Alcohol Drug Addiction And Domestic Violence Abuse Social Work Essay Essays

Alcohol Drug Addiction And Domestic Violence Abuse Social Work Essay Essays Alcohol Drug Addiction And Domestic Violence Abuse Social Work Essay Essay Alcohol Drug Addiction And Domestic Violence Abuse Social Work Essay Essay they are likely to go on mistreating drugs in order to conform to society s outlooks. Stress and depression Stress is a major factor which drives people to mistreat drugs. When people are stressed, they lose hope and expression for alternate agencies of alleviating the emphasis. Many opt to utilize drugs, and the common drug abused due to emphasize is intoxicant. Alcohol detaches victims from life s worlds and they temporarily bury their jobs. This is why it is their drug of pick. Other drugs abused due to emphasize include marihuanas, cocaine, diacetylmorphine and others. All these drugs are habit-forming and have potential to detach users from world. This may take to the committee of violent Acts of the Apostless by drug users. Victims of force may include household members, therefore domestic force. Geneticss Although research on this position of intoxicant maltreatment has been inconclusive, there is grounds that household history plays a function in maltreatment of intoxicant. Families which have histories of alcohol addiction study higher incidence of maltreatment of intoxicant than those which do non hold such histories. This may be linked to exposure to alcohol at early ages. In such households, kids may be exposed to alcohol at an early age hence the development of alcohol addiction. Such kids begin devouring intoxicant at early ages, become addicted and mistreat it as grownups. Summary and decision Assorted facets of domestic force and drug usage have been discussed. Domestic force and drug usage are two major societal frailties which threaten the stableness of society. Domestic force instances are really common in society although most instances go unreported. This is associated with stigma which victims are exposed to when they are abused by close household members. Drug usage is seen to adversely impact the wellness of users, with immense costs being used to handle drug users. In add-on, many human deaths are caused by drug usage, with intoxicant maltreatment being a taking cause of drug-related human deaths. The double relationship between domestic maltreatment and drug usage has besides been discussed. Drug usage leads to domestic maltreatment and frailty poetry. Both frailties should hence be fought manus in manus in order to accomplish the desirable consequences. However, drug usage and domestic force are two complicated jobs which should be dealt with carefully due to their impacts on the household unit. Most of domestic force instances are unreported due to stigma faced by victims. It is of import to publicise both frailties and do the society more cognizant of them in order for assorted intercessions to be effectual. The barriers which lead to high rates of committee of the offense including weak Torahs and stigma should besides be removed. This will ease coverage and prosecution of more wrongdoers who commit these offenses. Other intercessions needed to be implemented to cut down instances of drug usage and domestic force will be discussed below ; Recommendations on cut downing household force Legislation Legislation plays a important function in moving as hindrance to offense. Many people can non perpetrate offense due to fear of reverberations. In undertaking domestic maltreatment, a similar attack is effectual since rough reverberations will discourage wrongdoers ( Johnson A ; Ferraro, 2004 ) .. Parliament around the universe should develop harsher statute law to cover with domestic maltreatment and drug usage since it is a important societal job. This will cut down committee of both frailties since the long sentences to maltreaters will deter these offenses. Rehabilitation Victims of drug usage and domestic maltreatment demand shelters and aid to reconstruct their lives. Rehabilitation shelters should offer victims an environment off from maltreatment, where they can seek medical, fiscal and legal aid to enable them get the better of the maltreatment they experience. This will promote victims to describe maltreatment and buffer them against inauspicious economic effects of coverage maltreatment, in instance the culprit was the breadwinner. Victims in rehabilitation centres should besides entree guidance in order to cut down injuries caused by domestic and drug maltreatment. Socialization procedure Proper socialisation will guarantee that kids are cognizant of societal frailties. They need to hold societal virtuousnesss and consciousness on effects of perpetrating offenses such as drug usage and household force. When kids have societal virtuousnesss, they are improbable to perpetrate these frailties. The household unit is responsible for transfusing these virtuousnesss ; hence parents should educate their kids against drug usage. The society should utilize negative intercessions to deter committee of household force and drug usage. This will guarantee that these frailties are non tolerable in society and it will deter their committee. Public instruction Harmonizing to Hamel and Nicholls ( 2007 ) , instruction is really effectual in cut downing maltreatment. The populace should be educated at single, society and household degrees on domestic maltreatment and drug usage. When people are educated about societal frailties, they are cognizant of how they can cover with them and deter their committee. Abuse marks from victims should be discussed in order to do society study suspected maltreatment instances. Cooperation with jurisprudence hatchet mans will besides assist eliminate this frailty through more prosecution of culprits. In add-on, shelters for victims should be publicized to guarantee victims seek justness. Education on maltreatment will forestall the standardization of maltreatment in households.

Mary of Burgundy, Duchess of Burgundy

Mary of Burgundy, Duchess of Burgundy ​Known for:  signing the Great Privilege and, by her marriage, bringing her dominions under Habsburg control Dates:  February 13, 1457 - March 27, 1482 About Mary of Burgundy The only child of Charles the Bold of Burgundy and Isabella of Bourbon, Mary of Burgundy became ruler of his lands after her fathers death in 1477. Louis XI of France attempted to force her to marry the Dauphin Charles, thus bringing under French control her lands, including the Netherlands, Franche-Comte, Artois, and Picardy (the Low Countries). Mary, however, did not want to marry Charles, who was 13 years younger than she was. In order to win support for her refusal among her own people, she signed the Great Privilege which returned significant control and rights to localities in the Netherlands. This agreement required the approval of the States to raise taxes, declare war or make peace. She signed this agreement on February 10, 1477. Mary of Burgundy had many other suitors, including Duke Clarence of England. Mary chose Maximilian, Archduke of Austria, of the Habsburg  family, who later became emperor Maximilian I. They married on August 18, 1477. As a result, her lands became part of the Habsburg empire. Mary and Maximilian had three children. Mary of Burgundy died in a fall from a horse on March 27, 1482. Their son Philip, later called Philip the Handsome, was held as virtually a prisoner until Maximilian freed him in 1492. Artois and Franche-Comte became his to rule; Burgundy and Picardy returned to French control. Philip, called Philip the Handsome, married Joanna, sometimes called Juana the Mad, heiress to Castile and Aragon, and thus Spain also joined the Habsburg empire. The daughter of Mary of Burgundy and Maximilian was Margaret of Austria, who served as governor of the Netherlands after her mothers death and before her nephew (the future Charles V, Holy Roman Emperor) was old enough to rule. A painter is known as the  Master of Mary of Burgundy  for an illuminated Book of Hours he created for Mary of Burgundy. Mary of Burgundy Facts Title:  Duchess of Burgundy Father:  Charles the Bold of Burgundy, son of Philip the Good of Burgundy and Isabella of Portugal. Mother:  Isabella of Bourbon (Isabelle de Bourbon), daughter of Charles I, Duke of Bourbon, and Agnes of Burgundy. Family Connections:  Marys father and mother were first cousins: Agnes of Burgundy, her maternal grandmother, and Philip the Good, her paternal grandfather, were both children of Margaret of Bavaria and her husband John the Fearless of Burgundy. Marys great-grandfather John the Fearless of Bavaria was a grandson of John II of France and Bonne of Bohemia; so was another great-grandmother, her mothers paternal grandmother Marie of Auvergne. Also known as:  Mary, Duchess of Burgundy; Marie Places: Netherlands, Habsburg Empire, Hapsburg Empire, Low Countries, Austria.

