrated as well as not being able to control their emotions. The children reported significant decreases of these behaviors both seen and experienced: someone is doing something wrong, and someone throwing something. Significant changes in the students perceptions and feelings about experiencing or seeing aggression were noted in their not feeling happy. The use of dance in the classroom allows students to handle themselves and responding to certain situations. Research in dance showed an increase of ldquofeeling happy,rdquo and a decrease in ldquofeeling scared.rdquo (Wadeson 1980) Cognitive psychologists continue to undertake studies related to childrens art experiences, operating within an established consensus regarding the nature of age related changes in childrens drawings observes persistent interest among his colleagues in childrens passage from intellectual to visual realism. (Purnell 2004) Art therapy is a therapy technique that did not position its existence until the 1940s (Sutton 12).  Originally techniques used in art therapy were used in other form of therapy such psychoanalysis or the method of understanding mental life. In which a person would illustrate spontaneously and use free-association.     Art therapy gives children both verbal and nonverbal outlets.  Ã‚  In art therapy the whole creative of art is recognized: form, content, and individual meaning. Art therapy helps in reconciling emotional conflicts as well as promoting self-awareness and personal growth. (Mishook 2006) The process of creating art is rather simple, while the field of art therapy is complex.  Creating art in a therapeutic setting the child goes through a process.  Ã‚  Focusing on a feeling or an event; creating an image that represents the feeling or even; and discussing the significance of the created image (Kramer 1971).  Ã‚  In the creation of an image the client is given a choice of various mediums whether it is drawing, painting, modeling, or construction.  Ã‚   A more structured technique in art therapy is that of the Human Figure Drawing Test by Elizabeth Koppitz.  Ã‚  This technique is used to measure a childs emotional and mental development.  Various depictions of figures have meanings.  Ã‚  According to Koppitz, if child were to draw small figures these would be interpreted as meaning being timid, while large figures would represent aggression. Likewise some of these drawings reveal the relationships between the members of the childs family. According to (Gullant 2008) the Best Practice for Arts Integrated 21st century Learning include the idea that the products created reflect students responsibility for identifying problems and issues, conducting research, examining values, and making reflective decisions within an arts infused curriculum. This also includes active involvement in developmentally appropriate activities results in high-quality works that are a fusion of arts and non-arts disciplines. Gardner refers to the ages between 5 and 7 as the golden age of drawing, and the research teams have devoted considerable attention to the apparent demise of artistry in the middle to late childhood and its unreliable resurgence in adolescence. (Geist 2004) Developmental aspects of childrens drawings    In 1947 Victor Lowenfeld published the book Creative and Mental Growth that was used to connect intellectual growth, psychosocial stages of development, and six stages of development in childrens drawings. Kellogg Foundation (1970) also supported the conclusion that children progress in drawing through different stages, fall into predictable age groups. The Scribble Stage, which appears at about eighteen months to two years of age is said to not just be aimless motion created at random by the child, but demonstrates an awareness of pattern and growing hand-eye coordination. (Silk Thomas, 1990; Lowenfeld Brittain, 1987) Soon after children start scribbling, they will start to name what it was they drew after they have finished drawing it. Around two years of age, children will sometimes label their drawing before they have started working on it, but if the drawing looks like something else to them, they may just change the label. Their scribbles progressively become more recognizable and separate shapes appear on the same page. At around three and a half years, children begin incorporating details like fingers on hands. (Silk Thomas, 1990; Lowenfeld Brittain, 1987) The following stages from ages four to nine consist of two drawing stages, The Pre-Schematic Stage and the Schematic Stage. Both identified by Lowenfeld, the Pre- Schematic stage is when children can draw a human figure with a circle and two dangling lines for legs, sometimes as Lowenfeld states include a