Domestic violence: A brief critical analysis of impact and interventions

Domestic violence: A brief critical analysis of impact and interventions DOMESTIC VIOLENCE: A BRIEF CRITICAL ANALYSIS OF IMPACT AND INTERVENTIONS BUILT ON A DEFINITIONAL, HISTORICAL, AND THEORETICAL FOUNDATION â€Å"And yet I fear you, for youre fatal then When your eyes roll so. Why I should fear I know not, Since guiltiness I know not, but yet I feel I fear.† Introduction The introductory quotation by Desdemona expresses her fear of Othello’s rage (Shakespeare, 1604, cited in Meyersfeld, 2003) at the same time eloquently conveying the terror implicit in domestic violence and demonstrating that domestic violence is not a new phenomenon. Neither is domestic violence a rare occurrence. According to the British government, domestic violence affects millions of lives. The following statistics are quoted from the official government website (CrimeReduction.gov.uk, Domestic violence mini-site, 2005): one in four women and one in six men will be victims of domestic violence in their lifetime with women at greater risk of repeat victimisation and serious injury; 89 percent of those suffering four or more incidents are women; one incident of domestic violence is reported to the police every minute; on average, two women a week are killed by a current or former male partner; and domestic violence accounts for 16 percent of all violent crime. This essay will demonstrate that the issue of domestic violence is a complex one, much more complex than the term itself might convey. Indeed, domestic violence is complex in terms of its very definition, complex in terms of its theoretical explanations, complex in terms of gender relevance, complex in terms of its effects, and complex in terms of interventions to prevent and deal with its occurrence. The essay begins with a presentation and critique of various definitions for domestic violence, an exploration of the historical evolution of domestic violence as a societal concern, and a discussion and critique of theoretical explanations for domestic violence including consideration of the relevance of gender. This foundation will be used as a basis for exploring the impact of domestic violence upon its direct and indirect victims and the value and efficacy of the current resources, initiatives, and support networks used in combating domestic violence and assisting its victims. Final ly, concluding remarks will be presented. A Critique on Definitions of Domestic Violence Finding a generally-accepted definition for domestic violence proved to be an elusive endeavor. This may be because there is no consensus definition of the term (Laurence and Spalter-Roth, 1996; Contemporary Womens Issues Database, May 1996; Contemporary Womens Issues Database, July 1996). Each writer seems to define the term to fit his or her topic or agenda. For instance, Chez (1994, cited in Gibson-Howell, 1996), in focusing on female victims of domestic violence, defines the term as â€Å"the repeated subjection of a woman to forceful physical, social, and psychological behavior to coerce her without regard to her rights.† Some definitions are basic and general: â€Å"a pattern of regularly occurring abuse and violence, or the threat of violence, in an intimate (though not necessarily cohabitating) relationship† (Gibson-Howell, 1996, citing Loring and Smith, 1994). Other definitions are comprehensive and specific (Manor, 1996; Neufield, 1996; Asian Pages, 1998; Josi ah, 1998; Seattle Post-Intelligencer, 1999; Danis, 2003; Verkaik, 2003). The more comprehensive definitions, although phrased differently, typically possess the following common elements: a pattern of abusive behavior (as contrasted to a single event); the abusive behavior involves control, coercion, and/or power; the abusive behavior may be physical, sexual, emotional, psychological, and/or financial; and the victim of the abusive behavior is a cohabitating or non-cohabitating intimate partner or spouse. The British government has adopted one of the more expansive descriptions of domestic violence, one that includes all of the foregoing elements: â€Å"Any incident of threatening behaviour, violence or abuse (psychological, physical, sexual, financial or emotional) between adults who are or have been intimate partners or family members, regardless of gender or sexuality. Beyond the basic definition, the government furnishes further description of domestic violence as â€Å"a pattern of abusive and controlling behaviour† by which the abuser attempts to gain power over the victim. The government contends that domestic violence crosses age, gender, racial, sexuality, wealth, and geographical lines. (CrimeReduction.gov.uk, Domestic violence mini-site, 2005) Interestingly, the definition offered by the government expands the description to include other â€Å"family members† in addition to â€Å"intimate partners.† Historical Evolution of the Recognition of Domestic Violence as a Societal Concern The issue of domestic violence, particularly violence against female spouses, was a topic of societal concern dating from the first marriage law instituted by Romulus in 75 B.C. But the concern was not in preventing domestic violence; to the contrary; the concern was in support of â€Å"wife beating†Ã¢â‚¬â€legally and institutionally—a condition that existed through the early twentieth century. (Danis, 2003, citing Dobash and Dobash, 1979). English common law, until the late nineteenth century, â€Å"structured marriage to give a husband superiority over his wife in most aspects of the relationship.† This â€Å"sanctioned superiority† gave the husband the right to â€Å"command his wife’s obedience, and subject her to corporal punishment or ‘chastisement’ if she defied his authority.† (Tuerkheimer, 2004, citing Siegel, 1996) The beginning of the twentieth century witnessed the dismantling of laws specifically condoning control a nd violence; however, the laws were not replaced by codes that protected victims from abuse. Instead, â€Å"marital privacy† became the standard. Essentially, abuse was considered to be a family problem, not one in which society had an interest. (Turekheimer, 2004) Not until the feminist movement of the late 1960s and 1970s was public interest in domestic violence piqued (Danis, 2003, citing Schechter, 1982). With little public or private funding, feminist activists set up shelters for female victims of domestic violence. They also pressed for laws to punish offenders and promoted training of social workers and other professions to recognize domestic violence and treat its victims. (Contemporary Women’s Issues Database, May 1996). From these humble beginnings, over the last thirty-plus years, public awareness has been enhanced dramatically, increasing amounts of public and private funding have been allocated for shelters, domestic violence laws have been strengthened, and social workers and other professionals (e.g. school personnel, healthcare professionals, police officers) have been trained to recognize signs of, and provide treatment to those affected by, domestic violence. Today, in the early years of the new millennium, the way in which society views domestic violence is continuing to evolve. Physical abuse of wives was the initial focus of intervention initiatives. Drawing on research presented earlier, sexual, emotional, psychological, and financial abuse have been added to physical abuse as types of domestic violence. And, many definitions of victims of domestic violence now include, in addition to wives, husbands and domestic partners of the same or different sex. Increasingly, too, children in the domestic arrangement are being included as victims of domestic violence. Theoretical Explanations for Domestic Violence and the Relevance of Gender Just as there is a lack of consensus on a single definition for domestic violence, â€Å"there is no single recognized causal theory for domestic violence.