Arts Paper Essay Example | Topics and Well Written Essays - 1000 words

Arts Paper - Essay Example The painting of The Last Supper is originally painted on the backside wall of the dinning hall at the Dominician Convent of Stella Maria delle Grazie in Italy. There arise certain questions regarding the lightening, types of furniture used, and the seating arrangements. The historical fact and the Holy Bible clearly says that the supper was given on an evening. But in contradiction Leonardo has used daylight effect at the window which appears at the back end of the painted scene. In those days the type of tables used for dining were not straight on the other hand here Leonardo has painted a straight table where all the members could be seen. Leonardo seemed to have had a very brilliant notion while painting. He has given the daylight effect only to emphasize on the meaning of the painting and to focus on the members who were seated along with Jesus Christ at the centre. If he had used a round type or other rectangle type of table he would have failed to bring into focus the other disciples. If Leonardo had chosen night time effect he would have been unsuccessful in giving a full shape to the scenic background. The light effect is an additional success of the painting. It is very simple to understand, the light effect is the centre of attention for the painting. Otherwise the implication would have been fallen short of success. We could see and identify all the characters who attended the Last Supper with Christ and moreover the type of food served is also brought into focus, wine and bread. The one painting has a strong historical background. It was the last supper and so ha has painted at the end wall of the building, and the striking feature is that it will appear as if Christ and his disciples are sitting in reality in the same hall and since he had chosen the end of the hall it has the look of continuity as if the hall has an extension. The type of paint used by Leonardo was also a different attempt. He attempted â€Å"tempera†, a sort of paint that

Dysfunctional Families in Today’s World Essay Example for Free

Dysfunctional Families in Today’s World Essay Children are supposed to grow up together with their parents. A family environment helps them not to feel depress(ed). They learn that their feelings and needs are important and can be expressed. Children growing up in such supportive environments are likely to form healthy, open relationships in adulthood. Family dysfunction can be any condition that interferes with healthy family functioning. In most families, there occurs some periods of time where functioning is impaired by stressful circumstances. These stressful events could be a death in the family or a parents serious illness, among others. But for healthy families, the moment the crisis is over, then normal functioning resumes. In dysfunctional families, however, problems tend to be chronic. The children then do not consistently get their needs. As a result, the negative patterns of parental behavior tend to be dominant in their childrens lives. Healthy families are not families who never argue or have disagreements. These families may have yelling, bickering, misunderstanding, tension, hurt, and anger but not all the time. In healthy families, emotional expression is allowed and accepted. Member of the family can freely ask for and give attention. Rules tend to be made explicit and remain consistent, but with some flexibility to adapt to individual needs and particular situations. Healthy families allow for individuality; each member is encouraged to pursue his or her own interests, and boundaries between individuals are honored. Children from healthy families are consistently treated with respect, and do not fear emotional, verbal, physical, or sexual abuse. Parents can be counted on to provide care for their children. Children are given responsibilities appropriate to their age and are not expected to take on parental responsibilities. Finally, in healthy families, everyone makes mistakes; and most importantly, mistakes are allowed. II. The rise of dysfunctional families and its impact in society There are many types of dysfunction in families. Some parents choose to under-function. They leave their children to fend for themselves. On the other hand there are some parents who over-function. These parents seem to never allow their children to grow up and be on their own. Others are inconsistent or violate basic boundaries of appropriate behavior. Below is a brief description of some types of parental dysfunction along with some common problems associated with each. Deficient Parents Deficient parents hurt their children more by omission than by commission. Frequently, it is because of a chronic mental illness or a disabling physical illness that contributes to parental inadequacy. Parental emotional needs tend to take precedence over the needs of the children. The children, on the other hand, are often asked to be their parents caretakers. Thus, children tend to take on the adult responsibilities at a young age in these families. They are robbed of their own childhood, and they learn to ignore their own needs and feelings. Because of this experience, where these children are simply unable to play an adult role and take care of their parents, they thenoften feel inadequate and guilty. These feelings continue into adulthood. Controlling Parents Unlike the deficient parents described above, controlling parents fail to allow their children to assume responsibilities appropriate for their age. Often, the controlling parents are driven by the fear of becoming unnecessary to their children. These parents then continue dominating and making decisions for their children, even if they are already well beyond the age at which this is necessary. This fear leaves them feeling betrayed and abandoned when their children become independent (Forward, 1989). On the other hand, these children of controlling