Invention of telephone Essays

Invention of telephone Essays Invention of telephone Essay Invention of telephone Essay When Alexander Graham Bell foremost invented the telephone his purpose was to make a device that would do communicating over great distances easier. Today. when we want to speak to another individual. what do we make? We pick up the telephone. coil through our contacts. and imperativeness send. Because of the engineering that was foremost invented in the mid 1800’s we can immediately link to people in other metropoliss. provinces. and even other states. But have you of all time wondered how different today’s universe would be without the innovation of the telephone? In my sentiment. the telephone has brought about the most far making and permanent alterations in our civilisation. The innovation of the telephone has caused both positive and negative results to our society. Some of the advantages of the innovation of the telephone are: We can now immediately reach our household and friends. concerns can distribute their services worldwide. we can reach exigency forces in the event that we need them. and it was used to assist make the cyberspace. Some of the disadvantages of the innovation of the telephone are: America is a state that thrives on instant satisfaction. there are a batch of safety and wellness concerns due to the overexploitation of the telephone. and the fact that people today are non every bit societal as they one time were. Back when this state was foremost founded if a individual wanted to acquire in contact with another individual in another metropolis it meant a courier had to go a great distance and manus present the missive to the intended individual. The procedure from start to complete could take months. or even near to a twelvemonth. because of the bringing clip. In today’s universe though. a individual has the ability to pick up the telephone and immediately acquire an reply to a inquiry they have. Businesss use telephones within their offices to pass on with colleagues and they besides utilize the telephone to speak to clients. concern spouses. or sellers that may populate in different provinces or different states. In the 1700’s if a baker needed milk he could non pick up the phone and order 100 gallons from Cobourg Farms that was located 200 stat mis off. the baker would hold to purchase that milk from a local husbandman. Families that were separated by an full ocean truly had no agencies of communicating until the early 1900’s. However. today non merely do we hold the ability to name person on our telephones. but we besides have to ability to see the other individual while speaking on the phone with them. In the crude cyberspace yearss we used the telephone lines to dial into the cyberspace. The innovation of the telephone has opened impossible doors for the universe. However. with the good the telephone brings society. it besides brings some negative things into society every bit good. Most first universe states in the universe thrive on instant satisfaction. We ever have our phone with us and when we are without it we feel like a piece of us is losing. I myself have been guilty of speaking to older coevalss and inquiring them how they of all time survived without a cell phone. because holding a phone within my range 24/7 is 2nd nature to me. When we want to cognize something or want to speak to person all we have to make is make down into our pockets and we immediately get replies. Peoples are less patient now-a-days and I’d like to believe that has something to make with the fact that we have the universe at our finger tips at any given point throughout our twenty-four hours. Because of the innovation of the cellular telephone there are a figure of safety and wellness hazards that are caused by the overexploitation of these devices. Cellphones emit little sums of radiation. and over clip the radiation end product can take to memory jobs. tumours. and other wellness issues. Peoples now besides can speak on their cell phones and thrust. or text and thrust. A driver is non to the full cognizant of his or her milieus when they are being distracted by a cellular telephone in their manus. or a Bluetooth device that is in their ear or built into their auto. Having the ability to utilize a phone anyplace. at any clip causes wrecks and human deaths every twenty-four hours in the impulsive universe. We now have runs against texting and driving and in some provinces it is illegal to speak and drive without a grip device because of the figure of deceases that phones have caused. I can vouch if you walk into any dining installation at dinner clip you will see at least one household whose olfactory organs are all buried in their phones. Because of the innovation of the smartphone we have entree to the whereabouts of everyone in our household and all of our friends. The telephone has played a immense function in the decomposition of our societal behaviour. Twelve people can be in a room with each other. but neer talk to each other because they are all preoccupied on their phones. Families don’t communicate every bit much as they used to in individual. because directing a simple text message is much easier than speaking in individual. In today’s coevals holding a phone is a natural portion of life. When the phone was foremost invented it was merely available to the rich. but over clip it has become less expensive which allows more people to hold entree to it. The innovation of the telephone has greatly changed how society maps. I don’t believe Alexander Graham Bell knew how the engineering for the phone would turn when he foremost invented it. The phone has many positive properties. but it besides has many disadvantages every bit good. I urge you the following clip you pick up your phone attempt and believe about how you would hold functioned 200 old ages ago when communicating was non so readily accessible.