† In the absence of a single theory, at least four theories are used to explain why domestic violence occurs: social exchange/deterrence, social learning, feminist, and the ecological framework. (Danis, 2003) These theories, with their relevance to domestic violence, will be presented and critiqued in this section. A discussion of the relevance of gender in domestic violence will close out the section. Under the social exchange theory, human interaction is driven by pursuing rewards and avoiding punishments and costs. (Danis, 2003, citing Blau, 1964). Gelles and Cornell (1985, 1990, cited in Danis, 2003) contend that domestic violence occurs when costs do not outweigh rewards. Costs in this context include the potential for defensive physical action by the victim, potential of being arrested and imprisoned, loss of personal status, and dissolution of the domestic arrangement. The social learning theory suggests that people learn to be violent by being immediately rewarded or punished after they commit violent behavior, through what is called reinforcement, and by watching the experiences of others, called modeling (Danis, 2003, citing Bandura, 1973). According to some experts, there is a correlation between people who witness abusive behavior in their earlier lives and those who commit domestic violence later. (Danis, 2003, citing O’Leary, 1987). According to feminist theory, domestic violence emanates from a â€Å"patriarchal† school system which assigns men the responsibility for controlling and managing female partners (Danis, 2003, citing Dobash and Dobash, 1979; Yllo, 1993). Under this theory, domestic violence is attributed to a flaw in societal structure rather than to any specific individual male pathology. Finally, the ecological framework theory, in contending that no single theory can be used in explaining or predicting domestic violence, proposes risk factors for domestic violence and interventions to address it at three levels—the micro level (e.g. batterer programs), the meso level (e.g. police and the courts), and the macro level (e.g. a coordinated community approach). (Danis, 2003, citing Crowell and Burgess, 1996; Chalk and King, 1998). Each of these four theories offers valuable insight into domestic violence. For instance, the social exchange theory offers a basis for law enforcement and prosecution of offenders; the social learning theory helps to explain why children who witness abuse sometimes grow up to be abusers themselves thereby providing rationale for corrective interventions to â€Å"unlearn† abusive behavior; and the feminist theory supports interventions targeted at helping batterers to reform and helping to empower victims. But none of these theories seems to provide a comprehensive foundation on which a comprehensive approach for dealing with the many causal and outcome dimensions of domestic violence can be built. The more integrated ecological framework theory, however, seems to furnish the needed basis for such a comprehensive approach. Now attention will turn to the topic of the relevance of gender in domestic violence. Historically, as mentioned earlier, wives were considered to be the only victims of domestic violence. Today, husbands as well as same- or different-sex non-married partners are considered to be victims as well (Cruz, 2003). Although the statistics vary significantly (Leo, 1994), some indicating that the same number of men as women are victims of domestic violence (Leo, 1994; Simerman, 2002), most experts agree than women are most often the victims and, when they are victimized, the damage is usually more serious. The indication that women are most often victims has now gained official recognition. The British government contends that, although domestic violence is not restricted to a specific gender, â€Å"it consists mainly of violence by men against women.† (CrimeReduction.gov.uk, Domestic violence mini-site, 2005) The Potential Impact of Domestic Violence on Females, Mothers, and Children According to the Contemporary Women’s Issues Database (January 1996), â€Å"the most common victims (of domestic violence) are women and children.† With the acknowledgement that domestic violence affects men as well as women, the focus of the discussion in this section will be on the potential impact of domestic violence on females, generally, and on females in their role as mothers as well as on their children. Domestic violence against women can result in serious physical injuries, psychological trauma, and mental strain (Wha-soon, 1994). According to Wha-soon, physical injuries include â€Å"severe headaches, bruises, bone fractures, loss of eyesight, nervous paralysis, insomnia and indigestion,† and psychological trauma can include â€Å"anxiety, a sense of powerlessness, and a loss of self-respect and self-confidence.† Psychological effects can lead to suicide in some cases. Winkvist (2001) echoes these psychological effects and adds that battered women are also more likely to experience sexual and reproductive health disorders. Effects are not restricted to those that are physical and psychological in nature, however. Women can be financially impacted as well. Brown and Kenneym (1996) contend that women, in an effort to flee their attackers, may â€Å"give up financial security and their homes† in favor of safety. Mothers may experience additional negative effects from domestic violence. Starr (2001) contends that domestic violence against mothers â€Å"is associated with harmful implications for mental health and parenting, as well as for the offspring.† According to Starr, mothers who are in an environment of domestic violence suffer worse outcomes for themselves and for their children. Isaac (1997) suggests that abuse of mothers and children are linked, stating that from thirty to almost sixty percent of mothers reported for child abuse were themselves abused. Hewitt (2002) claims that ninety percent of occurrences of domestic violence are witnessed either directly or indirectly by children. Children can be affected in at least two ways by domestic violence. According to the British government, they can be traumatized by violence they witness against others in the relationship even when they are not the specific targets of the violence (CrimeReduction.gov.uk, Domestic violence mini-site, 2005). According to Hewitt (2002), children suffer low self-esteem, isolation, trauma, and homelessness that they may not manifest until later in life. They may also suffer from maladies such as worry, sadness, focus and concentration difficulties, forgetfulness, headaches and stomachaches, lying, and â€Å"poor impulse control,† according to Salisbury and Wichmann (2004). Importantly, there is also a strong correlation between domestic violence and child abuse, a point which reinforces Isaac’s position mentioned earlier (CrimeReduction.gov.uk, Domestic violence mini-site, 2005). Edleson (1999, cited in Spath, 2003) takes the same position in stating that â€Å"numerous research studies over the last several decades have reported a connection between domestic violence and child maltreatment within families.† And, finally, as mentioned earlier, the social learning theory would suggest that children who witness violence learn that violence is an acceptable way to settle disputes. Supporting this, Wha-soon (1994) writes that the â€Å"learning of violence causes a cycle of violence.† An Assessment of the Value and Efficacy of Domestic Violence Interventions Methods for dealing with domestic violence generally fall into three categories: prevention, protection, and justice (M2 Presswire, 1998). As the terms imply, prevention attempts to avert incidences of domestic violence through methods such as education and counseling; protection involves attempts to prevent further injury through methods such as removing victims from the situation and ordering offenders to stay away from their victims; and justice involves retribution against domestic violence offenders. The value and efficacy of prevention, protection, and justice methods used in dealing with domestic violence are difficult to measure. A reason for this was mentioned earlier: the lack of a consensus definition for domestic violence itself. (Contemporary Women’s Issues Database, May 1996). Nevertheless, there has been some attempt at measuring performance anecdotally. According to the Contemporary Women’s Issues Database (April 1993): â€Å"Currently, the two most common forms of social intervention are mechanisms that help her to leave (such as emergency shelters) and having him arrested†¦(but) neither of these interventions is ideal.