Divorce Childrens Psychological Desolation in Adulthood - Free Essay Example

Sample details Pages: 2 Words: 583 Downloads: 5 Date added: 2019/06/24 Category Psychology Essay Level High school Tags: Divorce Essay Did you like this example? Marriage is the traditional view of legally binding two individuals together til death. While marriage may work for others, some come to terms of separating due to a numerous of reasons. Divorce is the legal action of terminating a marriage between two married individuals. This can be a stressful factor for the entire family especially for the children involved. Between the emotional and psychological implications of divorce, children take this problem into adulthood. In a study done by Hurre, Junkkari, and Aro (2006), it was found that the divorce of parents could sufficiently cause enough stress in their childhood to influence their adulthood, especially among females. This 16-year longitudinal study first analyzed 9th- grade students from a school in Tampere from 1983 and was studied again in 1999. In the first phase of the study, a total of 2194 pupils (1071 females and 1123 males) received a questionnaire at the age of 16 with a response rate of 96.7%. The first phase questionnaire included questions regarding personal characteristics, family background, social relationships, life events, psychological and somatic health, and health behavior. A second questionnaire was sent through mail 16 years later to a total of 1471 (805 females and 666 males) of the participants with a response rate of 70.8%. The second questionnaire included similar age-related questions and included scales on psychological well-being. Within the 16 years of the study, 103 of the participants were dead, institutionalized, unidentifiable or unobtainable to receive the second phase of the study. The remaining 620 participants did not respond to the follow-up questionnaire. Don’t waste time! Our writers will create an original "Divorce: Childrens Psychological Desolation in Adulthood" essay for you Create order In the questionnaires, participants were to answer age-related questions in which would help scale the well-being of each participant. The family background at age 16 was obtained through questions related to parental divorce, death and socio-economic status in forms of structured questions. The second phase of the study used a Psychosomatic Symptom scoring; participants were given a list covering 17 somatic and psychic complaints that are frequently used to check for symptoms that reflect stress or malaise. Depression at 32 years was also measured using a 13-item Beck Depression Inventory to score participants. Socio-economic status was measured at 32 years by classifying as non-manual or manual following a standard classification of occupations. The use of social networks was studied by asking the participants to list the importance of people into three categories: family and relatives, friends and other important persons. Lastly, life events at 32 years were measured by asking par ticipants if a life event has been experienced within the last 12 months using a list of events resembling those that were asked when they were 16 years old but modified to fit their adult life. According to the responses from the questionnaires, a total of 317 (178 females and 139 males) participants had divorced families and 1069 (585 females and 484 males) participants had non-divorced families. The females from divorced families reported significantly higher in Psychosomatic Symptom scores than females who were from n on-divorced families. Females from divorced families also had a higher prevalence of depression and minor psychiatric disturbance. The male participants from the divorced and non-divorced families did not differ in psychological well-being. Based on the results of the article, the impacts of divorce on children thats an effect on the emotional well-being in adulthood. It is seen more to impact females rather than males of divorced families. Subject Adolescent Development (major); Divorce (major); Early Experience (major); Psychosocial Factors (major); Well Being (major); Adjustment; Interpersonal Relationships References Huurre, T., Junkkari, H., Aro, H. (2006). Long-term psychosocial effects of parental divorce: A follow-up study from adolescence to adulthood. European Archives of Psychiatry and Clinical Neuroscience, 256(4), 256-263. DOI: 10.1007/s00406-006-0641-y

