Cosmetic Surgery essay Essay Example

Cosmetic Surgery essay Paper Cosmetic Surgery Did you know that the number of parents giving their eighteen year old graduate girls breast implants has recently tripled? One out of fifty- seven thousand cases of cosmetic surgeries end in death. Those deaths are either due to blood clots, anesthesia complications, seizures, heart attacks, or high fever. Despite the risks, Cosmetic Surgery is on the rise among men and women. Cosmetic Surgery was once viewed as a taboo subject. Mainly it was only the wealthy that could afford the surgery and it was not discussed or announced they had any work done. Today, Cosmetic Surgery has become one of the most popular trends in America. Surgery has also become more affordable for everyone. There is no question that celebrities have also played a huge role in the trend.   Whether you are watching television or reading a magazine, you are very likely to hear or read something about Cosmetic Surgery. The past few years, there have been several shows about the subject such as â€Å"Extreme Makeover†, and â€Å"Dr. 90210†. MTV has also started targeting young adults with shows such as â€Å"I Want a Famous Face†. Such shows have contributed too much of the popularity, increasing the number of surgeries performed. We will write a custom essay sample on Cosmetic Surgery essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Cosmetic Surgery essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Cosmetic Surgery essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Cosmetic Surgery first began in the eighth century by physicians in ancient India. They were using skin grafts for reconstructive surgery. It was also common for them to perform rhinoplasty, due to barbaric rituals of cutting off noses and upper lips of one’s enemies. (Wikipedia, 2008). The United States first plastic surgeon was Dr. John Peter Mettauer born in Virginia in 1787. He performed the first cleft palate operation with tools he had designed himself. Dr. Mettauer studied medicine in Philadelphia. He also founded a private medical school, which became the first medical department. (American Society of Plastic Surgeons) During World War II, the severities of the soldier’s injuries gave surgeons the chance to practice their skill. Some of the injuries were shattered jaws, blown off noses and severe head wounds. Soon after, some surgeons were sent to Third World countries to teach other physicians the techniques to help give their citizens a better way of life. In the 1940’s, the American Society of Plastic Surgery was born. This organization was designed to give memberships to surgeons specializing in the Cosmetic Surgery field. To become a member, the surgeons had to pass an exam in order to qualify and earn the right to call themselves Plastic Surgeons. Currently, in order to become a member, a surgeon must earn a Board Certification by earning a degree from an accredited medical school, complete three years of surgical surgery, three years of supervised residency in plastic surgery, have at least two years of professional practice and must pass a written and oral exam. (Becoming Board Certified, www.newimage.com). Modern technology has made it easier to find a Board Certified Surgeon. The internet is a great source in finding a surgeon that fits your needs and criteria. A good rule of thumb when researching a surgeon is to find one that specializes in your type of surgery. It is also a good idea to make sure the anesthesiologist is also certified. (American Board of Anesthesiology, www.newimage.com) Recently, a famous rapper lost his mother due to complications after liposuction. The surgeon who performed the operation was not Board Certified. It is up to the patient to do their research when locating a surgeon. There are many reasons why people seek Cosmetic Surgery. Most of the time vanity contributes an important part. â€Å" A misconception some patients have is that a surgeon can make a specific feature to the exact specifications of the patient.† (McCurdy, 1981) Surgeons use a screening process to ensure the potential patient’s motive is valid and realistic. The cosmetic defect must be obvious to the surgeon. Not all patients are accepted for surgery. Those with potential psychological problems will be recommended an evaluation with a psychologist before the surgeon will accept the patient. People that are physically unhealthy, such as having diabetes, heart disease, high cholesterol or malnourished are considered high risk and are not considered good candidates. Also, being overweight puts added stress on your heart during the operation.   A person that smokes and wants to have surgery must quit and be smoke free for two weeks before and after surgery. This is so that the patient can heal properly. Smokers also have a greater chance of having infections and anesthesia complications. It is advised to talk openly with your surgeon about any health conditions or concerns a patient has so that they can better explain the risks and complications that can occur. There are many options when it comes to types of surgical cosmetic procedures a person can have performed. Body Contouring, Breast Surgery and Facial Surgery are to name a few. There are also non surgical cosmetic procedures that are very popular such as Botox, Laser Hair removal and Laser Skin Resurfacing. According to the American Society for Aesthetic Plastic Surgeons, Surgeries performed in 2007, were mainly women with a ninety one percentile. Men had the other nine percent. The top surgical procedure performed on women was breast augmentation, coming in a close second was liposuction. The top non surgical procedure was Botox. For men, the top surgical procedure was liposuction with eye lid surgery being second. Their top choice for non surgical procedures was Botox with Laser Hair removal second. (Plastic Surgery Research, www.plasticsurgeryresearch.com) The combined, surgical and non surgical procedures performed in 2007, for men and women in the United States were nearly 11.7 million people. American Society for Aesthetic Cosmetic Surgery has reported an eight percent increase in surgeries performed since January 2000(American Society of Aesthetic Cosmetic Surgery, www.asacs.com) Statistically, there were 347, 524 Breast Surgeries and 301, 882 liposuction procedures performed in The United States in 2007.   Method Participants Apparatus Procedure   Results Discussion References American Board of Anesthesiology. (n.d.). Retrieved July 22, 2008, from http://www.aba.com American Society of Aesthetic Cosmetic Surgery. (n.d.). Retrieved June 8, 2008, from http://www.asacs.com American Society of Plastic Surgeons. (n.d.). History of Plastic Surgery. Retrieved from http://www.asps.com Becoming Board Certified. (n.d.). Retrieved July 22, 2008, from http://www.newimage.com McCurdy, j. (1981). The Complete guide to Cosmetic Surgery. New York: Frederick Fell Publisher. Plastic Surgery Research. (n.d.). Retrieved July 22, 2008, from http://www.plasticsurgeryresearch.com Wikipedia. {2008}. History of Plastic Surgery.