† And, police and judicial interventions do not seem to fair much better as illustrated by the case of Samuel Gutierrez who killed his domestic partner, Kelly Gonzalez, in Chicago, Illinois in the United States after multiple beatings, arrests, and various court interventions (Hanna, 1998). That domestic violence still exists as such a serious social problem is probably the best evidence that current methods for preventing it, protecting its victims, and exacting justice on offenders are not working especially well. Perhaps the future will be brighter. Newer perspectives, such as that offered by the ecological framework theory, offer some hope. It seems that taking a comprehensive, integrated approach could potentially be substantially more effective as the various public and private components work together in a cooperative, synergistic arrangement with one goal—the welfare of the potential or actual victim. One expert even suggests that this combined public-private approach could be enhanced further by adding a third component—the family (nuclear family, extended family, intimate family, close relationships)—to the formal, integrated support arrangement (Kelly, 2004). Conclusion Public and private organizations continue to increase their attention to domestic violence. In the United Kindgom, The Domestic Violence, Crime and Victims Act 2004 furnishes greater authority to police and the courts in dealing with cases of domestic violence and in providing protection to victims. Aditionally, the British government’s recently issued national domestic violence action plan sets forth ambitious goals (CrimeReduction.gov.uk, Domestic Violence, 2005) quoted as follows: reduce the prevalence of domestic violence; increase the rate that domestic violence is reported; increase the rate of domestic violence offences that are brought to justice; ensure victims of domestic violence are adequately protected and supported nationwide; and reduce the number of domestic violence related homicides. Returning to the introductory quotation, had Shakespeare’s Desdemona been alive today, perhaps she would have some hope that she would not forever be in such great fear of Othello’s rage. References Asian Pages (1998) What is domestic violence? November 14, 1998. Bandura, A. (1973). Aggression: A social learning analysis. Englewood Cliffs, NJ: Prentice Hall. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Blau, P. M. (1964). Exchange and power in social life. New York: John Wiley Sons. Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Brown, Karen R. and Kenneym, Catherine T. (1996) Report from the front lines: The impact of violence on poor women [Part 1 of 5]. Contemporary Womens Issues Database, January 1, 1996. Chalk, R., King, A. (1998). (Eds.). Violence in families: Assessing prevention and treatment programs. Washington, DC: National Research Council/National Academy of Sciences. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Chez, N (1994) Helping the victim of domestic violence. American Nursing 1994;94(7):32-37. Cited in Cited in Gibson-Howell, Joan C. (1996) Domestic violence identification and referral. Journal of Dental Hygiene, March 1, 1996. Contemporary Women’s Issues Database (1996) Domestic and sexual violence data collection [Part 3 of 9], July 1, 1996. Contemporary Women’s Issues Database (1996) Measuring the costs of domestic violence against women and the cost-effectiveness of interventions [Part 1 of 6], May 1, 1996. Contemporary Women’s Issues Database (1993) Men beating women: Ending domestic violence—a qualitative and quantitative study of public attitudes on violence against women [Part 3 of 7], April 1, 1993. Contemporary Womens Issues Database (1996) You or someone you know may live in a home where domestic violence is a problem, January 1, 1996. CrimeReduction.gov.uk (2005), Domestic violence http://www.crimereduction.gov.uk/domesticviolence51.htm, April 4, 2005 [April 11, 2005]. CrimeReduction.gov.uk (2005), Domestic violence mini-site http://www.crimereduction.gov.uk/dv01.htm, April 4, 2005 [April 9, 2005]. Crowell, N. A., and Burgess, A. W. (1996). (Eds.). Understanding violence against women. Washington, DC: National Academy Press. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Cruz, J. Michael (2003) Why doesnt he just leave? Gay male domestic violence and the reasons victims stay. The Journal of Mens Studies, March 22, 2003. Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Dobash, R. E., and Dobash, R. (1979). Violence against wives: A case against the patriarchy. New York: Free Press. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Edleson, J. L. (1999). The overlap between child maltreatment and woman battering. Violence Against Women, 5(2), 134-154. Cited in Spath, Robin (2003) Child protection professionals identifying domestic violence indicators: implications for social work education. Journal of Social Work Education, September 22, 2003. Gelles, R. J., Cornell, C. P. (1985). Intimate violence in families. Newbury Park, CA: Sage Publications. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Gelles, R. J., Cornell, C. P. (1990). Intimate violence in families (2nd ed.). Newbury Park, CA: Sage Publications. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Gibson-Howell, Joan C. (1996) Domestic violence identification and referral. Journal of Dental Hygiene, March 1, 1996. Hanna, Cheryl (1998) The paradox of hope: the crime and punishment of domestic violence. William and Mary Law Review, May 1, 1998. Hewitt, Kim (2002), Silent victims of violence in home. The News Letter (Belfast, Northern Ireland), September 14, 2002. Isaac, Nancy E. (1997) Response to battered mothers in the pediatric emergency department: a call for an interdisciplinary approach to family violence. Pediatrics, February 1, 1997. Josiah, Ivy (1998) Education through radio. Contemporary Womens Issues Database, January 2, 1998. Kelly, Kristin A. (2004) Working together to stop domestic violence: state-community partnerships and the changing meaning of public and private. Journal of Sociology Social Welfare, March 1, 2004. Laurence, Louise and Spalter-Roth, Roberta (1996) Research-in-brief: Measuring the costs of domestic violence against women [Part 1 of 2] Contemporary Womens Issues Database, January 1, 1996. Leo, John (1994) Is it a war against women? U.S. News World Report, July 11, 1994. Loring, M. T. and Smith, R. W. (1994) Health care barriers and interventions for battered women. Public Health Reports 1994;109(3):322-329. Cited in Gibson-Howell, Joan C. (1996) Domestic violence identification and referral. Journal of Dental Hygiene, March 1, 1996. M2 Presswire (1998) Home Office: Prevention, protection and justice: A comprehensive approach to tackle domestic violence, June 16, 1998. Manor, John H. (1996) Helping abusers out of the domestic violence equation. Michigan Chronicle, January 30, 1996. Meyersfeld, Bonita C. (2003) Reconceptualizing domestic violence in international law. Albany Law Review, December 22, 2003. Neufield, Brenda (1996) SAFE questions: overcoming barriers to the detection of domestic violence. American Family Physician, June 1, 1996. OLeary, K. D. (1987). Physical aggression between spouses: A social learning theory perspective. In V. B. Van Hasselt, R. L. Morrison, A. S. Bellack, M. Hersen (Eds.), Handbook of family violence (pp. 31-55). New York: Plenum Press. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Salisbury, Sarah and Wichmann, Lee Anne (2004), Seen or unseen, domestic violence traumatizes children. The Register-Guard, August 29, 2004. Schechter, S. (1982) Women and male violence: The visions and struggles of the battered womens movement. Boston: South End Press. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003. Seattle Post-Intelligencer (1999) Domestic violence: Give us statistics we can work with. July 16, 1999. Shakespeare, William (1604), Othello act 5. sc. 2. Edited by Sanders, Norman. Cambridge University Press, 1984. Cited in Meyersfeld, Bonita C. (2003) Reconceptualizing domestic violence in international law. Albany Law Review, December 22, 2003. Siegel, Reva B. (1996), The rule of love: Wife beating as prerogative and privacy, 105 YALE L.J. 2117. Tuerkheimer, Deborah (2004), Recognizing and remedying the harm of battering: A call to criminalize domestic violence. Journal of Criminal Law and Criminology, June 22, 2004. Simerman, John (2002) Men, too, fall victim to abuse in big numbers. Knight Ridder/Tribune News Service, November 25, 2002. Spath, Robin (2003) Child protection professionals identifying domestic violence indicators: implications for social work education. Journal of Social Work Education, September 22, 2003. Starr, Raymond H., Jr. (2001) Type and timing of mothers victimization: effects on mother and children. Pediatrics, April 1, 2001. Tuerkheimer, Deborah (2004), Recognizing and remedying the harm of battering: A call to criminalize domestic violence. Journal of Criminal Law and Criminology, June 22, 2004. Verkaik, Robert (2003) One man in six `a victim of domestic violence. The Independent, September 24, 2003. Wha-soon, Byun (1994) A study on the prevention of and countermeasures against domestic violence [Part 1 of 2]. Contemporary Womens Issues Database, January 1, 1994. Winkvist, Anna (2001) Researching domestic violence against women: Methodological and ethical considerations. Studies in Family Planning, March 1, 2001. Yllo, K. A. (1993). Through a feminist lens: Gender, power, and violence. In R. J. Gelles D. R. Loseke (Eds.), Current controversies on family violence (pp. 47-62). Newbury Park, GA: Sage Publications. Cited in Danis, Fran S. (2003) The criminalization of domestic violence: What social workers need to know. Social Work, April 1, 2003.