Violent Video Games The Behavior Of Those Who Play Them

Title : Violent Video Games: The Behavior Of Those Who Play Them I. Introduction A. hook / opening †¢With the recent violence across the world in schools, once again a concern has been stumbled upon in regards to whether or not video games can impact an individual’s demeanor, specifically in children and teenagers. However, when the concern is about children and violent video games, one thing is a sure fact: If parents keep getting these types of games the children will keep playing them, and companies will keep profiting from them and will keep producing more. In today’s society more than sixty-eight percent of our youth is addicted to video games. Most of these games are bought by parents or relatives not knowing that these could be detrimental for the child’s psychological development. Many games are based solely on violence; most games are about killing each other and promoting more violence by using expletive language. B. context / background / tie-in to thesis †¢ Such Games as Black ops, Modern Warfare, and Grand Theft Auto, are some of the most violent games that could cause young kids to become more violent as they keep playing the games. The uttermost number of these games have from gory bloody scenes to picking up prostitutes in the street . In reality most parents are at fault, because they are not really engaged on what the child is watching or playing. †¢As well as there is negative effects of playing violent video games there is also positive effects,Show MoreRelatedViolent Video Games And Its Influence On Behavior1187 Words   |  5 Pages The Timing of Violent Video Games and Its Influence on Aggressive Behaviors What images pop up in your head when you hear the word aggression? Have you ever thought whether violence portrayed in different forms of media make people more aggressive? The immediate reaction to such a word is fighting or violence. Many issues are determinants of aggression but media violence has played a huge role in influencing aggressive behavior. Over the past years, aggression has been tied to numerousRead More The Debate Over Video Game Violence Essay1734 Words   |  7 PagesUnsurprisingly, the effect of video games on the human brain has been a controversy since video games were first released decades ago. Video games involve the use of body and mind, which causes the player to be inside of the game, and they can see the world through the eyes of the character of which they play. Some psychologists and other scientists suggest that violent video games can cause psychological disorders which can cause players to engage in violent behavior in real life. On th e other handRead MoreVideo Games And Its Effect On Behavior1378 Words   |  6 PagesVideo games (electronic games that can be played on one’s computer, television or any display screen) are popular today adolescents. Although games are fun and entertaining many people worry about the violent content within some games. Violent video gaming has been a huge topic of concern because people fear it will lead to aggressive behavior. Although there is considerable evidence that link violent video games to aggressive behavior and cognition, the interpretation of the connection differsRead MoreViolent Games And Violent Video Games1122 Words   |  5 PagesAs video game images become increasingly more realistic and graphic. Therefore, is there any link between the violence depicted in those games and violence in real life? Students are the main group people who played violent video games very often. Also, losing a game causes many people to have a negative impact. Last, the attitud es on violent game and antisocial. Games are everywhere around us, such as cellphones, televisions, or computers, but violent games are the most popular type of game. TheRead MoreVideo Games And Violent Behavior1460 Words   |  6 Pages Video Games and Violent Behavior Jessi Moffett CRJ 385 September 15, 2015â€Æ' Intro Technology is an important aspect of change in our world. As time goes on, we are introduced to more and more technology every year, which includes media such as video games. The increase of technology has also increased and improved the world including ways of communicating and distribution of information. More often used outlets of media are those used for entertainment purposes, like television, internet andRead MoreThe Effects Of Violent Video Games On Human Behavior1602 Words   |  7 PagesVideo Games are a form of media that continues to grow throughout society. As it grows and becomes fully adopted by adults and children alike, it seems as though a shroud of controversy follows suit. Many parents and those alike seem very afraid or reluctant to let their children play video games in today’s age. They fear for the long term affects such games might have on their children or even the short term effects. Many people see a correlation between aggressive behavior, violent moods, and bullyingRead MoreThe Negative Effects Of Video Games1523 Words   |  7 Pagesgaming industry. Despite being accused of impairing academic achievement, leading to obesity, and contributing to violent behavior, the gaming industry continues to market to children and to create an increasing number of violent games. It appears that this billion dollar industry has a blatant disregard for the public’s wellbeing. Because of these claims of detrimental effects, anti-game laws have made their way to the Supreme Court. These proposals have been rejected repeatedly. This is not doneRead MoreBanning Violent Video Games On Children1545 Words   |  7 Pages Banning Violent Video Games A child is killing police officers. A teenager is hiring prostitutes to potentially kill them. He is using weapons such as guns, chainsaws, and knives to kill and commit horrible crimes. Thousands of children and teens participate in these actions daily. How? Violent Video games such as Doom, Call of Duty, and Grand Theft Auto are just a few of the games that are full of these awful actions. The Harvard Mental Health Letter states, â€Å"The Pew Research Center reportedRead MoreAdolescent Aggression Based on Violent Videogames1645 Words   |  7 PagesAggression Based on Violent Videogames Violent video games played by millions of people every day results in animated characters having hearts ripped out, heads decapitated, and blood squirting across the screen as their mutilated bodies are erased from the screen. Most players play these games to pass the time, increase hand eye coordination, and create harmless competitions amongst those playing. However, some who play these games are entranced by the violent aggressive behaviors demonstratedRead MoreThe True Cause Of Violent Behaviors1613 Words   |  7 PagesThe True Cause of Violent Behaviors in Today s Society There are volumes of media that are starting to harm the world in which we live. They have been linked to fourteen mass murders (Fletcher). Nine out of the top ten selling games have been labeled as violent and 42% of adolescents play them (â€Å"Children and Video Games†). These violent video games are a major problem in the United States and across the globe. Violent video games have a direct correlation with negative behaviors because they increase

