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The "No Child Left Behind Act", 2008.
An analysis of testing in relation to the "No Child Left Behind Act".
820 words (approx. 3.3 pages), 4 sources, APA, $ 29.95
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Abstract
This paper attempts to determine if testing under the "No Child Left Behind Act" (NCLB), signed into law in 2001 by President George Bush, is capable of accomplishing what it is intended to accomplish. The paper points out that NCLB was intended to address the needs of students to achieve proficiency in basic reading and mathematical skills. Prior to the implementation of NCLB, many youths throughout the country were exiting the educational system without possessing these skills and this hindered their ability to achieve personal and professional goals. As a solution, NCLB required each state to develop standardized testing that would produce test scores indicating each student's level and allowing officials to determine whether or not the schools were accomplishing their goals. The paper finds that one of the most significant issues is that each state's tests are not universal and in some states the tests are consistently changed, providing no clear evidence of progress that can be compared over time. The paper concludes that, for students struggling in school, state testing measures do not support the intention of NCLB and reduce the validity of the accountability of the educational system.
From the Paper
"The text of the NCLB indicates that "each state may select and design assessments of their choosing" ("No Child", 2001, sec. 3). Wenning, Herdman, Smith, McMahon and Washington (2003) discuss the fact that in states such as Louisiana and Maryland the tests that have been developed to meet the mandates of NCLB are both norm-referenced and criterion based (sec. 2). According to Wenning, Herdman, Smith, McMahon and Washington (2003) this means that some students are tested on their "board knowledge" of a subject, while other students are tested on their specific knowledge of objectives associated with the curriculum in each state (sec. 2). As this consistently occurs the tests results that are gathered by the state and federal governments cannot be compared to one another because there is not a universal system of testing that occurs. Additionally, because the testing of students is determined by each state, some states alter the testing patterns given, further complicating the accountability and assessment process."
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The Authoritative Parenting Style, 2008.
An analysis of the authoritative style of parenting and how it can be relevant in the mental health setting.
907 words (approx. 3.6 pages), 2 sources, APA, $ 32.95
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Abstract
This paper analyzes the authoritative style of parenting and compares it to the authoritarian style. It discusses precisely what makes a parenting style authoritative in nature. It then looks at how parenting styles can be a focus of attention in the mental health setting. The paper concludes with a brief examination of how an authoritarian parenting style was of benefit to the writer as a young person.
Table of Contents:
What is Authoritative Parenting?
Authoritative Parenting and Psychology
Response
From the Paper
"The best outcome occurs with the application of the authoritative parenting style. This parenting style provides guidance without the excessive control demanded by the authoritarian parent. The authoritative parenting style relinquishes enough control over the child to permit the child to experience personal decision-making. However, it also contrasts with the permissive parenting style by providing enough guidance to enable the child to develop "appropriate morals and goals" (Bornstein & Bornstein, 2007, p. 2). A permissive parent, for example, might say that a child can go to his or her friend's house without first learning if the friend's parents will also be home. An authoritarian parent may deny the child permission regardless of any facts in the case. By contrast, the authoritarian parent uses both the facts and the child's needs as factors and may even include the child in the decision-making process."
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School Programs in Bibb County, 2008.
This paper discusses the implementation of the No Child Left Behind (NCLB) and the Individuals with Disabilities Improvement (IDEIA) programs in Bibb County schools.
800 words (approx. 3.2 pages), 4 sources, APA, $ 28.95
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Abstract
In this article, the writer notes that in an effort to address failures in the educational system across the country, Congress passed the No Child Left Behind (NCLB) and the Individuals with Disabilities Improvement Act of 2004 (IDEIA 2004). The writer points out that the effectiveness of these laws has been challenged in many states and in local jurisdictions. The writer then discusses that Bibb County is one of the areas that has put these laws into force and that has monitored their progress to see how effective they may be, with mixed results. The writer looks at this issue on the basis of the three criteria of efficiency, adequacy, and equity and notes that the system was found to be wanting in all three areas. The writer concludes that efforts have been made to streamline the system and to assure equity, and this process is ongoing throughout the system.