Experiment 2 Resonant circuit Lab Report Example | Topics and Well Written Essays - 1000 words

Experiment 2 Resonant circuit - Lab Report Example However, this current if often affected by several other factors both from within the connection itself and from without i.e. from the external environment. Impedance, the vector sum of reactance and resistance, describes the phase difference and the ratio of amplitudes between sinusoidally varying voltage and sinusoidally varying current at a given frequency. Fourier analysis allows any signal to be constructed from a spectrum of frequencies, whence the circuit's reaction to the various frequencies may be found. This paper will look at the measurement/ the process of determining the amount of current flowing through an electric circuit by use of a resonator. This is done by analyzing the frequencies of the resonation reflected on the resonator. The level of current transmitted by different sources of power differs depending on the voltage capacity of the source. Sources with higher voltage will result in the increase in the amount of current flowing through the circuit when the loop is closed and the low voltage sources will as well result into low current flowing within the circuit. When the connection is terminated, the current ceases to flow and the charge stored in the capacitor is lost (as the capacitor discharges) (Hammond). Besides, the resonant is used to establish the amount of charge radiated into the capacitor during charging and the amount/ rate of loss of charges over time as the capacitor discharges. The experiment was carried out by setting up a circuit connection off with an AC power source as the source of current transmitted through the circuit and the two nodes X and Y connected to the resonator. These nodes reflect the frequency of the current flowing through the circuit as reflected in the wavelengths on the resonator. When the circuit is closed, current flows through it and the wavelengths of the current shown on the resonator, contrary, when the circuit is broken, the current cease to low and the waves ceases to be transmitted across the circuit. This is indicated by the cession in the projection of the waves on the resonator and the cession of the resonation capacity of the resonator. Certain physical factors are used to determine this variation in the flow of current. These include the amplitude, a, of the waves transmitted through the circuit and the wavelength, ?, of the waves produced as current flows through the connection. While the amplitude of the current shown on the resonator indicates the amount of current passed across at any given instance, the frequency of these wavelengths qualifies the voltage of the power source. The principles mused in this experiment is that of the flow of current in an electric circuit determined by the power source. That the higher the power voltage, the higher the amount of current flowing through the circuit and vice versa. The capacitance of the capacitors is then determined to indicate the amount of charge stored in the capacitors. This capacitance varies from time to time depending on the voltage strength of the power source. The total capacitance of the device that resonates with the inductance of the winding tested is the distributed capacitance; Cd. Experience shows that this result is considered axiomatic by many Engineers. (Hammond) This experiment id very important for electricians and engineers as it helps them the determine with rather accuracy the

FCC v. CBS Case Analysis Essay Example | Topics and Well Written Essays - 750 words

FCC v. CBS Case Analysis - Essay Example Courts figure out if the discourse at the inquiry is viewed as profane or indecent. In the event that the discourse is viewed as profane, the court will figure out if the discourse is thought to be an infrequent, fleeting expletive, in which case the FCC does not so much keep up the privilege to direct a periodic expletive. The legislature must show a convincing enthusiasm to manage sexually unequivocal material where minors are liable to view where through the slightest prohibitively implies accessibly. For this situation, there was a sexually unequivocal presentation amid the most recent few seconds of a live TV musical performance amid the CBS show of the Super Bowl. Despite the fact that the presentation itself is not an issue, the court here must figure out if such performance is viewed as a fleeting expletive such that a fine ought not to be maintained. During the year, 1978 case number 438 U.S.A 726 that was FCC v. Pacifica, the verdict by the court was that incidental, fleeting expletive ought not to be directed. The Court in Pacifica found out that FCC holds the power to preclude foul show when kids were prone to be tuning in. This is because comedy repetitive utilization of unequivocal dialect showed over the radio was obscene yet not profane. It confirmed that the occasion must be evaluated and examined on the realities of what happened and that an infrequent fleeting expletive does not climb to the level of regulation. In this situation, the event, pertaining Jackson and Timberlake happened toward the end of a performance amid the super bowl halftime show, enduring just a couple of seconds in respect to the ten moments long performance itself. This occasion was brisk and hard to see, as it was a live performance including numerous lights, cam edges, and entertainers.  