parents frequently feel resentful, inadequate, and powerless. Transitions into adult roles are quite difficult, as these adults frequently have difficulties making decisions independent from their parents. When they act independently these adults feel very guilty, as if growing up were a serious act of disloyalty. Alcoholic Parents Alcoholic families tend to be chaotic and unpredictable. Rules that apply one day do not apply to another one or to the next instance that you happen to be part of. Promises are neither kept nor remembered. Expectations vary from one day to the next. Parents may be strict at times and indifferent at others. In addition, emotional expression is frequently forbidden and discussion about the alcohol use or related family problems is usually nonexistent. Family members are usually expected to keep problems a secret, thus preventing anyone from seeking help. All of these factors leave children feeling insecure, frustrated, and angry. Children often feel there must be something wrong with them and this is the reason that makes their parents behave this way. Mistrust of others, difficulty with emotional expression, and difficulties with intimate relationships carry over into adulthood. Children of alcoholics are at much higher risk for developing alcoholism than are children of non-alcoholics. Abusive Parents Abuse can be verbal, physical, or sexual. Verbal abuse such as frequent belittling criticism can have lasting effects, particularly when it comes from those entrusted with the childs care. Criticism can be aimed at the childs looks, intelligence, capabilities, or basic value. Some verbal abusers are very direct, while others use subtle put-downs disguised as humor. Both types are just as damaging. Definitions of physical abuse vary widely. Many parents, at one time or another, have felt the urge to strike their child. With physically abusive parents, however, the urge is frequent and little effort is made to control this impulse. Striking a child has much to do with meeting the parents emotional needs and nothing to do with concern for the child. Often, parents erroneously justify the abuse as a process of discipline that is intended to help the child. Physically abusive parents then create an environment of terror for the child. This is particularly worse since the violence is often random and unpredictable. Abused children often feel anger. Children of abusive parents have tremendous difficulties developing feelings of trust and safety even in their adult lives. While parents may justify or rationalize verbal or physical abuse as discipline aimed at somehow helping the child, there is no rationalization for sexual abuse. Sexual abuse is the most blatant example of an adult abusing a child purely for that adults own gratification. Sexual abuse can be any physical contact between an adult and child wherein that contact must be kept secret. The demonstrations of affection that occurred then such as hugging, kissing, or stroking a childs hair that can be done openly are quite acceptable and even beneficial. When physical contact is shrouded in secrecy then it is most likely inappropriate. Sexual abuse happens to both boys and girls. This act is perpetrated by both men and women. It cuts across lines of race, socioeconomic level, education level, and religious affiliation. In most cases, sexual abuse is part of an overall family pattern of dysfunction, disorganization, and inappropriate role boundaries. Responsibility for the sexual abuse in all cases rests entirely with the adult. No child is responsible for being abused. Most sexually abused children are too frightened and scared of the consequences for themselves and their families. In most cases, they do not risk telling another adult what is happening. As a result of this bottling-up, they grow into adulthood carrying feelings of self-loathing, shame, and worthlessness. They tend to be self-punishing and have considerable difficulties with relationships and with sexuality. When problems and circumstances such as parental alcoholism, mental illness, child abuse, or extreme parental rigidity and control interfere with family functioning, the effects on children can sometimes linger long after these children have grown up and left their problem families. Adults raised in dysfunctional families frequently report difficulties forming and maintaining intimate relationships, maintaining positive self-esteem, and trusting others; they fear a loss of control, and deny their feelings and reality (Vannicelli, 1989). There is a great deal of variability in how often dysfunctional interactions and behaviors occur in families, and in the kinds and the severity of their dysfunction. However, when patterns like the above are the norm rather than the exception, they systematically foster abuse and/or neglect. Abuse and neglect inhibit the development of childrens trust in the world, in others, and in themselves. Later as adults, these people may find it difficult to trust the behaviors and words of others, their own judgement and actions, or their own senses of selfworth. Not surprisingly, they may experience problems in their academic work, their relationships, and in their very identities. In common with other people, abused and neglected family members often struggle to interpret their families as normal. The more they have to accommodate to make the situation seem normal, the greater is their likelihood of misinterpreting themselves and developing negative self-concepts (e. g. , I had it coming; Im a rotten kid). III. The relationship between religion and dysfunctional families Dysfunctional family members have common symptoms and behavior patterns as a result of their common experiences within the family structure. This tends to reinforce the dysfunctional behavior, either through enabling or perpetuation. The dysfunctional family usually suffers from a variety of issues that may require the help of trained professionals. This is in addition to