From the Paper
"In Bibb County, Georgia the School Board works with the Georgia Department of Education to implement provisions of the law, and the board reports that since the law has been in place, system test scores have been rising. According to the Board, using Georgia's Criterion Referenced Competency Tests, third graders able to meet or exceed the standards on the Reading portion have increased by eight percent, while fifth graders meeting or exceeding standards on the Mathematics portion have increased 20 percent. If a school achieves Adequate Yearly Progress under the NCLB, based on several factors including test scores, for three or more years in a row, that school earns the distinction of being cited as a Distinguished School."
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Article Review: Why Toddlers Bite, 2008.
This paper reviews an article titled 'A New Bit on Toddler Biting- The Influence of Food, Oral Motor Development, and Sensory Activities' by Ramming, Kyger and Thompson published in "Young Children".
760 words (approx. 3.0 pages), 1 source, APA, $ 27.95
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Abstract
This paper explains that one of the most upsetting events for parents and children is when a child is bitten by another child. The author points out that the article addresses this problem from the standpoint of developmental problems including oral motor development, sensory integration and behavioral organization. The paper relates that Ramming, Kyger and Thompson believe that the best way to stop children from biting is to meet their developmental needs. The author surmises that, basically, children bite in reaction to different senses that they do not understand. The paper cites that the article suggests that the ways to prevent biting includes feeding the children foods that they can chew on and giving them oral stimulation brushes and other chewing objects.
From the Paper
"The authors believe biting is linked to oral development or the suck, swallow, and breathe synchrony. Children bite in order to change the environment. When a child feels stressed, the child bites to ease the stress. Sensory integration is related to the normal vision, hearing, taste, smell, and touch, but also proprioceptive sense, vestibular sense, and tactile sense. When any of these are threatened, a child may bite (Running, Kyger, and Thompson, 2006, 18). Children cannot understand many of the senses that they are feeling so they bite to reduce the stress. The hypothesis by the authors states centers on the belief that a child bites when he is trying to respond to a situation but lacks the ability to handle the situation."
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Family Size and Educational Attainment, 2008.
This paper explores the relationship between family size and educational attainment.
1,092 words (approx. 4.4 pages), 8 sources, MLA, $ 38.95
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Abstract
The paper looks at studies that demonstrate how family size has an adverse effect upon the educational attainment of children. The paper then discusses a study that showed that Muslim nuclear families blessed with strong extended family ties can be large ones without their size negatively impacting the educational attainment of young people. The paper concludes that while there does seem to be a correlation between family size and educational attainment, other factors clearly come into play.
From the Paper
"To begin with, it must be noted that the correlation between family size and educational attainment is a phenomenon that can be explained by some (but not all) sociological theories. Structuralism, for one, is a sociological theory (as most students of sociology well know) that holds that people are shaped by the larger society of which they are part. In short, the values, the institutions, and the culture of a society shape the roles and actions individuals will play in life (incidentally, for an interesting comparison of structuralism to individualism within sociological theory, please see Gannon & Freidheim, 877-882)."
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Social Policy Brief: Single Parents on Welfare, 2008.
An analysis of the history of the struggle of single parents to survive financially in Ontario and possible policy solutions.
1,261 words (approx. 5.0 pages), 6 sources, APA, $ 42.95
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Abstract
This paper presents a policy briefly outlining where the province of Ontario is failing single parents on welfare (or, more generally, single parents struggling to survive economically). The paper explores the problem, the nature and history of the issue and the stakeholders involved. It then looks at what the government (at least at the provincial level) can do and what is being done in other (European) jurisdictions. Finally, the paper discusses two possible policy options that hold out significant promise.