Promote Person Centred Approaches Essay Example for Free

Promote Person Centred Approaches Essay 1.1 Person centred planning (PCP) should encompass every aspect of a service users support. Effective PCP is designed to ensure that the individual’s needs are always central when creating an effective support plan. Aspects such as an individuals goals, history, communication requirements, likes, dislikes and personal preferences should all be dutifully incorporated to create a fair, effective and unique care plan. For example, we have to respect the choices of the User. If the spiritual believes could appear not adequate for us, doesn’t mean that we are right and they are wrong. We need to do everything we can for help to promote adequate and good care for this user respecting their choices, independence and privacy. 1.2 The Care Plan is our bible. It provide all the information we need to provide the care  that the Users desire. The person is at the centre of our work, this mean we need plan and let the person to maintain their independent. Care Plans need to be review regularly to fulfil the individuals needs. Using effective care plans that apply person centres values provides the service user the chance to create a plan that it directly linked to their values and needs. Nobody likes to feel as though a generic method of care is applied when considering his or her support needs. Everyone is unique with requirements that relate exclusively to them 2.3 It is important to remain flexible when considering a service users support needs. An individual will always be changing and growing so it is important that this is reflected within their care plan. For example when I have previously supported NP goals relating to his ability to gain confidence whilst walking outside had to be met in a way that made the goal attainable. At first a goal of independent walking had been included within his IPP however any strict detail as to why and how this were to be most effectively achieved had to be assessed whilst communicating with him during our 1:1 support sessions. It turned out hat this goal was advised so that he could gain the confidence to go to work independently  without the need to get a life from his relative. As we would commonly visit the supermarket we created a method whereby the journey to the local supermarket was broken into segments where he would walk independently, slowly managing a further and further distance each week. Had I said that he should walk the entire journey by himself without breaking it down into manageable steps this goal would have not been completed. Therefore the effective completion of this goal was only attained through the needs of the individual being met on a personal level. 3.1 Mental capacity can be a complicated and ever adapting benchmark when assessing a person’s ability to do what is best for themselves. People must always be allowed to make mistakes as this will always be an inalienable human right of any individual. Ensuring that people do not put themselves or anyone else in direct  and immediate danger is the reason behind why the mental capacity act has been created. Factors such as anxiety and tiredness can affect an individuals ability to express consent which is reflective of their true needs. When a care plan is created it is always best to do it at a time and place where a service user feels relaxed and able to express their needs in a manner that is in alignment with their true feelings. For example at time times when I have supported ES he has been unable to convey a true account of his feelings due to being anxious at the time. If this is the case it is best for ES to spend some time doing relaxation exercises so that he can effectively participate in the design of his IPP. 3.3 For example when we admin Medications Stop any other activities we are doing, check and read all the information we have (care plan, MAR chart, blister pack ) Log in the LogBook. If anything happen, report immediately to line manager, inform the user and report it in the LogBook. If consent cannot be readily established an assessment of the persons capacity would need to be carried out. Firstly it would have to be considered that the individual understands what they are being asked to do, why they are being asked to do it and to what the concequences of their  choices may be. It is worth considering if they are relaxed, tired or preoccupied at this time. It can be beneficial to implement relaxation exercises to try and calm down a service user or even getting in touch with their family to ensure that their needs are fully met. If they are putting themselves or anyone else in immediate danger it can at points be necessary to contact emergency services depending on the severity of the situation. However this should always remain a the last option available when trying to diffuse a situation. 4.1 Encouraging people to do as much as possible for themselves , settings goals and task. Listening and acknowledging someone strengths and weakness. Allow individuals time to think and evolve in what they want to do. Recognising achievements however big or small they have made. If they cannot understand or make decisions by their self, the next of kin will be informed and asked. The order usually is spouses, parents, children (this may change) 5.3 Risk assessments are a vital part to an individuals care plan. It ensures that they will not be putting themselves or anyone else in danger. Whilst being an important part of any care plan they should remain as non invasive as possible to ensure that a service users retains the right to make their own choices. Certain risk assessments will contain a higher risk factor than others. It is when risks such as crossing road in a dangerous manner are enacted that the service users choice can become secondary to the fact that they are putting themselves in immediate danger. Risk factors such as ones that relate to dietary factors often have a smaller risk factor making it more possible to fully involve the service user in the decision making process when trying to effectively manage the risk in question. 5.4 Ensuring they have the correct information and know when these decision were made on their behalf. Inform them of the rights that they have. Assisting on searching of more information which that may help them make their decisions. If they would  like to make a complaint, inform them the Company policy and help them in  making the complaint if necessarily 6.1 : Personal Identity is the way we see our self and is related to our self image. This is important because it we will affect the way we feel about our self ( self esteem ) Personal Identity includes: Who we are What make us unique What are our values Physical identity Internal Identity Personals Goals 6.2 Those can be very different for different reasons but everyone can reach a good level of fulfilment. For someone could be physical or mental health. Is important that everyone knows this fact because will improve well-being and therefore our level or care. For example one person is important be eating a health meal or for another is not important. Or for an individual is important go to church but for other is more appealing watching a TV show. 6.3 When supporting an individual it is important to make sure that you can meet their needs in a way that promotes their sense of identity, self-image and self-esteem. When I have supported MC he has explained about how he has felt unfairly treated at work. This was mainly due to his lack of career progression as well a request for a transfer not being met, although having been promised. To help with this we constructed an information leaflet about his condition, which we gave to his employers so that they were fully aware of how to best interact with him. I also started communicating with his employer about getting a transfer to a branch that was closer to where he lived. As a result of this he has now been transferred closer to where he lives as well as feeling more valued as an employee. This has helped with develop his self-identity and self image through an increased sense of self worth as well as helping to improve his self-esteem. 7.1 A Risk Assessment will be done depending on the circumstances and surrounding. Like if the user live in the community or live in a care home. The risks are different in those scenarios and different actions need to be taken for make the living area safe. Risk assessments help decipher whether an individual needs 1:1 support or 2:1 support. They can also allow health  care professionals to implement safeguarding techniques to guarantee that the service user will not come into harm. This can include procedures such as giving individuals location devices if they are prone to wondering of whilst not being fully aware of their actions amongst many other advantageous practices to ensure the individuals safety. 7.2 The purpose of risk assessment is to eliminate any risk that may cause harm or loss to both service user and carer worker. However, in relation to the service user is important to remember their human rights are respected. For example the right to choose. If they are assessed also for a Mental Health Capacity and the outcome show that they are able to decide they are allow to make unwise or eccentric decisions. However it is important to identify the risk or possible outcomes, inform the Service User which will support to make a decision that will possibly involve taking some risks. 7.3 : Everyone’s circumstances could change over time in better or worse. Is important to identify any furthers changes or risks so the care plan can reflect the person immediate needs. Also people opinions and what they wants may change. Is important to keep the â€Å"person centred care approach† in mind all the times and during reviews. Also keep in mind our duty of care. the goal of effective support is help empower service users to the point where they feel able to lead an independent and rewarding life. As this is the goal of any support provider they must be aware that for one to achieve this they need to learn to manage the risks that they are subjected to in an independent manner. Therefore as a person grows and develops towards a heightened state of independence it is important to let them take control of their own lives and that means realising that risks that they may have formerly posed a threat to their well being will be withdrawn as they will know how to autonomously manage these hazards themselves.

