Broken Families and Social Problems: Effects and Coping styles Essay

Review of Literature The following paragraphs present the different ways of how teenagers in a broken family cope with their problems. It is first summarized after the divorce of the child’s parent followed by its effect on the child until it reaches its youth days. After the Divorce of the Child’s parents According to Green (2014), after divorce, children of all ages may experience deficits in emotional development and may seem tearful or depressed, and that can last several years after a child’s parents’ have separated. Some older children may show very little emotional reaction to their parents’ because they are actually bottling up their negative feelings inside. This emotional suppression makes it difficult for parents, teachers and therapists to help the process her feelings in developmentally appropriate ways. In school most of the children with broken families end up having poor academic and change of lifestyles. This poor academic progress can stem from a number of factors, including instability in the home environment, inadequate financial resources and inconsistent routines. Divorce affects children’s social relationships for several ways. Some children act out their distress about their broken family by acting aggressive and by engaging in bullying behaviour, some may experience anxiety and can make it difficult for them to join co-curricular activities, and develop a cynical attitude towards relationship, harbour feelings of mistrust towards both parents and potential romantic partners. At home their lifestyle will change, more chores, heavier responsibilities, and the older sibling may have to act a parental-type role when interacting with younger siblings. Children of divorce tend to fall in their academics and in their social life. Children are already affected when the divorce is on the process, not before. Effects on the child to its youth days Children are most likely to move or change school after divorce and can’t catch up with making friends and their academics. Most of the children who don’t know how to cope with their situation ended up having low self-esteem, anxiety, and trust issue. (Mann, 2011) And there is a higher suicide rate for children of divorce than for children of normal families. There is no  correlation found between the death of a parent and suicide of a child. The suicide seems to be triggered by being rejected by a parent. (Larson, 1990) In general, children of divorce feel emotionally unsafe as a child. Most of them don’t feel any attention and are 6 times more likely to feel alone as a child. When in need of comfort they do not go to their parents. (Marquardt, 2005), they are mostly unhappy, behave impulsive and irritable. They are socially withdrawn and as a result, they feel lonelier, insecure, anxious, and are less obedient to their divorced parents. (Wallerstein, 1991) The so called â€Å"sleeper effect† kicks in on children of divorce on a later age. Most Young boys tend to express their emotions and frustrations freely. Their emotions fade out. Young girls however, keep their emotions internally more often. They do not deal with them. Their emotions stay within and they surface when they mature. Usually, this occurs in a period in which they make essential decisions for their lives for many years to come. They are unconsciously influenced by the anxiety and fear resulting from the divorce of their parents long ago. (Wallerstein & Blakeslee, n.d.) If children are confused with different things going on in the family or at school and they have feelings of frustration, more disagreements may occur. Behaviour problems tend to increase for boys when a step-father is introduced to the family (Muzi, 2000). It is said that half of the world’s community is plagued by broken families and crime. Over the past few decades, marriage has become less important and that is the cause of the problem. Better parenting and stronger families is the key to mending the broken society. (Problem of the Broken Family, 2014) In single family homes, children develop greater autonomy where they tend to spend more time alone or with peers. It was found that sons are more likely to resist directives and rules, where as daughters typically have a closer relationship to their mother (Freeman, 2002). However, if mothers inappropriately discuss financial matters with their children or express a negative feeling toward their ex-spouse, it can decrease the desire for the child to spend time with the parent due to increase confusion about the whole situation (Bigner, 2002). Adjusting issues that children may have include academic problems, internalizing and externalizing problems, low self esteem, and early engagement in sexual activities (Anderson 1999) Current Situation It is said that half of the world’s community is plagued by broken families and crime. Over the past few decades, marriage has become less important and that is the cause of the problem. Better parenting and stronger families is the key to mending the broken society. (Problem of the Broken Family, 2014) Families are the core of society. When families fall apart, society falls into social and cultural decline. Ultimately the breakdown of the world’s family is at the root of nearly every other social problem and pathology. Most children grew up in intact, two-parent families. Today, children who do so are a minority. Illegitimacy, divorce, and other lifestyle choices have radically changed almost every family, and thus have changed the social landscape. â€Å"There is a mountain of scientific evidence showing that when families disintegrate, children often end up with intellectual, physical and emotional scars that persist for life.† He continues, â€Å"We talk about the drug crisis, the education crisis, and the problem of teen pregnancy and juvenile crime. But all these ills trace back predominantly to one source: broken families. (Zinsmeister, n.d.) Broken homes and broken hearts are not only the reason for so many social problems. They are also the reason for the incumbent economic difficulties we face as a culture. The moral foundation of society erodes as children learn the savage values of the street rather than the civilized values of culture. And government inevitably expands to intervene in family and social crises brought about by the breakdown of the family. Sociologist Daniel Yankelovich puts it this way: people suspect that the nation’s economic difficulties are rooted not in technical economic forces (for example, exchange rates or capital formation) but in fundamental moral causes. There exists a deeply intuitive sense that the success of a market-based economy depends on a highly developed social morality–trustworthiness, honesty, concern for future generations, an ethic of service to others, a humane society that takes care of those in need, frugality instead of greed, high standards of quality and concern for community. These economically desirable social values, in turn, are seen as rooted in family values. Thus the link in public thinking between a healthy family and a robust economy, though indirect, is clear and firm. (Anderson, 1994) Statement of the Problem This research seeks to gather information on how high school students with  broken families cope with their problems. Specifically, the following questions are asked: 1. How high school students are socially affected with broken families in Zamboanga city. 2. How do they cope with their â€Å"broken family† situation? References Bigner, J. (2002). Parent-Child Relations: An Intoduction to Parenting. (6th ed). Upper Saddle River, New Jersey: Merrill Prentice Hall. Freeman, H. S. Family transitions during the adolescent transition: implications for parenting. Adolescence. Fall 2002. Retrieved September 27, 2004 online via www.findarticles.com. Muzi, M. J. (2000). The experience of Parenting. New Jersey: Prentice Hall. Wallerstein, Judith S. (1991). The long-term effects of divorce on children: A review. Journal of the Ameri ­ can Academy of Child and Adolescent Psychia ­ try, 30(3), 349-360.