Nepali Music

Nepal Music The rhythm, beats, bounce of Nepali traditional folk and classical music is spiritual enough to sooth you and entertaining enough to cheer you. Music is associated with every event in Nepal, then be it birth, marriage,festivals or National events. Various songs, musical instruments and dances are connected with various religious, social and cultural life of the Nepalese. Music is the heartbeat of Nepal. Music is associated to every event of life, then be it festivals, feasts, marriage, birth ceremonies or funeral processions.The main genres of Nepali music are pop, rock, folk, and classical. There are a number of other genres that are yet to be cataloged. Fast Facts Traditional Nepali Music| Imported Music| Newari Music| Indian MusicBhajanFilmi music| Khas Music| Western MusicRock & RollRockMetalLatinoPunkHip-HopRap| Gurung Music| | Kirant Music| | Tamang Music| | Magar Music| | Sherpa Music| | Maithili Music| | Bhojpuri Music| | Popular Indigenous Nepalese Music The foll owing music genres have their roots in Nepal and are therefore considered to be indigenous.This includes:- Newari Music The Newars are well-known for their Newari music. It mainly consists of percussion instruments, some wind instruments and no string instruments. All the castes have their musical tunes and bands. Music is cherished by people of all walks of life. There are tunes of certain festivals and seasons and even of certain times of day. The God of artists called Nasadya is found in all the Newar localities. The presence of a Newari musical band in a guthi is considered as a sign of opulence. Khas MusicKhas music belongs to the Khas society where castes like Damai used to play a number of instruments on occasions such as marriages, birth and other feasts. This tradition is now on decline owing to the growing popularity of television, radio and other means of mass communication. The minstrels used to play instruments like Sarangi but even the Gaine are declining in number. La tin music history Latin music  is the result of a complex social and historical process that took place in the Americas after the arrival of Columbus.Despite the traumatic experience, Latin music is one of the positive outcomes that came from that process. The following is a brief introduction to Latin music history that takes a look at the cultural mix and social environment that ended up producing one of the best music genres in the entire world. Indigenous Music Generally speaking, Latin music history starts with the cultural encounter that occurred after the arrival of Columbus. However, it is important to remember that the indigenous people of the New World had their own music.For instance, the Maya culture gave great attention to music producing all kinds of percussion and wind instruments. Wind instruments were very popular among Pre-Columbian cultures. All kinds of flutes were made all over the American continent and fortunately, this original expression has persisted to d ate intraditional Latin music  like South America's Andean music. The Arrival of Europeans to The New World Language was the first contribution that the Spanish and Portuguese powers brought to the New World.Latin music is, in fact, defined to a large extend by the Spanish and Portuguese languages. While Portuguese came to define the music from  Brazil, Spanish language defined the rest of Latin America. The second contribution that Europeans brought to the new land was their music. In fact, when the Spanish conquerors arrived to the American continent their homeland had rich musical expressions that included traditions from both the European and the Arab worlds. Along with their music, Europeans also brought their instruments.Originally, these instruments were intended to recreate the music that was played in Europe. However, they soon became the ideal tools to express the feelings of the new inhabitants that were defining the roots of Latin America. The African Influence The A frican slaves that arrived to the New World brought with them all the traditions and beats from their continent. The African influence in Latin music is so big that this could be the single most important element in Latin music history. That influence, of course, does not touch all the rhythms and styles that belong to Latin music.However, if we just take a look at the music that has come from Brazil and the Caribbean, then we know how significant this influence is. Samba,  Salsa,  Merengue,  Bachata,  Timba, and many more, are just some of the rhythms that have been shaped by African beats. The full picture about this influence includes also African-American music. In particular, the development of Jazz had a tremendous impact in the making of Latin music rhythms such as Mambo,Bossa Nova, and Latin Jazz. More recently, African-American styles like R;B and Hip-Hop have defined the development of  Latin music genres  such asReggaeton  and Urban music.A Social Phenomenon The encounter of the three cultures mentioned before created the dynamic social environment that has shaped Latin music since the colonial times. This environment has been nurtured by foreign sounds, regional traditions, class divisions, and even national identities. Latin Pop  and  Rock en Espanol  have been shaped by the foreign sounds of Rock, Alternative and Pop music. Regional traditions like the cowboy way of life in the plains of  Colombia  and Venezuela have produced  Llanera  music.Social conditions, especially those created by immigration and class divisions, are behind the development of  Tango  in Argentina. Traditional Mexican music  was largely defined by a feeling of national identity that was incorporated into Mariachi music after the Mexican Revolution. Considering all this, a serious study of Latin music history is definitely an overwhelming task. However, there is no other way to deal with it. Latin music is a complex phenomenon that reflects the complex history of Latin America, a mixed region whose social environment has forged some of the most beautiful sounds in the world. Nepali Music Nepal Music The rhythm, beats, bounce of Nepali traditional folk and classical music is spiritual enough to sooth you and entertaining enough to cheer you. Music is associated with every event in Nepal, then be it birth, marriage,festivals or National events. Various songs, musical instruments and dances are connected with various religious, social and cultural life of the Nepalese. Music is the heartbeat of Nepal. Music is associated to every event of life, then be it festivals, feasts, marriage, birth ceremonies or funeral processions.The main genres of Nepali music are pop, rock, folk, and classical. There are a number of other genres that are yet to be cataloged. Fast Facts Traditional Nepali Music| Imported Music| Newari Music| Indian MusicBhajanFilmi music| Khas Music| Western MusicRock & RollRockMetalLatinoPunkHip-HopRap| Gurung Music| | Kirant Music| | Tamang Music| | Magar Music| | Sherpa Music| | Maithili Music| | Bhojpuri Music| | Popular Indigenous Nepalese Music The foll owing music genres have their roots in Nepal and are therefore considered to be indigenous.This includes:- Newari Music The Newars are well-known for their Newari music. It mainly consists of percussion instruments, some wind instruments and no string instruments. All the castes have their musical tunes and bands. Music is cherished by people of all walks of life. There are tunes of certain festivals and seasons and even of certain times of day. The God of artists called Nasadya is found in all the Newar localities. The presence of a Newari musical band in a guthi is considered as a sign of opulence. Khas MusicKhas music belongs to the Khas society where castes like Damai used to play a number of instruments on occasions such as marriages, birth and other feasts. This tradition is now on decline owing to the growing popularity of television, radio and other means of mass communication. The minstrels used to play instruments like Sarangi but even the Gaine are declining in number. La tin music history Latin music  is the result of a complex social and historical process that took place in the Americas after the arrival of Columbus.Despite the traumatic experience, Latin music is one of the positive outcomes that came from that process. The following is a brief introduction to Latin music history that takes a look at the cultural mix and social environment that ended up producing one of the best music genres in the entire world. Indigenous Music Generally speaking, Latin music history starts with the cultural encounter that occurred after the arrival of Columbus. However, it is important to remember that the indigenous people of the New World had their own music.For instance, the Maya culture gave great attention to music producing all kinds of percussion and wind instruments. Wind instruments were very popular among Pre-Columbian cultures. All kinds of flutes were made all over the American continent and fortunately, this original expression has persisted to d ate intraditional Latin music  like South America's Andean music. The Arrival of Europeans to The New World Language was the first contribution that the Spanish and Portuguese powers brought to the New World.Latin music is, in fact, defined to a large extend by the Spanish and Portuguese languages. While Portuguese came to define the music from  Brazil, Spanish language defined the rest of Latin America. The second contribution that Europeans brought to the new land was their music. In fact, when the Spanish conquerors arrived to the American continent their homeland had rich musical expressions that included traditions from both the European and the Arab worlds. Along with their music, Europeans also brought their instruments.Originally, these instruments were intended to recreate the music that was played in Europe. However, they soon became the ideal tools to express the feelings of the new inhabitants that were defining the roots of Latin America. The African Influence The A frican slaves that arrived to the New World brought with them all the traditions and beats from their continent. The African influence in Latin music is so big that this could be the single most important element in Latin music history. That influence, of course, does not touch all the rhythms and styles that belong to Latin music.However, if we just take a look at the music that has come from Brazil and the Caribbean, then we know how significant this influence is. Samba,  Salsa,  Merengue,  Bachata,  Timba, and many more, are just some of the rhythms that have been shaped by African beats. The full picture about this influence includes also African-American music. In particular, the development of Jazz had a tremendous impact in the making of Latin music rhythms such as Mambo,Bossa Nova, and Latin Jazz. More recently, African-American styles like R;B and Hip-Hop have defined the development of  Latin music genres  such asReggaeton  and Urban music.A Social Phenomenon The encounter of the three cultures mentioned before created the dynamic social environment that has shaped Latin music since the colonial times. This environment has been nurtured by foreign sounds, regional traditions, class divisions, and even national identities. Latin Pop  and  Rock en Espanol  have been shaped by the foreign sounds of Rock, Alternative and Pop music. Regional traditions like the cowboy way of life in the plains of  Colombia  and Venezuela have produced  Llanera  music.Social conditions, especially those created by immigration and class divisions, are behind the development of  Tango  in Argentina. Traditional Mexican music  was largely defined by a feeling of national identity that was incorporated into Mariachi music after the Mexican Revolution. Considering all this, a serious study of Latin music history is definitely an overwhelming task. However, there is no other way to deal with it. Latin music is a complex phenomenon that reflects the complex history of Latin America, a mixed region whose social environment has forged some of the most beautiful sounds in the world.