Love :: essays research papers

In 1606 William Shakespeare, the Bard of Avon, wrote a play which would go down in history as the cursed Scottish play after numerous mishaps during production. It was written for his new patron, James I (James VI of Scotland), following the death of Queen Elizabeth. James was interested in witchcraft and Scotland, and hence the themes in the play. Banquo is James's ancestor. The play itself tells the story of a man, urged by his wife and foretold by prophecy, who commits regicide in order to gain power. Unfortunately, due to numerous quirks of language and obscure allusions, the play is difficult to understand without assistance. Using this annotated version along with external links and analysis, to more information, you can now get a better grasp of one the best tragedies ever written, the tale of Macbeth. Notes on reading this: The summaries, notes, and definitions are all stored in large files that serve you throughout the play. It is a good idea to let them load completely into your browser's cache the first time you access them, and from then on there will be a minimal de lay. Try reading through quickly, trying to get the gist and not dwelling on specific phrases. Then come back and use the annotation, as well as your knowledge of English and what is going on, to decipher the wit and depth of each line. Any differences in spelling of words between the glossary and the text are the result of version differences that pop up in various editions of Shakespeare's works and aren't important. You are encouraged to look up any words not defined here using the on-line dictionary, but please let us know so we can add them to our list of words as well.

Position Paper- Rene Descartes Essay

Rene Descartes was known as a modern philosopher who questioned everything unable to be proven true, a type of thinking called skepticism. He also was intrigued by reason and opinions of people and how they created the opinions from society and their surroundings. His ideas have evolved into modern philosophy all around the world. People are born with the natural sense of reason (the instinct to determine right from wrong). This natural sense is what creates opinions. No two people have the exact same opinion, because no two people reason the exact same way. The distinction between right and wrong is an opinion itself, therefore, reason is just a subject of opinion. Opinions are becoming a problem. Many people are either open minded or close minded based on society and their surroundings. Descartes’ was neither here nor there about how someone thinks, but the best lesson he learned during his life was â€Å"not to believe too firmly anything of which I had learnt merely by example. † This basically means to caution yourself from making opinions based on a set example, which implies the greatness of an open mind rather than a closed mind. Another subject of opinion is acceptance. Take the average Joe for example. He has an opinion, he accepts it, and that opinion is true, no question. But what about the other millions of people in the world who accept something different than Joe? Won’t they think Joe’s opinion is not true and he’s accepting something wrong? In the grand scheme of things, no one really knows what is true and what’s not. That’s why everyone should have an open mind and be willing to accept more than what’s in their zone of comfort or belief. Our society has a bad habit of manipulating the human mind and forcing it to believe what’s popular. This has become a controversy all over the world. Descarte would not appreciate what society has done to many of its citizens because more people than not are obsessed with their own belief and aren’t willing to think outside of the box. Everyone needs to remember what Descarte talked about in this document and create a balance of what they currently believe in and what beliefs they would like to explore.

