Enjo-Kosai Essay Example

Enjo-Kosai Essay How does the media reflect the  society of Japan? Please explain by citing three topics from the lecture. During these ten years, there are quite a lot of productions like movies and dramas which are talking about Enjo-kosai (shorten form Enko). This trend reflects that Enko is getting more and more serious in Japan society. This essay will explain how movies, dramas and even foreign magazine reflect the Enko problem in Japan, and the reasons of the Enko phenomenon. By the definition of Mr. Ho Ku (a part-time lecturer of department of Japanese Studies, the Chinese University of Hong Kong and creator of cross-media), Enjo-kosai (shorten form Enko), was a new term in 90’s which is from Japan. Initially, it means young girls agree to date with men in order to earn money but not necessarily accompany with sex. However, as the social climate’s deterioration, Enko becomes a synonymy of students’ prostitution. The Enko problem was first reported by Asahi Shinbun on September 20, 1994. However, its widespread attention was attracted by a TV drama â€Å"Kamisama, mosukoshidake ( )† which was produced by Fuji Television Network and starred by Takeshi Kaneshiro and Kyoko Fukada in 1998. In the story, Fukada is a high school student and Kaneshiro is a talented musician. In order to earn money for buying Kaneshiro’s concert ticket, Fukada done the Enko job. Although thay fall in love through this opportunity, Fukada is infected with HIV. Besides, in 2006, in a mini drama called â€Å"Tsubasa no oreta Tenshitachi ( † which was written by a famous mobile-novel writer called Yoshi, the leading role of one of the stories which was performed by Ueto Aya, was a girl grew up in a poor family and participates in Enko in order to become a young lady of note. Actually, there was a movie â€Å"Shibuya 24 hours† which is also talk about three Enko girls in 1996. In 2001, the protagonist in Iwai Shunji’s film production â€Å"All about Lili Chou-C hou†, is a girl who is suffering from Enko’s affliction. We will write a custom essay sample on Enjo-Kosai specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Enjo-Kosai specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Enjo-Kosai specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Furthermore, in 2004, a movie â€Å"Deep Love† which was adapted from a big hit mobile-novel that was also written by Yoshi, is also talking about the high school girl Ayumi’s experiences and her inner feelings with Enko job. Even in the film â€Å"Initial D†, the role of Suzuki An is a girl who participates in Enko because of family reasons. Besides these art productions about Enko, there are many reporting media want to discuss this social problem. Such as influential mass media as TV Asahi, also made Enko into entertainment shows and broadcast. They even advertising some Enko girls’ contact number, photos and price. This social phenomenon also attracts foreign media to report it. In 2001, the very famous foreign text media, Time Magazine’s Asian version was also discussed about Enko. In the report, the correspondent has interviewed a girl who was quitted from Enko job. She talks about the reasons of doing Enko, also her feelings while she was doing and after she was quitted from Enko in the interview. According to a research from the Internet, proportion of Enko in high school girls is surprisingly high. There is 32. 3% of high school year two girls has doing Enko, and for year three students the proportion is as high as 44. 7%. One reporter of Japanese magazine â€Å"Shyukan Bunshun ( )† Kuronuma was working on the probe into Enko phenomenon between secondary girls and his investigation reports have won the Japanese magazine award. Kuronuma originally thought that Enko participators are those â€Å"bad girl† type girls. However, quite a lot of those Enko girls are studying in famous schools with outstanding academic results. Therefore, what makes the girls want to earn money that much? Still according to Kuronuma’s reports, the girls making money mainly for enjoying middle-class living style, that is enjoy famous brand products and high level consumption. Most of the girls were born in Japan’s â€Å"lost decade†, therefore it is rather difficult for them to maintain high consumption living style by themselves. Also, they are not willing to give up the high costing lives. Enko then comes with the tide of fashion. Hong Kong local Japanese culture research worker and writer Tong Ching-siu, points out that one of the Enko reasons is the popularity of mobile in his newspaper column in August 2009. Japanese usually use mobile e-mail and network services, service charges would naturally increase. However, the more important point is that most people have used services of dating sites, so an over 10,000 yen bill has become their basic expenses every month. After the economic environment of Japan became sluggish, the average wages of chain restaurants can be as low as 600 yen an hour. While girls can get 20,000 to 30,000 yen every time by Enko, Tokyo girls can get as high as 50,000 yen. As those girls have tried once, it is more difficult for them to return to the normal part-time jobs. The world tends to blame those girls who doing Enko, but they still have their own value of decision-making about sex and every girl’s reasons of doing Enko are different. Anyway, Enko is just the process but not the purpose. Instead of just criticizing them, the more important is we need to make an effort to understand them, accept them and solve the problem from different aspects of society, in order to let Enko is no longer their only way out. References: , , Enrich Publishing Ltd. , 2009, Page 25 http://www. truth-light. org. hk/article_v1/doc/a0000891. doc http://www. time. com/time/asia/features/sex/sexenjo. html http://www. wretch. cc/blog/ozo/2625806

Cómo y qué estudiar en Estados Unidos

