Honey Mumford Learning Styles Essay Example

Honey Mumford Learning Styles Essay Example Honey Mumford Learning Styles Paper Honey Mumford Learning Styles Paper Honey and Mumford Learning Styles Questionnaire This questionnaire is designed to find out your preferred learning style(s). Over the years you have probably developed learning habits that help you benefit more from some experiences than from others. Since you are probably unaware of this, this questionnaire will help you pinpoint your learning preferences so that you are in a better position to select learning experiences that suit your style. There is no time limit to this questionnaire. It will probably take you 10 15 minutes. The accuracy of the results depends on how honest you can be. There are no right or wrong answers. If you agree more than you disagree with a statement put a tick ( ( ) by it. If you disagree more than you agree, put a cross by it (x). Be sure to mark each item with either a tick (( ) or a cross (x). 1. I have strong beliefs about what is right and wrong, good and bad. A 2. I often act without considering the possible consequences. D 3. I tend to solve problems using a step-by-step approach. D 4. I believe that formal procedures and policies restrict people. A 5. I have a reputation for saying what I think, simply and directly. A 6. I often find that actions based on feelings are as sound as those based on careful thought and analysis. A 7. I like the sort of work where I have time for thorough preparation and implementation. D 8. I regularly question people about their basic assumptions. D 9. What matters most is whether something works in practice. A 10. I actively seek out new experiences. A 11. When I hear about a new idea or approach I immediately start working out how to apply it in practice. A 12. I am keen on self discipline such as watching my diet, taking regular exercise, sticking to a fixed routine, etc. D 13. I take pride in doing a thorough job. A 14. I get on best with logical, analytical people and less well with spontaneous, â€Å"irrational† people. D 15. I take care over the interpretation of data available to me and avoid jumping to conclusions. D 16. I like to reach a decision carefully after weighing up many alternatives. D 17. I’m attracted more to novel, unusual ideas than to practical ones. A 18. I don’t like disorganised things and prefer to fit things into a coherent pattern. D 19. I accept and stick to laid down procedures and policies so long as I regard them as an efficient way of getting the job done. D 20. I like to relate my actions to a general principle. D 21. In discussions I like to get straight to the point. A 22. I tend to have distant, rather formal relationships with people at work. D 23. I thrive on the challenge of tackling something new and different. A 24. I enjoy fun-loving, spontaneous people. A 25. I pay meticulous attention to detail before coming to a conclusion. D 26. I find it difficult to produce ideas on impulse. D 27. I believe in coming to the point immediately. A 28. I am careful not to jump to conclusions too quickly. A 29. I prefer to have as many sources of information as possible the more data to think over the better. D 30. Flippant people who don’t take things seriously enough usually irritate me. D 31. I listen to other people’s point of view before putting my own forward. D 32. I tend to be open about how I’m feeling. D 33. In discussions I enjoy watching the maneuverings of the other participants. A 34. I prefer to respond to events on a spontaneous, flexible basis rather than plan things out in advance. A 35. I tend to be attracted to techniques such as network analysis, flow charts, branching programmes, contingency planning, etc. D 36. It worries me if I have to rush out a piece of work to meet a tight deadline. D 37. I tend to judge people’s ideas on their practical merits. A 38. Quiet, thoughtful people tend to make me uneasy. D 39. I often get irritated by people who want to rush things. D 40. It is more important to enjoy the present moment than to think about the past or the future. A 41. I think that decisions based on a thorough analysis of all the information are sounder than those based on intuition. D 42. I tend to be a perfectionist. D 43. In discussions I usually produce lots of spontaneous ideas. A 44. In meetings I put forward practical realistic ideas. A 45. More often than not, rules are there to be broken. D 46. I prefer to stand back from a situation and consider all the perspectives. D 47. I can often see inconsistencies and weaknesses in other peoples arguments. A 48. On balance I talk more than I listen. D 49. I can often see better, more practical ways to get things done. D 50. I think written reports should be short and to the point. A 51. I believe that rational, logical thinking should win the day. D 52. I tend to discuss specific things with people rather than engaging in social discussion. A 53. I like people who approach things realistically rather than theoretically. A 54. In discussions I get impatient with irrelevancies and digressions. A 55. If I have a report to write I tend to produce lots of drafts before settling on the final version. D 56. I am keen to try things out to see if they work in practice. A 57. I am keen to reach answers via a logical approach. A 58. I enjoy being the one that talks a lot. D 59. In discussions I often find I am the realist, keeping people to the point and avoiding wild speculations. A 60. I like to ponder many alternatives before making up my mind. D 61. In discussions with people I often find I am the most dispassionate and objective. D 2. In discussions I’m more likely to adopt a â€Å"low profile† than to take the lead and do most of the talking. D 63. I like to be able to relate current actions to a longer term bigger picture. A 64. When things go wrong I am happy to shrug it off and â€Å" put it down to experience†. A 65. I tend to reject wild, spontaneous ideas as being impractical. D 66. It’s best to think carefully before taking action. D 67. On balance I do the listening rather than the talking. A 68. I tend to be tough on people who find it difficult to adopt a