Table of Contents:
Abstract
Introduction
History of the Issue
Stakeholders and Policy Recommendations
Governments and the Issue
Economics and Politics
What other Jurisdictions are Doing
Two Possible Options that Might Work
From the Paper
"In the end, social workers concerned about the rampant phenomenon of single parents in Ontario finding themselves trapped on social welfare can generally agree that something different from the prevailing provincial approach to the issue is needed. First of all, the minimum wage needs to be raised to at least $10 per hour and OW benefits need to be increased, as well. Simply put, ridiculously low wages give people little incentive to leave welfare behind exacerbate the cycle of poverty. Furthermore, child care services need to be implemented in full in this province - and that means money should be put towards new facilities. A huge amount of money is not necessarily required, but if a small percentage of funds allocated for social welfare were instead put into state-funded childcare facilities, that might be just what single parents need in order to re-access the labor force."
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Pokemon and Capitalistic Development, 2008.
This paper discusses the global phenomenon of Pokemon and its relationship to Western capitalistic development.
1,957 words (approx. 7.8 pages), 6 sources, MLA, $ 62.95
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Abstract
The paper explores Pokemon as being a nostalgic escape from, and a training ground in, capitalistic development. In order to understand this apparent inherent paradox in Pokemon, the paper considers its origins in Japanese cultural traditions and how these traditions have shaped its interrelationship with capitalism in ways that are subtly distinct from Western conceptions of capitalism and popular culture. The paper shows how this paradox is not unique to the Pokemon game but is actually deeply rooted in postwar Japanese popular culture as a response to, and a collaboration with, the market capitalism that defined much of postwar Japanese society.
Outline:
Introduction
Pokemon and its Context
Pokemon and its Paradoxes
Conclusion
From the Paper
"Pokemon originated in the late 1990s as part of a strategy by the Japanese gaming company, Nintendo, to revive interest in its Game Boy portable gaming platform. Designed by the famous Japanese game designer Tajiri Satoshi, the game was intended to be open and modular to further development across media. In its basic form, it consists of a highly interactive play between players who seek to collect all 150 imaginary creatures or "pocket monsters"; hence the term "Pokemon". The marketing potential of the game lies in the fact that it is impossible to catch or buy all of the monsters (Tobin Introduction 3-5). By the early 2000s the number of pocket monsters had expanded to 300, and over US$15 billion in Pokemon merchandise had been sold around the world (Allison Millennial 4-5)."
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Non-Urban Youth Gangs, 2008.
A look at the problem of North American non-urban areas and youth gangs
1,182 words (approx. 4.7 pages), 9 sources, MLA, $ 40.95
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Abstract
This paper contends that youth gangs can be considered small businesses that serve larger lucrative operations. It shows how an exploration of increased youth gang activity in non-metropolitan areas of North America allows a glimpse of a broader criminal industry centered on front-line drug commodities but also on real estate speculation, fraud, mobility, branch plants, franchises and territories claimed by networks of which youth gangs are a visible symptom.
Outline:
Introduction
Gang Networks
Enforcement Approaches
Discussion
From the Paper
" A Royal Canadian Mounted Police summary noted the need to examine organized crime and gang trends, as opposed to incidents of youth crime in North America and also Nicaragua, El Salvador, Honduras and Guatemala as a 20-year phenomenon. (2006) Gangs surface in hinterland, non-metropolitan areas for logical reasons. In Canada, the shift to crystal methamphetamine marketing features demand for rural laboratory sites and preparing Crystal Meth requires supplies of anhydrous ammonia, a common farm fertilizer, so that Manitoba farmers are now told how to guard fertilizer supplies in the presence of dozens of small 'invisible labs'. Motorcycle gangs or other organized criminal networks, as far away as Eastern Europe, need to be understood as the foundation of gangs in all parts of North America. "
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Aggressive Behavior and Violent Video Games, 2008.
A analysis of three studies addressing aggressive behaviour and violent video games.
1,821 words (approx. 7.3 pages), 3 sources, APA, $ 58.95
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Abstract
This paper examines studies pertaining to violent video games as encouragers of aggressive behaviour. The paper explains that these studies take different approaches to the same mechanism that much previous research has asserted to exist between young people who play violent video games and observable aggression expressed in their thinking and self-expression or behaviour. The writer points out that one paper was found to be more thoughtful, varied, less reductive and more generative of new questions than the others towards reflection on what studies of this variety can produce in terms of useful or stimulating information. The writer then looks at how all three studies indicate the sway in psychology of what previous studies have found in numbers, in studies of varying quality or small differences seeming to be unanimous in correlating violent video games and user aggression. The writer concludes that many studies addressing violent video games in relation to aggression obviously point to an unspoken question as to why such aggression of sometimes very serious forms is demonstrated by many persons in North America - a society that has attained one of the highest standards of living, ever seen.