Investigating cratering on the moon Essay Example

Investigating cratering on the moon Essay Example Investigating cratering on the moon Essay Investigating cratering on the moon Essay I am planning to investigate factors that affect the diameter and depth of a crater formed when a meteorite strikes the moons surface. The moon is covered with a powdered crust. When meteorites strike the surface we obtain impact craters. To simulate this without actually going to the moon I shall drop a ball bearing into a tray of dry sand. Variables Variables that might affect the outcome of this experiment: * Height (The higher up, the more speed the bearing will pick up) * Size of bearing (This will determine how much sand will collide with the bearing as it falls) * Mass of Bearing (The heavier, the faster and with more force the ball will fall) * Depth of the sand (If too shallow some craters may not properly form as they might hit the base of the tray) * Velocity (this will depend on the mass and height) * Flat sand surface (Must be smooth and same depth for fair test) * Type of sand (If too dense or big particles the bearing may not displace as much) * Angle of impact from the bearing (This would affect the width and depth of crater as the bearing would go in at an angle so the ball wont have to balance force with the compression of sand underneath) I will take 10 results (100mm through to 1000mm) and then do them again in total of 3 times and then take the average of the 3 tests to give a wide and reliable range. I am going to change the height from bearing and the surface of the sand. I will try and keep the other variables the same during the experiment (this is to keep it a fair test). I am going to use the same bearing so the size + mass will stay the same; I am going to drop the bearing from the same angle (horizontally) and will try to keep the surface of the sand as even as possible because if the bearing hit a small stone in the sand it would cause more friction and an upward force due to the larger surface area of the stone compared to a grain of sand. To make this a fair test I will: * Try to get the surface of the sand as smooth and same depth as posible * Use a clamp to keep accurate heights. * Use all of the same equipment each time I use it, including the same bearing so there will be no size or weight differences. Method * Tray (for the sand) * Ruler (1 meter) * Ball bearing (15mm diameter, 15.5g) * Clamp (1 meter tall), boss + clamp * Sand (fine sand) * Magnet * Vernier Calliper How to do the test * Fill a the tray about half full with sand. * Set up the apparatus like so: * Drop the bearing from the clamp at a height of 200 1000mm (in 100mm steps) * Use a magnet to lift the bearing out from the crater. * Record the dimensions of the crater with the Vernier Calliper. * Record the results * Fill the hole and smooth the surface ready for the next test. * Do the hole experiment two more times Prediction I predict that if the height (from which the bearing is dropped) is doubled, the depth of the crater will double. I chose the depth instead of width because the bearing can only go up to a certain width because the displacement will only work while the bearing is above the sand surface once below there will be no displacement above ground. This equation proves my prediction: Ep = Weight x height As the bearing is dropped, potential energy transfers into kinetic energy. When the bearing hits the surface of the sand, an upward force (work) causes it to slow down and stop. Work done = Force x Distance Stopping distance = work done force work done = energy transfer force = mass (10N) e.g. A bearing (0.5kg) and is held 5 meters above the surface of the sand. Its is: Mass x Gravity x Height = potential energy 0.5 x 10 x 5 = 25J So, before the bearing hits the sand it has 25J of kinetic energy. Braking Distance = Work done force = 5J/2.5N = 2 Results: Height from bottom of the ball to sand surface Diameter (mm) 1st 2nd 3rd Average 100 25 25 27 26 200 33 30 30 31 300 37 37 34 36 400 37 42 37 39 500 43 40 36 41 600 48 42 39 43 700 48 47 38 44 800 48 50 42 47 900 50 51 44 48 1000 54 50 46 50 Height Depth (mm) 1st 2nd 3rd Average 100 3 5 6 5 200 4 7 5 5 300 6 10 7 8 400 8 10 8 9 500 8 12 10 10 600 9 13 11 11 700 10 14 12 12 800 10 14 12 12 900 12 15 13 13 1000 13 15 14 14 Analysis My results did not provide evidence towards my prediction. So my prediction was not accurate. The Depth of the crater is not doubled if the height is doubled. The line of best fit shows 2mm of depth vs. 200 height. So the graph shows roughly that the depth is a 1:100 ratio against the height. The results on both graphs show a rise in a steady trend. My prediction could be wrong because I didnt take into account that friction caused by the sand will affect the end result. The displacement of the sand as the ball strikes the surface would also have an effect on the stopping distance, because kinetic energy will transfer into heat and sound energy easier. When the bearing is lifted higher above the sand surface, it potential is raised and more kinetic energy will be released when it strikes the surface. The higher the bearing hits the sand from, more sand is displaced and the ball bearings kinetic energy transfer to heat and sound, so the crater becomes wider because as the ball displaces more sand. All of my results follow an upward trend, which I expected. I also expected that the results would level off at some point, because as the ball reaches terminal velocity, it gained maximum kinetic energy and the crater cannot get any bigger in diameter or depth as the kinetic energy does not change and will not me falling without anymore force when past Terminal velocity. At this point, the line will level and becomes horizontal. This was not shown on my results but this does not mean it wouldnt happen it may have happened much later at higher drop points, but I couldnt drop the ball from much higher than I have already done. Evaluation If I was going to do this test again I would: 1. Do the experiment over at least 5 times. 2. Drop the ball from higher points (if possible) 3. Use finer sand which would make the test fairer because the bearing will not deflect off any stones or larger particles in the sand. 4. Somehow take the measurements better and more accurate, a vernier calliper is the best thing I could think of which is accurate but is easily wrong by a few millimetres. 5. Take my experiment further by using a table tennis ball with a small hole in the side to change the mass of the ball without changing the shape or air resistance of the ball. 6. Look at different velocity and see how that might affect the outcome. This could be achieved by either launching the ball from a catapult of some sort or dropping the ball from a much higher point. 7. Try different type of sands (or soil, fine gravel, etc) maybe a fine sand would have a different result than coarse sand. Because maybe the cosmic dust covering the moon isnt of the same texture. The experiment was a success in one way, that I learnt by my mistakes. But my results did not match up with my prediction so in that sense it was a failure. I dont think I took enough results, more results could have been taken to make a wider and more reliable range but that would of need more time.