logical approach. D 69. Most times I believe the end justifies the means. A 70. I don’t mind hurting people’s feelings so long as the job gets done. D 71. I find the formality of having specific objectives and plans stifling. D 72. I’m usually one of the people who puts life into a party. A 73. I do whatever is expedient to get the job done. A 74. I quickly get bored with methodical, detailed work. A 75. I am keen on exploring the basic assumptions, principles and theories underpinning things and events. D 76. I’m always interested to find out what people think. A 77. I like meetings to be run on methodical lines sticking to a laid down agenda, etc. D 78. I steer clear of subjective or ambiguous topics. D 79. I enjoy the drama and excitement of a crisis situation. D 80. People often find me insensitive to their feelings. D Scoring The Questionnaire You score one point for each item you ticked (( ). There are no points for items you crossed (x). Simply circle the items you ticked on the lists given below. For each column, add up the number of items circled and enter in the total box at the bottom of each column. You should have four separate scores at the end. Guidelines for interpretation can be found overpage. |ITEMS |ITEMS |ITEMS |ITEMS | | |2 |7 |1 |5 | | |4 |13 |3 |9 | | |6 |15 |8 |11 | | |10 |16 |12 |19 | | |17 |25 |14 |21 | | |23 |28 |18 |27 | | |24 |29 |20 |35 | | |32 |31 |22 |37 | | |34 |33 |26 |44 | | |38 |36 |30 |49 | | | |39 |42 |50 | | |43 |41 |47 |53 | | 45 |46 |51 |54 | | |48 |52 |57 |56 | | |58 |55 |61 |59 | | |64 |60 |63 |65 | | |71 |62 |68 |69 | | |72 |66 |75 |70 | | |74 |67 |77 |73 | | |79 |76 |78 |80 | |TOTALS | | | | | | |Activist |Reflector |Theorist |Pragmatist | Understanding Your Results Since the maximum score for each style is 20, at first sight you might conclude that the highest of your four scores indicates your predominant learning style. This however is not necessarily so. Before coming to a conclusion you need to view your scores in relation to those obtained by other people who have completed the questionnaire. Norms, as they are called, have been calculated for various groups of people and you need to decide with which group to compare your scores. If in doubt use the general norms below which are based on the scores obtained by well over a thousand people. The Norms are calculated on the scores obtained by: A: The highest scoring 10% of people B: The next 20% of people C: The middle 40% of people D: The next 20% of people E: The lowest scoring 10% of people Norms for specific groups are detailed over page. |A |B |C |D |E | | |Very Strong |Strong Preference |Moderate Preference|Low Preference |Very Low Preference| | |Preference | | | | | |ACTIVIST |13-20 |11-12 |7-10 |4-6 |0-3 | | | | |mean 9. 3 | | | |REFLECTOR |18-20 |15-17 |12-14 |9-11 |0-8 | | | | |mean 13. 6 | | | Activity Using the table at the bottom of this page shade in the appropriate boxe s according to the scores you obtained for the Learning Styles Questionnaire. An example is given to guide you. For example if you had the following results: Activist 14, Reflector 15, Theorist 8 and Pragmatist 12 your table would look like this: |A |B |C |D |E | | |Very Strong |Strong Preference |Moderate Preference|Low Preference |Very Low Preference| | |Preference | | | | | |ACTIVIST |13-20 |11-12 |7-10 |4-6 |0-3 | | | | |mean 9. 3 | | | |REFLECTOR 18-20 |15-17 |12-14 |9-11 |0-8 | | | | |mean 13. 6 | | | |THEORIST |16-20 |14-15 |11-13 |8-10 |0-7 | | | | |mean 12. 5 | | | |PRAGMATIST |17-20 |15-16 |12-14 |9-11 |0-8 | | | | |mean 13. 7 | | | This demonstrates that even though the raw score for Reflector was the highest, in terms of the norm table the score for Activist indicates that this is the dominant style of learning for this individual. | |A |B |C |D |E | | |Very Strong |Strong Preference |Moderate Preference|Low Preference |Very Low Preference| | |Preference | | | | | |ACTIVIST |13-20 |11-12 |7-10 |4-6 |0-3 | | | | |mean 9. | | | |REFLECTOR |18-20 |15-17 |12-14 |9-11 |0-8 | | | | |mean 13. 6 | | | |THEORIST |16-20 |14-15 |11-13 |8-10 |0-7 | | | | |mean 12. 5 | | | |PRAGMATIST |17-20 |15-16 |12-14 |9-11 |0-8 | | | | |mean 13. 7 | | | Activity Now read the descriptions given for the four styles. You will find these in the Resource Pack section on Learning. We will explore the implications of learning styles in more depth at the first workshop. Learning Styles Questionnaire Cross As indicated earlier there are norms for specific groups. The mean scores are given for each learning style for the various groups below. You can plot your own scores against these mean scores on the LSQ Cross. Instructions are provided on the next page. | |Activist |Reflector |Theorist |Pragmatist | |Sales People |13. 3 |11. 5 |11. 4 |14. | |Trainers |11. 2 |12. 9 |11. 4 |12. 4 | |Marketing |9. 3 |13. 8 |12. 5 |13. 6 | |Eng/Science Grads |8. 6 |14. 2 |12. 2 |12. 7 | |RD Managers |8. 0 |14. 5 |13. 1 |13. 4 | |Production Managers |7. 4 |12. 7 |15. 2 |16. | |Finance Managers |7. 0 |14. 9 |14. 5 |15. 3 | |Female Managers |10. 3 |13. 4 |12. 7 |12. 6 | The above table is adapted from norms provided by Honey and Mumford (1986) A useful way to present your results using the norms given on the previous page is on the LSQ Cross. An example is given below. The solid line represents your scores and the dotted line the scores for a particular norm. This will be useful for activities covered in the first workshop. Here is an example based upon the general norms. In this case the Activist score of 15 is the only one to go outside the dotted line and this immediately indicates a very strong preference for the Activist style. The Pragmatist score of 14 nearly coincides with the dotted line and therefore emerges as a moderate preference. Both the Reflector and Theorist scores of 8 and 7 respectively are well inside the dotted line showing a low preference for those styles. Activity Construct your own LSQ crosses using the general norms and if appropriate norms for a specific group. PRAGMATIST 5 10 15 20 20 15 10 5 5 10 15 20 20 15 10 5 THEORIST REFLECTOR ACTIVIST PRAGMATIST 5 10 15 20 20 15 10 5 5 10 15 20 20 15 10 5 THEORIST REFLECTOR ACTIVIST