Cà ³mo y quà © estudiar en Estados Unidos Estudiar en Estados Unidos es el sueà ±o de millones de estudiantes en todo el mundo. Y para cientos de miles es posible estudiar inglà ©s, un curso de high school (visas J-1 de intercambio son muy frecuentes) o, incluso la carrera universitaria (visa F-1) o un posgrado. Por quà © estudiar en Estados Unidos Las ventajas de estudiar en Estados Unidos son variadas y van desde vivir la experiencia americana y obtener un buen conocimiento del idioma inglà ©s,  obtener un tà ­tulo universitario americano que puede abrir puertas laborales, disfrutar  un OPT  para trabajar  al acabar los estudios universitarios o, incluso, a conseguir una visa de trabajo. En concreto, se reserva un nà ºmero de visas H-1B para las personas con un mà ­nimo de estudios universitarios en USA. Cà ³mo pagar por los estudios Las universidades americanas son caras, pero hay una gran diferencia de precios.  Y entre las pà ºblicas, que son en general ms baratas, tambià ©n hay diferencia segà ºn el lugar de residencia habitual del estudiante: dentro del estado o en otro estado o en el extranjero. Habitualmente se recurre a los ahorros, a pedir crà ©ditos y a becas (y a trabajar, si es que legalmente se puede hacer). Adems, para los estudiantes que destacan en deporte es posible entrenar y competir a gran nivel e, incluso, estudiar con becas deportivas parciales o totales. Y por supuesto tambià ©n es posible obtener becas por mà ©rito, muchas estn abiertas a estudiantes internacionales y tambià ©n a inmigrantes indocumentados. Cada universidad decide cà ³mo beca y, por esta razà ³n, no es frecuente encontrar a dos estudiantes que pagan exactamente lo mismo. Estas son 13 universidades de à ©lite que siguen la polà ­tica de need-blind y becan totalmente, o casi, a los alumnos admitidos (ciudadanos, residentes, internacionales e indocumentados con y sin DACA). Tambià ©n conviene explorar tambià ©n las universidades pà ºblicas que parten, adems, de una matrà ­cula ms asequible. Tambià ©n hay que tener presente que hay becas otorgadas por instituciones pà ºblicas o privadas que nada tienen que ver con las universidades en las que se estudia. Lo que importa es cumplir con los requisitos de la beca. Aquà ­ se puede ver un ejemplo de 25 becas abiertas a todo tipo de estudiantes, incluidos los internacionales. Quà © se necesita para solicitar a una universidad americana El proceso para presentar una aplicacià ³n completa es largo y complejo. Es muy importante reconocer que preparar todo el paquete puede llevar muchos meses y es fundamental presentar una aplicacià ³n de calidad. Visas para estudiar en Estados Unidos Hay dos posibilidades, las F-1 y las M-1 para asuntos vocacionales. Adems, los estudiantes universitarios extranjeros que deseen pasar el verano en Estados Unidos en un programa de intercambio que permite trabajar y viajar o para estudiar high school pueden obtener una J-1. Para las visas F-1 y M-1 que primero aplicar a la escuela o universidad a la que se quiere ir y ellas son las que inician el proceso mediante la entrega de un documento conocido como I-20. Sà ³lo entonces se puede seguir la tramitacià ³n de la visa solicitando la visa por internet y luego presentndose a la entrevista en la oficina consular que corresponda al lugar de residencia del solicitante. Tambià ©n hay que tener en consideracià ³n las visas J-1 de intercambio, que comprende programas muy distintos y algunos permiten estudiar en high school o en universidad. Incluso existe un programa para mà ©dicos para realizar la residencia en Estados Unidos y asà ­ especializarse.   A tener en cuenta antes de decidir estudiar en Estados Unidos Los estudiantes pre universitarios pueden realizar cursos acadà ©micos en escuelas pà ºblicas o privadas. Los precios del aà ±o acadà ©mico varà ­an enormemente segà ºn el tipo de escuela. Para estudiar inglà ©s existen literalmente cientos de academias. Pero para obtener una visa a travà ©s de la escuela es necesario que à ©sta està © autorizada por las autoridades migratorias de EEUU para emitir un I-20, si no lo estn, no aplicar. Es comà ºn que los estudiantes de inglà ©s por menos de tres meses de un paà ­s acogido al Programa de Exencià ³n de Visas entren a EEUU como turistas y despuà ©s cursen sus estudios en la academia elegida. Es una prctica muy frecuente pero, ley en mano, es ilegal. Deberà ­an aplicar, obtener un I-20 y, despuà ©s, solicitar la visa de estudiante en un consulado americano. Si se quiere estudiar una carrera universitaria en Estados Unidos, conviene  conocer y tomar los exmenes que pueden ser requeridos, como el TOEFL, cuya puntuacià ³n varà ­a para ser admitido dependiendo de la universidad, college, community college o escuela profesional. Y tambià ©n otros tests son  el SAT o el GRE, etc. Si se quiere estudiar una carrera universitaria conviene considerar las ventajas de estudiar en un Community College los dos primeros aà ±o. El costo es notablemente inferior (en esta base de datos puedes buscar cul es el precio en ms de 1,000 colegios comunitarios). Adems, es posible que se tenga que  convalidar todos los tà ­tulos y diplomas de los estudios realizados en el paà ­s de origen. De interà ©s Cursar estudios universitarios en Estados Unidos es muy caro, por lo que es muy recomendable analizar detalladamente la universidad en la que se desea estudiar. Si los estudios son de mala calidad quiz no merece la pena hacer el esfuerzo de pagar la matrà ­cula y dems gastos. Estas son las  10 mejores universidades para estudiar ingenierà ­a en Estados Unidos, ya que esta es una carrera con alta presencia de estudiantes extranjeros. Adems, para los mejores estudiantes quiz resulte una buena apuesta estudiar  en una  Ivy League en cualquiera de las universidades la conforman.   Si bien hay que tener claro que hay universidades pà ºblicas u otras privadas que tambià ©n son excelentes. Denegacià ³n de las visas y otros problemas Los consulados y las Embajadas americanas deniegan cada aà ±o aproximadamente una de cada cinco visas que se solicitan. Los visados que ms rechazos reciben son los de turista y los de estudiante. Las causas son muy variadas pero estn calificadas en dos categorà ­as: ser inelegible o ser inadmisible. Para recibir una visa americana, para renovarla e incluso para ser admitido a Estados Unidos al llegar al puesto de control migratorio las personas extranjeras tienen que ser elegibles para la visa y admisibles para USA. En caso contrario, habr problemas. Por otro lado, si se obtiene la visa, no se debe poner en riesgo por conductas que, a priori, pueden parecer no relevantes, pero que sà ­ lo son desde el punto de vista de las leyes migratorias. Por ejemplo, la posesià ³n para el consumo propio de marihuana puede ocasionar problemas graves. Este es un artà ­culo informativo. No es asesorà ­a legal.