Essay on Idaho State Standards free essay sample

The table of contents gives a good overview of the various topics covered in the document which range from teacher training and parent involvement to student rights and funding. It is a little confusing in that there are no page numbers for easy access to specific information. It is organized in ten different â€Å"TITLES† with sections under each title listing specific information. The section numbers do not start over with each new title but continue increasing in number throughout the whole document. The document contains 670 pages with well over 9500 sections, (Education, 2001). It is a little intimidating; therefore, it is valuable to access other documents that can explain in simpler terms how The No Child Left Behind Act applies to the classroom, (Education, 2004). Idaho Standards for Initial Certification of Professional School Personnel are standards for what a teacher should know and be able to do in order to teach in the State of Idaho. A table of contents at the beginning of the document lists page numbers for the Idaho Core Teacher Standards along with all other teaching disciplines. Since all teacher candidates are expected to meet the Idaho Core Teacher Standards as well as the standards specific to their discipline area(s), it is convenient that the Core Teacher Standards are listed first, along with page numbers showing exactly where to find specific disciplines. Under each discipline the standards are broken down into two areas: â€Å"Knowledge† (what the candidate needs to know) and â€Å"Performance† (what the candidate is able to do). This easy to follow format allows the reader to easily understand what is expected. The purpose of the â€Å"Idaho Content Standards† is to provide a consistent, clear understanding of what students are expected to learn, so that teachers and parents can focus on how to teach. The site includes specific standards for each curriculum taught in grades k-12 including: Information and Communication Technology, Health, Humanities, Language Arts, Mathematics, Physical Education, Science, Social Studies, English Language Development (ELD), and Extended Content Standards for Students with a Significant Cognitive Disability. Details for each standard are listed by topic and grade level with detailed listings of expected goals and objectives. To locate a specific set of standards, go to the topic, such as Science, click on the desired grade level, such as 4th Grade. The documents can be saved to a computer or opened in Microsoft Word. The standards are listed in an easy to read format with student goals and objectives broken into individual items. This allows the teacher to easily build lesson plans to meet the objectives. The purpose of the â€Å"Common Core State Standards† is to obtain a National standard of uniformity in the basic education of children in the United States. The standards define what students should understand and be able to do by the end of each grade. The documents for these standards are accessed through a website that gives an overview of the purpose of the standards. The Common Core State Standards are broken into two areas: first, English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects and second, Mathematics.. Following the links to each area of focus gives access to both electronic and pdf versions of the Standards. Each document contains a table of contents listing each standard with page numbers. Each standard lists subject specific objectives so the teacher will know exactly what the student will be tested on. Task C – Write a short essay describing connections between documents. Similarities Whether it is on a National level, State level or in the home, lawmakers, education boards and parents all want the children to have equal opportunity and support in gaining a good education. Each of the chosen documents: The No Child Left Behind Act of 2001, the Idaho Standards for Initial Certification of Professional School Personnel, the Idaho Content Standards, and the Common Core State Standards are similar in their main purpose which is to improve opportunities and education for every student. They all focus on high standards for education. To support the goals of a good education, each document defines minimum expectations for schools, teachers, and students by stating goals, objective and standards clearly so they can be applied in any teaching setting. They set high standards that challenge the learning process of both students and teachers. Each document requires some form of testing or evaluation that holds schools, teachers and students accountable for the learning process and results. Differences The differences found in each document are seen when addressing who the individual documents were written for. The No Child Left Behind Act of 2001 came about in a reauthorization of the Elementary and Secondary Education Act (ESEA) of 1965. It was written, to the States, to improve educational opportunities for all students. It â€Å"asks the states to set standards for student’s performance and teacher quality. The law establishes accountability for results and improves the inclusiveness and fairness of American