Battle of Franklin - Civil War Battle of Franklin - John Bell Hood

Battle of Franklin - Civil War Battle of Franklin - John Bell Hood Battle of Franklin - Conflict: The Battle of Franklin was fought during the American Civil War. Armies Commanders at Franklin: Union Major General John Schofield30,000 men Confederate General John Bell Hood38,000 men Battle of Franklin - Date: Hood attacked the Army of the Ohio on November 30, 1864. Battle of Franklin - Background: In the wake of the Union capture of Atlanta in September 1864, Confederate General John Bell Hood regrouped the Army of Tennessee and launched a new campaign to break Union General William T. Shermans supply lines north. Later that month, Sherman dispatched Major General George H. Thomas to Nashville to organize Union forces in the area. Outnumbered, Hood decided to move north to attack Thomas before the Union general could reunite with Sherman. Aware of Hoods movement north, Sherman sent Major General John Schofield to reinforce Thomas. Moving with VI and XXIII Corps, Schofield quickly became Hoods new target. Seeking to prevent Schofield from joining with Thomas, Hood pursued the Union columns and the two forces squared off at Columbia, TN from November 24-29. Next racing to Spring Hill, Schofields men beat off an uncoordinated Confederate attack before escaping in the night to Franklin. Arriving at Franklin at 6:00 AM on November 30, the lead Union troops began preparing a strong, arc-shaped defensive position to the south of the town. The Union rear was protected by the Harpeth River. Battle of Franklin - Schofield Turns: Entering the town, Schofield decided to make a stand as the bridges across the river were damaged and needed to be repaired before the bulk of his forces could cross. While repair work commenced, the Union supply train slowly began crossing the river using a nearby ford. By noon, the earthworks were complete and a secondary line established 40-65 yards behind the main line. Settling in to await Hood, Schofield decided that the position would be abandoned if the Confederates did not arrive before 6:00 PM. In close pursuit, Hoods columns reached Winstead Hill, two miles south of Franklin, around 1:00 PM. Battle of Franklin - Hood Attacks: Establishing his headquarters, Hood ordered his commanders to prepare for an assault on the Union lines. Knowing the dangers of frontally attacking a fortified position, many of Hoods subordinates attempted to talk him out of the assault, but he would not relent. Moving forward with Major General Benjamin Cheathams corps on the left and Lieutenant General Alexander Stewarts on the right, the Confederate forces first encountered two brigades of Brigadier General George Wagners division. Posted half a mile forward of the Union line, Wagners men were supposed to fall back if pressed. Disobeying orders, Wagner had his men stand firm in an attempt to turn back Hoods assault. Quickly overwhelmed, his two brigades fell back toward the Union line where their presence between the line and the Confederates prevented Union troops from opening fire. This failure to cleanly pass through the lines, coupled with a gap in the Union earthworks at the Columbia Pike, allowed three Confederate divisions to focus their attack on the weakest part of Schofields line. Battle of Franklin - Hood Wrecks His Army: Breaking through, men from Major Generals Patrick Cleburne, John C. Brown, and Samuel G. Frenchs divisions were met by a furious counterattack by Colonel Emerson Opdyckes brigade as well as other Union regiments. After brutal hand-to-hand fighting, they were able to close the breach and throw back the Confederates. To the west, Major General William B. Bates division was repulsed with heavy casualties. A similar fate met much of Stewarts corps on the right wing. Despite the heavy casualties, Hood believed that the Union center had been badly damaged. Unwilling to accept defeat, Hood continued to throw uncoordinated attacks against Schofields works. Around 7:00 PM, with Lieutenant General Stephen D. Lees corps arriving on the field, Hood selected Major General Edward Allegheny Johnsons division to lead another assault. Storming forward, Johnsons men and other Confederate units failed to reach the Union line and became pinned down. For two hours an intense firefight ensued until Confederate troops were able to fall back in the darkness. To the east, Confederate cavalry under Major General Nathan Bedford Forrest attempted to turn Schofields flank but were blocked by Major General James H. Wilsons Union horsemen. With the Confederate assault defeated, Schofields men began crossing the Harpeth around 11:00 PM and reached the fortifications at Nashville the next day. Battle of Franklin - Aftermath: The Battle of Franklin cost Hood 1,750 killed and around 5,800 wounded. Among the Confederate deaths were six generals: Patrick Cleburne, John Adams, States Rights Gist, Otho Strahl, and Hiram Granbury. An additional eight were wounded or captured. Fighting behind earthworks, Union losses were a mere 189 killed, 1,033 wounded, 1,104 missing/captured. The majority of those Union troops that were captured were wounded and medical personnel who remained after Schofield departed Franklin. Many were liberated on December 18, when Union forces re-took Franklin after the Battle of Nashville. While Hoods men were dazed after their defeat at Franklin, they pressed on and clashed with Thomas and Schofields forces at Nashville on December 15-16. Routed, Hoods army effectively ceased to exist after the battle. The assault at Franklin is frequently known as the Picketts Charge of the West in reference to the Confederate assault at Gettysburg. In reality, Hoods attack consisted of more men, 19,000 vs. 12,500, and advanced over a longer distance, 2 miles vs. .75 miles, than Lieutenant General James Longstreets assault on July 3, 1863. Also, while Picketts Charge lasted approximately 50 minutes, the assaults at Franklin were conducted over a span of five hours. Selected Sources Civil War Trust: Battle of FranklinCWSAC Battle Summary: Battle of Franklin

Battle of Waterloo Essay Example | Topics and Well Written Essays - 3000 words

Battle of Waterloo - Essay Example France has found a charismatic and ambitious leader in the person of Napoleon Bonaparte. His string of victories in the battlefields of Europe all the more contributed to his steady rise and prominence among the French people. Consequently, France's rise to power brought unease among other European nations. Assured of his prominent status and support among the people, Napoleon launched a coup in 1799 that overthrew the Bourbon king and established himself as ruler and First Consul. Later on, he would declare himself emperor for life ("The Battle of Waterloo"). Napoleon had wanted to make France the most powerful country in Europe and to achieve this; he waged a campaign of annexation and colonization of lands which resulted in many victories for his army. The wars were later called the Napoleonic Wars. A coalition of major powers in Europe, notably the Great Britain, Russia, Prussia and Austria mobilized an army to meet the threat posed by Napoleon's army. After a series of wars, the Allied army finally defeated Napoleon in 1814 thereby effectively checking his ambition of establishing France as the dominant power in Europe. Napoleon was subsequently deposed and exiled to the island of Elba along with some 600 of his loyal guards in accordance with the Treaty of Fontainbleau. The bourbon king, Louis XVIII was made ruler of France by the victorious European powers ("Battle of Waterloo"). The Congress of Vienna was convened by the nations of Europe that defeated Napoleon to discuss the problems that arose after the fall of France. The Congress also wanted to re-establish the territorial balance in Europe wherein the future and status of the nations conquered and annexed by Napoleon's campaign in Europe were to be discussed. The unpopularity and ineptness of Louis XVIII resulting in economic and social unrest left many veterans who fought with Napoleon and many citizens as well clamoring for change. The men who had fought alongside Napoleon remained a potent force and many felt that their past efforts were wasted because of the government's corruption and insensitiveness to the needs of the people. Many were hoping that their deposed emperor would return and liberate them. Napoleon, believing that many in France would allow his return while others would not dare oppose it, decided to risk a return and put forth plans to establish himself again as the ruler of France ("Waterloo"). On Feb. 26, 1815, Napoleon together with less than a thousand of his men, left Elba and landed on an unpopulated beach near Antibes. Napoleon is determined to return to Paris and early on the next day, he marched toward Grenoble with his men. Soldiers who were stationed in outposts outside Paris initially barred his advance but after offering the guards to shoot him because he has no intention of turning back, instead joined him. Everywhere Napoleon marched, veteran soldiers and those soldiers serving the government joined his ranks. At Auxerre, Marshal Ney, Napoleon's old comrade whom he once called the "bravest of the brave," was overwhelmed by the presence of his former emperor. He embraced him and turned over to Napoleon the command of his 6,000 troops. Because of