The differences between the English and Spanish colonies in the new Essay

The differences between the English and Spanish colonies in the new world - Essay Example There is need to compare the two colonial masters in an effort to identify differences. Religion played an important role in the administration of the colonial territories. Both masters embraced Christianity. The Spanish rule however integrated Christianity in their administration. On the other hand the British acknowledged Christianity but had no role in administration. The Spanish rule ensured that Catholic was the only denomination in their territories. The British encourage Protestantism as their form of religion (Elliot 184). Religion in both colonial territories was used as a tool of strengthening their territory as a common agenda made user each territory shared the same religious ideologies. Religion then played an important role in these colonies as it influenced indigenous cultures. The British colonies exercised tolerance as other denominations where allowed into the region (Elliot 186). The Spanish on the other hand ensured the modern religion was the only religion practices in their territories which were different in British colonies where indigenous cult ure was tolerated. Administration was an important element in the two territories as it was a tool that differentiated the two colonies in the ‘New World’. According to Lange et al (2006) Spanish colonies experienced direct rule. This meant that rulers where appointed by the royal administration in Spain. The rulers answered directly to Spain any action was to be undertaken with a directive from Spain. The direct rule was enhanced by the Spanish government to sponsor settlers in their new territories (Strayer, 633). The Imperial companies that enhanced exploration of the ‘New World’ by the British meant that there rule was independent and formed governments different from the royal rule in Britain. The two systems meant that the indigenous individuals where to be the subjects

Nepenthes Rafflesiana trap structure Essay Example | Topics and Well Written Essays - 1250 words

Nepenthes Rafflesiana trap structure - Essay Example Keywords: Nepenthes Rafflesiana, Pitcher trap Nepenthes Rafflesiana of genus Nepenthes which belong to the family of Nepenthaceae are one of the most famous carnivorous plants having pitcher traps (Slack & Gate, 2000). Nepenthes have a total of more than 100 species with the bulk of species populated along the islands of Borneo and Sumatra (Bonhomme et al., 2011). Nepenthes pitcher plants including Nepenthes Rafflesiana have also developed specific adaptations like all other carnivorous plants due to lack of nutrients. This nutrient deficiency is a result of the habitat in which these plants grow and they are mostly dependant on insect derived nitrogen (Gaume, Gorb & Rowe, 2002). As a result Nepenthes have these pitcher traps in order to catch and trap insects and then getting the nourishment by digestion and absorption. The structural architecture of the traps of Nepenthes Rafflesiana varies according to the geometry and surface features (Gaume et al., 2002). The pitcher trap is gen erally composed of three distinct parts (Gaume & Di Giusto, 2009). The three parts named as peristome, waxy zone and digestive zone are all involved in their respective functions of attention, capture and digestion. A lid known as operculum is present above the peristome. The lid prevents the rain water from accumulating inside the pitcher and thus helps to prevent nutrient loss. According to Di Guisto et al. (2010) Nepenthes Rafflesiana show heteroblastic development defined by pitcher dimorphism according to their growth and maturity. Terrestrial pitchers or lower pitchers are linked to the young species whereas the aerial or upper pitchers are associated with the mature and climbing life forms. The two pitchers thus also show different characteristics. While the aerial pitchers are elongated, shaped like a trumpet and greenish yellow in colour the terrestrial pitchers are more winged shaped, globular and reddish green in colour. Aerial pitchers have an approximate length of 3-12 inches while terrestrial pitchers are around 3-10 inches long. The pitcher traps mostly develop during summer. Although most leaves have a trap it is not a necessity that a leave must have a pitcher trap. Often due to lack of light, low humidity or difficulties in cultivation might cause a leaf to not develop a pitcher trap. The initial sign of pitcher formation is a swelling on the tendril of a recently formed leaf. Leading towards maturity this minute swelling becomes filled with air and the first sign of colouring appears on it. A few days after the variegation appears, the lid of the pitcher opens and they become operational. In a week time the walls of the pitcher strengthen and they finally become completely mature. The pitcher trap consists of a mouth and a body. A hard, glistening and rounded collar or rim makes up the mouth of the trap (Bauer and Federle, 2009). This rim is frequently furrowed with very apparent and obvious parallel ribs. Each and every rib ends inside the mouth in a very sharp downward direction. The angles created due to this downward pointing, house single nectar secreting glands between them. The body of these traps also varies from pitcher to pitcher. The body is more or less like a cylinder with a rounded base. The lower half of the body is often more bell shaped than the rest of