From the Paper
"A comment is made on violent media as known to produce aggressive behaviour according to various studies of different kinds. The conclusion repeats the introduction's statement on violent video games perhaps inducing automatic aggressive associations of the self. However, the reader is never quite sure what aggressive associations of the self are. One presumes that a student of a certain age has enough insight to report that, yes, he or she is aware of feeling angry or 'wired up' after interacting with a violent video game, but this need mean very little. Perhaps a student having had a difficult morning or a delayed trip to school would report that he or she also felt aggressive, or a student having had to deal with an intense, unpleasant experience of another kind. Again, is aggression anger, or anger expressed outwardly, or annoyance?"
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Juvenile Delinquency Prevention Programs, 2008.
An examination of juvenile delinquency prevention programs and their potential for success.
2,071 words (approx. 8.3 pages), 4 sources, APA, $ 65.95
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Abstract
The paper reviews three levels of juvenile delinquency prevention: the primary level of creating safe environments, the secondary level of addressing those at risk and the tertiary level of bringing youths back from the brink after they have become involved in the juvenile justice system. The paper outlines the available programs at all three levels of prevention and their possible potential for success. The paper also explains the primary causes of juvenile delinquency and possible solutions.
Outline:
Abstract
Part 1 - Delinquency Prevention Theory
Part 2 - Delinquency Prevention Programs
From the Paper
"The comprehensive approach to preventing, correcting and resolving juvenile delinquency is divided into three levels to more specifically address the complex nature of the problem. Each level corresponds to the escalating level of youth's risk of or actual involvement in illegal activities. These increasing levels of intervention are designed to address particular risks factors for the juveniles, with the ultimate goal of keeping the youth out of the criminal justice system.
"The primary prevention level addresses the root causes, conditions and environmental factors that contribute to juvenile delinquency before the youth is part of the problem. The much agreed upon approach is to assist the youth before they are involved in illegal activity. These early intervention programs can range from those that directly address the individual to information programs designed to reach the general public at large. Programs designed to meet the needs of the individual are often school based educational programs, but also can be after-school safe harbor programs. The programs fall into the categories of either educational, recreational or community involvement. The educational programs are designed to provide information for both the youths in the community and the parents. Recreational activities are designed to occupy the hours after school where many youths are unsupervised. The Department of Education reports that youths are most likely to become involved in crime between the hours of 2 pm to 8 pm, with the peak rate at 3 pm ("Juvenile Delinquency Prevention," n.d.). These recreational activities have the additional benefit of creating positive friendships that can be of assistance in later years. The programs may include sports, music, drama, karate, and other such group activities. Community involvement programs include such groups as Girl Scouts, Boy Scouts, church youth groups and other youth volunteer groups. These types of group programs provide a much needed connection for some youths that may feel isolated, and creates ties with the community that also prevents involvement in illegal activity."
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TV Violence and Aggression, 2008.
This paper discusses the effects of violent TV and video games on aggression in children and adolescents.
2,463 words (approx. 9.9 pages), 5 sources, APA, $ 75.95
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Abstract
In this article, the writer notes that the apparent effects of TV violence on aggression in children and adolescents have long been suspected. The writer points out that the effect of violent video games on children's aggression is not so well known. This paper explores the relationship between exposure to violent television and video games and the development of aggression in children and adolescents. The paper explains that this link is extremely important because in recent years in North America there has been a noticeable increase in children's violence. The writer maintains that if a strong link can be found between TV and video game violence, this could have implications for reducing and controlling the degree of violence that is presently witnessed in society. The writer concludes that the research into the effects of TV and video violence on child and adolescent aggression suggests that a certain child or adolescent under very specific conditions will very likely act out aggression after viewing a violent TV program or video game.