Issue 3 Coursework Example | Topics and Well Written Essays - 750 words

Issue 3 - Coursework Example Today, all public organizations are required to comply with the act. Additionally, SOX keeps check of the accountability standards for directors, the legal counsel, and auditors. SOX does not affect the corporate financial aspect only, but also the IT department that is tasked with storing and maintaining the corporate electronic records in a cost effective way. The management of the records involves storage of all business records following the required guidelines set for public accountants. Because of its stringent measures, it is believed that SOX will review its policies and the requirements may be reduced significantly and countries like the UK may implement their own version of Sarbanes Oxley as it is part of the existing legislation. SOX require that both the Chief Executive Officer and the Chief Financial Controller certify that financial reports are accurate and complete. It is also their responsibility to assess and report on the effectiveness of the financial reports. An auditing firm should review these reports annually (Graziano, 2003). Moreover, it is a requirement that the issuers publish their annual reports in regards to the internal control structure and policies. The accounting firm that is registered should provide a report that shows the effectives of these structures. For the purposes of effectiveness of internal controls over the financial reports, companies should watch and control the amount of fraud that may occur in the organization. Additionally, the weaknesses in the materials as well as the internal control deficiencies in relation to Sarbanes Oxley should be reviewed. For those companies that are Sarbanes-Oxley compliant, they must have a documentation that shows all their internal contro l processes that are tested by the external auditors. The act has been successful in its implementation of improving the internal control levels within the registered companies (Graziano, 2003). On the other hand, the act has been

Effects Of Women Incarceration On Young Children Essay Example for Free

Effects Of Women Incarceration On Young Children Essay Women incarceration has been on increase since the nineteenth century. This has had various effects on children of these imprisoned mothers. When a woman is incarcerated, whatever happens to their children is a matter of great concern. This paper aims at showing the impacts of women incarceration on children. This is in relation to their development and well being. (Beckerman, 1994) It is good to consider the family networks when looking at the impact of women incarceration on young children. A child’s development level has to be considered too when looking at the effects of women imprisonment. Parental incarceration has been increasing at an alarming rate since the year 1991. In the year 1991 there were approximately 450,000 parents imprisoned and by the year 2000 this number had increased to 437,400. The number of children that were affected also rose from 930,000 to 1,530, 500 during the same period. The number of women prisoners has continued to increase at a very fast rate as compared to men. From the year 1991 to the year 2000 there has been an 87 percent increase in the number incarcerated women as compared to 61 percent increase in number of incarcerated men. Research shows that fifty eight percent of the children that have incarcerated parents fall below the age of ten years. The mean age is eight years. Research indicates that forty eight percent of the women in prisons have never been married. This means that they are single parents. Twenty five percent of incarcerated women were separated or divorced. Approximately twenty three to thirty six percent of the women were married. Research shows that women incarceration can have different impacts on young children whether they were residing with the children or not when they got imprisoned. It is very obvious that in case the women were not staying with their children, then there are great chances that there was no meaningful social relationship between the two parties (children and mothers). Research shows that women incarceration has multiple effects on young children because when men are imprisoned, it is the women who take care of the children. When this happens mothers use ninety percent of their time in care giving. Now the case is the other way round, that is, when women are imprisoned. (Pollock, 2002) Research indicates that in the case of women incarceration the men only use twenty three to thirty one percent of their time to take care of young children. Friends can use approximately ten to twelve percent of their time to help while relatives assume the parenting role in approximately twenty six to thirty four percent of the cases only. These disparities in parenting responsibilities show the exact picture in the society that mothers play big roles in parenting especially in intact families. (Boudin, 1998) Women in most cases are more likely to be imprisoned because of fraud and drug offences. The type of offence always determines the period that they stay in prison. Women incarceration has got greater impacts on young children than men incarceration. According to various scholars, incarceration is not just a discrete or single event but it is actually a dynamic process that normally unfolds with time. (Chesney, 1983) Arrest phase The whole impact of women incarceration on children during this phase is indicated in an incomplete picture. Research shows that one out of five children is normally present at the time of arrest. The child normally witnesses the mother being taken to prison by policemen or the relevant authorities. Statistics show that in most cases, the other children are out playing or in school or doing other leisure activities. Research carried out in the year 2005 in United States shows that more than half of the children who witness this scenario are adversely affected. (Boudin, 1998) In most cases these children are normally below seven years and are care of their mother only as per that time. Surveys carried out in nine states in United States, that is, Chicago, Mississippi, Oregon, New Mexico, Texas, New Jersey, Boston, Florida and Washington D. C reveal this. Forty percent of the children who had ever witnessed their mothers being arrested were interviewed. Thirty eight percent of the children respondents admitted that they constantly suffered flashbacks and nightmares in relation to the incident. The occurrence was more prevalent during the first month that their mothers were arrested. Overall management of explanation There are so many controversies that enfold the issue of providing young children with the information concerning their mothers undergoing incarceration. There are those who argue that children should not know that their mother has undergone such a bad thing. This according to the assertions helps in minimizing the trauma that goes hand in hand with this separation. (Covington, 1997) On the other hand, other scholars argue that failure to disclose this important information can increase the emotional distress of the child. This is termed as conspiracy of silence. Regardless of whether women are the ones incarcerated or not, they are charged with the responsibility of explaining the whole situation to the children. Research carried out in the year 1997 indicates that out of thirty five cases only eight of these cases did the fathers offer their children an explanation concerning their mother being incarcerated. (Chesney, 1983) In most of the cases the explanation provided is quite general and vague. Many relatives and fathers lie to their children concerning the departure of their mother. There are variations such that some families use total deception while others use partial deception when explaining why the mother is missing. This conspiracy of deception has got various impacts on the children’s ability to cope with the whole issue. Children who are not well informed about their mother’s absence are very fearful and anxious. Inmost cases women incarcerations occur when the attachment of the children to their mothers has already developed. This can lead to adverse effects on the child because he or she could have spent the first nine to twelve months with the mother. (Covington, 1997) This normally results in insecure attachments. This is just but a consequence of the adverse shifts in life circumstances. This in most cases makes the child to have very poor relationships during his or her adolescent years. Another adverse effect of the child’s mother undergoing incarceration is that it makes the child to develop diminished cognitive abilities. This is very common to young children between two to six years of age. (Enos, 1998) The effects of women incarceration on young children are quite diverse. Young children with incarcerated mothers also tend to suffer from psychological or emotional problems. This is exhibited through withdrawal. In this case the children never want to associate with others and prefer being on their own even during play time. Psychological problems are also exhibited through depression, hyper vigilance and anxiety. In the case of hyper vigilance, the children are just too cautious or alert. The children whose mother has been incarcerated can also exhibit externalizing behaviors. They include great hostility towards siblings and caregivers, aggression and anger. Research in United States prisons shows that very few prisons permit women prisoners to keep their infants. In most of the cases the mothers are just permitted few days of contact with their babies. (Henriquez, 1996) This makes it very hard for the mother and baby to bond. This does not give the baby the opportunity to be familiar with the mother. When the mother is finally released from prison, she comes back home when the child has already developed and is not emotionally attached to her. This just results in children having behavioral and emotional problems later in life. (Pollock, 2002) In case the mother’s incarceration occurs when the children are in the school going age, they automatically get affected in their academics. These children also have problems with their peer relationships. Research shows that more than forty five percent of children with incarcerated mothers have school problems. This can result the children performing poorly at school. For young children between the ages of six to eight years old whose mothers were incarcerated, there was much unwillingness to go to school. This can be termed in other words as school phobias. This was in most cases for the up to six weeks after the mother being imprisoned. Other reports show that seventy one percent of 170 children of incarcerated mothers had very poor performance in their academics. They also had behavioral problems while in school. When other students know of the issue concerning the incarceration of the child, they tend to tease the child and he or she may become ostracized by peers. This can even lead to drop out from school if not suspension because of behavioral problems. (Enos, 1998) Boys and girls While the effects of women incarceration are expected to adversely affect girls more than boys, there is no adequate evidence to back up these allegations. Both boys and girls are normally adversely affected by the incarceration of their mothers. The only difference is that they generally express their reactions quite differently. Girls in most instances exhibit internalizing problems while boys exhibit externalizing behavior problems due to incarceration of their mother. (Owen, 1995) As illustrated earlier on, some of the women that are incarcerated are single parents. They may never have gotten married or they could have gone through a divorce. When arrests are made either to a man or a woman, there is normally no prior information that this act will be carried out. Therefore in most cases the woman is found off guard when she is not prepared to leave her family. This is in relation to who will fend or take care of the children. Children may have gone to school only to come back to an empty house without a mother. This can really cause distress to children when it is a single parent family as they have to fend for themselves. The impact is what we currently see on the streets-street children who were left behind by incarcerated mothers. This causes a lot of destabilization to young children because they are not old enough to work. They cannot afford to pay rent and therefore they just have to beg on the streets. Other children become house helps so that they can cater for their basis needs. They even carry work as baby sitters. Children whose mothers have been imprisoned can have eating problems. This is a result of the stress or depression of not having their mother around especially during meal times. Other children whose mothers have been incarcerated normally have clinging behavior. They also exhibit truancy in church attendance. When mothers are imprisoned the health of the children is known to automatically deteriorate. This is according to the recent studies carried out in Florida, Boston, Mississippi and New Jersey. Women are normally concerned with the health of the children a great deal more than men. There are instances when children have health problems and women because of their concern, take care of them. (Sobel, 1982) Most men come back late from work and leave early and therefore may not know so much in relation to the health of the children. Little things like allergies to foods are better known to the mother. When there is incarceration of the women the health of children declines because men or fathers care less. They may leave the duties to house helps who may not give maximum attention to the child as required. This results in health deterioration of children. Conclusion Incarceration of women has been on increase and this has got various effects on young children. Children who witness their mother being arrested have nightmares and flashbacks of the whole scenario. Fathers and relatives normally withhold information concerning the incarceration of the mother. This is conspiracy of silence and it increases fear and anxiety in children. A mother’s incarceration makes a child to have emotional or psychological problems which are exhibited through depression, hyper vigilance and anxiety. In case the child is of school going age it results in poor performance in his or her academics.