Reading between the Lines, Interpreting Music

Reading between the Lines, Interpreting Music Listening to music is a fabulous way to spend time. However, learning about the way this music was creates is a nonetheless exciting experience, and When We Were Good by Robert S. Cantwell, as well as The Rose the Briar: Death, Love and Liberty in the American Ballad by Greil Markus provide such an opportunity. Which is even more exciting, the two books offer a lot of food for thoughts and raise many interesting questions.Advertising We will write a custom essay sample on Reading between the Lines, Interpreting Music specifically for you for only $16.05 $11/page Learn More The best thing about When We Were Good is that it helps the readers recall some of their first music experiences, which must have started with the introduction to the world of animated movies. It was rather surprising to find out that famous Joan Baez and Bob Dylan worked on one of the soundtracks to Disney’s masterpiece, Lady and the Tramp, playing the part of the Siamese cats. No t only did this news expand my understanding of the genres in which Baez and Dylan performed, but also helped realize how important media is in terms of shaping one’s culture, and how well child impressions can be cemented in one’s memory. After reading When We Were Good, a number of people can hear the famous line â€Å"We are Siamese, if you please† somewhat differently. One of the things that made me wonder, though, is the fact that in his essay, â€Å"We Did Them Wrong,† Cecil Brown makes a clear statement about â€Å"Frankie and Albert† being based off of a single incident. To be more exact, Brown links the ballad to the infamous murder of Allen Britt, which was committed by Frankie Baker earlier. On the one hand, everything from the names in the title of the song to the lyrics points at the fact that the song could be written to honor the memory of Britt and make the audience recall the incident. On the other hand, nothing in the song states explicitly that these are Allen Britt and Frankie Baker that the author is talking about; for what it is worth, the author could be talking about anyone of the same name, starting from his friends at up to fictional characters. Therefore, Brown’s bold statement about the way in which the song was created and what it was inspired by somehow rubs the wrong way. However, when it comes to analyzing the author’s original intent and idea, the discussion might turn rather heated, since there is no rule on how to interpret a work. Dave Marsh’s Barbara Allen, for instance, begs a similar question, making one guess whether the title of the most widespread folk song in the U.S. is actually praise or a statement of the song being slowly worn out. There are different schools of thoughts, each offering its own idea of the author’s intent. Some say that the author’s vision is the only valid one out there; others claim that once the work is open to discussion, it is free to be interpreted any which way the audience sees as possible. Thus, it is reasonable to admit that Brown’s idea of what the song is about has the right to exist, as well as the rest of the opinions on the issue, yet it still can be taken with a grain of salt.Advertising Looking for essay on art and design? Let's see if we can help you! Get your first paper with 15% OFF Learn More Offering a lot of food for thoughts, The Rose the Briar: Death, Love and Liberty in the American Ballad helps the readers discover the aspects of the world of music that they have never heard of, revealing the readers new shades of meanings of the songs and compositions that used to seem a well-trodden path.