NVQ and Competence - Essay Essay Example for Free

NVQ and Competence Essay Essay In this supporting paper to the presentation, the purpose, the nature and the advantages and disadvantages of NVQ will be stated and analysed; finishing with a conclusion as to whether to follow a NVQ or not. The definition of an NVQ is â€Å"A statement of competence clearly relevant to work and intended to facilitate entry into, or progression in, employment and further learning, issued to an individual by a recognized awarding body†. A national vocational qualification (NVQ) is a collection of vocational qualifications (previously unstructured), which have been integrated into a single assessment standard. This has been done in order to have a nationally recognised level of academic achievement which enables employees to have a clearer level of each job applicant’s respective competency. Competency can be defined as:- ‘An underlying characteristic of a person which results in effective and/or superior performance in a job’ (Boyatis 1982, p21) Due to the heavy promotion by the Learning Skills Councils, (LSC’s) and the Department for Education and Employment; the majority of vocational qualifications are either part of the NVQ scheme, and in the rare occasion that it isn’t, most commonly when the qualification is of different nature of those offered by the NVQ syllabus, the qualification will have its equivalence identified to its respective, specific, level of the NVQ system in order for those nationwide (familiar with the NVQs) can have more clarity as to where such candidates stand on the level of competency. NVQs have been developed to suit all occupational areas, with each occupational area there are eight levels with the NVQ system to complete to attain ‘full competency’. This is structured in such a way that level one is the most basic and level eight, the most advanced level of NVQ. The ideal situation of training for competence is done by the manifestation of the development of candidates’ abilities to perform the specific tasks which coincide directly with the nature of the job in its respective department, in terms of performance results (grading), with specific indicators. NVQs have originally been developed with the purpose to serve as a reaction to the ‘confetti-scattering’ style of training which is sometimes carried out by some establishments e.g. a company which sends their staff on off-the-job training with just the objective to learn one particular skill. This training style results in the candidates becoming one-dimensional, due to  having a limited knowledge of skills. NVQs have, in fact been developed in order to give these candidates a more rounded knowledge, thus enabling them to be more versatile, efficient in their respective job positions. The design of NVQ has been structured in such a way that in each of the eight levels, there are mandatory and optional roles (or modules); these are comprised of a collection of several units, those of which are to be completed to be able to progress onto the succeeding level. The table beneath can be used in aid to understand the structural layout of each level in NVQ. There are several advantageous principles adopted by the NVQ system. These include:- 1.The NVQ qualifications are open access in the sense that no prior professional attainment or experience, nor qualifications are required, each candidate will be categorised level (1-8) after a means of analysis (be it a test or a review of current skills/ experience currently obtained). 2.The focus-based learning format of the NVQs. Progression from one level to next is based on when the criteria to advance has been met, this can be as quick or long as the individual will take to learn, opposed to other assessment standards where the timescale restricts the learner to learn in its set time. An example of this is that it is impossible to complete a Master’s Degree quicker than in a year. 3.Flexibility is a key aspect of NVQs, as they are not generally attendance based – in conjunction with the focus based learning aspect of the qualification where the learner can take as long/short as they want. This also enables candidates to continue with their respective business demands of their external employment, in conjunction with following NVQs. 4.School Integration is available to the NVQs (GNVQs), this enables candidates to have early access to the hands on approach, which runs alongside other assessment standards (e.g. An alternative run in the same centres as A –levels etc.), thus showing equivalence in value and progression routes, thus giving more viable options to the candidates). 