Outline:
Introduction
Violence in Television
Explanations of Media Impact on Aggression
Violent TV, Violent Video Games and Aggression
Conclusion
From the Paper
"Sherry conducted a meta-analysis of research into video games and found that the effect of violent video games on aggression in children is less than what results from violent TV programming. The video games studies ranged over the 25-year period from 1975 to 2000. An analysis was made of all the studies during that time by analyzing the results of those studies. The effects of the more violent and graphic games were compared with the less violent games. The most important finding from this meta-analysis was that the longer the children were exposed to violent video games, the less of an effect was produced on aggression. It appeared that the children and adolescents had to be already angered and aggressive before the video game began in order for it to produce any effect. Other researchers have also observed that video games are different in their effect on aggression from TV. According to Browne and Hamilton-Giachritsis, video games merely amplify the effect which already exists of aggressive feelings and thoughts in the child or adolescent."
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Learning and Development, 2008.
This paper discusses the interaction between learning and development.
2,564 words (approx. 10.3 pages), 8 sources, APA, $ 77.95
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Abstract
In this article, the writer notes that teaching school-aged children is an involved and psychological process, involving a variety of problems that must be overcome in order to ensure success. The writer discusses that the underlying principles of this issue were initially expressed in three simple yet specific theoretical positions: the assumption that processes of child development are independent of learning; that learning is development; and that the relationship between learning and development subdues the conflicts of the other two principles by joining with them. However, the writer notes that more recent thinking has trended in a different direction - toward the notion of various levels of development relative to learning. The writer concludes with the opinion that no schoolchild can adequately be taught unless the curriculum focuses on zones of proximal development.
Outline:
Introduction
Early Thinking on Child Learning
Theoretical Position 1: Child Development Processes are Independent of Learning
Theoretical Position 2: Learning Is Development
Theoretical Position 3: The Relationship Between Learning and Development Counters the Extremities of the Former Two Principles by Joining Them
The Zone of Proximal Development Position
Conclusion
Reference List
From the Paper
"Such thinking seems to suggest that the human mind is not, as was once thought, a complex combination of general capabilities including observation, attention, judgment, memory and so on, but rather an extensive, largely independent set of separate capabilities. Learning does not affect one's overall ability to focus attention on subject matter, but rather it improves ones ability to focus better on the learnt matter.
"This thinking, made famous by Thorndike, has been opposed by both Koffka and the Gestalt School, proponents of the third theoretical position. Rather, these latter critics propose that learning is never specific, but is interactive and general. Learning of a specific operation, the researchers attest, stimulates a structural network of a kind that can be applied to other forms of learning. Learning is not simply the process of habit, acquiring skills, nor based on simple identity: it is complex."
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Judicial Discretion in Cases of Sexual Abuse, 2008.
A discussion on limiting judicial discretion to admit evidence in cases of sexual abuse of youngsters.
1,650 words (approx. 6.6 pages), 7 sources, APA, $ 53.95
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Abstract
This paper examines the subject of judicial discretion, specifically as it was applied by the United States Supreme Court in "Tome v. United States, 513 U.S. 150 (1995)". In that case, a majority of the court ruled that reports of prior consistent statements made by the victim of sexual assault were inadmissible unless they occurred prior to any incident drawing the victim's credibility into question. The paper contends that the dissent in Tome presented a more reasonable position, giving the trial judge more discretion in admitting evidence of this sort. To conclude, the paper notes that the states have not invariably followed Tome.
From the Paper
"In Tome v. United States, 513 U.S. 150 (1995), the Supreme Court considered a case which turned on an issue of judicial discretion. Matthew Tome was charged and convicted of felony sexual abuse of a child, his daughter who was four years old when the abuse occurred. Tome had primary custody of the child, A.T., during the 1989-90 school year; Tome's wife had custody during the summer of 1990. In August, the mother contacted police, alleging that A.T. had been sexually abused. The prosecution alleged that A.T. had been abused during the school year; the defense contended that the story was concocted to prevent Tome from retaining custody. (The matter was tried in federal rather than state court because the abuse allegedly occurred on a Navajo reservation.) (513 U.S. at 152)."