Vocab In Context Questions and Strategies for ACT Reading

Vocab In Context Questions and Strategies for ACT Reading SAT / ACT Prep Online Guides and Tips What exactly are vocab in context questions, and what are the best ways to approach answering them? In this article, I'll start by going over the basics of what vocab in context questions are, then segue into an in-depth discussion of each of the two types (complete with examples). Finally, I'll wrap it up by suggesting strategies to use when tackling these types of questions. feature image credit: 7dc_b188407-zuleikha-reading by Wolfgang Lonien used under CC BY-SA 2.0/Cropped from original. What Are Vocab In Context Questions? Vocabulary in context questions are the questions on ACT Reading that question you directly about vocabulary in the context of a paragraph. While having vocab knowledge can help you with other types of questions, for the purposes of this article I've focused on the types of questions where knowing vocabulary is essential to being able to get the right answer. From my reviewing of dozens ofofficial ACT practice tests, I've come to the conclusion that there are two types of ways the ACT Reading will question you on vocabulary: Based on how the word is used in the passage, what does that word mean? How would you sum up the meaning of a few lines or a paragraph, using one word as your answer? Read on for a more in-depth look at each of these types of vocab in context questions. Question Type 1: What’s The Meaning Of The Word In Context? These questions are probably among the most straightforward of all the ACT Reading questions. I like to think of them as asking â€Å"Here’s the word – what’s the definition?† Just because the questions are straightforward doesn’t mean that they can't be tricky, but the way the questions are phrased themselves are pretty simple. In fact, they are almost always asked in the following way: As it is used in line [number], the word [X] most nearly means... Or, to give a concrete example: As it is used in line 42, the word howled most nearly means†¦ Why does the ACT always use the phrase "most nearly," rather than just straight up asking "what does this word mean?" I believe there are two reasons: the phrase is designed to trick you into picking an answer that kind of works (after all, howled only has to NEARLY mean the answer choice, right?) it's the ACT’s way of covering its butt (nope, you can't just pick AN answer that works, you have to pick the BEST answer out of the available choices). Most often, these "Here's the word, what's the definition?" questions are about words that have multiple meanings. Since the ACT wants to trick you into rushing into thinking you know the answer, the test often will include an answer choice that is accurate for SOME definition of the word, just not the way it’s used in the passage. Here’s an example, taken verbatim from an official ACT practice test. Off the top of my head, the word read can be used to mean any of the answers, with the possible exception of choice C. In order to figure out which way read is being used in line 45, you'll have to go back to the passage. The source sentence is as follows: â€Å"Scientists determine an eel’s age using a microscope to read the growth rings of its otolith – a small, hard calcium deposit at the base of its skull.† (lines 44-47; italics mine) So how would you solve this question? First, rephrase the word or phrase in questionto make answering the question easier: â€Å"Scientists figure out how old an eel is using a microscope to look at and decipher the growth rings on the thing.† As you can see, the rephrasing does not have to be super elegant, just accurate. Next, substitute answers into your rephrased sentence – for this question, only â€Å"observe† makes sense (Scientists figure out how old an eel is using a microscope to observe the growth rings on the thing). Want another example? Not a problem! Here’s a trickier example I’ve modified from an ACTual ACT (I could only hold out on that wordplay for so long). Practice Example A: â€Å"The lycanthropic virus story is really nailed down,† says Giles. â€Å"The epicenters that have been mapped over thousands of years are likely the spots where werewolves are concentrated.† As it is used in this line, concentrated most nearly means†¦ (A) extracted (B) paid attention to (C) gathered together (D) directed to one topic If you replaced the word â€Å"concentrated† with any of the answer choices, it COULD make thematic sense. After all, werewolves could be extracted from a place, or be paid attention to (although it seems unlikely that the ACT would have you pick an answer choice that means ending a sentence with a preposition). Also, doesn’t â€Å"concentrated† sometimes have something to do with things being directed to one topic? Danger! Danger! This is all part of the ACT’s Cunning Planâ„ ¢ (NB: not actually trademarked) to trap you! It’s a trap by Mike Knell, used under CC BY-SA 2.0/Cropped from original. Do NOT answer the question based on things that â€Å"could be right,† depending on information you do not know. Imagine you're a cranky English teacher, grading student interpretations of a book read for class. You're not a generous teacher who’s looking for reason to give a student points any way you can because she argued the point. No, you're looking for reasons to mark answers as WRONG. Take that mindset into the ACT Reading with you: Only the answer that is directly supported by the context of the passage is acceptable. In the case of example A above, the answer is (C) gathered together: the centers of the lycanthropic virus infection are likely the spots where werewolves are gathered together. None of the answer choices come even close to fitting into context of this sentence. On occasion, rather than asking about specific words, ACT Reading will instead ask about multiple words, making the question more like "Here's the phrase, what's the meaning?" See example B: Example taken from ACT website. In either case, these questions should be approached in the same way: always, always go back to the line in which the word or phrase appears – don’t let the ACT fool you into answering without checking! Question Type 2: What Word Is Defined By The Passage? These questions ask you to recognize the definition in the passage and relate it to the answer choice that matches it. In contrast to the previous question type of vocab-in-context questions, I think of these as asking â€Å"Here’s the definition, what’s the word?