Benji Franklin essays

Benji Franklin essays Benjamin Franklin made many contributions to the American Revolution and the newly formed federal government that followed the war. In addition to being an author, diplomat, and philosopher, Franklin was a scientist who created practical inventions like the bifocal lense, the stove, the chimney, the lightning rod, and the use of electricity as a power source. (Encarta) Franklin thrived in an era known as the Age of Enlightenment where knowledge was based more upon science and reason than religion. Benjamin Franklin ranks among the country's greatest statesmen. Although Franklin was a common man, who possessed some immoral flaws, he ascended to a leadership role in colonial America, Although not formally educated, having attended only two years of grammar school (Spectrum Biographies), Franklin was a very intelligent man. He was also an astute businessman. His business ventures included the purchasing of the Pennsylvania Gazette (Spectrum Biographies), which after his improvements was considered one of the best colonial newspapers in America. In addition to the Pennsylvania Gazette, he wrote the Poor Richards Almanac, which was much referred to by a colonial America. In 1731, Franklin founded the first public library in Pennsylvania. Several years after establishing the first public library, he established the first fire department, a police force (Morris), and the academy of Philadelphia, which is today known as the University of Pennsylvania. (Spectrum Biographies) In 1748, Franklin sold his printing business and two years later was elected to the Pennsylvania Assembly where he served for sixteen years. In 1753, Franklin was appointed deputy postmaste r general for the colonies. In 1754, he became a delegate from Pennsylvania to the intercolonial congress. Franklin served as an important diplomat during the American Revolution. He was sent by the colonial congress to England to petition the King for the right to levy ...