Vygotsky s Sociocultural Theory Of Development - 2288 Words

This assignment will discuss the overlying theory of Vygotsky’s Sociocultural Theory of Development as well as Piaget’s Stages of Development. Through outlining each theory and describing the research, a better understanding will be gained in how each can be applied within a primary classroom. Within the sociocultural theory of development lies terms which will be discussed and critiqued in regards to education. The main terms which will be reviewed are the Zone of Proximal Development (ZPD), a more knowledgeable other (MKO), scaffolding, elementary and higher mental functions as well as the use of language. Within Piaget’s stages of development there are four crucial stages that will be outlined and critiqued in regards to their relevance in education. The stages are in place to outline the steps that must be passed in order to learn and grow. Therefore through this assignment, by discussing these two theorists and critiquing their theories, I will demonstrate h ow they can be utilized and applied in my own primary classroom. I will also further the assignment by speaking in regards to how each theorist brings different strengths and weaknesses to an educational perspective. The first theorist discussed will be Piaget, the early educational theorist who is commonly recognized as holding a constructivist approach to learning. A theorist who ensures that within the learning process the emphasis is centered solely on the individual’s needs (Piaget, 1964). Through all hisShow MoreRelatedEssay on Lev Vygotsky and Social Development Theory1038 Words   |  5 PagesExplain Lev Vygotsky(1896-1934) was a Russian psychologist who created the Social Development Theory/ Sociocultural Theory. Vygotsky believed that childrens mental, language, and social development is supported and enhanced through social interaction. 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Itâ₠¬â„¢s the idea that the society and groups that an individual belongs to are what influences development, thoughts,Read MoreSociocultural Learning Affects the Development of Children Essay1491 Words   |  6 PagesSociocultural Learning Affects the Development of Children ECE 101 Professor Kara Bullock Chakera Simon October 12, 2010 Sociocultural Learning Affects the Development of Children Lev Vygotsky believed that children learn from their own experience. As a teacher I have grown to learn that Vygotsky’s findings are true in so many ways. Just from watching the children in my classroom I see that the Zone of Proximal Development and Scaffolding play a huge part in the development of a child. Read MoreThe Purpose Of This Paper Is To Compare And Contrast Two714 Words   |  3 Pagesabout theories of Piaget and Vygotsky in which similarities and differences in their theories will be discussed. 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Right-Brain-Dominant Learning Styles

Are you the creative type? Do you get bored easily when teachers lecture for more than thirty minutes at a time? Do you feel like you can size up people easily by watching them? If so, you may be right-brain dominant. Characteristics of Right-Brain Students You take notes but lose them. You may have a hard time keeping track of your research.You might have a hard time making up your mind.You are good with people.You dont fall for practical jokes as easily as some.You seem dreamy, but youre really deep in thought.You like to write fiction, draw, or play music.You might be athletic.You like mystery stories.You take time to ponder and you think there are two sides to every story.You may lose track of time.You are spontaneous.You’re fun and witty.You may find it hard to follow verbal directions.You are unpredictable.You get lost.You are emotional.You dont like reading directions.You may listen to music while studying.You read lying down.You may be interested in â€Å"the unexplained.†You are philosophical and deep. Your Classes and Your Brain In history class, you enjoy the social aspects most. You like to explore the effects of events that happened in history. You also enjoy essays.You can do well in math class if you apply yourself, but you get bored by long, complex problems. Keep at it! Youll be great with math if you practice enough.Science? Boring at first. But once you start learning more, you become intrigued.You do well in English class, especially when it comes to reading literature and writing essays about books. You also do well in creative writing assignments.Strong grammar skills may come naturally to you. Advice for Right Brain Students Choose to do personal essays  when you have the option. Youre great when you use anecdotal stories!Watch your daydreaming—keep it under control and dont let it become a procrastination tool.Let your imagination work for you in the arts.Let your intuition work for you in social situations. Use that gut instinct to your advantage.Let your deep thinking work for you during essay tests—but don’t ponder too long. Make a quick outline, then start to fill in the topics.Be creative with essays. You can use colorful language well.Use images and charts when you study.  Write down directions to help you remember.Try to be more organized!Don’t be overly suspicious of others.  Make outlines to organize your thoughts.Choose fiction in reading assignments.  Try to avoid teachers who lecture a lot; choose teachers who use activities.You tell stories well, so write some!Put information into categories for better understanding.Avoid getting bogged down by thinking o f all possibilities when answering questions. Go with your first instinct on a multiple choice exam!Finish things! You have so much talent, but you don’t always complete things. You have great instincts and survival skills. If you study hard, you might be a finalist on Survivor one day!