5.Portfolio based work proves to prospective employees that a track record is available showing day to day skills being learnt, thus proving the levels of understanding and competence of each candidate. 6.Prior Accreditation being put into consideration as to which level they will be categorised, enables the candidate to use their  qualifications/experience regardless of where from, as long as relevant (i.e. A-levels, training at work etc., enabling an individual to start in a more advance d level). NVQs also have a few disadvantageous aspects when following their assessment standards, these include. 1.Labour intensive nature of assessment there is a lot of practical work undergone in the NVQs 2.More focus in gaining evidence than actual learning, lack of cognitive learning amongst candidates. As most of the proof (to validate competency level) is done via the production of a portfolio and the presenting of a track-record , this can easily turn into a ‘paper-chase’ rather than the actual focus on the learning processes of the qualification. The also, ‘going through the motion’ nature of the NVQ can also enable the candidate to not be able to reason, simply performing tasks without having true understanding. 3.Quality of assessment can, due to the large numbers of assessors, have a large variance as the marking of each individual can differ. Especially with the different interpretations of some of the jargon developed by the NVQs assessment grading schem es 4.Partial Competence due to selection of optional modules/ reduced definitions and details, as each candidate can choose their modules in the option roles category and each module having different aspects and natures, the candidate may be subject to effectively not gaining an entire knowledge in their respective occupational fields. An example of this would be (referring to table above) where each module has a code which labels the nature of the unit. Take ‘C5’, With C symbolising say, ‘Managing Self and Personal Skills’, one opting out of such a unit, could prove to give them less than the complete set of skills an NVQ could offer, thus lowering competence. To conclude, NVQs are a system devised by the government to help those in various situations, both academically and professionally in order to make them more competent in their respective field in a nationally recognised manner to potential employers. There are a range of advantages and disadvantages to the candidates as well as the employers, such as not having to follow a timescale in learning and also in not receiving a full knowledge due to optional module selection, but as to whether one should be followed  or not, according to the studies that have been carried, out should go hand in hand in the individuals situation.. For instance, one that is currently employed may not be able to dedicate a lot of time to their qualification course, would suit an NVQ whereas, an individual wishing to say, be a medical doctor, a career where having extensive knowledge of their occupational area is vital, would not suit following an NVQ course, where modules are optional and perhaps having re duced knowledge. Bibliography 1.Armstrong,M(2012)Armstrong’s Handbook Of Human Resource Management Practice, 11th edition, Philadelphia: Kogan Page Limited. 2.Hall,L. Taylor,S. Torrington, D. (2008) â€Å"Human Resource Management†, 7th Edition. Pp. 399-407 3.Blosi,W.(2007)An Introduction To Human Resource Management, London: McGraw-Hill Education 4.Marchington,M. Wilkinson, A. (2005) Human Resource Management At Work People and development, London: Chartered Institute of Personnel and Development 5.Lundy,O. Cowling, AG, (1996)Strategic Human Resource Management, London: Routledge

Childhood Conduct Disorder Essay -- Diseases/Disorders