† The ACT has more varied ways of asking these questions than the â€Å"here’s the word, what’s the meaning?† questions. I've listed below just a few examples that I came across in my reviewing of ACT practice tests. Disclaimer: I have edited the questions so that they all refer to the same subject matter; these are not how the questions appeared on the actual ACT. Sample "Here's the definition, what's the word?" questions: Which of the following words best describes the narrator’s father working as he prepares for the full moon? Which of the following best describes how the victim referred to in the fifth paragraph (lines 58-71) is said to have started to transform into a werewolf? Lines 42-53 suggest that, prior to W. Rosenberg’s research, medical researchers had thought of the werewolf as†¦ Halloween Duck: Werewolf Duck by Joshua Smith, used under CC BY-SA 2.0/Cropped from original. Answer to the last question: Apparently as round, yellow, and half-wolf, half†¦duck in a shirt? "What word is defined by the passage?" questions can actually be easier than the "here's the word, what's the definition?" questions. Why? Because since the definitions are in paragraph form, you may be able to gather more information to help answer the question. Here's another actual ACT sample question: Example taken from ACT website. If you know the definition of the word â€Å"discernment,† you have an easy shortcut to the answer: â€Å"The problem with reevaluating and devaluing men poets is that it’s difficult to be sure you have good judgment when you’re doing it. How SHOULD you do it? With caution, or by being cautious.† Even if you don’t know exactly what discernment means, however, the author goes on to explain further in the rest of the paragraph: "The author thinks that taking men poets down a peg too immediately, or quickly, is a problem†¦that means that people who do it should be cautious." Using that clue, you could solve the question, even if you didn'tknow what"discernment" meant. Strategies To Master Vocabulary In Context Questions So what strategies can you use to master these two types of ACT Reading questions? I've put together a 3-step strategy guide below. Strategy 1: Rephrase the information given For questions that ask about words in context, define the word first in your head (or on scrap paper, whichever is easier) in the context of the sentence or paragraph, without looking at the answer choices. Remember, your rephrasing does not have to be elegant as long as it conveys the meaning. For instance, take a look at example C: "She thinks I have a power that she doesn’t have and this brings out her envy and bad humor." In this line, humor most nearly means†¦ My thought process: Let me replace the word with one that keeps the meaning of the sentence. â€Å"She thinks I have a power that she doesn’t have and this brings out her envy and bad state of mind.† Okay, that makes sense and is what the original passage said. For questions that ask you to take a paragraph and choose the best answer that describes it, answer the question in your own words before looking at the answer choices. See example D: My thought process: Question is asking about what researchers thought about the brain. Okay, what does the paragraph say? We need a "new view of the brain" that includes the idea that the brain is "dynamic", "active", and "adaptive," NOT "programmed and static." So medical researchers used to think the brain didn’t change, but now they think it does. Okay, got it, now what're my answer choices? Strategy 2: Cross out answers that clearly don’t fit Sometimes, you can get to the right answer just by knowing what the wrong answers are. This is an especially useful strategy if there's an answer choice with a word that you don't know the meaning of. If you know that the other three answers are definitely wrong, it doesn't matter that you don't know what the meaning of the fourth answer is; by process of elimination, it must the correct choice. Let's take a look at this strategy in the context of example C, from before: My thought process: Choices are personality, whim, mood, and comedy. I rephrased the sentence asâ€Å"She thinks I have a power that she doesn’t have and this brings out her envy and bad state of mind.† Which choice is closest to â€Å"state of mind?† Personality: not really. Whim: No. Mood: yes. Comedy: no. The answer must be C. mood. This strategy still works if you are trying to sum up the meaning of a paragraph in one word. I'll copy and paste example D again, so you don't have to scroll back up: My thought process: The choices are dynamic, unchanging, paradoxical, or creative. My rephrasing of the paragraph was that medical researchers used to think the brain didn’t change, but now they think it does. Which of the choices are closest to meaning "didn't change" or "not changing"? Well, unchanging, obviously. What about the others? Dynamic is what they say the NEW view should be, so no. Paradoxical: there’s nothing about that in the text. Creative: nothing about that in the text. Answer must be B. unchanging. Strategy 3: (Optional) Plug the definition back in This strategy works best for the "here's the word, what's the meaning?" questions, because word-for-word substitutions are a lot simpler than word-to-sum-up-entire-paragraphs-of-information substitutions. Let's take one more look at example C, a "here's the word, what's the meaning?" question: "She thinks I have a power that she doesn’t have and this brings out her envy and bad humor." In this line, humor most nearly means†¦ My thought process: â€Å"She thinks I have a power that she doesn’t have and this brings out her envy and bad mood.† Yeah, that seems right. But I’ll double check: â€Å"She thinks I have a power that she doesn’t have and this brings out her envy and bad personality.† That doesn’t really make sense – why would your personality need to be brought out? No. Especially when â€Å"mood† works better in this sentence. Get Plugged In by Rennett Stowe, used under CC BY 2.0. Whew. Where Do I Go From Here? Are these strategies fine in theory, but you always run out of time on real ACT Reading sections? Discover how to avoid that terrible fate here. Want more in depth guides like this? Read our other guides on Big Picture, Detail, Function, and Inference ACT Reading questions, as well as our deep dive into ACT Reading paired passages. And subscribe to this blog on the upper right. What are the other types of questions you’ll find on the ACT, and what’s the best way to read the passage to answer them? We have strategies for reading passages effectively. Want a breakdown of all the skills you’ll need to excel on the ACT Reading? Read about what's actually tested on ACT Reading. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Health Disparities, Diversity, and Cultural Competence Assignment