Cleopatra The Natural Nemesis of Rome Essay - 2709 Words

Cleopatra: The Natural Nemesis of Rome Abstract Cleopatra is most often remembered as the lover of two Roman consuls, Julius Caesar and Mark Antony, thereby forever connecting the Egyptian queen to the history of Rome. The stories of her relationships with the two men do not always paint a flattering picture of Cleopatra, as her reported promiscuity and presumption give her a colorful reputation. Cleopatra is also sometimes seen as a misunderstood woman, someone who was never given a fair opportunity to be accepted as the wife of Marc Antony nor the mother of Caesars child. Some historians and authors use the issue of Cleopatras race as a reason that she was ostracized from Roman society, saying that the Romans were prejudiced†¦show more content†¦If Egypt had been held accountable for the debt, the Romans would have no use for a friendly relationship with Cleopatra simply for the benefit of Egyptian riches. Cleopatra does, at times, appear generous and helpful to the dire monetary situation in Rome, as the ABC film, Cleo patra, shows the queen giving gold to Marc Antony in order to pay and feed his army. This situation would succeed in supporting Egypts claim to being needed by Rome, if the movie and many other works did not forget that this gold should have been Romes from the start. Once Caesar removes her brother Ptolemy, and places Cleopatra on the throne of Egypt, and simultaneously their affair begins, the debt to Rome is never spoken of again. This vindication is a justified reason for the Roman people to feel vengeful toward Cleopatra and Egypt. Had Cleopatra not secured the affections of Caesar, the relationship between the two city-states would have been much different, and Egypt would never have been in a position to benefit from the power of Rome. Cleopatra can also be seen as ambitious to the Roman people, as her main objective in many works is to further the position of Egypt through her relationship with Caesar and Antony. Cleopatra hopes that by having Egypt be a part of whatever plans for expansion she can coerce Caesar and Antony into developing for Rome, her countrymen will gain respect and power for Egypt. The

Umass Dartmouth Reflection Free Essays

I am currently on year six at Umass Dartmouth, and thus far it has been quite the journey. I have been a commuter for all six years and my experience hasn’t been too enjoyable. If I could restart my college experience I am not sure if I would not even put this school as a possibility. We will write a custom essay sample on Umass Dartmouth Reflection or any similar topic only for you Order Now I have experienced some positive experiences at this school, but the negative aspects definitely outweigh the positive. However, this current semester has really changed my view on the University. Umass Dartmouth’s campus is definitely unique. One thing that has always bothered me about Umass Dartmouth is the look of the buildings. The outside and inside of the buildings definitely help to impact the negative feeling I get about the campus. The campus is so gray looking that it makes me feel somewhat â€Å"gray’. The classrooms are very uncomfortable regarding seating, temperature, and desk space. One positive aspect of the campus is the layout. Personally as a commuter student I really like the â€Å"ring road† effect. I feel it makes the campus really navigable. A big negative when I think about Umass Dartmouth is how I feel as though a large majority of the staff does not care about the students. I have had many experiences ith different departments of the school being very rude to me in different situations. I feel as though the advisors at least should be interested in your wellbeing at this school, but even with most advisors I have had awful experiences. I have switched majors a few times so I have experienced many different advisors. Not every employee of the university has given me a negative experience. I have had a few professors who I felt were very dedicated to making sure I was learning and understanding the material. This is an aspect that I feel is very important, so I am rateful to have had the experience to be taught by some very educated, caring professors. The core business classes that I started taking as an operations management manger were a very good base to my major. The classes really helped to give me a broad understanding of different business areas. The class sizes for these classes were medium sized which I thought was perfect for these types of classes. Most of the professors I had for these classes I felt taught me the material very well. However, I did come across one or two professors that I feel really did not benefit me at all. I really find it unfortunate there are professors in this university who do not teach the material well at all. At the end of a semester looking back at a class and feeling like I can take close to nothing from it really frustrates me. I feel as though the university should really be monitoring the classes and spectating them. So far the operations management major required classes have been very good. The sizes of the classes are perfect. I have found all my classes very interesting, and felt the material is being taught very efficiently. I have learned more this semester than any other semester at Umass Dartmouth. One thing that I really have enjoyed this semester is the amount of class interaction. I have experienced a lot of class discussions and have done a lot of presentations. I absolutely hated presentations at much more confident in giving presentations and participating in class discussions. Another part of this semester I have enjoyed regarding my major required classes was a recent trip I took toa manufacturing plant that one of my professors setup. I felt this was extremely beneficial. Being able to actually go toa real life plant and see concepts being used in real life really opened my eyes, and made me really excited to raduate and start my career to apply concepts I have learned. My experience at Umass Dartmouth started out negative, but as I continued through it seemed to start to improve. This current semester has really impacted me positively. I feel as though these operations management courses are really starting to prepare me very well for my career. I really feel as though Umass Dartmouth’s campus is a very big negative for myself as well as for other students. If they Just added a little more color to every building it would really help to improve the atmosphere! How to cite Umass Dartmouth Reflection, Papers

Critically Review Approaches to Person Centred Practice free essay sample

This grid is used as the basis on which to search for opportunities the person can take to integrate with, and contribute to the community, leading to a† valued social role† (Sanderson and Lewis 2012) It gathers information into different categories, (such as the person’s relationships, favourite places, gifts and capacities). This simple structure is beneficial in keeping information and support to a minimum, simply identifying a â€Å"window for change. † (Sanderson and Lewis 2012) as patterns and oppurtunities become obvious from the layout. This in turn simplifies the process of identifying the support needed as the person’s gifts and capacities are clearly marked, which reduces the risk of under or over-supporting the person, both of which would hinder progress. For example, someone (Person A) who has moved to a new community identifies that they would like to be part of a local sports team or club but is unsure of how to do so . The layout of the information is helpful in highlighting someone’s own strengths to themselves, and should in theory give them motivation to take advantage of the opportunities identified. For example, person A’s gift and capacities section shows that they are friendly and easy-going (gifts) and very good at swimming (capacities). Having this information so plainly recorded may encourage the person to take the daunting step to join a team by boosting their self- esteem, and would for example perhaps identify the local swimming team as a good opportunity based on their strengths. Having identified the person’s gift as swimming in the grid for example, means that the person will receive â€Å"just enough support† (for example getting to and from the swim team practices) but they are free to independently partake. If this information where not so clear, there is a chance of over-supporting the individual, (perhaps getting into the pool with them) which would infringe on their independence. The â€Å"PFP† therefore concentrates on what the person can give to the community, and identifies where these gifts can be utilised, which gives positive results for the person, who gets to indulge in their hobby, and make solid community connections. They are less likely to fail from the approach of concentrating on the strengths and gifts, rather than highlighting what might be beyond their reach. Planning around the person, not the community, means their needs are fitted to mutually beneficial, meaningful for the person role in the community, by locating where they already â€Å"fit† rather than trying to force them to in other ways. This is a strong approach to the central idea of â€Å"seeking the potential that is in every single individual. † (Ladyman, 2004) of person centred practice. The simplicity of presented information this leads to quick and easy understanding of the person (which is paramount to person centred approach) it can mean it is an unsuitable approach for a person with high support needs ,who would require much more detailed planning in the approach to their support. Person centered practice is identified as being â€Å"intended to reflect the unique circumstances of the individual person with intellectual disabilities both in assessing and in organising what should be done† (Mansell, J. and Beadle-Brown, J. 2004) however the PFP approach does not go beyond this identifying opportunities process to record action plans. Missing is a structure for review or learning, meaning it can assess need and instigate change, but not record outcomes, or what action is needed for the intended result. This may result in underuse of the opportunities identified, and also means that