Introduction: A History and Brief Overview of Conduct Disorder Conduct Disorder has been a part of the American Psychological Association’s Diagnostic Statistical Manuel (DSM) since its original release date in 1994. Although, there is new information about the disorder that was previously unknown, Conduct Disorder is distinguished by a â€Å"repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate norms or rules are violated† (American Psychiatric Association, 1994.) This mild, moderate, or severe antisocial behavior begins to appear either in childhood, categorized as early-onset conduct disorder , or in adolescence after ten years of age, classified as adolescent-onset conduct disorder (Passamonti et al., 2010.) The criteria to meet to be diagnosed with this disorder are separated into four subgroups: aggressive conduct, nonaggressive conduct, deceitfulness or theft, and serious violations of the rules. Three or more incidents must be present in the past twelve months with at le ast one of the characteristics being present in the past six months. This disorder causes severe impairment of functioning across a variety of situations so it is important to keep in mind society and individual situations because this diagnosis may be â€Å"misapplied to individuals in settings where patterns of undesirable behavior are sometimes viewed as protective† (American Psychiatric Association, 1994.) For example, a patient that has recently relocated from a war torn country would most likely not be a candidate for Conduct disorder even though he or she may exhibit some of the characteristics. An interesting distinction between the two subcategories is that those diagnosed with early-onset Conduct Dis... ...004). Childhood Adversity, Monoamine Oxidase A Genotype, and Risk for Conduct Disorder. Arch Gen Psychiatry. 738-744. Lahey et al. (2004). Predicting Future Antisocial Personality Disorder in Males from a Clinical Assessment in Childhood. Journal of Consulting and Clinical Psychology. 389-399. Maughn et al. (2004). Prenatal Smoking and Early Childhood Conduct Problems. Arch Gen Psychiatry. 836-843. Milich, R., Widiger, T. & Landau, S. (1987). Differential Diagnosis of Attention Deficit Disorder Using Conditional Probabilities. Journal of Consulting and Clinical Psychology. 726-767. Miller, G. E. & Prinz, R. J. (1990). Enhancement of Social Learning Family Interventions for Childhood Conduct Disorder. Psychological Bulletin. Passamonti et al. (2010). Neural Abnormalities in Early-Onset and Adolescent-Onset Conduct Disorder. Arch Gen Psychiatry. 729-738.

Bandura Theory of Social Learning

Learning is a social process and we learn through interaction with others in our day to day life. Prior to 1960, theories of learning were heavily influenced by behaviorist and cognitivist theories. But Albert Bandura’s Social Learning Theory posits that people learn from one another – via observation, imitation, and modeling. The social learning theory has often been called a bridge between behaviorist and cognitive learning theories because it includes attention, memory, and motivation.As a result it is sometimes called social cognitive learning. While rooted in many of the basic concepts of traditional learning theory, Bandura believed that direct reinforcement could not account for all types of learning. His theory added a social element, arguing that people can learn new information and behaviors by watching other people known as observational learning (or modeling). The social learning theory emphasizes the importance of observing and modeling the behaviors, attit udes and emotional reactions of others. Thus it focuses on learning by observation and modeling. Social learning theory talks about how both environmental and cognitive factors interact to influence human learning and behavior. It focuses on the learning that occurs within a social context. It considers that people learn from one another.In Social Context Behavioral factors + Cognitive factors -> Social LearningMeaning : According to Albert Bandura (1977), â€Å"In social learning theory, behavior is learned from the environment through the process of observational learning.† Social learning is the process in which individuals observe the behavior of others and its consequences, and modify their own behavior accordingly.Bandura’s theory of social learning : Basic Social Learning Concepts There are three core concepts at the heart of social learning theory. 1) Learning through observation 2) Intrinsic Reinforcement 3) Change in behavior is not necessary for learning 1) Learning through Observation (Observational Learning) :In 1961, Bandura demonstrated the now-famous Bobo doll experiments. The Bobo doll is a child-sized inflatable doll with a weighted bottom that causes it to pop back up after being knocked down. In the first stage of these studies, preschool-aged children were divided into three groups: one group that observed an adult (model) behaving aggressively towards the Bobo doll (punching, kicking, striking with a mallet, yelling), another group that observed the adult playing peacefully, and a control group. Each participant viewed their assigned scenario individually.Later, the child was allowed to play independently in the play room which contained a variety of aggressive and non-aggressive toys, including the Bobo doll. Participants’ acts of verbal and physical aggression toward the Bobo doll were then recorded. Results revealed significant group differences, such