Health Disparities, Diversity, and Cultural Competence - Assignment Example Various hospitals have been built to provide healthcare to people of different classes in the society. According to Shavers (2007), the socioeconomic status is the relative position of a person or community based on their access to wealth and prestige. The socioeconomic status influences health via its association with environmental exposure, lifestyle, and health behavior. The current income and occupation can enable a person to access a particular standard of healthcare. Another socioeconomic factor that impacts on health is education. Education has been evidenced to have a direct effect on a person’s professional development and career opportunities. As noted by Hillemeier et al. (2003), higher education levels are often predictive of better jobs, working conditions, neighborhoods, as well as medical care. On the contrary, low education is a projector of low living standards, volatile income, and poor health care access. Galama and Van Kippersluis (2010) add that this forms the low-income and high-income quartiles. In this regard, socioeconomic model of health disparities posits that the socio-economic status predicts the health status of a person. As a consequence, the health interventions are being developed to ensure equality in order to mitigate this disparity. Another effect is that some health interventions are tailored to cater for the high-end patients while certain programs are aimed at people of low income status in the society, bu t are of similar quality. Most states are providing coverage for children from low income families under Medicaid along with the State Children’s Health Insurance Program. Galama, T., & Van-Kippersluis, H. (2010). A theory of socioeconomic disparities in health over life cycle. Retrieved March 17, 2015, from

Leadership in nursing Essay Example | Topics and Well Written Essays - 2500 words

Leadership in nursing - Essay Example This paper aims to provide a model of leadership in nursing. It also outlines factors that influence leadership styles, discusses approaches to leadership and the impact of the leadership style on nursing care. Besides, impact on nursing education/practice, role of the nurse, problem identification, solution, and nursing implication is discussed at length. Leadership is about knowing how to make visions become reality. This definition remains constant whether it is nursing, medical or healthcare leadership. In general the vision that nurses have is one where patients are treated with dignity and respect at all times; where systems are designed for the benefit of individual needs; and where the work performed by nurses is valued and respected. From a nursing perspective the three key foundation stones that helped nursing achieve the vision of a patient centred health service are development of patient centred care measures as part of performance management and the clinical governance agenda; leadership based on personal growth and development principles and; new clinical career and competency framework for nursing (Kitson, 2001). Achieving these visions will require a paradigm shift in the philosophy, priorities, policies, and power relationships of the health service. While a fall in the number of nursing leaders may be attributed to the current nursing shortage, studies have noted that there is also a significant deficiency in the number of nursing leaders. Even at major research and teaching hospitals, chief financial officers are worried about the scarcity of nursing staff (Singhapattanapong, 2002). Unfortunately an overlooked aspect of this nursing shortage is the dearth of leaders among nurses. In 2002, nurses are in a distinct position to influence healthcare policy and legislation. There is a need for nursing leadership to exert that influence and by nurturing both

Risk Factors Contributing Children Behavior Problem

Risk Factors Contributing Children Behavior Problem Child behaviors become problematic and these affect not only the family, but also in social and academic functioning. As working in a low-banding secondary school in Hong Kong, I have found a lot of students who are burdened with different behavior problems. These externalizing behaviors affect not only their academic achievement, but also their relationships with teachers, peers, and family, but further disrupt their future. Early intervention is essential to prevent progressive decline in childrens behavior. The principal goal for this review is to investigate different risk factors that contribute in child behavior problem. Child Behavior Problem Childrens behavior problems are divided into two major dimensions, they are internalizing and externalizing expressions (Henricson Rydell, 2006). Externalizing problems are behaviors that being harmful, disruptive, and impulsive. These behaviors are mostly stable and usually associated with long term negative outcomes (Henricson Rydell, 2006). Internalized problems are signified by emotions and moods. These symptoms are usually less consistent and cannot predict outcomes (Henricson Rydell, 2006). According to Achenbachs Child Behavior Checklist, childrens behaviors are identified into different syndromes. Syndromes refers to problems that tend to occur together. The eight syndromes that Achenbach had identified are Withdrawn, Somatic Complaints, Anxious/Depressed, Social Problems, Thought Problems, Attention Problems, Delinquent Behavior, and Aggressive Behavior. Five of the eight syndromes are grouped into Internalized and Externalized Behavior Problems (Achenbach, 1991). Internalizing is also called Personality Problems and Inhibition. Three syndromes, Withdrawn, Somatic Complaints, and Anxious/Depressed, are grouped under this heading. This group reflects childrens emotional problems (Achenbach, 1991). Externalizing is variously called Conduct Problems and Aggression. Two syndromes, Delinquent Behavior and Aggressive Behavior, are grouped under this