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The Case of "Jeffrey", 2008.
A case study of a young boy's developmental behavior.
1,574 words (approx. 6.3 pages), 101 sources, APA, $ 51.95
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Abstract
This is a paper on the subject of child development which reviews the case of a young boy who, although quite bright, lags significantly behind other children his age. The paper reviews his psychosocial, biosocial and cognitive development and provides a lengthy assessment of the boy and his actions. The author also explains his behavioral predilections, his background, the responses of those adults in his life and notes what can possibly be done to rescue an otherwise promising child from future troubles and under-achievement. The author has also included the research sources used in the paper.
From the Paper
"There can be little question that children are the most valuable (and malleable) human resource in any society; they are, after all, the future of any society. With that in mind, it is essential to come up with a means of dealing with these behaviors in such a way that classroom learning and child development are not both hampered any further than they have been already. The case of "Jeffrey," a troubled child attending a local Calgary elementary school, is proof of just how important early, fast, effective treatment can be to the successful amelioration of a problematic situation.
"To begin with, "Jeffrey" is eight years old and in the third grade; he was born March 1, 1999 and grew up in home with parents who separated when he was three. As it turns out, Jeffrey's father was quite abusive to Jeffrey's mother and the family struggled financially; it is also worth noting that Jeffrey's mother was an adolescent when he was born. Finally, the parents are Caucasian and Jeffrey was/is an only child. According to his teacher - and according to the impressions recorded by this writer - Jeffrey's cognitive skills are quite strong; in fact, he is best described as exceedingly bright - a bit of an anomaly considering neither of his parents has much formal education. In all of the scholastic activities this observer witnessed, Jeffrey was always among the first done with his work and he consistently scored near or at the top of the class in both language arts and in arithmetic evaluations; indeed, Jeffrey appears to possess an unusually high aptitude when it comes to problem-solving. Overall, this writer came away with the sense that Jeffrey's cognitive skills were not - are not - the issue; rather, the issue for him is his bio-social and psycho-social development."
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Literature Review and Analysis: Culture and Development, 2008.
A review of literature regarding childhood development in diverse cultural contexts.
2,370 words (approx. 9.5 pages), 10 sources, APA, $ 72.95
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Abstract
The purpose of this study is to examine the influences of cultural variations on childhood development, by looking closer at the research that already exists on the topic. It holds that existing literature does not pay enough attention to the impact of culture, especially regarding the parent-child relationship, on developmental psychology. While the role of parenting has been long recognized as an important component in development, this recognition has existed mostly devoid of cultural context. The paper argues that culture does have an influence on development, and will consequently have an influence on any planned intervention strategy. The paper concludes that what is critically needed is further research into the subject to demonstrate statistically viable methods for conducting important therapies and interventions in different cultural settings that are backed by legitimate theory and research.
Outline:
Introduction
Literature Review and Analysis
Current Limitations of Family Therapy Theory
Importance of Cultural Context
Emerging Picture of Culture's Effects
Conclusion
From the Paper
"On a theoretical level, developmental psychologists and theorists have been plagued by the same impulses that beset researchers in most disciplines: the desire to devise a single, all-encompassing theory. What dedicated researcher doesn't dream of a single theory that can provide all of the answers for all of the questions that have been (and will be) asked? This impulse has led to the creation of many theories, such as attachment theory, that strive toward a grand theory of development. But attachment theory has been exaggerated in its usefulness to explain actual instances of childhood development. Lamb (2005) concludes that development is much too complex, owing largely to the complicating effects of culture, to be easily reduced to a single theoretical approach. Contrary to the tenets of attachment theory, empirical data has consistently shown that there is more to development than just the parent-child relationship (though, admittedly, this is an important component)."
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Sleep and Breakfast, 2008.
This paper discusses the importance of sleep and a good breakfast to a healthy life.