Discussing the benefits and costs of such a metallic monetary system Essay

Discussing the benefits and costs of such a metallic monetary system for an aspiring new country - Essay Example In as much as metallic money has its advantages, it also has its dark sides. For metallic money to be effective in any country, it requires a large amount of gold and silver (Poor, 121). Since gold and silver are highly valued metals, there are used in place of monetary value. This can, however, be an expensive the metallic monetary system, for a young nation. The initial cost of producing metallic money is also expensive because of the machinery and equipment used, and the high labor cost required. This can be a burden to the country’s resources. Due to the expensive nature of gold and silver used in production of metallic money, their circulation in the economy can be limited. A new nation cannot afford to purchase a large number of these metals. It is hard to make metallic money distinctive enough so that large denomination of money can be produced (Poor, 127). There are few metals used to make money and so a limited color choice. Metallic money is, therefore, not desirable to make large denomination of money. . Metallic money is a durable type of money system. To a new country, this is advantageous because the nation will spend once on their manufacture. The metals are highly resistant to wear and tear as compared to paper money (Poor, 120). This is because most of the metals used to make money are combined with other metals to make alloys which make them last longer. In the long run, the metallic monetary system can be cheaper to produce and are cheaper to count as compared to paper money. Metal money is valuable. The main metals used for making metal money are gold and silver, which are expensive metals. The value of the currency of a nation will still be controlled by gold and silver, which hardly lose value in the world. Therefore, if a new nation decides to use metallic monetary system, its currency will be stable for a long time. Metallic money is made from gold and silver, which are very expensive. This will make the

Food and Beverage Operations Management (Unit 5) Assignment - 1

Food and Beverage Operations Management (Unit 5) - Assignment Example Food production systems vary in methods of preparation, cooking and serving of the food to the customer. The variation is in terms of the actual location where food production takes place, the total time taken from preparation to service, the number of staff required, quantity of food produced and the level of hygiene observed. The main considerations in food production consist of: quality of raw materials, food hygiene, minimal wastage, proper food storage, suitable preparation of every food item, and employees’ compliance with food handling regulations. In the central distribution system of food production, food is produced in bulk off-site. This system is often adopted by large chains who are seeking to outsource part or all of their food production. This is also known as vacuum cooking: goods are brought in, prepared, cooked and portioned into plastic pouches which are then vacuum packed. The food is then chilled and refrigerated. When a customer orders meals, the sealed poaches are re-heated then the pouch is cut open and the food is served on plates. The conventional food production system is applied in the majority of kitchen establishments. The processes involved are bringing goods into the kitchen, storage (freezing, refrigeration or dry store), and preparation, taking order from customer, cooking and serving. During the cooking process foods can be cooked in a variety of methods. Menu is a statement of the food and beverage items available or offered by restaurants fundamentally based on consumer demand and intended to achieve specific purposes. The menu is the foremost ‘sales tool’ for products and drives the concepts, image, theme, quality and the overall mission of the restaurant. An efficient menu relies on precise combination of food items, prepared perfectly to the satisfaction of the guests. a) Consumers –Food and beverage operators are obligated to

The Impact Of School Phobia On Education Psychology Essay

The Impact Of School Phobia On Education Psychology Essay Phobia, which is a type of anxiety or fear, is a basic human emotion usually considered to be a response to objects or situations that threaten physical safety or emotional well-being. School phobia is a situational phobia found in early childhood whereby the child refuses to attend school due to a certain overwhelming fear. Many youngsters at some time in their school years might actually experience different forms of fears be it anxiety, phobia from games, answering a question in class, or even reading out loud in front of their peers. Furthermore, studies have shown that there are particular symptoms associated to school phobia that could vary from stomachaches, nausea, fatigue, shaking, racing heartbeats, to going on frequent trips to the toilet. Children who suffer from school phobia are exposed to panic attacks especially when the parent forces them to attend school without even realizing that there might actually be a critical problem which needs to be dealt with properly, inc reasing the youngsters worries and the guardians frustrations even more. Not only do children miss home while being away in the school setting, but they are also faced with a whole new world of brand new genuine experiences, challenges and pressures, be it social or academic; this sudden change will undoubtedly leave them feeling down, suffering from separation anxiety. Moreover, they are