prayer and other spiritual disciplines. Some of those issues include: (1) Individual personality differences and personal issues; (2) Unresolved issues from the past; (3) Marital and family problems due to domestic violence and abuse, infidelity, and poor communication; (5) Financial problems and poverty; (6) Separation/divorce resulting in grief and loss and abandonment issues, depression, and sometimes a lack of financial support; (7) Mental and physical health problems; and (8) Spiritual disconnection. Any of the aforementioned problems can create high levels of distress, and failure to seek help can be lethal. Furthermore, when a major trauma strikes, families are rarely prepared to deal with it, and if they are unaccustomed to seeking outside help, family members may never recover emotionally. Many people stay away from connecting with God in a Christian community because they feel they are not good enough. Maybe they are overly critical of themselves, or maybe they know they have not lived the way God would want them to live. They may be afraid that Christians in church will judge them and reject them, and so they stay away. They say, God couldn’t really love someone like me. God must be angry with me. They could also be very adept at meeting the perceived expectations of others through self-denial. Denial, repression, splitting, and a false sense of self are often well-developed defense mechanisms. The black and white thinking expressed in such conflicting pairs of opposites as God vs. devil, church vs. world, sin vs. righteousness, leads to repression of anything that might possibly be construed as unacceptable. Constant self-monitoring and rigid self control, along with confession of every sin in prayer, are often considered the only means of avoiding divine condemnation. In the literalism characteristic of fundamentalism, an evil thought or feeling is regarded as just as sinful as an evil act. Impulses and feelings may be considered demonic in origin. In truth, religion can play a part in furthering the dysfunction of families. For one who has a dysfunctional family, its teachings of obedience, respect for authority and quiet compliance further enforce the debilitating situation. But when you dig deeper into what religion is, you will see clearly what God wants. Religious Institutions throughout history have used fear, control and manipulation to build kingdoms made by man. They have left many wounded or dead in the battlefield of Satans kingdom. Religion is a powerful tool of the enemy. An extreme example of this is The Taliban and Bin Laden. Religion teaches obedience to law. And Christ teaches grace. But the scripture has confined all under sin, that the promise by faith in Jesus Christ might be given to those who believe. But before faith came, we were kept under guard by the law, kept for the faith which would afterward be revealed. Galatians 3:22-23. Learning to trust wholeheartedly in God, and depend on Him to break free from whatever bondage, will bring emancipation from these bondages, and make an impact in our broken society. The church should be the one institution where the spirit of fear does not exist and coercion and manipulation are not practiced. IV. Healing dysfunctional families Two centuries ago there was relatively little dispute over the existence of God, or the societally beneficial effect of popular belief in a creator. In the twentieth century extensive secularization occurred in western nations, the United States being the only significant exception (Bishop; Bruce; Gill et al. ; Sommerville). Theists often assert that popular belief in a creator is instrumental towards providing the moral, ethical and other foundations necessary for a healthy, cohesive society. Many also contend that widespread acceptance of evolution, and/or denial of a creator, is contrary to these goals. As he helped initiate the American experiment Benjamin Franklin stated; â€Å"religion will be a powerful regulator of our actions, give us peace and tranquility within our minds, and render us benevolent, useful and beneficial to others† (Isaacson: 87-88). Changes in family life have transformed our society in the last thirty years. One of the biggest has been the virtual disappearance of the male-breadwinner lifestyle and the emerging dominance of the dual-earner couple. Working wives and mothers face questions about the effects of their choices on their childrens welfare and their own health under the strain of the second shift, while their husbands confrontand respond to in a variety of waysnew opportunities to construct a masculine identity not focused exclusively on breadwinning. Leaders in education, business, and government debate what policies should be in place to help people manage their work and family lives and who should bear the cost of work-family management. Changing patterns of family formation and disruption have also created widespread concern and vociferous policy debates. High divorce rates raise questions about the effects of divorce on childrens well-being and future success and how to make blended families work. The problems facing single-parent families have become a focus of policy makers, religious leaders, and the national media. Debates about homosexual unions have led to battles over gay and lesbian marriage in a number of states and many local controversies over what legal rights should be extended to homosexual partners. Delayed marriage and childbearing mean that more American households comprise single adults and childless couples, and remaining childless throughout life has become much more common, fueling concern among some about the decline of the family. All of these changes have led to an increasing pluralism in family life and a new consensus that there are many kinds of loving, caring families. Most people spend some portion of their adult lives outside of a nuclear family, forming and reforming family-like connections periodically over the course of their