heading. This group shows childrens behavioral problems (Achenbach, 1991). Aggression is defined as acts that impose harm on others (Aylward, 2003). Aggressive Behavior is under the grouping of Externalizing (Achenbach, 1991). Externalized aggressive behaviors are stable and are associated with long term negative outcomes (Henricson Rydell, 2006). Risk Factors There are different risks factors that lead to children behavior problem, including childrens personal factors, risks from school, parents marital relationship, parent-child relationship, and parenting and discipline style. Childs Personal Factors Stacks (2005) conceptualized risk factors for externalizing behavior by using ecological framework. Childrens temperament, developmental problems, and gender determine the severity of initial behavior problems. Personal factors, such as genetic factors, cognitive deficit, and hyperactive, also plays an important role in affecting childrens behavior. Children who have behavior problems tend to have cognitive deficit, they are lower problem solving skills (Pettit, 2004). Research shows that depressive symptoms predict antisocial behavior (Vieno, Kiesner, Pastore, Santinello, 2008). The correlations between depressed symptoms and behavioral problems were significant. This finding was also consistent with past studies by Patterson et al.(1992) and Beyers Loeber (2003). However the study suggested that the impacts of depressive symptoms to antisocial behavior occur within relatively short period of time (Vieno, Kiesner, Pastore, Santinello, 2008). Risks from School The quality school environment also plays important role in affecting predict behavior because many children spend most of the time at schools (Stacks, 2005). Studies also showed that conflictual teacher-child relationships and teachers negative responses are associated with children behavioral problems (Stacks, 2005). Pettit (2004) highlighted different risk factors for children antisocial behavior, including poor peer relationships and school failure. These factors cumulate to higher the risk of violent behavior, which was brought from early childhood to adolescent (Pettit, 2004). Parents Marital Relationship Children react to marital conflicts more negatively than other forms of family difficulties, and as a result, marital conflict is a predictor of childrens difficulties (Cummings, Goeke-Morey, Graham, 2002). It was said that marital conflict impacts childrens adjustment problems. These conflicts between parents consistently associated with externalized behavioral problems of children. These problems further influence childrens intellectual and academic achievements (Cummings, Goeke-Morey, Graham, 2002). Research also showed that children who experienced parents divorce are at higher risks of behavior problems (Stacks, 2005). Moreover, overt marital conflicts of parents were significantly risk predictors to youth maladjustment problems (Garard Buehler, 1999). Parent-Child relationship The parent-child relationship also plays an important role in influencing child development. The origin and developmental dynamics of antisocial behavior are said to be childrens early insecurity (Kochanska, Barry, Stellern, OBleness, 2009). Parental power assertion and resentful opposition lead to the insecurity of children. Poor parent-child relationship has shown impacts on childrens future antisocial behavior (Kochanska, Barry, Stellern, OBleness, 2009). Parenting Style Discipline Prevatt (2003) claimed that family risk and negative practices are highly predictive to childrens disruptive behavior and emotional adaptation. Negative family factors, such as inadequate parental involvement and poor parenting, primarily accounts for externalizing behavior (Prevatt, 2003). Dishion and Bullock (2002) also suggested that parenting practices plays an important role in childrens problem behavior. Both coercive limit-setting and poor monitoring are having direct influences on child negative behavioral outcome. Externalized behavior, such as outer-directed aggressive behavior, is one of the main indicators of maladjustment (Garard Buehler, 1999). There are three important correlates of youth maladjustment are repeatedly exposure to hostile and poor parenting. The poor parenting environment and the use of hostile are influencing risk factors to youth by showing negative interaction patterns within the family (Garard Buehler, 1999). Research shows that parenting put impacts on the development of disruptive behavior (Stacks, 2005). Parental warmth, responsiveness, and consistent limit setting are important to childrens development. Negative family interactions and functioning bring about aggression and violence to childrens behavior. Children who experienced violence directly are said to be in higher risks for externalizing behavior. These violent experiences include corporal punishment and physical abuse (Stacks, 2005). Childhood and developmental outcomes are associated with mild and harsh parental physical discipline (Lansford et al., 2009). Social context and family system leads to developmental consequences to children. Childrens externalizing behaviors are found to be associated with parents use of physical corporal discipline (Lansford et al., 2009). Lansford et al. (2009) also suggested that the antisocial behavior resulted from negative discipline may continue in later development. Corporal physical discipline in early childhood is related to increase in childrens behavior problems which would more likely to show in later years (Alink et al., 2009). Children learn to be aggressive through social learning theory (Bandura, 1973), they are also reinforced to use negative behavior to get parents attention (Alink et al., 2009) Conclusion Externalizing behaviors have great consequences to childrens eventual developmental pathway in their future. Research over the years has tried to determine how different factors contribute in deviant children behavior. Many factors can be added to the risks for externalizing antisocial behavior. Not only personal factors, risks from school, but also family factors, such as parenting style, parent-child relationship, parents marital relationship are also very influencing factors on child behavior problems. In sum, negative parenting is evitable in enabling poor child behavior, it is worthwhile to go into the family context and study the effect of parenting style to children behavior problem.