Social Security Policy in Brazil Essay -- International Law, brazil

Brazilian social security benefits are only available to Brazilians and foreigners who have made contributions to the social security system. Some of the benefits that we will introduce and discuss are; maternity benefits, temporary incapacity or accident benefits, long-term sickness benefits, disability benefits, pensions benefits, imprisonment benefits, death benefits, and invalidity benefits. In many of the cases in order to receive benefits or assistance, the insured must have contributed to at least twelve months of working, or in the case of the old age pension at least one hundred fifty-six months of contribution are required. In some cases there are instances where the contribution is waived if the insured as hurt or injured on the job or becomes pregnant. We will also discuss the problems with the Brazilian Social Security problems and ways that we believe will improve the Brazilian Social Security Program. For the old age pension benefit the men are required to have contributed five more years of work than the women. The United States Social Security Administrative Office website states that the men must have at least thirty years of contributions. The maternity monthly benefit is paid as 100% of the workers last wage; benefits are paid to women for up to four months. Women with miscarriages get paid for two weeks. Any woman who has adopted a child under the age of one also gets paid for four months. The minimum amount paid is about 229 dollars in U.S. currency and the maximum is about 1,743 dollars in U S currency. Work injury benefits depend on the degree of risk. According to the United States Social Security Administrations Office of Retirement and Disability, the accidents that occur while commuting to and fro... ...arge like 1 or 2 percent to people who receive the welfare. Third problem that â€Å"Brazil’s National Social Security Institute (INSS) has recently published a report showing a trend of men in their 60s marrying women half their age, which is leaving a big pool of young widows collecting benefits for much longer than anticipated.† So we will question is this fair? And we believe that government can add more detail to this benefit. For example, if the women or the men are not over 50 they are not allowed to collect pension when their husband or wife pass away. Or they can collect partial pension. Works Cited http://www.oecd.org/document/37/0,3746,en_2649_34117_43225253_1_1_1_1,00.html http://www.previdenciasocial.gov.br/buscaGeral.php http://www.gwu.edu/~ibi/minerva/Fall1998/Pedro.Farias/Pedro.Farias.html http://www.lacea.org/meeting2000/ReynaldoFernandes.PDF