that children exposed to the aggressive model were more likely t o imitate what they had seen and behave aggressively toward the doll. Bandura argued that the results supported that children could rapidly acquire novel behaviors through the process of observation and imitation, and this occurred even in the absence of any kind of reinforcement.In a 1963, Bandura demonstrated that children imitated aggressive behavior witnessed on video, in addition to live observation, and children also imitated aggressive behaviors enacted by a cartoon character. (In his famous Bobo doll experiment, Bandura demonstrated that children learn and imitate behaviors they have observed in other people.The children in Bandura’s studies observed an adult acting violently toward a Bobo doll. When the children were later allowed to play in a room with the Bobo doll, they began to imitate the aggressive actions they had previously observed.)Social learning theory draws heavily on the concept of modeling, Bandura identified three types of models:1) Live model : An ac tual person is demonstrating the desired behavior.2) Verbal instructional Model : An individual explains and describes the desired behavior in details.3) Symbolic Model : Modeling occurs by means of the media including movies, television, Internet, literature and radio.Stimuli can be either real or fictional characters. Mental States are important to learning (Intrinsic  Reinforcement) An additional study, published in 1965, showed that witnessing the model being punished for the aggressive behavior decreased the likelihood that children would imitate the behavior, a process he referred to as vicarious reinforcement. At the same time, Bandura noted that internal rewards such as pride, satisfaction, sense of accomplishment also influence the learning which he described as intrinsic reinforcement.Learning does not necessarily lead to a change in behaviour : While behaviorist believed that learning led to a permanent change in behaviour, social learning demonstrates that people can l earn new information without demonstrating new behaviours.Key Principles of social learning theory : 1) Learning is not purely behavioral; rather, it is a cognitive process that takes place in a social context.2) Learning can occur by observing a behavior and by observing the consequences of the behavior (vicarious reinforcement).3) Learning involves observation, extraction of information from those observations, and making decisions about the performance of the behavior (observational learning or modeling). Thus, learning can occur without an observable change in behavior.4) Reinforcement plays a role in learning but is not entirely responsible for learning.5) The learner is not a passive recipient of information. Cognition, environment, and behavior all mutually influence each other (reciprocal determinism).The Modeling Process : Not all observed behaviors are effectively learned. Factors involving both the model and the learner can play a role in whether social learning is succes sful. Certain requirements and steps must also be followed. The following steps are involved in the observational learning and modeling process: 1) Attention: â€Å"I Never seen or thought this Before†In order to learn, you need to be paying attention. Anything that detracts your attention is going to have a negative effect on observational learning. If the model interesting or there is a novel aspect to the situation, you are far more likely to dedicate your full attention to learning. 2) Retention: â€Å"I Figured Out What I have to do†The ability to store information is also an important part of the learning process. Retention can be affected by a number of factors, but the ability to pull up information later and act on it is vital to observational learning. 3) Reproduction: â€Å"Why Not Do It? It Worked Out Fine for others† Once you have paid attention to the model and retained the information, it is time to actually perform the behavior you observed. Furt her practice of the learned behavior leads to improvement and skill advancement. 4) Motivation: â€Å"This action is giving me satisfaction†Finally, in order for observational learning to be successful, you have to be motivated to imitate the behavior that has been modeled. Reinforcement and punishment play an important role in motivation. While experiencing these motivators can be highly effective, so can observing other experience some type of reinforcement or punishment. For example, if you see another student rewarded with extra credit for being to class on time, you might start to show up a few minutes early each day. Vicarious reinforcement – behavior is acceptableVicarious punishment – behavior is unacceptable Implications Learning by observation (models): students learn simply by observing other people. Modeling provides