Battle of Cape Esperance at Guadalcanal

Battle of Cape Esperance at Guadalcanal The Battle of Cape Esperance took place the night of October 11/12, 1942. It was part of the Guadalcanal Campaign of World War II. Background In early August 1942, Allied forces landed on Guadalcanal and succeeded in capturing an airfield that the Japanese were building. Dubbed Henderson Field, Allied aircraft operating from the Guadalcanal soon dominated the sea lanes around the island during daylight hours. As a result, the Japanese were forced to deliver reinforcements to the island at night using destroyers rather than larger, slower troop transports. Dubbed the Tokyo Express by the Allies, Japanese warships would depart bases in the Shortland Islands and make the run to Guadalcanal and back in a single night. In early October, Vice Admiral Gunichi Mikawa planned a major reinforcement convoy for Guadalcanal. Led by Rear Admiral Takatsugu Jojima, the force consisted of six destroyers and two seaplane tenders. In addition, Mikawa ordered Rear Admiral Aritomo Goto to lead a force of three cruisers and two destroyers with orders to shell Henderson Field while Jojimas ships delivered their troops. Departing the Shortlands early on October 11, both forces proceeded down The Slot towards Guadalcanal. While the Japanese were planning their operations, the Allies made plans to reinforce the island as well. Moving to Contact Departing New Caledonia on October 8, ships carrying the US 164th Infantry moved north towards Guadalcanal. To screen this convoy, Vice Admiral Robert Ghormley assigned Task Force 64, commanded by Rear Admiral Norman Hall, to operate near the island. Consisting of the cruisers USS San Francisco, USS Boise, USS Helena, and USS Salt Lake City, TF64 also included the destroyers USS Farenholt, USS Duncan, USS Buchanan, USS McCalla, and USS Laffey. Initially taking station off Rennell Island, Hall moved north on the 11th after receiving reports that Japanese ships had been sited in The Slot. With the fleets in motion, Japanese aircraft attacked Henderson Field during the day, with the goal of preventing Allied aircraft from locating and attacking Jojimas ships. As he moved north, Hall, aware that the Americans had faired badly in previous night battles with the Japanese, crafted a simple battle plan. Ordering his ships to form a column with destroyers at the head and rear, he instructed them to illuminate any targets with their searchlights so that the cruisers could fire accurately. Hall also informed his captains that they were open fire when the enemy was sited rather than waiting for orders. Battle Joined Approaching Cape Hunter on the northwest corner of Guadalcanal, Hall, flying his flag from San Francisco, ordered his cruisers to launch their floatplanes at 10:00 PM. An hour later, San Franciscos floatplane sighted Jojimas force off of Guadalcanal. Expecting more Japanese ships to be sighted, Hall maintained his course northeast, passing to the west of Savo Island. Reversing course at 11:30, some confusion led to the three lead destroyers (Farenholt, Duncan, and Laffey) being out of position. About this time, Gotos ships began appearing on the American radars. Initially believing these contacts to be the out of position destroyers, Hall took no action. As Farenholt and Laffey accelerated to reassume their proper positions, Duncan moved to attack the approaching Japanese ships. At 11:45, Gotos ships were visible to the American lookouts and Helena radioed asking permission to open fire using the general procedure request, Interrogatory Roger (meaning are we clear to act). Hall responded in the affirmative, and his surprise the entire American line