â€Å"PFP† unsuitable for use with an individual who does not have th e capacity to take advantage of the recognised opportunities independently (or with little support) as it leaves the onus on the person, not those supporting them. While this encourages active participation of the person being planned for (a goal of person centred practice) the emphasis on the initial goal, and the lack of anywhere to record the outcome may result in the goal not being achieved as no-one is accountable for it. The â€Å"PFP† approach is more useful for those with higher ability in the disability sector, for example an older person or perhaps someone coming out of a hospital stay related to mental health, who would be getting minimal support, and could be accountable for themselves and could achieve and maintain goals almost independently. Other approaches to person centred practice are more direct in planning action in order to bring about change and take advantage of opportunities or ambitions identified. The â€Å"PATH† approach starts with the identifying process rather like â€Å"PFP† but goes further, breaking down each step the person will need to achieve the identified objective. It is facilitated in one meeting to which the person and anyone they wish to invite (family or friends) attend along with support workers/carers and any other relevant professionals (social workers etc) whom the person consents to attending. It is centred on identifying one positive and achievable goal, rather than listing all oppurtunities, as the PFP approach does. The process of how this will be achieved is discussed and broken down into steps (See appendices) with one person asking the questions, and one recording it on the graphic. Like â€Å"PFP†, it has different sections for compartments of information, however some are more graphically prominent. Particular emphasis is put on â€Å"The dream† and â€Å"One year on† which shows the importance of the goal itself, plus leaves the person and those supporting them accountable for the outcome in a decided timescale. See appendices). The â€Å"now† section also records what will happen immediately. For example, someone’s dream (person b) may be to do a cycle trek for charity. To achieve this dream a lot of small first things must be done, for example researching treks, equipment, training programs etc. The â€Å"Path† approach to person centred practice facilitates and records what first step will be taken, and just as importantly who will do these in the â€Å"now† section. As Sanderson stated â€Å"everyone needs support and some people need more support than others. † (Sanderson, H. 000) This use of the person’s wider support network recognises the need for more support and provides accountability for those involved, which means it is more likely to be put into action. This approach also means that the person’s connections, family members, friends, professionals etc. are utilised and recorded. This â€Å"inclusion and mobilisation the individual’s family and wider social network† (Mansell, J. and Beadle-Brown, J. 2004)is an important aspect of person centred practice and will result in longer lasting outcomes from the planning as the person’s existing support networks are built upon and put to effective use. This involvement also ensures that the goals decided are not singularly â€Å"shaped by staff who are facilitating the process, resulting in a narrow vision emerging in their plan† (Todd, 2002) Consultation with family and friends will bring wider views and more ideas, giving more possibilities and oppurtunities. As those at the meeting and those actioned in â€Å"enrol† are present at the consent of the person, this approach lends itself well to the choice element of person centred practice, as the person is able to choose who helps them and in what way. To avoid the old setback of â€Å"too many cooks spoiling the pot† the â€Å"PATH† provides space time constraints to be put in â€Å"First steps†, â€Å"6 MonthsOn† and â€Å"One Year From Now. † These indentify individual roles in supporting the dream, and also the time scale for which each role must be complete, giving a more cohesive effort as all the cogs of plan keep the overall goal turning. This theoretically will ensure that the dream will be achieved as punctually as possible because of transparency, planning and accountability. In addition to who is important, â€Å"PATH† approaches the goal from an understanding of what motivates the person, what is important to the person. The â€Å"Dream† section informs us of the person’s aspiration(s) and may lead to discussion of why this is their dream. This in turn will better inform us of who the person is, what is important to them, what they love and at times may better inform those at the meeting (family, care workers, friends and other professionals included) of what their nightmare is, as it may become apparent that in moving towards the â€Å"Dream† they hope to move away from other situations in their life. For example, person B may want to do a charity cycle trek in order to indulge their love of cycling. Discussion of this dream by a skilled questioner may tease out more information however, such as perhaps the person wishes to participate in order to make more friends, or feels he should contribute to charity more, or may simply want to combine his cycling hobby with a wish to travel. This â€Å"important to† information is reinforced by the â€Å"Stronger† section. Again, skilled questioning in this section will lend itself well to person centred practice, as it gives further detail what is important to the person, what makes them happy and in turn what makes them unhappy, however this is done in a very meandering, opaque manner, which may result in unclear information and a missed learning opportunity. The discursive element of the â€Å"PATH† approach is positive in that it includes active participation from the person being planned for, however it may be difficult to facilitate with a non-verbal subject, or a person who has difficulty communicating and articulating their views and wishes. In this case it is possible that the approach could be facilitated with adovocates speaking on their behalf (this could be family, paid workers of friends. )However well those deciding know the person however, it can never be guaranteed that the discussion will veer from the person’s dream into what may be their nightmare, as they may be unable to communicate any dissatisfaction with the outcomes. Therefore the â€Å"PATH† approach is again more suitable for those with communication skills, and a high ability to speak their views for themselves, as this will guarantee an accurate gathering of information and a relevant, desirable goal. PATH†, unlike â€Å"PFP† however, gives no opportunity to consider and record the person’s gifts and capacities. As person centred practice is focused on the person and their strengths, the â€Å"PATH† is missing a core element in its approach. A similar approach to â€Å"PATH† is the â€Å"MAP† ap proach (See appendic), with the person’s gifts able to slot into the â€Å"contributions† section, at the very centre of the approach. This will ensure that the person’s strengths will be built upon to help them contribute to the community, the merits of which, in person centred planning, I have clarified. Again, the† MAP† has a place for the dream, for actions and for who will be responsible for each, and importantly when. The â€Å"thrive† section of the MAP is, like the â€Å"Stronger† section of the PATH, very important in establishing what motivates the person, which may as discussed previously bring new learning about the person and their dream albeit again in a roundabout manner. Like â€Å"PATH†, the â€Å"MA†P is facilitated by one person questioning and one person recording, while others invited join in. A skilled questioner will be able to draw upon answers, and follow them up with leading questions, to find out why this is the persons dream, which is very important. Importantly MAP caters for more information to be recorded as a result of these questions, in the â€Å"Story† and â€Å"Nightmare† section meaning more consideration is given to what the person definatley does not want (i. e the nightmare section. )The â€Å"Story† section will inform the rest of the â€Å"MAP† better, as it draws on past experiences which could highlight dreams and nightmares. For example it could inform us that the person went to a caravan every summer and particularly enjoyed the beach nearby, which is why their dream is to go on a beach holiday. ) Knowing where the person being planned for came from, will help guide where he may, or may not, want to go in the future. For a non-verbal or minimally communitative person, â€Å"MAP† is an adept approach, as representa tives from the many facets of the person’s life can be invited, with family friends and carers/support workers all contributing. The â€Å"Nightmare† and â€Å"Story† can compliment each other in this instance, with people from their background and past / childhood informing of the â€Å"story†, whilst friends or anyone more current in the person’s everyday life can keep a check on any tangents from the discussion which may venture into the â€Å"nightmare. † With everyone involved and everyone contributing, these sections can strike a balance with the â€Å"Dream† that is not catered for with the â€Å"PATH. † As with the â€Å"PFP†, and â€Å"PATH†,†MAPS† is again an approach that suits when minimal support is required for the individual. For those who need â€Å"more than others† (Sanderson 2004) The â€Å"Essential Lifestyles† (ELP) planning approach has much more scope in what information, goals and dreams can be included, and can include large, small or both goals. When approaching person centred practice, it is important to get â€Å"just enough support† for the person. A large factor in this balance is how many hours and how much support is needed, as its goal is to encourage independence and ownership of one’s life. Removing restrictions is paramount to person centred practice, and too much support, or too little, can each be restrictive: too much support will hinder independence, too little, progress. â€Å"ELP† addresses this balance well. It begins with detailed assessment, the findings of which are put into support planning, with action points. This is then