an alternative to shaping for teaching new behaviors. Instead of using shaping, which is operant conditioning, modeling can provide a f aster, more efficient means for teaching new behavior. To promote effective modeling a teacher must make sure that the four essential conditions exist; attention, retention, motor reproduction, and motivation. Cognition plays a role in learningLearning can occur without change in behavior Teachers and parents must model appropriate behaviors and take care that they don’t model inappropriate ones. Teachers should expose students to a variety of other models. Students must believe that they are capable of accomplishing school tasks. Teachers should help students set realistic expectations for their academic accomplishments. Self-regulation techniques provide effective methods for improving behavior. Describing the consequences of behavior increases appropriate behavior and decreases inappropriate ones. ExamplesAdvertisements/TV commercials are the most common examples of Social Learning Theory. We observe (watch) them, and then copy them. Commercials suggest that drinking a cer tain beverage or using a particular shampoo will make us popular and win the admiration of attractive people. Depending upon the component processes involved (such as attention or motivation), we may model the behavior shown in the commercial and buy the product being advertised. Language learning is another common example of Social Learning Theory. A student tries to imitate or mimic his/her teacher while the teacher demonstrates.Conclusion :In addition to influencing other psychologists, Bandura's social learning theory has had important implication in the field of education. The social learning theory proposed by Albert Bandura (1925) has become perhaps the most influential theory of learning and development. Today, both teachers and parents recognize the importance of modeling appropriate behaviors. Other classroom strategies such as encouraging children and building self-efficacy are also rooted in social learning theory.Social learning theory posits that knowledge acquisition is a cognitive process that takes place in a social context and can occur purely through observation or direct instruction, even in the absence of motor reproduction or direct reinforcement. In addition to the observation of behavior, learning also occurs through the observation of rewards and punishments, a process known as of vicarious reinforcement.

Child Abuse And Neglect Of Children - 5936 Words

Child abuse is the physical, sexual or emotional maltreatment or neglect of a child or children. In the United States, the Centers for Disease Control and Prevention and the Department for Children and Families define child maltreatment as any act or series of acts of commission or omission by a parent or other caregiver that results in harm, potential for harm, or threat of harm to a child. Child abuse can occur in a child s home, or in the organizations, schools or communities the child interacts with. There are four major categories of child abuse: neglect, physical abuse, psychological or emotional abuse, and sexual abuse. In Western countries, preventing child abuse is considered a high priority, and detailed laws and policies exist to address this issue. Different jurisdictions have developed their own definitions of what constitutes child abuse for the purposes of removing a child from his/her family and/or prosecuting a criminal charge. According to the Journal of Child Abuse and Neglect, child abuse is any recent act or failure to act on the part of a parent or caretaker which results in death, serious physical or emotional harm, sexual abuse or exploitation, an act or failure to act which presents an imminent risk of serious harm. Douglas J. Besharov, the first Director of the U.S. Center on Child Abuse and Neglect, states the existing laws are often vague and overly broad and there is a lack of consensus among professionals and Child Protective ServicesShow MoreRelatedChild Abuse And Neglect Of Children1670 Words   |  7 PagesChild Abuse and Neglect Are you a child being abused by your parent? Do you need help? Why would any parent do that to their child or children? Child abuse is common, there are many different kinds of abuse. Most of the abuse occurs within the family. Child abuse is more than bruises and broken bones. While physical abuse might be the most visible, other types of abuse such as, emotional abuse and neglect, also leave deep, lasting scars on the children (Smith, M.A, Segal). Studies have shown thatRead MoreChild Abuse And Neglect Of Children Essay1276 Words   |  6 Pages Child Abuse and Neglect Tracy Vargas Arizona State University Child Abuse and Neglect In 2002 child protective service (CPS) agencies investigated more than 2.6 million reports of alleged child abuse