probably not so used to having so many rules set for them, that they will feel scared, exhausted or depressed. School phobia, School Avoidance, and School Refusal are terms used to describe children who avoid attending school. Persistent nonattendance at school has been the subject of considerable concern among educationalists for well over a century. Fears of the dark, birds, etcà ¢Ã¢â€š ¬Ã‚ ¦ are socially and legally more acceptable than avoidance of school. Certainly, school phobia generates massive anxiety in both parents and teachers. School refusal symptoms occur most often on school days, and are usually absent on weekends and during the summer holidays. On the other hand, the older children who are new attendees in a new school, the situation could leave them not to adapt to the new place and environment, since they may no longer feel comfortable due to the sudden change in their friendships, teachers, and classrooms. School phobia is also due to the feelings of insecurity; a child who is used to being at home around his/her parents all day will feel threatened or torn away from his/her beloved ones. The youngster will feel so worried and panicky that he/she will even experience fear from school buses if they had to return home in one. School phobia must be treated directly, however, if the child is severely affected, then it is best to ask for professional help such as a referral to his/her doctor or head teacher. For these reasons it was important to study this problem and find ways to solve it in order to help phobic children. 1.2 Purpose of the Study: This study talks about Childrens Phobia in Preschools because it will enlighten a positive issue and it will serve the society in a positive way, by helping parents as well as teachers solve a problem which has not been given enough importance in the past years. In order to be able to deal with children and help them with their problems and overcoming them and to be capable of reaching high objectives, one certainly need to carry out serious research and learn professional methods for dealing with certain dilemmas. In this research the researcher will be able to identify school phobia, learn more about school phobia and its nature, recognize the causes of school phobia, recognize the warning signals of school phobia, recognize the typologies of school phobia, identify the way to deal with phobic children, and identify the treatment of school Phobia. 1.2 Research Questions School phobia affects the childs education as well as his/her future. The problem usually starts with the child complaining or finding the silliest excuses just to keep him/her away from school. Some questions need to be answered such as: -What is a phobia? -Who is the phobic child? -How does the child develop phobia? -What is the role of the teachers and parents in identifying school phobia? -How can a phobic child be helped to overcome his phobia? Chapter Two Literature Review 2.1- Identifying School Phobia: Early investigations of persistent nonattendance talked only in terms of truancy; however, this simple view failed to explain the condition. Early pioneer studies found evidence that clearly linked truancy with delinquency. They realized that poor parental control, mental dullness, temperamental instabilities and broken homes were cited as important factors contributing to truancy. However; the first man to describe a form of absence that was later most commonly referred to as school phobia or school refusal was Dr. Broadwin in 1932, p 5: The child is absent from school for periods varying from several months to a year. The absence is consistent. At all times the parents know where the child is. He is near the mother or near the home. The reason for the truancy is incomprehensible to the parents and the school. This classical description has practically has practically become the very definition of school phobia. Other findings by Partridge (1939) noted a group of children he labeled as psychoneurotic. These children appear to differ from other truants in that they were obedient, reasonably well-adjusted and liked school. He regarded them as victims of an emotional bond between parent and child. In order words, these children suffer from s different type of school phobia, which is mainly derived from a poor or nil relationship of the parents with the child. It is basically then, an emotional problem that causes absences. 2.2- The Clinical Presentation of School Phobia: The clinical representation of school phobia has been extremely well described by Hersov in 1977: The problem often starts with vague complains of school or reluctance to attend progressing to total refusal to go to school or to remain in school in the face of persuasion, entreaty, recrimination and punishment by parents and pressures from teachers, family doctors and education welfare officers. The following are the best ways to tell whether the child is or is not school phobic: Severe difficulties in attending school, often amounting to prolonged absence, severs emotional upset shown by such symptoms as excessive fearfulness, undo tempers, misery, etc. Staying home with the knowledge of the parents when should be at school at some stage of the course of the disorder. Absence of significant anti-social disorder such as stealing, living, and wandering. Children suffering from psychosis, gross physical illness, asthma, truancy and neurotic disorders other than school phobia are not considered suitable for investigation on the subject. All other factors need to be ruled out. 2.3- Causes: Peer difficulties, learning problems, depression, or parents who are overly anxious about these perceived physical ailments are common causes of school avoidance. Separation anxiety is another common diagnosis for school phobia but there can be other problems, too. School phobia is usually a symptom of other problems. If physical causes have been ruled out and the behavior is continuing, then parents might want to have an evaluation by a psychiatric specialist. A school-phobic child is usually afraid of leaving home in general, rather than afraid of anything in particular at school. For example, he may experience homesickness when staying at a friends house. Often the first test of a childs independence comes when he must attend school daily. Aside from poor attendance, these children usually are good students and well behaved at school. The parents are typically good parents who are conscientious and loving. Such parents are sometimes overly protective and close, and the child finds it difficult to separate from them (separation anxiety). He may lack the self-confidence that comes from handling lifes normal stresses without his parents help. Sometimes a change of schools, strict teacher, hard tests, a learning problem, or a bully may appear to be causes of childs fear of going to school. But such factors may be only part of the problem, and your child should still go to school while these problems are being resolved. 