Anna Freud

Anna Freud (3 December 1895 – 9 October 1982) was the sixth and last child of Sigmund and Martha Freud. Born in Vienna, she followed the path of her father and contributed to the newly born field of psychoanalysis. Alongside Melanie Klein, she may be considered the founder of psychoanalytic child psychology: as her father put it, child analysis ‘had received a powerful impetus through â€Å"the work of Frau Melanie Klein and of my daughter, Anna Freud†Ã¢â‚¬Ëœ.Compared to her father, her work emphasized the importance of the ego and its ability to be trained socially. The Vienna years Anna Freud appears to have had a comparatively unhappy childhood, in which she ‘never made a close or pleasureable relationship with her mother, and was really nurtured by their Catholic nurse Josephine'. She had difficulties getting along with her siblings, specifically with her sister Sophie Freud (as well as troubles with her cousin Sonja Trierweiler, a â€Å"bad influenceâ €  on her).Her sister, Sophie, who was the more attractive child, represented a threat in the struggle for the affection of their father: ‘the two young Freuds developed their version of a common sisterly division of territories: â€Å"beauty† and â€Å"brains†Ã¢â‚¬Ëœ, and their father once spoke of her ‘age-old jealousy of Sophie'. As well as this rivalry between the two sisters, Anna had other difficulties growing up – ‘a somewhat troubled youngster who complained to her father in candid letters how all sorts of unreasonable thoughts and feelings plagued her'. It seems that ‘in general, she was relentlessly competitive with her siblings†¦ nd was repeatedly sent to health farms for thorough rest, salutary walks, and some extra pounds to fill out her all too slender shape': she may have suffered from a depression which caused eating disorders. The relationship between Anna and her father was different from the rest of her family; they were very close. She was a lively child with a reputation for mischief. Freud wrote to his friend Wilhelm Fliess in 1899: ‘Anna has become downright beautiful through naughtiness'. Freud is said to refer to her in his diaries more than others in the family.Later on Anna Freud would say that she didn’t learn much in school; instead she learned from her father and his guests at home. This was how she picked up Hebrew, German, English, French and Italian. At the age of 15, she started reading her father’s work: a dream she had ‘at the age of nineteen months†¦ [appeared in] The Interpretation of Dreams, and commentators have noted how ‘in the dream of little Anna†¦ little Anna only hallucinates forbidden objects'. Anna finished her education at the Cottage Lyceum in Vienna in 1912. Suffering from a depression, she was very insecure about what to do in the future.Subsequently, she went to Italy to stay with her grandmother, and there is evid ence that ‘In 1914 she travelled alone to England to improve her English', but was forced to leave shortly after arriving because war was declared. In 1914 she passed the test to be a trainee at her old school, the Cottage Lyceum. From 1915 to 1917, she was a trainee, and then a teacher from 1917 to 1920. She finally quit her teaching career because of tuberculosis. In 1918, her father started psychoanalysis on her and she became seriously involved with this new profession.Her analysis was completed in 1922 and thereupon she presented the paper â€Å"The Relation of Beating Fantasies to a Daydream† to the Vienna Psychoanalytical Society, subsequently becoming a member. In 1923, Freud began her own psychoanalytical practice with children and two years later she was teaching at the Vienna Psychoanalytic Training Institute on the technique of child analysis. From 1925 until 1934, she was the Secretary of the International Psychoanalytical Association while she continued ch ild analysis and seminars and conferences on the subject.In 1935, Freud became director of the Vienna Psychoanalytical Training Institute and in the following year she published her influential study of the â€Å"ways and means by which the ego wards off displeasure and anxiety†, The Ego and the Mechanisms of Defence. It became a founding work of ego psychology and established Freud’s reputation as a pioneering theoretician. In 1938 the Freuds had to flee from Austria as a consequence of the Nazis' intensifying harassment of Jews in Vienna following the Anschluss by Germany. Her father's health had deteriorated severely due to jaw cancer, so she had to organize the family's emigration to London.Here she continued her work and took care of her father, who finally died in the autumn of 1939. When Anna arrived in London, a conflict came to a head between her and Melanie Klein regarding developmental theories of children, culminating in the Controversial discussions. The w ar gave Freud opportunity to observe the effect of deprivation of parental care on children. She set up a centre for young war victims, called â€Å"The Hampstead War Nursery†. Here the children got foster care although mothers were encouraged to visit as often as possible.The underlying idea was to give children the opportunity to form attachments by providing continuity of relationships. This was continued, after the war, at the Bulldogs Bank Home, which was an orphanage, run by colleagues of Freud, that took care of children who survived concentration camps. Based on these observations Anna published a series of studies with her longtime friend, Dorothy Burlingham-Tiffany on the impact of stress on children and the ability to find substitute affections among peers when parents cannot give them. In 1947, Freud and Kate Friedlaender established the Hampstead Child Therapy Courses.Five years later, a children's clinic was added. Here they worked with Freud's theory of thedeve lopmental lines. Furthermore Freud started lecturing on child psychology: Siegfried Bernfeld and August Aichorn, who both had practical experience of dealing with children, were among her mentors in this. From the 1950s until the end of her life Freud travelled regularly to the United States to lecture, to teach and to visit friends. During the 1970s she was concerned with the problems of emotionally deprived and socially disadvantaged children, and she studied deviations and delays in development.At Yale Law School, she taught seminars on crime and the family: this led to a transatlantic collaboration with Joseph Goldstein and Albert Solnit on children and the law, published as Beyond the Best Interests of the Child (1973). Freud died in London on 9 October 1982. She was cremated at Golders Green Crematorium and her ashes placed in a marble shelf next to her parents' ancient Greek funeral urn. Her lifelong friend Dorothy Burlingham and several other members of the Freud family also rest there.One year after Freud's death a publication of her collected works appeared. She was mentioned as â€Å"a passionate and inspirational teacher† and in 1984 the Hampstead Clinic was renamed the Anna Freud Centre. Furthermore her home in London for forty years was in 1986, as she had wished, transformed into the Freud Museum, dedicated to her father and the psychoanalytical society. Major contributions to psychoanalysis Anna Freud's first article, ‘on beating fantasies, drew in part on her own inner life, but th[at]†¦ made her contribution no less scientific'.In it she explained how ‘Daydreaming, which consciously may be designed to suppress masturbation, is mainly unconsciously an elaboration of the original masturbatory fantasies'. Freud had earlier covered very similar ground in ‘†A Child is Being Beaten†Ã¢â‚¬Ëœ – ‘they both used material from her analysis as clinical illustration in their sometimes complementary pap ers' – in which he highlighted a female case where ‘an elaborate superstructure of day-dreams, which was of great significance for the life of the person concerned, had grown up over the masochistic beating-phantasy†¦ one] which almost rose to the level of a work of art'. ‘Her views on child development, which she expounded in 1927 in her first book, An Introduction to the Technique of Child Analysis, clashed with those of Melanie Klein†¦ [who] was departing from the developmental schedule that Freud, and his analyst daughter, found most plausible'. In particular, Anna Freud's belief that ‘In children's analysis, the transference plays a different role†¦ and the analyst not only â€Å"represents mother† but is still an original second mother in the life of the child' became something of an orthodoxy over much of the psychoanalytic world.For her next major work in 1936, her ‘classic monograph on ego psychology and defense mechanism s, Anna Freud drew on her own clinical experience, but relied on her father's writings as the principal and authoritative source of her theoretical insights'. Here her ‘cataloguing of regression, repression, reaction formation, isolation, undoing, projection, introjection, turning against the self, reversal and sublimation' helped establish the importance of the ego functions and the concept of defense mechanisms, continuing the greater emphasis on the ego of her father — ‘We should like to learn more about the ego' — during his final decades.Special attention was paid in it to later childhood and adolescent developments — ‘I have always been more attracted to the latency period than the pre-Oedipal phases' – emphasising how the ‘increased intellectual, scientific, and philosophical