Book Review Ghosts from the Nursery

Book Review Ghosts from the Nursery Ghosts from the Nursery: Tracing the Roots of Violence written by Robin Karr-Morse and Meredith S. Wiley offers the reader an in-depth look at child abuse and neglect. Karr-Morse and Wiley (1997) discuss the effects of abuse and neglect, looking specifically at violence in children. The book follows a young man, 19 year old Jeffery, who is on death row for committing a murder when he was 16 years old. Jeffery serves as a beautiful case study for the authors and readers to analyze and apply theories to. By looking at Jeffery and other children who kill, Karr-Morse and Wiley(1997) begin to discover the truths about the delicate and important years of infancy and early childhood. The authors look at child development and behavior particularly from conception to age two. With development and behavior in mind, they investigate the effects that abuse and neglect have on childrens trust, empathy, conscience, and learning during these pivotal years. Throughout the journey of this book, the reader learns a plethora of interesting facts about human development and how it is influenced by abuse and neglect. Throughout the chapters the readers are also given an opportunity to see the implications of such behavior with real life cases and studies. By taking the time to read Ghosts from the Nursery, one will not only have a better understanding of infancy and early child development but also understand why negative experiences affect children as they do and what it means for society as a whole. Upon the completion of this text the reader will have an appreciation for quality parenting and know the devastating effects abuse and neglect have on children and its influence in creating violent children. Critique This text offers knowledgeable contributions to the readers understanding of infancy and early childhood abuse and neglect. Karr-Morse and Wiley (1997) do an excellent job of explaining why the interaction of biological variables with environment variables results in pro-social or antisocial outcomes (81). Examples of this interaction are presented in every chapter with different situations and scenarios. The reader will quickly deduct that this is the most important connection to make and that children reflect what they have absorbed biologically and socially (Karr-Morse Wiley, 1997, 183). The text does a great job assessing a number of issues related to child abuse and neglect including but not limited to early brain anatomy and development, exposure to drugs in the womb, the interaction of parenting and temperament, and the impact of early trauma, head injuries, and emotional deprivation. Each chapter within this text takes a profound look at these issues and how they relate back to childhood violence. Along with providing new and essential knowledge, each chapter is opened by reconnecting with the case study of Jeffery and providing the reader with a personal account of the implications of the issues being discussed. By reading each section carefully and deliberately the reader begins to understand all the variables involved in producing a violent child and the impact these variables have on the way the child processes information, or does not process information as it may be. Along with presenting valuable information to the reader and deepening the readers understanding of the child abuse and neglect, the text does have its downfalls. While reading, one will observe that ideas are repeated too often causing the reader to begin skimming the material. The authors have a tendency to be repetitious in their writing to a point that it hurts the overall affect of the book. Karr-Morse and Wiley also like to provide in depth explanations which detract from the main point they are trying to convey by shifting the focus to a minute fact, thus losing their readers attention. Along with in depth explanations, Karr-Morse and Wiley have a tendency to include too many supporting facts. Though interesting, the facts tend to distract the reader from the main arguments the authors are attempting to make. With these three issues in mind, the overall book is difficult to get through and a relatively slow read. With shorter, more to the point chapters, the authors may have b een able to retain their readers attention for longer amount of time. These improvements would also place more emphasis on the purpose of each chapter and how it influences the making of a violent child, rather than emphasizing the supporting facts. Overall, this text is very educational and a valued contribution to any mandated reporters collection of knowledge. It is suggested however, that Ghosts from the Nursery be read like a textbook and not like a book one would read before bed. With the knowledge of the writing style the authors express themselves in, one can successfully navigate their way through this book and come out the other side with considerably more knowledge in the field of child abuse and neglect. Implications There are numerous implications for anyone, particularly a teacher, after reading Ghosts from the Nursery by Robin Karr-Morse and Meredith Wiley. First and foremost, one must begin to understand the pervasive effects of child abuse and neglect and how important those first two years of life are on development. Abuse and neglect have many faces, some of which are well hidden from the publics eye. As a teacher, especially in preschool, it is imperative to be sensitive to these issues and the repercussions if not detected and treated. As an elementary or preschool teacher, one will be able to assess a childs basic physical, social, emotional and intellectual development in comparison to the childs peers and determine whether the child is on track or not. It is during the preschool years and prior that developmental delays as a result of abuse or neglect will begin to show up in the child. This information may contribute to the teachers inclination that abuse is or is not occurring. It is essential to know that abuse and/or neglect from the time the child is inside the mothers womb to present day can display itself throughout various times in the childs development, and in any one of the developmental domains. This text specifically assists the reader in their quest to better identify and understand the less obvious forms of abuse and neglect and comprehend what it means particularly for a childs social/emotional development. Looking more closely at the disruptive behavior disorders chapter in the text is also beneficial to an individual entering the education field. Children who have such disorders will become obvious during the early school years as they are overwhelming our preschools and child care centers. With children who have disruptive behavior disorders their parents often feel exhausted and angry, their feelings of affection stretched thin or greatly compromised (Karr-Morse Wiley, 1997, 104), placing the child at a higher risk for being abused or neglected and later developing oppositional defiant disorder or conduct disorder. Some of these children may be experiencing abuse at home, or come to school out of chaotic and neglectful circumstances that leave them physically and emotionally malnourished (Karr-Morse Wiley, 1997, 105). For a teacher, seeing a child who has a disruptive behavior disorder may be a warning flag to keep an eye on the child and family and offer them additional resources to ease any additional stress they may be experiencing. Consequently, from reading this text, one will have a thorough understanding of how child abuse and neglect affects a childs development and what that will look like in the childs behavior. For anyone entering the education field whether it be in the public school district or in a childcare center, those individuals will find themselves mandatory reporters of child abuse and neglect. By reading this text, and having a solid foundation of what abuse and neglect look like, one will have the knowledge to better be able to advocate for a childs needs when necessary.