Resource Management Essay

Mattel is one the strongest manufacturers of toys in the world. It is the market leader in developing toys of highest international standards. But staying at the top is not easy for Mattel, as it is positioned in one of the most intensive natured markets in terms of competition. Mattel has over twenty-five thousand employees around the globe (Mattel, 2010). In fact, what makes Mattel No. 1 in the toy industry is its well trained and high skilled workforce. This paper will discuss the strategies implemented to enhance the productivity and skills of Mattel workforce. Question 1 The most important challenge for Mattel is to recognize and provide for the need of coordinated development. Development is an essential part of any organization. Mattel’s development programs were introduced by the CEO of the company. The first step was to develop broad based strategy. These development programs resulted in skilled and productive workforce. Secondly Mattel wished to integrate corporate culture, for which development facilitators met groups of 10 or 12 employees globally and supervised them how to implement the new culture. Mattel also introduced digital training centers, by which employees have access to more than 200 e-development courses. These measures have helped Mattel to convert its workforce as the most important assets of the company. As a result of all these actions, Mattel’s selection and recruitment strategies would likely improve and become more intense. The succession plan aims to retain HR talent, but as a result Mattel’s selection criterion would be more challenging. Apart from this, Mattel would wish to seek employees who are sociable and have good communication skills, as coordinated development efforts require employees from different departments to interact more. Further, Mattel might also judge the GK (General Knowledge), IQ (Intelligence Quotient) and EQ (Emotional Quotient) levels of new recruits as a part of enhanced selection strategy. (Mathis & Jackson, 2008) Question 2 There is no probability of the instance where the developmental efforts of Mattel would appeal to some employees more than others. The rationale behind this is that the coordinated development efforts were aimed to work for all employees of the Mattel industry. Most employees of Mattel are related to manufacturing process, even if they work in different departments. Since majority employees work towards similar goal (manufacture highest quality toy), their mental and developmental processes would almost be the same. Furthermore, the developmental efforts and programs aim to create skilled and productive workforce does not involve technical training in manufacturing a toy, hence these processes are developed such as to appeal all Mattel employees equally. Lastly, Mattel has recently implemented an integrated corporate culture. This culture acts as a niche for the Mattel employees where they interact with other teams and seek to pursue coordinated development efforts. Thus Mattel employees can be defined as ‘bees collectively working to produce honey’. In such instances, these development efforts appeal all employees the same. (Bratton & Gold, 2001) Question3 There can be several reasons for the ‘Barbie’ girls group and ‘Hot Wheels’ boys group not interacting with one another and working effectively together in the past. Firstly, Mattel requires its employees to feel the passion and become a part of what they manufacture. Hence, the Barbie girls group had all the instructions and manufacturing processes that coincided with Barbie’s feminine nature. While the Hot Wheels boys group reflected aggressive, daring and bold nature concepts in their manufacturing processes and instructions. Secondly, ‘Barbie’ and ‘Hot Wheels’ were brands of Mattel, and had different market segmentation and target markets. Hence the strategies designed to sell each brand was different and couldn’t have been merged. Barbie was targeted at teenage girls while Hot Wheels was targeted at teenage boys. Furthermore, the culture within which the employees of Hot Wheels and Barbie worked were completely different. There was nothing common in the cultural environment where both the brands were manufactured. (Montgomery, 1993) There are, however, several methods by which Mattel could reinforce the needs for these groups to work together. Firstly, the identity of both groups should be reinforced as a part of Mattel family rather than separate entities. Hence, the employees of both brands would realize that they are part of a Mattel family, and could interact with one another and share their secrets and strategies about skills, labor empowerment and employee dedication. Secondly, Mattel should more intensely implement a common corporate culture within the company which will create a common ground for Barbie and Hot Wheels manufacturers to work together. Thirdly, the need for coordinated development efforts should be emphasized upon by promoting teamwork and interaction to achieve goals (Mathis & Jackson, 2008). Furthermore, managers can also use succession plans for key positions. Thus they can use terms as ‘Boys need Girls, and vice versa’ to emphasize the reality that both Hot Wheels (boys) and Barbie (girls) are equally important part of the company. Conclusion Mattel has developed several strategies and techniques to empower its employees. The development programs aims to improve skilled labor, and succession plans aim to retain human resource talent. If properly implemented, these strategies, along with the new corporate culture could enhance the performance and efficiency of all employees. These methods would surely help Mattel to retain the No. 1 spot as market leader in toy manufacturing industry. References Bratton, J. and Gold, J. (2001). Human Resource Management: Theory and Practice. 2nd EditionNew York: Routledge Mathis, R. L. and Jackson, J. H. (2008). Human Resource Management. 12th Edition. New York: Cengage Learning Mattel (2010). Mattel Website. Accessed on August 23, 2010 from http://www. mattel. com/ Montgomery, B. P. (1993). Mattel, Inc. International Directory of Company Histories Vol. 7, pp. 304.