interests of this period represent attempts at mastering the drives'. The problem posed by physiological maturation has been stated forcefully by Anna Freud. â€Å"Aggressive impulses are intensified to the point of complete unruliness, hunger becomes voracity†¦ The reaction-formations, which seemed to be firmly established in the structure of the ego, threaten to fall to pieces†.Selma Fraiberg's tribute of 1959 that ‘The writings of Anna Freud on ego psychology and her studies in early child development have illuminated the world of childhood for workers in the most varied professions and have been for me my introduction and most valuable guide spoke at that time for most of psychoanalysis outside the Kleinian heartland. Arguably, however, it was in Anna Freud's London years ‘that she wrote her most distinguished psychoanalytic papers — including â€Å"About Losing and Being Lost†, which everyone should read regardless of their interest in psychoanalysis'.Her description therein of ‘simultaneous urges to remain loyal to the dead and to turn towards new ties with the living' may perhaps reflect her own mourning process after her father's recent death. Focusing thereafter on research, observation and treatment of children, Anna Freud established a group of prominent child developmental analysts (which included Erik Erikson, Edith Jacobson and Margaret Mahler) who noticed that children's symptoms were ultimately analogue to personality disorders among adults and thus often related to developmental stages.Her book Normality and Pathology in Childhood (1965) summarised ‘the use of developmental lines charting theoretical normal growth â€Å"from dependency to emotional self-reliance†Ã¢â‚¬Ëœ. Through these then revolutionary ideas Anna provided us with a comprehensive developmental theory and the concept of developmental lines, which combined her father's important drive model with more recent object relations theories emphasizing the importance of parents in child development processes.Nevertheless her basic loyalty to her father's work remained unimpaired , and it might indeed be said that ‘she devoted her life to protecting her father's legacy†¦ In her theoretical work there would be little criticism of him, and she would make what is still the finest contribution to the psychoanalytic understanding of passivity', or what she termed ‘altruistic surrender†¦ excessive concern and anxiety for the lives of his love objects'. Jacques Lacan called ‘Anna Freud the plumb line of psychoanalysis. Well, the plumb line doesn't make a building†¦ but] it allows us to gauge the vertical of certain problems'; and by preserving so much of Freud's legacy and standards she may indeed have served as something of a living yardstick. With psychoanalysis continuing to move away from classical Freudianism to other concerns, it may still be salutary to heed Anna Freud's warning about the potential loss of her father's 'emphasis on conflict within the individual person, the aims, ideas and ideals battling with the drives to k eep the individual within a civilized community. It has become modern to water this down to every individual's longing for perfect unity with his mother†¦There is an enormous amount that gets lost this way'. About essential personal qualities in psychoanalysts â€Å"Dear John †¦ , You asked me what I consider essential personal qualities in a future psychoanalyst. The answer is comparatively simple. If you want to be a real psychoanalyst you have to have a great love of the truth, scientific truth as well as personal truth, and you have to place this appreciation of truth higher than any discomfort at meeting unpleasant facts, whether they belong to the world outside or to your own inner person.Further, I think that a psychoanalyst should have†¦ interests†¦ beyond the limits of the medical field†¦ in facts that belong to sociology, religion, literature, [and] history,†¦ [otherwise] his outlook on†¦ his patient will remain too narrow. This point co ntains†¦ the necessary preparations beyond the requirements made on candidates of psychoanalysis in the institutes. You ought to be a great reader and become acquainted with the literature of many countries and cultures.In the great literary figures you will find people who know at least as much of human nature as the psychiatrists and psychologists try to do. Does that answer your question? † In perhaps not dissimilar vein, she wrote in 1954 that ‘With due respect for the necessary strictest handling and interpretation of the transference, I feel still that we should leave room somewhere for the realization that analyst and patient are also two real people, of equal adult status, in a real personal relationship to each other. Anna Freud Anna Freud (3 December 1895 – 9 October 1982) was the sixth and last child of Sigmund and Martha Freud. Born in Vienna, she followed the path of her father and contributed to the newly born field of psychoanalysis. Alongside Melanie Klein, she may be considered the founder of psychoanalytic child psychology: as her father put it, child analysis ‘had received a powerful impetus through â€Å"the work of Frau Melanie Klein and of my daughter, Anna Freud†Ã¢â‚¬Ëœ.Compared to her father, her work emphasized the importance of the ego and its ability to be trained socially. The Vienna years Anna Freud appears to have had a comparatively unhappy childhood, in which she ‘never made a close or pleasureable relationship with her mother, and was really nurtured by their Catholic nurse Josephine'. She had difficulties getting along with her siblings, specifically with her sister Sophie Freud (as well as troubles with her cousin Sonja Trierweiler, a â€Å"bad influenceâ €  on her).Her sister, Sophie, who was the more attractive child, represented a threat in the struggle for the affection of their father: ‘the two young Freuds developed their version of a common sisterly division of territories: â€Å"beauty† and â€Å"brains†Ã¢â‚¬Ëœ, and their father once spoke of her ‘age-old jealousy of Sophie'. As well as this rivalry between the two sisters, Anna had other difficulties growing up – ‘a somewhat troubled youngster who complained to her father in candid letters how all sorts of unreasonable thoughts and feelings plagued her'. It seems that ‘in general, she was relentlessly competitive with her siblings†¦ nd was repeatedly sent to health farms for thorough rest, salutary walks, and some extra pounds to fill out her all too slender shape': she may have suffered from a depression which caused eating disorders. The relationship between Anna and her father was different from the rest of her family; they were very close. She was a lively child with a reputation for mischief. Freud wrote to his friend Wilhelm Fliess in 1899: ‘Anna has become downright beautiful through naughtiness'. Freud is said to refer to her in his diaries more than others in the family.Later on Anna Freud would say that she didn’t learn much in school; instead she learned from her father and his guests at home. This was how she picked up Hebrew, German, English, French and Italian. At the age of 15, she started reading her father’s work: a dream she had ‘at the age of nineteen months†¦ [appeared in] The Interpretation of Dreams, and commentators have noted how ‘in the dream of little Anna†¦ little Anna only hallucinates forbidden objects'. Anna finished her education at the Cottage Lyceum in Vienna in 1912. Suffering from a depression, she was very insecure about what to do in the future.Subsequently, she went to Italy to stay with her grandmother, and there is evid ence that ‘In 1914 she travelled alone to England to improve her English', but was forced to leave shortly after arriving because war was declared. In 1914 she passed the test to be a trainee at her old school, the Cottage Lyceum. From 1915 to 1917, she was a trainee, and then a teacher from 1917 to 1920. She finally quit her teaching career because of tuberculosis. In 1918, her father started psychoanalysis on her and she became seriously involved with this new profession.Her analysis was completed in 1922 and thereupon she presented the paper â€Å"The Relation of Beating Fantasies to a Daydream† to the Vienna Psychoanalytical Society, subsequently becoming a member. In 1923, Freud began her own psychoanalytical practice with children and two years later she was teaching at the Vienna Psychoanalytic Training Institute on the technique of child analysis. From 1925 until 1934, she was the Secretary of the International Psychoanalytical Association while she continued ch ild analysis and seminars and conferences on the subject.In 1935, Freud became director of the Vienna Psychoanalytical Training Institute and in the following year she published her influential study of the â€Å"ways and means by which the ego wards off displeasure and anxiety†, The Ego and the Mechanisms of Defence. It became a founding work of ego psychology and established Freud’s reputation as a pioneering theoretician. In 1938 the Freuds had to flee from Austria as a consequence of the Nazis' intensifying harassment of Jews in Vienna following the Anschluss by Germany. Her father's health had deteriorated severely due to jaw cancer, so she had to organize the family's emigration to London.Here she continued her work and took care of her father, who finally died in the autumn of 1939. When Anna arrived in London, a conflict came to a head between her and Melanie Klein regarding