opened fire. Aboard his flagship, Aoba, Goto was taken by complete surprise. Over the next few minutes, Aoba was hit more than 40 times by Helena, Salt Lake City, San Francisco, Farenholt, and Laffey. Burning, with many of its guns out of action and Goto dead, Aoba turned to disengage. At 11:47, concerned that he was firing on his own ships, Hall ordered a cease-fire and asked his destroyers to confirm their positions. This done, the American ships resumed firing at 11:51 and pummeled the cruiser Furutaka. Burning from a hit to its torpedo tubes, Furutaka lost power after taking a torpedo from Buchanan. While the cruiser was burning, the Americans shifted their fire to the destroyer Fubuki sinking it. As the battle raged, the cruiser Kinugasa and destroyer Hatsuyuki turned away and missed the brunt of the American attack. Pursuing the fleeing Japanese ships, Boise was nearly hit by torpedoes from Kinugasa at 12:06 AM. Turning on their searchlights to illuminate the Japanese cruiser, Boise and Salt Lake City immediately took fire, with the former taking a hit to its magazine. At 12:20, with the Japanese retreating and his ships disorganized, Hall broke off the action. Later that night, Furutaka sank as a result of battle damage, and Duncan was lost to raging fires. Learning of the bombardment forces crisis, Jojima detached four destroyers to its aid after disembarking his troops. The next day, two of these, Murakumo and Shirayuki, were sunk by aircraft from Henderson Field. Aftermath The Battle of Cape Esperance cost Hall the destroyer Duncan and 163 killed. In addition, Boise and Farenholt were badly damaged. For the Japanese, losses included a cruiser and three destroyers, as well as 341–454 killed. Also, Aoba was badly damaged and out of action until February 1943. The Battle of Cape Esperance was the first Allied triumph over the Japanese in a night battle. A tactical victory for Hall, the engagement had little strategic significance as Jojima was able to deliver his troops. In assessing the battle, many of the American officers felt that chance had played a key role in allowing them to surprise the Japanese. This luck would not hold, and Allied naval forces were badly defeated on November 20, 1942, at the nearby Battle of Tassafaronga. Selected Sources US Naval Historical Center: Battle of Cape EsperanceOrder of Battle: Battle of Cape Esperance

Evaluating systamtic reviews(evidence based medicine) Article

Evaluating systamtic reviews(evidence based medicine) - Article Example The search for the study was relatively complete and there was some validity to the study because it was shown that CBT was effective for 4 months, but there was no difference compared to GP by 1 year. Individual data was not used in the study rather it was grouped together in order to run statistical analysis to determine significance. CBT is more effective than GP at lowering depression by 4 months, but by 1 year there is no significant difference. 2. How effective is meditation in the treatment of exam anxiety? There was no exact clinical question. It was a randomized trial study to see if people with a diagnosable anxiety disorder would benefit from different types of meditation in comparison to their counterparts of: pharmacological treatment, other psychological treatment, other methods of meditation, or no intervention at all. This study does not have much validity due to the fact that there are many different types of anxiety that are being measured. Individual patient data w as not used specifically in analyzing the results. Meditation is effective at cognitive restricting which can reduce anxiety, but does not reduce the anxiety as a treatment solely by itself.