2.4- Symptoms of School nonattendance warning signals Children who fear school send warning signals that are hard to ignore. Mysterious illnesses that surfaced as excuses to escape school in the lower grades resurface in middle school, resulting in tardiness, cut classes, and unfinished homework assignments. Often a childs normal living patterns, including eating, sleeping, and school success, are disrupted. 2.5- Typologies of School Phobia Many people have attempted to classify phobia; however, Coolidge, Hahn, and Peck (1975), in a study of 21 cases, presented evidence of two times of school phobia that they called neurotic and characterological. The neurotic group was mostly young girls. The primary conflict in this group seemed to be centered on the childs symbiotic tie to the mother. The characterological group consisted mainly of older boys who were regarded as being generally more disturbed. This comparison was developed by Kennedy. He included parental characteristics and communication patterns to differentiate between the two different types. Another very interesting finding was that of Yule, Hersov and Treseder in the 80s; they found that there may be sub-types of school phobia and they outlined a crude classification based on likely treatment implications. Separation anxiety at first school entry complicated by poor parental management. It is argued that in such cases some form of in vivo (carried out inside a living organism, like in a test or experiment) desensitization is the most appropriate first step. School phobia occurring in a vulnerable child following a major change in schooling: usually, the problem is sparked off or started by additional home-related anxieties. Systematic desensitization alongside attention to practical issues in the childs physical and social environment is likely to be the most effective treatment option. 2.6 Theories of School phobia: 2.6.1 Psychoanalytic Theory It was obviously advanced by Freud in the early 1900s and subsequently modified and interpreted by others such as Klein, Arieti, Sperling, and Renik. As we all know, Freud developed his theory of personality development by proposing three interacting structures; the id, ego, and super-ego. The id referred to impulsive, instinctual trends within the personality concerned with the satisfaction of the basic emotional needs, in other words it referred to the libido. Freud argued that phobias arose from conflict of psychic energy (libido). However, later psychoanalysts felt that aggression and dependence also played a role in phobias. According to the psychoanalytic theory, this is how it develops: An early, poorly resolved dependency relationship between mother and child. Inadequate fulfillment of the mothers emotional needs, usually because of a poor marriage. A temporary threat to the childs security causing a transient increase in the childs dependency needs. Exploitation of this situation by the mother. A similar relationship between the mother and her own mother. Expression of hostility to the child, not only making him more dependent, but also by direct inhibition of any opportunity for the child to express aggressive or hostile feelingsà ¢Ã¢â€š ¬Ã‚ ¦ and also seductive behavior towards the child. Moreover, Development of strong hostility toward the mother, largely unconscious, and express by exploitation of the mothers guilt toward him and also by fears of the mothers safety cause by unconscious destructive wishes, thus forcing him to be with her to assure himself of her safety (Chiland and Young, 1990). The theory implied by this line of reasoning involves bringing the unconscious conflicts into open within the context of a therapeutic relationship. The conflicts are analyzed and a more mature way of satisfying dependency needs is sought. There has been great disagreement among psychotherapists, however, about whether the mother and child should be separated or treated together and how quickly a child should be made to confront reality and return to school. 2.6.2 Self Concept Theory: Leventhal and Sills point out that many of the descriptive findings associated with school phobia do not seem to support an explanation based solely on separation anxiety. They emphasize that many of these children maintain normal lives outside school hours. They proposed that the main feature relevant to school phobia is the finding that: These children commonly over-value themselves and their achievements and then try to hold on to their unrealistic self-image. When this is threatened in the school situation, they suffer anxiety and retreat to another situation where they can maintain their narcissistic self-image. This retreat may very well be a running to a close contact with mother. So, in other words, what Leventhal and Sills thought is that children with a superiority complex, when put down in any way, would avoid going to school and would rather stay in a safe environment. The treatment emphasized by self concept theorists involves bringing the home and school environment into balance. The parents need to be more realistic and her teachers more accommodating and at the same time the child needs confronting with reality by returning him to school as soon as possible. The therapist deliberately precipitates a crisis by forcing the family to address the issue of immediately returning the child to school. The therapist uses this situation therapeutically by helping the parents to resist the childs manipulative demands and win the power struggle. Anticipation and detailed planning is called for to ensure that the parents are successful. 