developmental theories of children, culminating in the Controversial discussions. The w ar gave Freud opportunity to observe the effect of deprivation of parental care on children. She set up a centre for young war victims, called â€Å"The Hampstead War Nursery†. Here the children got foster care although mothers were encouraged to visit as often as possible.The underlying idea was to give children the opportunity to form attachments by providing continuity of relationships. This was continued, after the war, at the Bulldogs Bank Home, which was an orphanage, run by colleagues of Freud, that took care of children who survived concentration camps. Based on these observations Anna published a series of studies with her longtime friend, Dorothy Burlingham-Tiffany on the impact of stress on children and the ability to find substitute affections among peers when parents cannot give them. In 1947, Freud and Kate Friedlaender established the Hampstead Child Therapy Courses.Five years later, a children's clinic was added. Here they worked with Freud's theory of thedeve lopmental lines. Furthermore Freud started lecturing on child psychology: Siegfried Bernfeld and August Aichorn, who both had practical experience of dealing with children, were among her mentors in this. From the 1950s until the end of her life Freud travelled regularly to the United States to lecture, to teach and to visit friends. During the 1970s she was concerned with the problems of emotionally deprived and socially disadvantaged children, and she studied deviations and delays in development.At Yale Law School, she taught seminars on crime and the family: this led to a transatlantic collaboration with Joseph Goldstein and Albert Solnit on children and the law, published as Beyond the Best Interests of the Child (1973). Freud died in London on 9 October 1982. She was cremated at Golders Green Crematorium and her ashes placed in a marble shelf next to her parents' ancient Greek funeral urn. Her lifelong friend Dorothy Burlingham and several other members of the Freud family also rest there.One year after Freud's death a publication of her collected works appeared. She was mentioned as â€Å"a passionate and inspirational teacher† and in 1984 the Hampstead Clinic was renamed the Anna Freud Centre. Furthermore her home in London for forty years was in 1986, as she had wished, transformed into the Freud Museum, dedicated to her father and the psychoanalytical society. Major contributions to psychoanalysis Anna Freud's first article, ‘on beating fantasies, drew in part on her own inner life, but th[at]†¦ made her contribution no less scientific'.In it she explained how ‘Daydreaming, which consciously may be designed to suppress masturbation, is mainly unconsciously an elaboration of the original masturbatory fantasies'. Freud had earlier covered very similar ground in ‘†A Child is Being Beaten†Ã¢â‚¬Ëœ – ‘they both used material from her analysis as clinical illustration in their sometimes complementary pap ers' – in which he highlighted a female case where ‘an elaborate superstructure of day-dreams, which was of great significance for the life of the person concerned, had grown up over the masochistic beating-phantasy†¦ one] which almost rose to the level of a work of art'. ‘Her views on child development, which she expounded in 1927 in her first book, An Introduction to the Technique of Child Analysis, clashed with those of Melanie Klein†¦ [who] was departing from the developmental schedule that Freud, and his analyst daughter, found most plausible'. In particular, Anna Freud's belief that ‘In children's analysis, the transference plays a different role†¦ and the analyst not only â€Å"represents mother† but is still an original second mother in the life of the child' became something of an orthodoxy over much of the psychoanalytic world.For her next major work in 1936, her ‘classic monograph on ego psychology and defense mechanism s, Anna Freud drew on her own clinical experience, but relied on her father's writings as the principal and authoritative source of her theoretical insights'. Here her ‘cataloguing of regression, repression, reaction formation, isolation, undoing, projection, introjection, turning against the self, reversal and sublimation' helped establish the importance of the ego functions and the concept of defense mechanisms, continuing the greater emphasis on the ego of her father — ‘We should like to learn more about the ego' — during his final decades.Special attention was paid in it to later childhood and adolescent developments — ‘I have always been more attracted to the latency period than the pre-Oedipal phases' – emphasising how the ‘increased intellectual, scientific, and philosophical interests of this period represent attempts at mastering the drives'. The problem posed by physiological maturation has been stated forcefully by Anna Freud. â€Å"Aggressive impulses are intensified to the point of complete unruliness, hunger becomes voracity†¦ The reaction-formations, which seemed to be firmly established in the structure of the ego, threaten to fall to pieces†.Selma Fraiberg's tribute of 1959 that ‘The writings of Anna Freud on ego psychology and her studies in early child development have illuminated the world of childhood for workers in the most varied professions and have been for me my introduction and most valuable guide spoke at that time for most of psychoanalysis outside the Kleinian heartland. Arguably, however, it was in Anna Freud's London years ‘that she wrote her most distinguished psychoanalytic papers — including â€Å"About Losing and Being Lost†, which everyone should read regardless of their interest in psychoanalysis'.Her description therein of ‘simultaneous urges to remain loyal to the dead and to turn towards new ties with the living' may perhaps reflect her own mourning process after her father's recent death. Focusing thereafter on research, observation and treatment of children, Anna Freud established a group of prominent child developmental analysts (which included Erik Erikson, Edith Jacobson and Margaret Mahler) who noticed that children's symptoms were ultimately analogue to personality disorders among adults and thus often related to developmental stages.Her book Normality and Pathology in Childhood (1965) summarised ‘the use of developmental lines charting theoretical normal growth â€Å"from dependency to emotional self-reliance†Ã¢â‚¬Ëœ. Through these then revolutionary ideas Anna provided us with a comprehensive developmental theory and the concept of developmental lines, which combined her father's important drive model with more recent object relations theories emphasizing the importance of parents in child development processes.Nevertheless her basic loyalty to her father's work remained unimpaired , and it might indeed be said that ‘she devoted her life to protecting her father's legacy†¦ In her theoretical work there would be little criticism of him, and she would make what is still the finest contribution to the psychoanalytic understanding of passivity', or what she termed ‘altruistic surrender†¦ excessive concern and anxiety for the lives of his love objects'. Jacques Lacan called ‘Anna Freud the plumb line of psychoanalysis. Well, the plumb line doesn't make a building†¦ but] it allows us to gauge the vertical of certain problems'; and by preserving so much of Freud's legacy and standards she may indeed have served as something of a living yardstick. With psychoanalysis continuing to move away from classical Freudianism to other concerns, it may still be salutary to heed Anna Freud's warning about the potential loss of her father's 'emphasis on conflict within the individual person, the aims, ideas and ideals battling with the drives to k eep the individual within a civilized community. It has become modern to water this down to every individual's longing for perfect unity with his mother†¦There is an enormous amount that gets lost this way'. About essential personal qualities in psychoanalysts â€Å"Dear John †¦ , You asked me what I consider essential personal qualities in a future psychoanalyst. The answer is comparatively simple. If you want to be a real psychoanalyst you have to have a great love of the truth, scientific truth as well as personal truth, and you have to place this appreciation of truth higher than any discomfort at meeting unpleasant facts, whether they belong to the world outside or to your own inner person.Further, I think that a psychoanalyst should have†¦ interests†¦ beyond the limits of the medical field†¦ in facts that belong to sociology, religion, literature, [and] history,†¦ [otherwise] his outlook on†¦ his patient will remain too narrow. This point co ntains†¦ the necessary preparations beyond the requirements made on candidates of psychoanalysis in the institutes. You ought to be a great reader and become acquainted with the literature of many countries and cultures.In the great literary figures you will find people who know at least as much of human nature as the psychiatrists and psychologists try to do. Does that answer your question? † In perhaps not dissimilar vein, she wrote in 1954 that ‘With due respect for the necessary strictest handling and interpretation of the transference, I feel still that we should leave room somewhere for the realization that analyst and patient are also two real people, of equal adult status, in a real personal relationship to each other.