education† for every child, both exceptional and disadvantaged, (Education, 2004),. The Idaho Standards for Initial Certification of Professional School Personnel focuses on the teachers. It updated teaching standards based on the Interstate New Teacher Assessment and Support Consortium (INTASC) model (performance based) set by the National Council for Accreditation of Teacher Education (NCATE). It is strictly focused on the need for teachers to demonstrate what they know and are able to do in order to teach in the State of Idaho. Even though both the Idaho Content Standards and the Common Core State Standards are focused specifically on what the students are required to know, they differ in that the Idaho content Standards was designed to ensure that all children in the State of Idaho master the skills they need to become successful high school graduates who are able to go on to higher education. Accountability for these standards is done with testing, including the Idaho Reading Initiative (IRI) and the Idaho Standards Achievement Tests (ISAT) The Common Core State Standards is a National initiative to set a standard of learning requirements throughout the United States. Teachers are currently being trained for these standards and testing is being developed. They will be implemented into the teaching curriculum in 2013-2014. Out of the two, the Idaho Content Standards seem to be more detailed and specific, but that assumption may change with additional study and implementation. Support Education All of these documents support the education process by holding students, teacher and administration responsible for a basic standard of learning and knowledge. The No Child Left Behind Act requires 100% of students master state standards by 2014 (Education, 2004). This spurred the increase in State and National standards for both teachers and students which, in turn, focuses everyone’s attention on better performance and acquisition of knowledge in both the learning and teaching process. Enhance Student Learning Because every state in America requires teachers to know and use student achievement standards, it is critical that teachers understand the standards required by both teachers and students. The first step a teacher can take to enhance student learning is to learn the required teaching standards. Keep them as a ready reference when writing lesson plans. This empowers the teacher to create meaningful performance goals in the curriculum. The focus can be on the best methods for teaching instead of what to teach. The teacher can use the required standards for in-class assessment and grading practices. With the criteria on hand, there is no need to wait for the end of term testing to measure and promote desired knowledge and skills. Since assessments are a required part of all of these documents, the teacher can use them to consistently assess and improve learning for both themselves and the student. The standards can be used to assess student knowledge before, during and after the learning process. This not only gives evidence of achievement but can encourage self-assessment and goal setting for both the student and teacher. Getting parents and student on board by showing them the criteria and desired learning in advance and by providing consistent feedback and motivation is another benefit of using the standards to enhance student learning. Having these documents as a base for learning models gives the teacher confidence and leverage in expectations she can place on students, parents and school administration. They give power to the teacher to enforce learning because the teacher is carrying out the rules not setting them. In summary, these documents all focus on education standards. Even though they vary and may focus on different entities in the education system, they all work together to support the goal of providing students with the education they need to lead a meaningful and productive life in a fast paced and demanding society.

Business Finance Investments

Questions: 1. A. How many years will it take for an investment of $20,000 now to grow to $40,000, where the rate of interest for the investment is 5% p.a. and compounding occurs every two months?B. Suppose you invest $2000 in a bank account which provides 5% p.a. interest compounded daily. To what value your investment will grow after 5 years. Answers: 1. a) It will require 13.92 years to grow the investment to $40000. The calculations are shown below: Calculation for Periods:- Particulars Amount Present Value of Investment A $20,000 Future Value of Investment B $40,000 Interest Rate per two months C = 5%*(2/12) 0.83% Number of Periods (in Year) NPER(C,0,A,(-B))x(2/12) 13.92 b) The future value of the investment will be $2,568.01. The calculations are shown below: Calculation of Future Value of Investment:- Particulars Amount Present Value A $2,000 Maturity Period (in Days) B 1825 Interest Rate per day C 0.0137% Future Value of Investment FV(C,B,0,(-A)) $2,568.01 Bibliography:- Bodie, Z., Kane, A., Marcus, A. J. (2014).Investments, 10e. McGraw-Hill Education Smart, S. J., Smart, S. B., Gitman, L. J., Joehnk, M. D. (2013).Fundamentals of investing. Pearson Higher Ed.