2.6.3 Learning Theory: The principles underlying behavioral treatment are derived from learning theory. Learning theory has evolved from experimental studies in the laboratory. There theories explaining how phobic behavior is learned to compete for attention: Respondent, Conditioning, Operant Conditioning, and the Two-Stage Theory of Fear and Avoidance. Respondent Conditioning Theory: Phobic are regarded as conditioned fear and avoidance responses to specific stimuli. Repetition of the feared situation in association with the newly created phobic stimuli will strengthen the fear and avoidance responses to the stimuli. Operant Conditioning Theory: its main principle is that behavior is influenced by its consequences. Behavior that is rewarded is likely to occur more often whereas behavior that is punished will decrease in frequency. On the basis of this theory, one can argue that phobias and associated behaviors like temper; tantrums are maintained through positive reinforcements in the childs environment. Two-Stage Theory of Fear and Avoidance: Suggested that fear could motivate behavior and was not merely a conditional reaction to stimuli associated with pain. He further argued that fear reduction became an operant reward for avoidance of the noxious stimulus. A wide variety of behavioral techniques have been developed arising out of classical and operant paradigms as well as social learning theory, however, although behavioral approaches concern themselves with the immediate problem of returning the child to school, arguments surrounding the preparation for and the timing and pacing of the return parallel those in the psychodynamic camp. Increasingly therapists employ a mix of approaches tailored to take account of the unique range of child, family and school related issues that may be involved in any one case. Nonattendance at school is not a distinct, but rather, it is comprised of multiple syndromes; prominent examples are truancy, childhood phobia, and separation anxiety disorder. An intriguing aspect of school nonattendance syndromes is that their form and features are modeled by the varying contributions of causative factors, including genetic endowment, brain dysfunction, family psychopathology, and individual symptoms. This makes school nonattendance an especially useful model for the study of the development of psychopathology in childhood (Martin and Greenwood, 1995). . This suggests that the study of this group of disorders from socioeconomic and cultural viewpoints would provide a new understanding of the disorders and their causes, and how cultural influences on the development of the child are mediated. Childrens rejection of school will in turn bring societys rejection of children. The society has a great role this whole issue, since children will not be able to overcome the phobia so easily if the society shows rejection and disapproval. 2.7- Psychodynamic Treatment of School Phobia Early treatment of school phobia was largely psychoanalytically based. Two studies were mostly implemented, the traditional psychodynamic treatment and the family therapy. Traditional Psychodynamic Studies, these studies are interpreted as those focusing treatment on the individual child or the mother-child relationship. The analytic treatment was focused entirely on the child, but they realized the importance of treating both the mother and child. Treatment with respect to the father was felt to be most efficiently handled by helping the mother clarify and restructure her feelings about her husband rather than dealing with the father direct. The dilemma in this study is whether the child should or shouldnt return to school immediately. Studies showed a slight difference in percentages when it came to decide which method was more effective, hence it remains undecided (Blagg, 1987). Family Therapy (By Skynner): These approaches transcend the parent-child dyad in addressing the entire family system. School phobia is regarded as symptomatic and sometimes protective of faulty family functioning. Treatment approaches consistently emphasize the importance of early return to school although the manner by which this is achieved varies greatly from therapist to therapist. Skinner refers to his approach as a conjoint family psychotherapy. The central problem within school phobia is seen as the parents failure to help their child relinquish omnipotent demands for exclusive possession of the mother. Skinner argues that school phobic children are protected from the challenges of reality by their mothers. Skynner claims that bonds within these families run vertically from parent to child with a consequent weak relationship between spouses. The main elements are stressed in this treatment: The whole nuclear family is included in treatments as well as other family members where necessary. An emphasis is placed upon non-verbal communication and confrontation of the parents over the hidden rule system. Attention is directed to the here and now of family interactions although past events may be considered as and when they arise There is a focus on an early return to school. An effort is made to weaken the mother-child bond and strengthen the marital bond. In the more straightforward cases, interpretation of the problem develops insight in parents enabling the family to marshal its own resources and solve the problem. Skynner advocates the use of medicine to help in the confrontation stage. In addition, excessively timid pupils are helped by attendance at psychotherapy groups. Only minimal attention is paid to school factors Skynner feels that school phobia is best understood as a psychosocial problem rather than a purely medical intra-psychic or even intra-familial disorder. It is interesting to note that the early traditional study emphasize the importance of the conformation of the feared situations; however, the later studies favored immediate, even forced, return to school. 