lives, causing many to rethink long-held assumptions about the necessity of marriage and parenting for adults happiness, security, and well-being. But this pluralism is intensely contested and debated for both moral and social philosophical reasons. Not everyone agrees about what constitutes the good family and what kinds of families are morally legitimate. Many people see the family as the bellwether of our society and find the rapid and numerous changes in family life over the last few decades to be troubling. Some even argue that a devaluing of family life, and especially of lifelong, heterosexual marriage, inevitably leads to a decline of the nation. These debates also focus on questions of resources and inequality. Who has access to the rights that marriage confers? Why does divorce lead to a reduction in women and childrens standard of living, and what can be done to change that? Making Changes Changes in family life have been a central concern for religious leaders, activists, and local communities of faith. Throughout American history, religion and family have been intertwined and interdependent institutions. Congregations, parishes, and synagogues have provided an important context for families to spend time together and have shaped the religious education and moral development of children and youths. Sociologists have long noted that marriage and parenthood make religion more important to people and increase their participation in local congregations. Sometimes, children who come from dysfunctional families continue in their roles because they are waiting for their parents to give their permission; to change. Like most people, parents in dysfunctional families often feel threatened by changes in their children. As a result, they may thwart efforts to change and insist that the children change back. Some specific changes one can do are: (1) Identify painful or difficult experiences that happened during your childhood; (2) Make a list of your behaviors, beliefs, etc. that you would like to change; (3) Next to each item on the list, write down the behavior, belief, etc. that you would like to do/have instead; (4) Pick one item on your list and begin practicing the alternate behavior or belief. Choose the easiest item first; (5) Once you are able to do the alternate behavior more often than the original, pick another item on the list and practice changing it, too; (6) Believe in God’s grace that he will heal all the painful experiences in your list (in no. 1) and pray His love will help you change all the behaviors listed and free you from bondage. References: Bishop, George. (1999). â€Å"What Americans Really Believe, and Why Faith Isnt as Universal as They Think. † Free Inquiry 19(3): 38-42 Bruce, Steve. (2001). â€Å"Christianity in Britain, R. I. P. † Sociology of Religion 61: 191-203. Forward, S. (1989). Toxic parents: Overcoming their hurtful legacy and reclaiming your life. New York: Bantam Books. Gill, R, C. Hadaway and P. Marler 1998 â€Å"Is Religious Belief Declining in Britain? Journal for the Scientific Study of Religion 37: 507-16 Isaacson, Walter. (2003) Benjamin Franklin: An American Life. New York, Simon Schuster. Meeting the Needs of Dysfunctional Families Catechist, January, (1993) Sommerville, C. (2002) â€Å"Stark’s Age of Faith Argument and the Secularization of Things: A. Commentary. † Sociology of Religion 63: 361-72 Vannicelli, M. (1989). Group psychotherapy with adult children of alcoholics: treatment techniques and countertransference. New York: Guilford Press.

Reflection on Situated Knowledge Map

Reflection on Situated Knowledge Map For the Situated Knowledge Map, I created five pins titled Hairy Legs, Get On The Scale, Talk To Your Sister, Crazy Feminist, and No under the pseudonym BS. These pins focus on body image, fatphobia, the feminist killjoy, and racism. In this reflection, I will examine how these moments in my life changed my perspective then reflect on the system and other posts I read while placing my own pins. While I found the assignment slightly difficult due to the nature of the content, I believe the analysis caused by the assignment is valuable and I found the system utilized simple but possibly exclusive. Hairy Legs, Get On The Scale, and Talk to Your Sister all focus on body image with the last two focusing specifically on fatphobia in our society. Hairy Legs discusses the first time I recognized gender performance and how it affects body hair for men and women. As a 3rd grader at the time, I did not understand why my hairy legs were a problem but the boys hairy legs were fine. Now I recognize hairlessness is a societal standard of gender performance for women. This was the first time I had a negative comment directed towards my body and the first time I thought of my body in term of good and bad. Get On The Scale and Talk to Your Sister are 2 events about a decade apart that made me realize how people treat my sister and I differently due to our weights. As a small girl and woman, my mother only mentioned my weight when she believed I might have an eating disorder. However, my mother started talking about weight with my sister more frequently when she began to gain weight; even goin g as far as to try to convince me to talk to me sister about losing weight. After the events in Talk to Your Sister, I recognized it and the events of Get On The Scale as the double standards surrounding weight women face and the general fatphobia in our society. These events remind me of a quote from The Body Politic-Meditations on Identity by Elana Dykewomon: Women in almost every society offer their daughters up to the prevailing cultural standards of beauty and usefulness for womenif women dont prepare their daughters to meet institutionalized male demands, they know their daughters will suffer in life (Dykewomon 453). I believe this accurately describes what my sister and I went through in these events. The third post, Crazy Feminist, describes the beginning of how I came to