Automobile in History Essay

The United States as a country was founded upon simple fundamental guidelines that have allowed for us to become a leading power in the world. These guidelines have been rapidly evolving and expanding to allow them to remain relevant in the world around us. An obvious example of this rapid change and adaptation is the introduction of the car into everyday American life. It is well known that cars were invented prior to the Model T, but the Model T was the first car capable of being mass produced and affordable to Americans with proper fiscal management (Kyvig 47). With this breakthrough by Henry Ford people were becoming more connected than ever and the manufacturing while simultaneously creating an entire new element in the world of business. Once the people were equipped with the ability to drive the nation forward in all regards, they did exactly that. With the mass production and use of the Model T the United States improved greatly within our own economy, leisurely drives and motor sports were derived from the traditional use of the car, and the car soon became a mark of status within American society. Starting in the late 1700’s, European engineers began tinkering with motor powered vehicles. Steam, combustion, and electrical motors had all been attempted by the mid 1800’s. By the 1900’s, it was uncertain which type of engine would power the automobile. At first, the electric car was the most popular, but at the time a battery did not exist that would allow a car to move with much speed or over a long distance. Even though some of the earlier speed records were set by electric cars, they did not stay in production past the first decade of the 20th century. The steam-driven automobile lasted into 1920’s. However, the price on steam powered engines, either to build or maintain was incomparable to the gas powered engines. Not only was the price a problem, but the risk of a boiler explosion also kept the steam engine from becoming popular. The combustion engine continually beat out the competition, and the early American automobile pioneers like Ransom E. Olds and Henry Ford built reliable combustion engines, rejecting the ideas of steam or electrical power from the start. Automotive production on a commercial scale started in France in 1890. Commercial production in the United States began at the beginning of the 1900’s and was equal to that of Europe’s. In those days, the European industry consisted of small independent firms that would turn out a few cars by means of precise engineering and handicraft methods. The American automobile plants were assembly line operations, which meant using parts made by independent suppliers and putting them together at the plant. In the early 1900’s, the United States had about 2,000 firms producing one or more cars. By 1920 the number of firms had decreased to about 100 and by 1929 to 44. In 1976 the Motor Vehicle Manufacturers Association had only 11 members. The same situation occurred in Europe and Japan. The first automobile produced for the masses in the US was the three-horsepower, curved-dash Oldsmobile; 425 of them were sold in 1901 and 5,000 in 1904–this model is still prized by collectors. The firm prospered, and it was noted by others, and, from 1904 to 1908, 241 automobile-manufacturing firms went into business in the United States. One of these was the Ford Motor Company which was organized in June 1903, and sold its first car on the following July 23. The company produced 1,700 cars during its first full year of business. Henry Ford produced the Model T to be an economical car for the average American. By 1920 Ford sold over a million cars. It is a well known fact that the Model T was the byproduct of a much larger scheme; it was the first manufactured good that utilized the assembly line (Kyvig 78). The assembly line has proven to be one of the most significant factors in American manufacturing throughout time. This revolutionary introduction into the business world allowed for the expansions of industry into parts of the country it had never been able to touch before (American Decades 84). By incorporating these techniques into his company the term Fordinomics was coined (Anonymous 1). The implemention of this Fordinomics was simple focus on your small portion and in the end put it all together for cheaper and better quality (Anonymous 1). This specific assembly line allowed for two key components of the manufacturing market to be vastly improved in a very short amount of time. It can be observed that the more obvious of the two is the simple efficiency of the assembly line and much less strenuous work it brought. The other is the production of the car and its use in shipping efforts. Prior to this time shipping was solely in the hands of the railroad industry, but no longer. This monopoly that was broken by this introduction thrust the United States into a position of potential economic greatness. The greatness was achieved through thoroughly spread pockets of manufacturing in key cities around the country. Within this pockets were always massive urban centers to allow for the full potential of this newly discovered manufacturing style to be maximized (Kyvig 105). By implanting this new style into the heart of industry Americans were now receiving more steady incomes, thus allowing the purchase of more of the goods they themselves were producing. This style of production utilized first with the Model T was utilized by the United States military to amass more and more supplies for the armed forces. Throughout World War 1 the assembly line was utilized to quickly and efficiently resupply our overseas troops in the most cost effective way possible (American Decades 132). Henry Ford has single handedly thrust the United States into a position of opportunity through his ingenious style of production matched with the most basic form of the car. With the car now being used as a more practical tool rather than just a luxury available to the most upper class of