2.8 Behavioral Approaches and Treatment of School Phobia: The behavioral approaches are divided into three: treatment based on classical conditioning, treatment based on operant conditioning paradigm and treatment based on social skills training. Systematic Desensitization: This approach involves working the child through carefully graded fear hierarchy starting with the least feared situations, building up to most feared situations. At each stage the child is helped overcome any anxiety by concentrating on a behavior that is antagonistic to the anxiety. Emotive Imagery: It is a technique that some behavior therapists have found to be very powerful. They use normal relaxation procedures in conjunction with systematic desensitization. In this approach the therapist develops imagined scenes that conjure up feelings of excitement, self-assertion and general positive effect as means of inhibiting anxiety. Flooding or implosion: These procedures involve immediate confrontation of the maximally feared situation without any careful preparation via graded exposure to less threatening circumstances. The subject is maintained in the intense feared situation until the anxiety shows visible signs of waning on the classical extinction model. The assumption here is that the subject feels anxiety as a result of prior classical conditioning the vivid presentation of the condition stimuli and the absence of any primary unconditioned stimuli will eventually lead to the extinction of the anxiety response (Sharpe, 2000). Operant-based treatment approaches are concerned with changing the reinforcement contingencies affecting an individuals behavior. It involves maximizing the incentives for being in school by building into the school program extra positive reinforcement and minimizing incentives for remaining at home during the school day by removing positive reinforcement (like greater personal freedom, extra adult attention): This treatment is based in reinforcement. Natural reinforcement is added in the individuals life in preference to the introduction of more artificial reinforcement like sweets. Nevertheless, in certain cases, tangible reinforcements may be necessary in the early stages of the treatment program. Many children who suffer from school phobia have major problems in relationships with bodes language and posture. It is true that many children may need sheltering from ridicule but others need help in improving their bodily skills. This treatment involves attention in many areas such as: Body posture especially the subjects stiffness and lack of mobility in the trunk and limbs. Nervous mannerisms such as giggling, facial grimacing, and tone of voice, eye contact

Effect of Exercise on Squeezing a Clothespin

IntroductionDoes exercise make your muscles tired? In my controlled experiment I investigated this problem. My hypothesis was â€Å"If I rest first then I can squeeze the clothespin more times† My reason behind this is because during exercise I think you tire yourself out more, so resting before squeezing could increase number of squeezes. Methods and Materials The materials I used in this experiment were 8 people (subjects) and 8 clothespins of the same type.First I recognized my dependent variable, how many times you can squeeze clothespin, and my independent, exercise. I took a group of 8 classmates, excluding myself and instead including my younger brother. I decided to let the control group also serve as the experimental group. The steps I took were to let the control group rest before starting, and then they squeezed the clothespin for one minute and counted how many times they could squeeze it. After that they rested for another minute, then exercised by jogging in plac e for one minute and after they immediately squeezed the clothespin.Results SubjectExperimental GroupControl Group:Megan 205 226Dane 277 307Nick B 209 235My younger brother 152 136Nick C 194 214Vinny 195 234Dan Average 192 280More subjects squeezed the pin more times resting first. The average of all the data shows this also. Looking at the graph it’s easier to see the results and compare them than the table. The table does not show a visual comparison but shows the data and numerical information. The table takes longer to read and is harder to understand. The bar graph is easy to point out trends and patterns. The bars, exercising and resting give an easy understanding and show relationships in the data. They compare the different amounts of how many times the clothespin was squeezed with each subject.Discussion and ConclusionsExercise does make your muscles fatigued according to my data results. It also supports my hypothesis. If you rest first you can squeeze the clothespi n more times. From the data I collected the average of the eight people concluded exercise makes your muscles more fatigued and less able to squeeze the clothespin compared to resting before squeezing. Majority of the subjects used in my experiment concluded with this result too. Muscle fatigue occurs when the muscles have an increase in activity so certain  waste products of muscle cell activity build up in the cells. This is could be true with the results I have concluded.Suggestions for Improvement and Further ResearchTo improve my experiment I could have changed the amount of time you rest squeeze the pin, how long you rest before exercising, how long you exercise, and what type of exercise is done. Changing some of these things could change my results, and result in some further research to be done. To improve my experiment’s accuracy I could have used more people and have everyone be the same age. A big error made was using my younger brother because being much younge r he had results lower than many other subjects. Making some of these improvements could make my experiment more reliable. For further research I could research how age affects the hypothesis, or see how things like gender or weight effects the results. Further investigation could help answer these questions.