understand my identity as a feminist and how grateful I am for taking that step. I had not thought of feminism or considered calling myself a feminist until I joined Women in Learning and Leadership (WILL). I had been discouraged from joining and staying in the group during my first and second year of college. First from my friends sister commenting on how it is a crazy feminist group then with my parents continued attempts to convince me to drop the group and Women and Gender Studies minor for a more useful math minor. It was these attempts and the influences of WILL the led me to my crazy feminist identity which has been more helpful to me and given me more skills, in my opinion, than a math minor would have as a woman in science. The final post, No, is the story of the day I discovered my father holds racists beliefs. I was shocked when he came to me asking me to explain to my sister that she could not date a n African American boy. This event did not change my view of racism so much as it made me realize how truly wide spread it is in my own life. It made me look more closely for subtle racism in my life as well. I found the system used for the Situated Knowledge Map simple to use overall. I believe it is important to create online tools that are easy to navigate if the group creating the tools want them to be accessible for everyone. In the article Invisible feminists? Social media and young womens political participation, Julia Schuster argues that the use of social media and the internet by young feminists make them invisible to older feminists and the use of these tools leads to the exclusion of certain groups of feminists. This effect seems to be happening with this tool, as the clear majority of the pins I looked at were authored by apparent college students, and may be invisible to older feminist groups who are not using these forms of media. I also examined interesting perspectives from reading several of the pins on the map. One particular pin that made me examine my standpoint was Church; a pin written from the perspective of a Methodist discussing the Catholic ceremony of Confirmat ion. This pin made me think about religious privilege from the perspective of a child not experiencing violent religious percussion but subtle religious exclusion. Before reading this pin, I had never considered how a child may feel excluded and othered by other childrens shared experiences from and dislike of their parents religion. I found this project to be slightly difficult for me because I had to admit, not only to myself but to possible hundreds of people, that these experiences affected my behavior, particularly in Hairy Legs, and that my family holds these beliefs. However, I also think it is important that I analyze these events that have clearly shaped who I am today. In regards to the system used for this project, I found it simple to use; however, I am an individual who has had the privilege of growing up surrounded by this technology. People and groups who do not have this privilege may be excluded from using these tools. In addition, reading the perspective of previous posters led me to thought processes I would not have if I had not read their experiences. Work Cited Dykewomon, Elana. The Body Politic-Meditations on Identity. This Bridge We Call Home-Radical Visions for Transformation. Ed. Gloria Anzaldà ºa and Anaouise Keating. New York: Routledge,2002. 450-457. Print. Schuster, Julia. Invisible feminists? Social media and young womens political participation. Political Science 65.1 (2013): 8-24.

A Visit to the Bristol Caverns in Tennessee :: Tourism

A Visit to the Bristol Caverns in Tennessee The Bristol Caverns are over 200,000,000 years old and were used as a secret way of travel for the Cherokee Indians (http://www.tenntrips.com). Being located in Bristol, Tennessee, the caverns are a part of the Appalachian Mountain Region. The Bristol Caverns are underground and considered a historical monument. During your visit to the caverns you can learn about history, while getting your exercise, at an affordable price. The Bristol Caverns are open all year around, except for on holidays, and the time that you are able to visit is subject to change during different seasons. You can visit the Bristol Caverns from 9a.m.-5p.m. on Monday through Saturday and from 12:30p.m.-5p.m. on Sundays. It is suggested that you call before attempting to go to the Bristol Caverns because of the number of tourists. (http://www.bristolcaverns.com). The drive from the ETSU campus to the caverns takes about forty-two minutes. In order to get to the Bristol Caverns you can start on 11E, get off at the Bluff City exit, take it to 394, turn right onto 435, and you will then see the Bristol Caverns on the left. Upon arrival you will be expected to pay an admission fee of $9.00, which can change, according to age. The Bristol Caverns offers special rates and tours for groups interested in touring. One of these group opportunities, "Wild Tours" (http://www.bristolcaverns.com), gives groups the chance to explore parts of the ca ve normally not seen, provided a guide is present. The entire tour requires a lot of walking, so wearing tennis shoes is recommended. Dress prepared for a cool environment because while inside the cave you will experience temperatures from 50-60 degrees. As you walk along the tour of the Bristol Caverns, a tour guide will inform you about the history of the cave: such as the original entrance place to the caverns used by the Cherokee Indians and how an early pioneer would store his fruit in the cave for extended freshness (tour guide). While the guide leads you through the cave of the caverns, you can view many formations and scenes. The formations are called stalagmites and stalagtites, which are created by the moisture and minerals in the cave hardening. One inch of these formations lengths can take from 150-300 years to form (tour guide). During the tour you will venture through different levels of the cave.