and neglect (Harder, 2005, p. 1). The topic I have selected for this paper is child abuse and neglect. In this paper I will provide information of the findings for four different articles, I will include results provided by each article, finding similarities or dissimilarities. TheRead MoreChild Abuse And Neglect Of Children924 Words   |  4 PagesChildren get abused and die everyday of abuse and neglect. In 2005 1,460 died throughout the year of child abuse or neglect. The majority of kids who get abused are mostly 3 years or younger (77 percent ). The United States has one of the worst records, losing on average of 3-7 kids everyday to child abuse or neglect. Throughout the year there are referrals to the state child protective services that involve 6.6 million children, and about 3.2 million of the children are subject to an investigatedRead MoreChild Abuse And Negl ect Of Children1291 Words   |  6 PagesChild abuse and neglect are highly contested concepts, underpinned by and subject to a range of political and cultural factors particular to the society in which they occur. Therefore, child abuse and neglect are not phenomena that lend themselves to easy definition or measurement (Corby, 2006:79). This means that child abuse or neglect cannot be defined unless we take the cultural context into consideration, for what is considered to be abusive or neglectful in one society could be acceptable inRead MoreChild Abuse And Neglect Of Children1400 Words   |  6 PagesChild Abuse and Neglect Child abuse and neglect refers to any way in which someone harms a child. It also includes neglecting to protect a child from harm, potential harm, or allowing a child to witness violence or abuse to others. Harm to the child may or may not be intended. Children of abuse often have no one to turn to for help. Children often feel shame about their abuse or fear their abuser. The abuser may have threatened the child if he or she tells anyone about the abuse. It is up to adultsRead MoreChild Abuse And Neglect Of Children Essay1208 Words   |  5 PagesFrom the time I was a little girl, I’ve wanted a child. I always loved getting new toy baby dolls, and being able to take care of them as if they were really my children. Now, at age seventeen, I still can’t wait to be a mother. I’ve always promised myself that when I have a child of my own, he or she would be my top priority and I would love him or her with everything I have. Because of this mindset, it breaks my heart when I see or hear about children being abused and neglected by their parents. AccordingRead MoreChild Abuse And Neglect Of Children Essay944 Words   |  4 Pages Everyday, approximately 5 children die from abuse and neglect. Child abuse is when a child is physically injured or sexually abused. Sadly, there are many different forms of child abuse and neglect. There is physical abuse, sexual abuse, neglect, substance abuse, and emotional abuse. This abuse is very well known but most people don t realize that the people around you could be in that situation. Imagine being a young child, old enough to understand right from wrong, being abused and having toRead MoreChildren With Child Abuse And Neglect877 Words   |  4 Pagestypes of programs that are available for youth and families where child abuse and neglect is apparent. Such programs that are available for young people and non-offending family members are Forensic Interviews, Family Services, Therapy Counseling, and Prevention Education. Other programs are available in different areas for families where youth are showing different types of outcries to help non-offending family members an d the child get the help that is needed for several of reasons. Such other programsRead MoreChild Abuse And Neglect Of Children Essay2663 Words   |  11 Pagesâ€Å"There were 3.5 million reports of child maltreatment in the United States involving more than six million children† (Children’s Rights, 2014). In this paper, I will be talking about the various aspects of child abuse and neglect. A report of child abuse and neglect happens every ten seconds here in the United States. I thought about this idea for my paper because I have seen somebody in my family who suffered child abuse. I also thought about it because I used to work at a gymnastics center andRead MoreChild Abuse And Neglect Of Children1486 Words   |  6 PagesChild Abuse Child abuse and neglect is a really big problem in our society. Child abuse is physical maltreatment or sexual molestation of a child. Child abuse can also be emotional which in most cases people don’t notice it unless the child speaks up about it and tells an adult to get help. According to the U.S. Department of Health and Human Services Administration on Children, Youth Families, Child Maltreatment 2000, about three million children in America were involved in child abuse and neglect