A critical analysis of Roald Dahl Essay Example | Topics and Well Written Essays - 3500 words

A critical analysis of Roald Dahl - Essay Example However, a sense of the failures of family and the retribution that could be unleashed should magic be real can be found within the pages of his amazing work Charlie and the Chocolate Factory has inspired two films based on the book. These films are somewhat different in their treatment of the story, but the result has touched several generations of film buffs as well as given Dahl a wider audience for his delightful tales. Matilda, James and the Giant Peach, as well as The Fantastic Mr. Fox have all found their way onto film. The stories by Dahl are highly unique and original in such a way as to have a noticeable exceptionality in the way in which they are accepted. Peter Hollindale (2008), relates a story of a British comedy that begins with a man reading a story to two children The story becomes increasingly disturbing until he turns it over and checks the cover. With a sigh of relief, as if understanding, he says â€Å"Oh, it’s by Roald Dahl† (271). This was the power of his extraordinary point of view. Much is forgiven in the way of the dark tales because the writing is such that it makes sense by the end. This is not to say that there isn’t a great deal of criticism over his work. According to Steinberg and Kinchella (2004), the story of Matilda has an aspect of disrespect toward parents within the content that has been an area of concern for some parents in reading it to their children (185). Another aspect of Dahl’s work that creates criticism is in the way that there is a defined separation between children and their parents and that there is a defined right and wrong type of family that suggests that all families should be alike (Alston 2008: 64). This sense of separation is further exacerbated by a sense that adults tend to be less intelligent sometimes than their children, encouraging a point of view that children should trust themselves over the influence of a parental decision. Still, the

Best Assessment Strategies in Secondary Schools Essay

Best Assessment Strategies in Secondary Schools - Essay Example Interactive assessment in the classroom assumes special significance at the secondary level as students need constant feedbacks for the learning activities they undertake. There should be regular assessment at the secondary level. This is rightly suggested by E.C. Wragg when he remarks: " In most of the class rooms, assessment tends to be regular and informal, rather than irregular and formal. This is because teaching often consists of frequent switches in who speaks and who listens, and teachers make many of their decisions within one second." (Wragg, 2001). The purpose of this paper is to analyse critically the best assessment strategies in secondary schools. Interactive assessment, coherent assessment systems, self assessment, peer assessment, and feedback are identified as the most effective strategies in the assessment of the learning outcomes of secondary students. The teaching-learning process is highly interactive and assessment during each stage of the interaction is an essential prerequisite for effective learning process. ... One of the major advantages of the interactive assessment is that it creates a strong conviction in the minds of the learners that they are an active part of the instructional process and that their views and thoughts are being taken into account. This can provide them with better confidence to take part more enthusiastically in the teaching learning process. A remarkable study conducted by Eichorn, D. & Woodrow, J. (1999) "indicate that the use of interactive assessment promotes student self-monitoring, goal setting, time management, responsibility and mastery learning. Teachers report that the use of interactive assessment facilitates and supports student-centred, instructional practices." (Eichorn & Woodrow, 1999, P.193-199). Celina Byers (2001) also believes that the teacher has to measure and evaluate whether all the instructional objectives have been achieved and how far learning has taken place is to be assessed. She is of the opinion that there should be a learner centred act ive assessment in the classroom itself :- "Making the measurement an integral part of class activity allows the identification of problems and consequent improvements even while the course is ongoing. Learner-centred active assessment both provide direct objective measurement of learning and stimulate the use of holistic assessment tools to assess the entire learning environment." (Byers, 2001). For her assessment in the secondary school should never be limited to mere summative evaluation. Instead, there should be interactive assessment in the class room as "it permits important course improvements, made in conjunction with the collaboration of the students themselves, while the course is ongoing.