Greek Mythology :: Greek Mythology, Informative

  Ã‚  Ã‚  Ã‚  Ã‚  Long ago, people lacked knowledge on why certain things happened. Without scientific answers, like we have today, the Ancient Greeks created their own answers about the world and an individual’s place in it. These tales were known as myths. They described the feelings and values that bound the members of society. There are two types of myths -- creation myths and explanatory myths. A creation myth explained the start of many events such as the origin of the world and the creation of human beings. An explanatory myth explained a natural process or event such as illness and death. Most myths concerned divine beings such as gods, goddesses and other heroes with supernatural powers. These characters had many human characteristics, aside from their special powers, that included birth and death and the presence of emotions such as love and jealousy. These human qualities of the divine beings reflected the values of society. Such characters are called anthropomor phic, derived from two Greek words meaning â€Å"in the shape of man†. Gods and goddesses that resembled animals were referred to as theriomorphic, derived from two Greek words meaning â€Å"in the shape of an animal†. The last group of mythical characters has no name. They didn’t take the form of a complete human or animal, such as a figure with a human body and an animal head. As well as being entertaining and interesting to read, myths played an important role in Ancient Greek society.   Ã‚  Ã‚  Ã‚  Ã‚  The Greeks honored their gods with different kinds of festivals. Their celebrations have continued throughout the years and two have become worldwide traditions.

A Regression Model

Introduction A regression model with one explanatory variable is called a Simple linear regression, that is it involves 2 points: single explanatory variable and the response variable which is the dependent variable Y and independent X, in the graph of two axis y and x coordinate and finds a linear function, as precisely as it can to explains the response variable values as a function of the expanatory variables. The term simple means in statistics that the response variable y is related to one predictor x. The linear regression is given as Y=?0+?1 + ? and they are two parameters that are used estimate the slope of the line ?1 and the y- intercept of the line ?0. ? is the error term.Background Linear Regression has played a vital role in assisting in the analysis of medical data. It makes it possible for the recognition and grouping associated multiple factors. It as well also allows the recognition of anticipating related dangerous factors and the counting of dangerous scores for a single person's prediction, this was made possible by English scientist Sir Francis Galton (1822–1911), a family member of Charles Darwin, made sufficiently benefaction to both in the study of genes and in the study of behaviour and mind . He is the one that came with regression and introduced statistics in a study of living organism.In his study the data sets that he regarded persistent was the heights of male parent and male child (father and son). He wanted to find out whether he can predict the height of a male child based on the male parent's height. Glancing at the results and scatterplots of the heights, Galton noted the relationship which was increasing and it was linear. After drawing a line to these results using the statistical tools, he observed that for male parents whose heights were more than the normal, the regression line anticipated male parents whose heights were more than the normal tended to have male children that have less height than the normal and male parents that have a height which is less than the normal tended to have male children that have a height that is more than the normal . Purposes Simple linear regression could be for example be purposefully in the instance of a an association among weight and height, Weight being the dependent variable y measured in kilograms and height being the independent variable x in centimeters, where the expected value of weight at a specified height is (X) = 2X/4 – 45 for X > 100 for example. Because of natural changeability, the weight could differ for example, it might remain normally distributed with a still ? = 4. The change between an experimental weight and mean weight at a specified height is denoted as the error for that weight. To realize the association that is linear, we might take the weight of three personalities at each height and relate linear regression to model the mean weight as a function of height using a straight line, ?(X) = ?0 + ?1X . The most general way to guesstimate the parameters, (pronounced beta not) ?0 and gradient ?1 (pronounced as beta not) is the least squares estimator, which is derived by differentiating the regression model with respect to ?0 and ?1 and solving for ?0 and also solving for ?1. Let (x i , y i ) be the Ith coordinates of Y and X. The least squares estimator, guesstimates the intercept and the slope reducing the residual sum of squared errors ?ei2= ?(y i – ? i)2= SSE where yi is the experiential value and ?i = b0 + b1xi is the estimated regression line and is called the fitted or â€Å"hat† values. The estimates are given by b0 = – b1 then b1 = SSXX / SSYY and where and are the samples means X and Y, SSXX and SSYY being standard deviations and r = r(X,Y) Pearson correlation coefficient. It is also denoted as Pearson's r, the Pearson product-moment correlation coefficient, is a measure of the linear associate amongst two variables X and Y. The Pearson correlation coefficient, r takes a variety of values from -1 to +1. A value of 0 recommends that there is no relationship amongst the variables X and Y. A value greater than 0 recommends a positive relationship that is, as the value of the other variable rises, so does the other variable. Before making use of the simple linear regression it is always vital to follow the steps below:1. Select an explanatory variable which is more possible to make the changes in the response variableBe convinced where the previous quantity for the explanatory variable transpire in the precise same period as the quantity of the respone variablePlot the interpretations on a graph making use of the y axis for the respone variable and the x axis for the predictor variable 4. Analyse the plotted interpretations for a linear outline and for any outliersKeeping in mind that there could be correlation without cause and influence. Importances Simple linear regression is considered to be widely valuable in many real-world applications and practises. Simple linear regression functions by assuming the independent and dependent variables have a association that is linear in the certain set-of-data.As expectations are and outcomes are interpreted, the individual handling the analysing role in a such data will have to be precarious since it has been premeditated before that there may be some variables which hinder minimal changes to occur while others will not consider being seized at a stationary point. Although the concept of linear regression is one that is more composite subject, it still remains to be one of the most vital statistical approaches being used till date. Simple linear regression is important because it has be wildly being used in many biological, behavioural , environmental as well as social sciences. Because of its capability to define likely associations among known variables which are simple independent and dependent , it may have assisted in the fields of finance, economics and trend line in describing major data that have proven to be of crux in the selected areas. Above all simple linear regression is vital since it has provided a clue of what desires to be predicted, more specially in regulatory functions involved in certain disciplines. In spite of the complication of simple linear aggression, it has been recognized to be sufficiently valuable in numerous day-to-day applications of life.