2,000 words (approx. 8.0 pages), 12 sources, APA, $ 63.95
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Abstract
In this article, the writer discusses that research shows the value of sleep and the value of a healthy breakfast. For this reason, it is assumed that going to bed early and waking up early in the morning to have breakfast will help one to be healthier. The writer maintains that these actions should be part of any health regimen and can contribute both to physical and mental health, making the individual not only physically healthier but also more mentally alert throughout the day. The writer concludes that the link between adolescent behavior and health later in life is well known now and changing patterns to get more sleep and to eat a good breakfast is thus a step toward long-term health and well-being.
Outline:
Introduction
Sleep
Breakfast
From the Paper
"The human body reacts to a human sleep cycle. At the beginning of the cycle, a brain chemical called serotonin starts the cycle, and this leads to the production of the hormone called melatonin. Soon after melatonin is produced, deep sleep takes place for some 4-5 hours. During this time. hormone is active and helps to regenerate the body. The last 2-3 hours of sleep are much lighter, and this time involves the cycles of the sexual hormones, with cycles that are active about the time the individual is waking. To match these cycles, the individual should be sleeping for some 7-71/2 hours. If the individual gets less sleep than this, then he or she is limiting the time for recovering from the stresses of life, which can add additional stress to the body each day. Also, improper and inadequate sleep does not support the primary hormones active while asleep. Since these hormones are the chemical messengers of the body and are vital to health, improper sleep patterns stress hormones and does not contribute to health."
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Full Disclosure vs. Anonymous Disclosure, 2008.
This paper compares the value of full disclosure versus anonymous disclosure as exemplified in cases of HIV and child abuse.
1,730 words (approx. 6.9 pages), 6 sources, APA, $ 55.95
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Abstract
This paper explains that there are benefits and disadvantages for both full and anonymous disclosure, depending on the specific situation. The author points out that disclosure involves certain exclusions and exemptions from the usual principle of confidentiality. The paper relates that, without full disclosure, a person may never obtain the help he need and other individuals may be placed at risk; therefore, full disclosure can be therapeutic and leads to therapy and healing. The author also stresses that anonymous disclosure can be more appropriate because of culture and stigma; however, the risks and dangers can outweigh the benefits. The paper underscores that debate between the use of full or anonymous disclosure requires a careful risk-benefits analysis.
Table of Contents:
Introduction
Full Disclosure versus Anonymous Disclosure
HIV and Disclosure
Child Abuse and Disclosure
From the Paper
"The immediate goals then are to have the person use safe sex and ensure that the partner is tested. If the person does not agree to make full disclosure, then this is a situation where the health care provider is exempt from normal principles of confidentiality. The reason is that public health is at risk and other people's lives are being endangered. The process to be followed is to attempt to influence the person to disclose; if attempts at influence fail, then notify the authorities; and, if there is no action on the art of authorities, inform the endangered person of the issue."
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Child Poverty in Canada, 2008.
This paper explores the extent of child poverty in Canada.
1,134 words (approx. 4.5 pages), 4 sources, MLA, $ 39.95
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Abstract
The paper discusses Canada's problem with poverty in spite of a generally strong economy and social programs to offer aid to those below a certain economic level. The paper discusses how a focus on child poverty is beneficial for families and contributes to a reduction in poverty and other social problems for the next generations. The paper points out that policies such as reducing taxes that do not address the question of child poverty, might be politically beneficial but are essentially short-sighted.
From the Paper
"The House of Commons in 1989 determined to find a way to eliminate poverty among Canadian children by the year 2000, but this has not been achieved. Instead, it has been shown that some 1.2 million children, or one in six, live in poverty today. A 2006 report shows that the issue is both a national and a provincial problem, with rates of poverty varying from one province to the next because of different public policies on income security and affordable housing. However, the current data shows that "no province has yet reduced poverty to a single digit figure as UNICEF challenged Canada to do" (Campaign 2000 2). Quebec is the only province showing a steady decline in child poverty since 1997, which is attributed "in part to a package of family support benefits implemented in 1997 including
rapid expansion of affordable early learning and child care services, an expanded child benefit and enhanced parental leave" (Campaign 2000 2)."
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