The Importance of Environmental Protection & Practical Steps to Support It

Since the second half of the 20th century, the results of environmental destruction and the exploitation of natural resources have become increasingly obvious. Now, 7 billion people are sharing this planet, and scientists predict that the population will increase to 10 billion people in this century. However, we already face difficulties with dwindling natural resources and environmental pollution. There is growing evidence that some natural disasters are due to our behavior. We already face tremendous changes caused by carbon emissions and deforestation.Glaciers are melting, and sea levels rise continuously. Our hunger for more gas, oil and water even induced earthquakes. These 1 are enough experiences to wake us up! Environmental protection H. H. the 14th Dalai Lama (the spiritual leader of Tibetan Buddhists) and H. H. the 17th Karmapa Urgyen Trinley Dorje (the spiritual guide of the Tibetan Kagyu tradition)are strong advocates for environmental protection. Vietnamese Master Thich Nhat Hanh is also very active in this regard, only to mention a few spiritual leaders who are engaged in environmental protection. H. H.the Dalai Lama mentioned at the Environmental Summit in Portland in May 2013 that his strong commitment to environmental protection started more than 20 years ago. In 1992 the Dalai Lama attended the first environmental conference in Rio de Janeiro and spoke about his views on universal responsibility. One year later, he was invited to an international conference, â€Å"Ecological Responsibility –a Dialogue with Buddhism† in New Delhi, India. Prominent Buddhist teachers and scientists attended this conference. As a result they published a public appeal entitled, â€Å"For Our Universal Responsibility.† Many talks and articles by H. H. the DalaiLama about this topic followedand are now published in 2 diverse media worldwide. These can be found on his homepage. H. H. the Karmapa has spoken for a number of years on the importance o f protecting the environment for the future of this world and for the Dharma. He says, â€Å"Ever since the human race first appeared on this earth, we have used this earth heavily. It is said that ninety-nine percent of the resources and so on in this world come from the natural environment. We are using the earth until she is used up.The earth has given us immeasurable benefit, but what have we done for the earth in return? We always ask for something from the earth, but never give her anything back. â€Å"3 Sentient beings are totally dependent on the four elements of earth, fire, wind and water. H. H. the Karmapa says, â€Å"Both the bodyand mind are strongly connected to the unaltered, natural elements. â€Å"4We only can survive because nature and other sentient beings make our lives possible. Therefore, we need to strive to bring this awareness into our lives for our own good. We need to educate each other about the importance of protecting and caring for our environment. Practical Steps Towardsa Healthy Relationship with the Environment H. H. the Karmapa’s vision is supported by an association called â€Å"Khoryug,† which means â€Å"environment† in Tibetan. Formed by Tibetan monasteries in the Kagyu tradition, the association promotes environmental projects under the Karmapa's leadership. A bilingual homepage in English and Tibetan has been established to provide information on these projects. In 2009, the Karmapa organized the first conference for environmental protection for Kagyu monasteries and Dharmacenters in Sarnath, India.As a result of this conference, he published a booklet entitled, â€Å"108 Things You Can Do To Help The Environment. † You can download thisbooklet, whichis inspiring and helpful not only for monasteries and Buddhist centers, but also forBuddhist practitioners and non-Buddhists worldwide. I’d like to mention some things you will find in this booklet about what we can do to protect our en vironment from destruction: Environmental protection starts with us. We need to look at our own behavior to consider how we can support a healthy environment for this century and beyond. To start, we can do aspirational