Black like me chapters essays

Black like me chapters essays John Howard Griffin (JHG) is a specialist for the hard life of Negroes in the south of the USA in the 1950s. His idea is to change the color of his skin for being able to experience the discrimination on his own. He visits George Levitan, one of his old friends and owner of the magazine SEPIA. After discussing the idea, Levitan pays for all the expenses for changing JHGs skin color and his trip through the south of the USA. He flies to Louisiana to meet doctors which can finally help him to find the fitting medicine to change the color of his skin from white to black. The therapy for changing his skin color has started, he takes special pills and as to sit under a sun lamp. The doctors tests were all positive and there will be no problems for JHG to change from white to black and back to white. The doctor likes the project. Unfortunately the treatment does not work as rapidly as expected. After everything is said between JHG and the doctor, the doctor sends him with the words Now you go into obliviton away. Now JHG is on his own in New Orleans and stays in different hotels where he continues his treatment. During he finished it, he only steps out at night. Then he can finally start his observations which succeed immediately: Everybody thinks that he is a Negro, he makes his first experiences with the segregation, like bathrooms only for white men. He meets many other Negroes and talks to them about the discrimination. JHG goes from his hotel to the ghetto, were he tries how it is to get along with the people living there. On his way he finds out that he must NEVER take a look at white women. In the ghetto he meets Sterling, who becomes his friend. His work is to shine shoes of white men. JHG works together with him and gets to know how the white people are behaving when their shoes are being shone by a boy: For them, the Negro is nothing but a thing. For lunch the eat together with Joe, an...

How to Title an Essay (in Under 5 Minutes)

How to Title an Essay (in Under 5 Minutes) Coming up with the ideal title for an essay, especially a really important one, can be a daunting task for most. There’s a fair amount of pressure involved and because of the near limitless potential people can get completely stuck. In this post we’re going to first investigate how critical titles are and then talk about how to go find the perfect one. Before we do though, something needs to be said. Listen, in reality the substance of your essay is what will determine your grade, not the title. From the grading perspective it doesn’t carry much power. You honestly could come up with a crummy title and if it’s a quality essay still pass with flying colors. Get it? With that said, the key to coming up with decent titles in only a couple minutes is not taking them too seriously. Ideally you really shouldn’t even worry about the title until after you’ve written out the first draft anyway. Then you can keep these four things in mind and it should be smooth sailing. First Ponder: â€Å"What’s in a title?† The answer to this timeless question is†¦pretty much everything is in a title. It’s the top of the proverbial thought-pyramid. It’s the touch-off organizational point. It’s the unique selling proposition (USP) or elevator pitch. Let’s look at it from a bullet point perspective just for fun: Your title is a provocative prediction that forecasts the content of your essay. Don’t take it lightly. It’s candy for the intellect. Shoot for engaging and interesting over generic whenever possible. An impressive title sets the mood, so make sure it’s a captivating one. In other words, you’re setting the tone for the writing. See, I told you the title is everything. Your title should be composed of or at least have 2 to 3 solid and exceedingly relevant key words in it. Don’t think you can master the art of coming up with titles in minutes right out of the park. Most people neglect their creative mind too much to do that. It takes practice. You’ll learn in time, so relax and enjoy the process. Wait, process? It’s a Process, not Spontaneous Creation Oftentimes newer students think they can just magically come up with an ideal title out of thin air based on limited knowledge. Like, they know the topic they have to write on so they just look at a few blogs and conjure something randomly relevant. Sometimes that can work, but it usually doesn’t. Instead, loosely follow these rough series of steps: Write out a word cloud of about 20-30 relevant keywords or phrases to the topic at hand. Start to organize them in your mind or on paper and construct sentences that are either questions or statements. The questions should be direct and the statements penetrating. Choose some sort of object or theme from within the essay itself (if it’s been written already) that you use to inject sensuality. In other words, something they can hear, taste, see, smell or feel. Start with longer titles and then chisel them down to only the most relevant words. Any word in the title that isn’t necessary, meaning it will still make sense without it, should be removed. Wherever there is generality, add specificity. If you are experiencing writers block and the deadline is approching, you can consider the option of our writing service. The Grammatical Aspect of Titles Let’s get the rules of the game dealt with now. There isn’t too many of them so relax. The Devil’s in the details ladies and gentlemen, so remember to pay attention. First, make sure you use proper capitalization. A basic rule of thumb is that unless we’re talking about the first word in your title, you shouldn’t capitalize pronouns, conjunctions or prepositions. It just looks sloppy. Secondly, don’t underline the title either or put it in quotation marks. That’s just flat out embarrassing. That’s it pretty much. Make sure you get an idea of how formal the essay has to be because if the professor is down for informality and artistic expression you can use all kinds of grammatical signals to enhance your title like colons or the triple-period†¦ Consider Your Audience If the only person who will be reading this essay is your professor, then you need to ask yourself what you know about them. I mean actually KNOW, not assume. Never give professors what you think they want to hear, because that oftentimes lead to disaster. Are the more conservative or artistic? Do they appreciate self-expression, or are they more kind to those who strictly follow the rules? Have you grappled with essay titles before? What’s your recipe for awesome titles that engage, get the point across, set a good tone and lead into the essay in a way that keeps your particular audience captivated? Spread the knowledge!

Education Essay Example | Topics and Well Written Essays - 1000 words - 27

Education - Essay Example Religion has played a great role in the marked improvement in academic performances of most African-Americans and has been one of the reasons for the reduced dropout rates of African-Americans over the years (Dewey, 1938). Ethics and morals are often associated with religion. Religion champions for virtues such as respect for one another, tolerance to varied views, active listening, engagement in constructive dialogue, hard work, honesty, and so on – all of which are attributes that promote success in the classroom set up and aids in keeping students in schools. It also promotes the ethos of opening up freely about concerns or problems with teaching, content, coverage, and so on. Religion has effectively inculcated in most of these students personal values outside school/ class rules that encourage proper academic results and achievements. An example in mind is when I conducted a brief interview/ survey of sampled students in class about what would prompt one to steer clear of what we termed ‘academic threats’ such as apathy in class, indiscipline, intolerance, drug abuse, unplanned pregnancies, and so on. 2% of my interviewees cited their childhood upbringing as the reasons to stay focused and on track, 3% cited the fear of repercussion (by school authorities, police, and so on), 5% cited example they have been laid for by their peers and family members while a whopping 90% of those I question cited religion.