Winston Churchill :: essays research papers

Winston Churchill Sir Winston Leonard Spencer Churchill was born at Blenheim Palace on Nov. 30, 1874. His father was Lord Randolph Churchill, who descended directly from the 1st duke of Marlborough, of whom Winston was to write a biography. His mother was Jennie Jerosme, an American. Churchill's childhood was unhappy. He spent most of his time at school, something he didn't really love. His teachers caracterized him as bright, but stubborn and obstinate. He loved to read history and poetry, however, and was fascinated by soldiers and battles. From childhood he had an extraordinary memory. Winston Churchhill didn't want to go to university. Instead, he enrolled in the Royal Military College at Sandhurst. He graduated in 1894. After service in Cuba and India, he worked as a war- correspondent in Northern India, Sudan and in South Africa, where he was captured by the Boers. His daring escape made him an overnight celebrity. Churchill always wanted to become a politician. His wish came true in 1900, when he was elected to the Parliment as a Conservative, and he quickly made his mark. His political sympathies began to change, however, and he "changed sides" in 1904, when he abandoned the Conservative party for the Liberals. When the Liberals came to power in 1905, Churchill entered the government as secretary of state for the colonies. In 1908, the year of his marriage to Clementine Hosier, he became a member of the cabinet as president of the Board of Trade. Winston's political missions became more and more important, in 1910 he became a member of the Admirality. In 1913-1914 Churchill completed British naval preparations for war. During World War Churchhill made some fatal mistakes in war strategy. This was one of the main reasons that he was removed from the Admirality when the Conservatives (many of whom now detested him) joined the government in 1915. After a period of active military service in France, he was re-elected in the Parliment. He became minister of munitions under the prime minister David Lloyd George. He subsequently served as secretary of state for war and air and for the colonies and helped negotiate the treaty that created the Irish Free State. But he lost both his office and his seat in Parliament when Lloyd George's coalition government fell in 1922. Over the next year or two, Churchill gradually moved back into alliance with the Conservatives. He used to remark with a mischievous twinkle, "Any fool can rat, but I flatter myself that it takes a certain ingenuity to re-rat." Returning to Parliament in 1924, he was offered the post of chancellor of the exchequer in