Summarizing and contrasting two Explanatory Theories Essay

Social workers apply theories according to how they understand people in the context of their unique circumstances, besides theories in social work are fundamental as they guide and explain social work practices. This essay will attempt to summarize psychodynamic and systems theories, highlighting similarities and differences and contrasting the application of the two explanatory theories and a practice theory to the case scenario of Mary & Patrick. Psychodynamic Theories According to Preston-Shoot and Agass (1990), Psychodynamic theories derives from Freud and has been expanded and modified subsequently by the work of Jung, Hollis, Melanie Klein and object-relations theorists, as well as Goldstin and ego psychology. Other influences are Bowlby and Howe’s attachment theory and a major proponent like Erikson developmental theories. Walsh (2010), suggest that psychodynamic theories emphasise upon the interplay between conscious and unconscious forces (p.32). Furthermore, Freud describes the importance of unconscious thought processes and defence mechanisms in determining human behaviour and human motivation (p.34). Moreover, psychodynamic theories place importance on past experiences in shaping personality â€Å"unchangeable things in the past are causing a person’s present behaviour† (Payne, 1997, p. 92). Additionally, Brearley as cited in Lishman (2007), describes that psychodynamic thinking concerns certain key relationships, lik e self and significant other, past and present experience, and inner and outer reality. Hence, some of the central concepts of psychodynamic theories are Freud’s structural model of the psyche; the id, ego and superego and the mental life as operating on several levels: The conscious, the preconscious and the unconscious. Moreover, individuals develop defensive strategies to protect themselves from painful experiences thus the concepts of defence mechanisms such as denial, projection, splitting, rationalisation, sublimation and regression (Walsh 2010). Finally, other important concepts to consider are  anxiety, ambivalence, coping, transference, countertransference and inner world. Systems Theory Trevithick (2012), indicates that systems theory emphasises upon understanding the transactions between people and their environment. This theory recognises that a range of systems, including the intrapersonal and interpersonal, as well as neighbourhood and society impact individuals. Additionally, Healy (2005) suggests that transactions between person-environment are complex and non-linear. According to Healy (2005), Florence Hollis introduced the term systems theory to social work. She articulates some ways in which social workers could intervene in the client’s environment. Yet, one of the founders of general systems theory was Bertalanffy, who proposed that all inter-relationships between elements form the whole and recognise that all part of the system can never be entirely separated from each other. Another important proponent is Bronfenbrenner who proposes an ecological theory that centres on the relationship between the developing individual and the changing environmental systems, Bronfenbrenner suggests that the environment has an effect on the behaviour and how this is expressed (Guavian & Cole 1994). The social work discipline has expanded this perspective to explain that an individual is â€Å"constantly creating, restructuring, and adapting to the environment as the environment is affecting them† (Ungar, 2002). Additionally, Gordon Hearn and his colleagues pioneered the application of this theory to social work and Pincus, Minahan, Golstein, Germain, Gitterman, and Carol Meyer presented systems practice models. In recent years, Colin Peile proposed complex systems ideas in social work (Healy 2005). Furthermore, The different relationships of development called the microsystems; mesosystems and macrosystems are central concepts in systems theory. Microsystems, which refer to the relationship between a person and the immediate environment, such as school and family. Macrosystems refer to institutional patterns such as the economy, customs and policy. Other concepts such as homeostasis, defined as â€Å"the tendency of a biological organism to seek and keep some kind of operating balance in its internal process† (Leighninger, 1978, p.448).  