Movie Review: Journey to Justice

Movie Review: Journey to Justice â€Å"Journey to Justice† is a documentary about the issue of civil rights in Canada during the twentieth century. It focuses on the role of central people who took vital actions to end the issue of racial discrimination. The movie clearly portrays the experiences of black Canadians thorough interviews of key persons including Ray Lewis, Fred Christy, Stanley Grizzle, and Viola Desmond. Throughout the twentieth century, key players in the black community continued to fight for their rights despite serious discrimination. Firstly, Ray Lewis was denied the job as a coach after he won a bronze medal in 1932 Olympics because he was Black, and had to satisfy himself with the job of a porter. Secondly, Fred Christy, who was refused to be served in a bar, took the matter to Supreme Court. However, the court ruled the matter against him and rhetorically, made racial discrimination legal. Thirdly, Stanley Grizzle was forced be a batman and a washroom cleaner when he joined the army during the second world war, until he fought for his rights with his commanding officer. This time however, he won and served as one of the best officers in the Canadian army. Moreover, when Hugh Brunette came to Dresden with his two American friends, he was not served in a restaurant, while his friends were. After this incident he created an organization called National Unity Organization to fight discrimination. In 1947, he challenged the local government to pass an equality law, which was passed on to the provincial government for voting, where the restaurant owner-a white, won the case once again. This created a controversy and the premier and a group of other minorities took this case to a higher level until the equality law was passed in 1950s. Lastly, Donald Willard, an immigrant fought with the government for three decades along with Negro Citizenship association and the Labour congress of Canada to change the way in which they accept immigrants. He argued that using racial origin in accepting immigrants to Canada is unlawful and stated that they should be viewed according to their education, skills and work experience and won the case. This case played an important role in making it one of the most culturally diverse countries in the world. The point that the movie is trying to make is that issues cannot be solved if they are simply accepted. If no one stands up to fight for it as it the issue will continue to become more tense leading to even more serious effects. As in the movie, the issue of racism continued to worsen until some key people stood up to fight against racial discrimination of the Blacks. Finally, in the end they got the desired results. Not only were they able to pass a law stating discrimination is illegal, but they were also able to change the way in which immigrants were accepted to Canada. The contribution of Blacks, particularly Donald Willard, changed the way in which Canada is viewed – â€Å"The land of opportunities. † The movie is related to world issues in many ways. Firstly, it provides useful information in understanding the foundation of the issue of discrimination. Racism is an issue that is making headlines these days. For example, the rising resettlement against immigrants in Quebec and the war on terrorism, which is taking hundreds of lives today had it basis in racism. Many individuals from Islamic countries are questioned heavily by officials at American Airports after the terrorist attacks. Secondly, it openly reveals the hidden truths of the Canadian government and its political system including the Supreme Court which itself promoted racism by favouring the whites regardless of the issue or the case. These days political corruption is a major issue in developing nation particularly in south Asia and many part of Africa. Thirdly, this movie portrays the issue of Canadian Civil Rights movement, which is a movement that only a few Canadian are aware of. This movement is directly related to human rights – a growing issue in Asian countries today. Low-caste children all over Asia, more particularly India are forced to do child labour, similar to how blacks were forced to work on the rail road a century ago. Blacks were not given any other jobs because of their race and these children are deprived from education and proper jobs because of their caste. It is amazing, to see these countries making the same mistake that Canada made a few decades ago. Lastly, this movie touches on the issue of stereotyping. Even though it is not a big issue, individuals throughout the world use stereotyping to judge others, often in a negative way. This creates larger gaps between races. Even though the movie shows us that the issue of racial discrimination has ended, it still exists. It is true that the magnitude and seriousness of racism has declined but many groups of people suffer from bullying because of their race and ethnicity. For example, many â€Å"Brown† and â€Å"Asian† people are regarded as immigrants and are the victims of bullying in both schools only because they cannot quickly assimilate into the western society. ( Weakness of argument

Free Essays on Lighthouses

HISTORY OF LIGHTHOUSES Lighthouses, a lighthouse by definition is a structure that produces and projects light by night, and serves as a visual marker during the day. They are used by ships traveling coastal waters to mark the entrances to harbors, and warn of rocky ledges or reefs. They can also be a simple visual reference that land is near, and to be aware of the dangers that go along with this. Lighthouses are not simple beacons, they differ from a simple beacon in that they provide living space for a light keeper, although this does not hold completely true today. Many modern lighthouse are now equipped with automatic electronic lights that do not require a full time light keeper. In this paper I will talk about the history of lighthouses, their technology and how it has advanced, and look at some historical lighthouses of the past and present. Lighthouses have been around for a very long time, in fact they can be traced back to before the time of Christ. As far as I could find the earliest known reference to a lighthouse was in Homers Iliad back in 1200 B.C. They where constructed by the Romans in several harbors, as far away from Rome as Dover in Britain. One of the Romans most famous lighthouses was built in 1161 in Genoa. This lighthouse was manned in 1449 by Antonio Columbus, the uncle of Christopher Columbus. Major lighthouse construction did not start to happen in modern times until the 17th century. Before that time, most lighthouses were just harbor lights there to serve as homing beacons, so that boats could safely find their way into port. However beginning in the 17th century, as sea travel began to increase, major coastal lighthouses were constructed to warn of dangerous rocks, reefs, and currents. In the 18th century twelve lighthouses were constructed in Britain’s American colonies. The first was built in 1716 in Boston Harbor. Nearly 1,000 lighthouses where built in the United States by 1900. Although... Free Essays on Lighthouses Free Essays on Lighthouses HISTORY OF LIGHTHOUSES Lighthouses, a lighthouse by definition is a structure that produces and projects light by night, and serves as a visual marker during the day. They are used by ships traveling coastal waters to mark the entrances to harbors, and warn of rocky ledges or reefs. They can also be a simple visual reference that land is near, and to be aware of the dangers that go along with this. Lighthouses are not simple beacons, they differ from a simple beacon in that they provide living space for a light keeper, although this does not hold completely true today. Many modern lighthouse are now equipped with automatic electronic lights that do not require a full time light keeper. In this paper I will talk about the history of lighthouses, their technology and how it has advanced, and look at some historical lighthouses of the past and present. Lighthouses have been around for a very long time, in fact they can be traced back to before the time of Christ. As far as I could find the earliest known reference to a lighthouse was in Homers Iliad back in 1200 B.C. They where constructed by the Romans in several harbors, as far away from Rome as Dover in Britain. One of the Romans most famous lighthouses was built in 1161 in Genoa. This lighthouse was manned in 1449 by Antonio Columbus, the uncle of Christopher Columbus. Major lighthouse construction did not start to happen in modern times until the 17th century. Before that time, most lighthouses were just harbor lights there to serve as homing beacons, so that boats could safely find their way into port. However beginning in the 17th century, as sea travel began to increase, major coastal lighthouses were constructed to warn of dangerous rocks, reefs, and currents. In the 18th century twelve lighthouses were constructed in Britain’s American colonies. The first was built in 1716 in Boston Harbor. Nearly 1,000 lighthouses where built in the United States by 1900. Although...