reviewed in a person centred way as often as needed, usually bi-annually quarterly if needed. The assessment is generally facilitated by a number of people through meetings including those with the person in a setting suitable to their needs (which lends itself well to person centred practice as the erson is given a chance to have their say on proceedings no matter what their ability. ) Others involved in the assessment process are relevant health professionals such as GPs, psychiatrists, behavioural therapists, and management and those who will be supporting the person. This assessment part of the â€Å"ELP† approach is the refore much more informed than the other approaches, and much more person centred as it is focused on the person; not the person’s conditions. The information gathered is done so by â€Å"Person Centred Tools. † The range of tools include: †¢learning logs †¢important to / important for, perfect day and week, †¢ hopes and dreams, †¢ communication charts, †¢ decision making profiles and agreements, †¢ community maps, †¢prescence to contribution, and review tools such as: †¢whats working/not working †¢four plus one questions †¢person centred review This wide range means that all information needed is gathered in a person centred way, and certainly reaches the goal of â€Å"assessing and in organising what should be done† (Mansell, J. and Beadle-Brown, J. 2004) previously referred to, as these tools do â€Å"two things†¦the basis for action†¦providing further information about what is important to people. The one page plan is used to list the persons likes/dislikes, what is important to them and crucially what people â€Å"like and admire† about them. It is usually seen first in more detailed â€Å"ELP† or can be used as a stand alone plan for those who need less information. It lends itself well to person centred practice as it the individual is valued for who they are, not what they need, a real sense of the individual, with their preferences and gifts is given in the first instance, setting the tone of this approach with these things at the forefront and core of this planning process. At times this â€Å"important to† may be something that may be deemed a risk, for example smoking, which the person may enjoy or rely upon to relax, but in the long run is harmful to health. Having the â€Å"important to† first, makes it clear that the goal of this approach is to enable the person to take calculated, informed risks that they have the right to take, that unlike the old medical models of planning, the person’s rights are catered for first and foremost. Again this is essential to person centred practice, so the â€Å"ELP† approach is extremely fitting in allowing those who need support to be enabled to exercise their right to choose. The one page plan is also helpful in making community connections, as it can be taken, with the person’s consent to new clubs, activities, or often visitied places in the community. This is very helpful in aiding non-verbal people to establish meaningful longlasting connections as they are understood better and the people they connect with can learn how to communicate with them in their own way. This is very important to person centred practice, which aims to involve the people it is planning for in â€Å"an inclusive community. † The management of the risk that may be important to the person is dealt with later in the â€Å"person centred support plan†, sometimes known as â€Å"How best to support me. † This is where the balance between what is important to a person, and what is important for their wellbeing is addressed. It has much more detail than the other approaches, which only have room for specific information. It informs those supporting the person of details on how exactly to support the person, making it a good approach for those who need quite a bit of support. Unlike the â€Å"MAPS† or â€Å"PATH†, it can detail specifically how much support is needed (IE hand on hand support, prompting etc) which there is no room for with the other approaches. This part of the â€Å"ELP† approach is fed into by all who are connected to the person (a full list of which can be found in the inclusion web tool), and makes full use of the person centred tools. It is a live document, and through the use of learning logs, it is constantly updated, to keep up with progress, changes and new opportunities being taken advantage of. This all lends itself well to the â€Å"just enough support† element of person centred practice, whereas the other approaches may fail as they do not have room for such detail, which may lead to the person being under or over supported, and the goal not being achieved, or community connections not being made due to over-support which stifles the person. Many of the tools compliment each other and as new learning is made, other parts of the person’s life become better informed. For example a learning log may detail that a person enjoyed a new restaurant. This information would then be added to the person’s community map, which shows what community amenities are preferred by the person. Like the â€Å"PFP† therefore, opportunities within the community can be identified, but it is perhaps more person centred in this approach, as the choice of location is more informed more specific to the person’s preferences and wishes. This issue of choice is very core to person centred practice and again the â€Å"ELP† approach shows to be very well tailored for supporting those with higher needs towards independence, and long-staying viable community connections and contributions. The person centred information filters through to all aspects of their life with this approach, making every aspect, instead of just one, person centred, enabling choice at every turn. This is particularly helpful in making an informed choice on behalf of someone who may not make it themselves, as it gives them as much a voice as possible in the decision making process. The individual’s choice is given consideration not only with recordings of previous experience but is also by informing those supporting how a person makes a choice, through the use of decision making profiles, or agreements depending on the person’s ability. With the one page plan informing those supporting the person of their personality and strengths, the profile is a good way to inform us of how to present information to the person, when is best to do so and how they will present their decision. For someone with a higher ability, the decision making agreement helps the person to understand and agree on who makes certain decisions. For example, the agreement may state that the person’s GP agrees when the person needs medication and what medication they need, but the person being planned for can decide what form the medication may take (ie liquid, tablet etc. ) In both instances, the person is given ownership of their choices, with their capacities catered for whatever they might be, which is central to the value placed on ownership, choice and independence in person centred practice. As well as informing choice, preferences and community connections of the broader element of the person’s life, the â€Å"ELP† approach to person centred practice also allows for specific goals, similar to those in â€Å"PATH† and â€Å"MAPS†. Again person centred tools are used. â€Å"The Hopes and Dreams† tool for example, can be used to set large goals. As previously stated, all relevant information is gathered by person centred tools which then feed into the tool currently being used. The â€Å"Hopes and Dreams† is facilitated in a similar way to the â€Å"PATH† and â€Å"MAPS† approach, however as it is part of the overall plan, and is informed by the many tools it is more likely to be accurate. This can include the â€Å"Social History† section of the â€Å"ELP† approach, which can have very important information on who the person really is, and also â€Å"good day/bad day† and â€Å"perfect week† tools can be used. Therefore like the â€Å"MAPS†, the goal is well chosen as it is clear from the information gathered what is desirable to the person, and what is not. A big difference between the â€Å"Hopes and Dreams† and the â€Å"PATH† /†MAPS† approach is that the dream can be unrealistic or very hard to achieve. Instead of working with â€Å"what can we achieve† mentality, the â€Å"Hopes and Dreams† goes with the pretext of â€Å"shoot for the moon and you’ll land in the stars† resulting in less restrictions than â€Å"PATH† / â€Å"MAPS†, negating the â€Å"narrow vision† (Todd, 2002) that they may have. Again, this approach is much more person centred the â€Å"ELP† â€Å"aims to consider aspirations and capacities expressed by the service user, rather than needs and deficiencies† (Mansell, J. nd Beadle-Brown, J. 2004) which in turn may throw up more opportunities than â€Å"PATH† and â€Å"MAPS† realistic approach. This approach using the person centred tools to gather information means that any support is exactly what the person wishes, the use of communication charts can inform us of how a person communicates likes and dislikes, alsoleading to more opportunities. The review tools mean that progress is made, â€Å"whats working/ not working† and the â€Å"4+1† can inform us of anything that needs changed to suit the person better, with the 4+1 allowing for actions to be recorded. As discussed previously this means that everyone, including the person, is accountable, giving a higher chance of success. To sum up, â€Å"ELP† approach is much less restrictive, better informed and has who the person is, not just what they can do, at the centre of its approach. In my opinion the â€Å"ELP† approach combines the most positive parts of the other approaches, (gifts and capacities, the community connections, and the people and things most important to someone;s life) but develops the planning further, with more detail and with the highest chance of success due to the actors discussed above. Reviewing all of these approaches, it is obvious that they all strive towards person centred practice, and each in turn is well suited to different scenarios. For the most part however, I find the â€Å"ESSENTIALS† approach much more person centred due to how informed, how detailed, and how flexible it is, and how much it focuses on the person themselves, which is the very crux of person centred practice.