Determining Factors of Reality TV’s Popularity

In the article â€Å"Getting Real With Reality TV† published in the 5th edition of Perspectives on Contemporary Issues, author Cynthia M. Frisby argues that the reason that reality TV stays so popular is because of the audiences media gratification from social comparisons in the mass media. According to CBS, the same element of being human that encourages people to gossip about the lives of their friends, family, and even total strangers is what fosters an audience for reality television (292). However she feels that it is something else that creates a reality television audience and it is the social comparison. Frisby believes that despite the shifting desires of society and fickleness of television audience, the human need to compare and relate has provided a market for this genre (294). One major reason that Frisby feels that reality TV stays popular to the audience is because of the benefit of media gratification from social comparison. â€Å"people may compare themselves with others in their immediate environment or in mass media in order to judge their own personal worth (293). Frisby states that individuals compare their selves for various reasons â€Å"to determine relative standing on an issue or related ability; emulate behaviors; determine norms; lift spirits or feel better about life and personal situations; and evaluate emotions, personality, and self-worth (292). There is also the upward comparison in which there is a individual who is superior to or better off another individual, but on the other hand â€Å"self improvement is the main effect of an upward comparison because the targets serve as role models, teaching and motivating individuals to achieve or overcome similar problems (292). Frisby believes that social comparison does not mean that the individual has to give careful, elaborate, conscious thought about the comparison, but implies that there has to be, to some degree, an attempt to identify or look for similarities or differences between the other and self on some particular dimension (293). Theorist argues Frisby’s claim that â€Å"for a comparison to be considered a comparison, the individual must be aware of the comparison and come into direct contact with the other person† (293). In Frisby’s complete a uses and gratification survey she came up with two goals in mind to show that certain television shows may cause social comparison and to show that â€Å"viewers use reality television and images as a source for social comparison† (293). After doing this research she then conducted a analysis of all the thoughts that were given while watching reality television. Frisbys final thoughts were that regular reality television viewers and non reality television viewers responses did not differ. Frisby states â€Å"that one major effect of exposure to reality television is to feel better about ones own life circumstances, abilities, and talents† (294). Whether if the aim of the show is about love, surviving to win money, to become a singer or for other creative expressions the results of reality viewers and non viewers are all the same. Reality television viewers like the fact that they are going through the same problems and that they can compare their living experiences and also can feel at ease that they have once made the same mistakes. Frisby feels as if â€Å"through a vicarious social comparison process (294). That viewers can one day land it big like â€Å"falling in love, winning $1,000,000, or getting the office snitch fired (294).

Ethical Health Care Issues Paper - 1469 Words

Ethical Health Care Issues Paper Angie Torres HCS/545 May 06, 2013 Mr. Charles J. Barron, MHA Ethical Health Care Issues Paper Health care staff governed to perform their professional duties based on the practice acts from the professional licensing boards under the statutes of the states. The professional duties include the balance between competency in skills, and application of ethics that will help promote the provision of the quality of care to the public (Harris, 2008). However, there are ethical health care issues that health care professionals encounter with their patients. One ethical health care issue is the refusal of a patient for treatment, such as receiving blood transfusion because of his or her religious beliefs.†¦show more content†¦The validity of the informed consent should consist of three factors. First, the patient is competent to give an informed consent by verbalizing or acknowledging understanding of the nature of the treatment plans. Second, the patient should give consent willfully without an undue influence or threat from other individuals. Third, the patient should receive full disclosure, including the risks, and benefits of the treatment plans from his or her physician (McInroy, 2005). The ethical principles of beneficence, and nonmaleficence from a patient who is refusing blood transfusion believed that refusal of this treatment would honor the benefits over harm. Based on the values practiced among the Jehovah’s Witness members, the harm resulting from receiving the blood transfusion will cause a dismissal in achieving an eternal salvation. Nevertheless, the harm resulting from refusing the blood transfusion will create less harm, which is the end of one’s mortal life on earth. The belief of the Jehovah’s Witness members pertains to a rational decision, which the eternal salvation preferred substantially compared with the additional years of temporary life on earth (Macklin, 2003). 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