Atomic Number 5 Element Facts

Atomic Number 5 Element Facts Boron is the element that is atomic number 5 on the periodic table. It is a metalloid or semimetal that is a lustrous black solid at room temperature and pressure. Here are some interesting facts about boron. Fast Facts: Atomic Number 5 Atomic Number: 5Element Name: BoronElement Symbol: BAtomic Weight: 10.81Category: MetalloidGroup: Group 13 (Boron Group)Period: Period 2 Atomic Number 5 Element Facts Boron compounds form the basis for the classic slime recipe, which polymerizes the compound borax.The element name boron comes from the Arabic word buraq, which means white. The word was used to describe borax, one of the boron compounds known to ancient man.A boron atom has 5 protons and 5 electrons. Its average atomic mass is 10.81. Natural boron consists of a mix of two stable isotopes: boron-10 and boron-11. Eleven isotopes, with masses 7 to 17 are known.Boron exhibits properties of either metals or nonmetals, depending on the conditions.Element number 5 is present in the cell walls of all plants, so plants, as well as any animal that eats plants, contain boron. Elemental boron is non-toxic to mammals.Over a hundred minerals contain boron and it is found in several compounds, including boric acid, borax, borates, kernite, and ulexite. Yet, pure boron is extremely difficult to produce and the element abundance is only  0.001% of the Earths crust. Element atomic number 5 is rare in the solar system. In 1808, boron was partially purified by Sir Humphry Davy and also by  Joseph L. Gay-Lussac and L. J. Thà ©nard. They achieved purity of about 60%. In 1909  Ezekiel Weintraub isolated nearly pure element number 5.Boron has the highest melting point and boiling point of the metalloids.Crystalline boron is the second hardest element, following carbon. Boron is tough and heat resistant.While many elements are produced via nuclear fusion inside stars, boron is not among them. Boron appears to have been formed by nuclear fusion from cosmic ray collisions, before the solar system was formed.The amorphous phase of boron is reactive, while crystalline boron is not reactive.There is a boron-based antibiotic. It is a derivative of streptomycin and is called boromycin.Boron is used in super hard materials, magnets, nuclear reactor shielding, semiconductors, to make borosilicate glassware, in ceramics, insecticides, disinfectants, cleaners, cosmetics, and many other products. Boron is added to steel and other alloys. Because it is an excellent neutron absorber, it is used in nuclear reactor control rods. Element atomic number 5 burns with a green flame. It can be used to produce green fire and is added as a common colorant in fireworks.Boron can transmit part of infrared light.Boron forms stable covalent bonds rather than ionic bonds.At room temperature, boron is a poor electrical conductor. Its conductivity improves as it is heated.Although boron nitride is not quite as hard as diamond, it is preferred for use in high temperature equipment because it has superior thermal and chemical resistance. Boron nitride also forms nanotubes, similar to those formed by carbon. However, unlike carbon nanotubes, boron nitride tubes are electrical insulators.Boron has been identified on the surface of the Moon and Mars. The detection of both water and boron on Mars supports the possibility Mars may have been inhabitable, at least in the Gale Crater, at some point in the distant past.The average cost of pure crystalline boron was about $5 per gram in 2008. Sources Dunitz, J. D.; Hawley, D. M.; Miklos, D.; White, D. N. J.; Berlin, Y.; Marusić, R.; Prelog, V. (1971). Structure of boromycin. Helvetica Chimica Acta. 54 (6): 1709–1713. doi:10.1002/hlca.19710540624Eremets, M. I.; Struzhkin, V. V.; Mao, H.; Hemley, R. J. (2001). Superconductivity in Boron. Science. 293 (5528): 272–4. doi:10.1126/science.1062286Hammond, C. R. (2004). The Elements, in Handbook of Chemistry and Physics (81st ed.). CRC press. ISBN 978-0-8493-0485-9.Laubengayer, A. W.; Hurd, D. T.; Newkirk, A. E.; Hoard, J. L. (1943). Boron. I. Preparation and Properties of Pure Crystalline Boron. Journal of the American Chemical Society. 65 (10): 1924–1931. doi:10.1021/ja01250a036Weast, Robert (1984). CRC, Handbook of Chemistry and Physics. Boca Raton, Florida: Chemical Rubber Company Publishing. pp. E110. ISBN 0-8493-0464-4.

RITUALS&SYMBOLS Essay Example | Topics and Well Written Essays - 750 words

RITUALS&SYMBOLS - Essay Example Most of the people were dressed nice, but some were wearing blue jeans and nice T-shirts with tennis shoes. The overall impression was a group of fashionable suburbanites at one of their more important social gatherings. The church looked as if it had been constructed sometime in the past ten years. It was relatively large and didn’t necessarily look like the traditional country church with steeple. Instead, it was shaped almost like an L, made of light brown brick and creamy white siding with darker brown brick accenting the cornerstones and other features. At one end of the church, there was an impressive open-air tower that might have been a modern interpretation of the old steeple. The roofs were sharply peaked and tiled in green, giving the church a very natural appearance as if it had been placed there by God for the use of his servants. Inside, the first thing a person entered was the lobby. This was a long, very wide corridor that was lined with windows and covered with skylights. This made it seem almost like standing outside, but was protected from the elements and could be heated and cooled at appropriate times. For those who feel the only proper worship should be held outside, this lobby was very close to bringing the outside in. The light associated with God seemed very welcome and people were offered drinks, food and religious reading or listening material as they passed by small tables. The sanctuary didn’t have as much light, but regular windows, curtained with soft, gauzy white fabric, also allowed plenty of natural light to stream in from the edges. The large array of pipes for the pipe organ stood impressively behind the altar with the choir standing in front of it singing a hymn and making it obvious that music was a large portion of this church’s worship. A large wooden cross and plenty of green potted plants, mostly palm-type plants, decorated the altar as well, again bringing to mind the concept of the natural

How do you understand the arts to be theraputic Essay

How do you understand the arts to be theraputic - Essay Example way of communication than to have to go to a therapy where they have to speak of what’s held inside of them, especially with mentally challenged and special individuals who cannot communicate by speaking which makes it harder for a psychiatrist to understand their emotional and mental state. It is now being used in the work of sociologists, psychiatrists, social workers and marriage and family therapists and even physicians with the brief forms of therapy and increasing pressure of completing the therapy sessions in time they found that art therapy has helped them communicate and put an end to issues quicker than any other technique. (Cathy Malchiodi, pg 1,2) Surprisingly the interweaving of art and healing is not really a new phenomenon, at has been existed in this society ever since the human society itself, re-occurring through history across place and time. It is in fact growing importance day by day, proving to be an exceptional medically proven treatment. (Malchiodi 2006) It was not up till the classical period (1940s- 1970s) that the term "Art Therapy" began to be used in written forms for describing their work with their patients/clients. (Cathy Malchiodi pg 9) Who knew it would have come this far to be known as one of the most used and effective processes used by psychiatrists and other counselors for special treatment. Art Therapy can be beneficial for everyone as it does not matter what age, race or gender one is of and so it reaches out to a vast audience of people who need some sort of help psychologically. This form of therapy can be used as a healing strategy in many different psychological disorders such as emotional trauma, depression, and anxiety by expressing themselves fully, creatively without having to worry about them being good at art. Patients with brain damage due to injuries, illnesses and stroke are making a clear relationship between art making and brain function. Sandy Allen, who happened to have a large tumor in her cerebral