Finally, other fundamental concepts to consider are input, feedback, roles, boundaries and subsystems. Similarities and differences Indeed, both psychodynamic and systems theories in social work have been adapted from theories originated in other disciplines, most notably from psychology and biology. Similarly, Psychodynamic and systems theories have been criticised because many of the concepts are difficult to understand and apply. In contrast, Trevithick (2012) indicates that for Freud and all later psychoanalytic theorists, the unconscious is the central concept, which differentiates psychoanalytic perspectives from systems theories. Furthermore, psychodynamic places attention on past experiences affecting current behaviour, whereas systems look at present circumstances impacting the individual. Finally, it is possible to say that psychodynamic theories focus on the individual’s behaviour, whereas systems locate individuals within their wider contexts. Case scenario: Mary From a systems perspective, a social worker could start by considering Mary’s family and social supports. It would be a good idea to use an ecomap for Mary and her family to gather data and analyse the impact that multiple systems are having in her situation. From an ecosystem perspective, the social worker could promote a supportive community for Mary. For instance, at a micro level the social worker could help Mary with the foster family or child care arrangements so that she does not have to travel so far with her baby, and so it is less stressful for her to go on visiting her other children. Other considerations to take into account could be exploring if Mary has anyone to whom she can turn in times of crisis, or if she has any friends, family, religious or community groups that can support her, or if social isolation is placing Mary at greater risk. Furthermore, exploring her relationship with her husband and visiting arrangements in jail. At a meso level, the social work er could consider external resources to help her financially so she can maintain her housing or alternatives for work or  training. By applying psychodynamic theory, a social worker could consider whether Mary’s lost of her parents have contributed to her unconscious conflicts or if other experiences of her past are affecting her mental stability. Furthermore, psychodynamic theories could be applied to understanding Mary’s and the children’s life stages and developmental needs. Is Mary functioning as a responsible adult? Is she able to appreciate the developmental needs of her children, especially her infant? Moreover, psychodynamic theory could be applied to interpret ways in which Mary’s defence mechanisms may be functioning. What role does denial play in the appraisal of her situation? From a strengths perspective, good practice would be to address her isolation. It would be good to encourage her to include more positive social interactions and use available resources. Moreover, recognizing the strengths that Mary possesses, reinforcing Mary’s capacity for wanting to seek hel p and empowering her to continue addressing her mental illness. Likewise, acknowledging her resilient characteristics. From this perspective the social worker needs to positively engage with Mary by asking good questions. This may involve asking: How have you managed to keep going? What would you like to see happening? What visions do you have for the future? What are you proud of? What would you like to change? How can I help you to achieve this change? In conclusion, each of these theoretical positions makes an important contribution to our understanding for practice. Both psychodynamic and systems theories have their strengths and weakness but can be helpful for understanding the client’s situation. Although a theory might seem to fit to a service-user, this doesn’t necessarily mean that this is the correct understanding of that person’s life so even if a theory appears to work, it is important to remain open-minded and maintain our reflective thinking. Likewise, when evaluating a theory’s applicability, social workers must consider whether the theories are helpful to u nderstanding and/or responding to their client’s circumstances. References Guavian, M. Cole, M. (1994). Readings on the Development of Children. Ecological Models of human development, NY: Freeman Healy, K. (2005) Social Work Theories in Context : Creating Frameworks for Practice. Houndmills, Basingstoke, Hampshire ; New York : Palgrave Macmillan Leighninger, R. (1978) ‘Systems Theory’, Journal of Sociology and Social Welfare, 5, 448-66. Retrieved from http://0web.b.ebscohost.com.alpha2.latrobe.edu.au Lishman, J. (2007). Handbook for Practice Learning in Social Work and Social Care: Knowledge and Theory. London ; Philadelphia : Jessica Kingsley Publishers Payne, M. (1997). Modern Social Work Theory. Chicago, IL: Lyceum. Preston – Shoot, M. and Agass, D. (1990) Making Sense of Social Work: Psychodynamics, Systems and Practice. Basingstoke: Macmillan. Trevithick, P. (2012). Social Work Skills and Knowledge: A Practice Handbook. Maidenhead McGraw-Hill/Open University Press Ungar, M. (2002). A Deeper, More Social Ecological Social Work Practice. Social Service Review, 2(16), 231-248. Walsh, J. (2010). Theories for Direct Social Work Practice. Belmont, Cal: Wadsworth Cengage Learning.