people, it slowly became a necessity in the life of many Americans. The introduction of the car was not only beneficial to the American consumer, but to consumerism as a whole. It allowed for every aspect of consumerism to be fully maximized to every last detail from raw product to shipping the completed products across the nation. Today cars are what make coming and going from work, school, and other commitments possible for us in our lives, our ability to succeed as a country has been established through this tradition of motor vehicles that was instilled upon us by Henry Ford. When the car was made readily available to the American public they turned it into a form of entertainment. It began with the casual Sunday drives that most car owners practice once they were in possession of a vehicle (Hanss 2). These causal drives were established as an escape from what people were seeing every day, going ten miles from their home was uncommon prior to the introduction of the car. These allowed people to begin to be more ambitious in their opportunities to leave the traditional home and go out into the unknown world to fulfill their dreams. The dreams of people were more often than not farfetched and highly unlikely, yet they seemed to be sought after more than any other thing in America. The car was device beginning to be seen not only for its economic benefits, but for the simple joy that could be found within the fundamental concept of going faster than the human body is intended to. The first automobile race in the United States was held in Chicago in 1895 on Thanksgiving Day (Harding 39). This race was prior to the availability of a car to the common public solely due to too high of prices. Due to this beginning of racing before the access to cars was affordable for the common American family it can be assumed that the urge to own a car was heightened. Now the car has effectively proved to be another source of entertainment to the American people. With the taste of what a car is capable of doing the rapid expansion racing into an entire industry came shortly after. Soon after the end of World War 2 there were about six different types of cars dedicated to racing alone (Harding 135). The American people had found a very simple escape from everyday life in the form of watching races. There was something about the way the cars sounded, or the cheering of drivers that allowed people to make a connection with this new sport and become mesmerized by its blinding speeds and incredible skill set required. The infatuation with racing swept across the nation like something never seen before, and to this very day the affects of this infatuation can be seen in NASCAR and other racing based professional sports leagues in the United States (Benzkofer 1) The car originally intended as a tool, like a wrench of screwdriver, to simply accomplish tasks one cannot complete without the require tool has become a symbol for more than just that. The car was a sign of prestige and accomplishment coincided with a dose of arrogance that could not go unseen when talking in terms of someone else’s money (American Decades 84). With the use of the car as a sign of accomplishment and success came the need create images for celebrities and political figures to ensure they were valued, respected, and cherished. It was necessary to create these images to portray to the public the stability and prosperity in times of doubt (Kyvig 49). Your car was also the stamp given that labeled your mark in society, if you were in possession of a car prior to 1905 then you most likely were a wealthy person, but after the creation of the Model T it was much more common to see people in possession of vehicles thus creating a new way of judging and labeling each other. Throughout the life of vehicles there has always been a message sent to potential owners that the looks and appearance of the car is vastly more important than it actually is. Over exploitation of human nature to want to best has forced the car into a position of losing efficiency for trendy looks. By the 1940s there were hundreds of different makes and models to choose from (Harding 124). The plethora of decisions to be made during the purchase of a vehicle was absurd, from the color of the inner lining of the tires to the type of materials used to create the interiors of the car. The car had been developed into a device of status, income, and prestige in society rather the it’s intended purpose of being a tool that made basic jobs and tasks easier to accomplish. The automobile is arguably one of the most influential inventions to ever hit the United States. It brought with it several different political, economic, and social changes to society. Politically the car was a sign of power and accomplishment, without a beautiful car you were nobody. The development of the Model T and the assembly line thrust the United States into a manufacturing economy allowing growth and prosperity. With the introduction of higher speeds and travel came the leisure side of cars in racing. Racing was an outlet for many Americans when times began getting rough. In all, the automobile is a blessing bestowed upon the world allowing us all to advance and become more efficient in the way we conduct our lives. Word Count= 1957 Works Cited Anonymous, â€Å"Ford to Own Ships, Make Tires, Extend $5 A Day Schedule† in New York Times, 10 August, 1914. Dearborn Michigan, August 1914 Stephan Benzkofer, â€Å"Zoom Town† in Chicago Tribune, 12 September, 2012. Chicago Michigan, September 2012 Daniele Hanns, â€Å"Socioeconomic affects of cars in the 1950’s† Journal of Social/Economic History 2, no. 1 (2003) David Kyvig, â€Å"Daily Life in the United States, 1920-1940: How Americans Live Through the â€Å"Roaring Twenties† and the Great Depression† Library Journal 129, no. 12 (2001) Parker, Dorothy. American Decades: 1900-1909. 1st ed. 7. New York: Random House, 2001. Print. Harding, Elizabeth. â€Å"Henry Ford. † SIRS Decades. ProQuest, 12 Aug. 2006. Web. 28 Nov. 2012.