The Fight for Womens Rights in the Past and Present

The meaning of womens rights has varied through time and across cultures. Today, there is still a lack of consensus about what constitutes womens rights. Some would argue a womans ability to control family size is a fundamental womens right. Others would argue womens rights fall under workplace equality or the chance to serve in the military in the same ways that men do. Many would argue that all of the above should be deemed womens rights. The term typically refers to whether women are treated as mens equals, but sometimes it specifically refers to special circumstances that affect women, such as job protection when they take time off for maternity leave, though men in the U.S. are increasingly taking paternity leave. While men and women may both be victims of social ills and violence related to human trafficking and rape, protection against these crimes is often described as beneficial to womens rights. The implementation of various laws and policies over the years paints a historical picture of the benefits that were considered to be womens rights at one time. Societies in the ancient, classical, and medieval worlds show how womens rights, even if not referred to by that term, differed from culture to culture. United Nations Convention on Rights of Women The 1979 Convention on the Elimination of All Forms of Discrimination Against Women, signed by many United Nations member states, asserts that womens rights belong to the political, economic, social, cultural, civil realms. According to the convention text,  which became an international treaty in 1981: Any distinction, exclusion or restriction made on the basis of sex which has the effect or purpose of impairing or nullifying the recognition, enjoyment or exercise by women, irrespective of their marital status, on a basis of equality of men and women, of human rights and fundamental freedoms in the political, economic, social, cultural, civil or any other field. The declaration specifically addresses eliminating prejudice in public education, giving women full political rights to vote and run for public office, as well as marriage and divorce rights that equal mens. The document also called for the elimination of child marriage and sex trafficking while also mentioning equality for women in the criminal justice system and in the workplace. The NOW Statement of Purpose In 1966, the National Organization for Women (NOW) formed and wrote a statement of purpose that summarizes key womens rights issues of that time. The rights outlined were based on the idea of equality as an opportunity for women to develop their fullest human potentials and to put women into the mainstream of American political, economic and social life. The womens rights issues identified included those in these areas of employment and economics, education, family, political participation, and racial justice. The 1855 Marriage Protest In their 1855 marriage ceremony, womens rights advocates Lucy Stone and Henry Blackwell refused to honor laws that interfered with the rights of married women in particular. They advocated for wives to be able to legally exist outside of a husbands control, to inherit and own real estate, and have the right to their own wages. Stone and Blackwell also campaigned for wives to be able to choose their own names and place of residence and to sign contracts. They demanded that married mothers be granted custody of their children and be able to sue in court as well. Seneca Falls Womens Rights Convention In 1848, the first known womens rights convention in the world took place in Seneca Falls, New York. There, organizers of the convention declared that men and women are created equal. As such, the feminists gathered demanded that women immediately be given the rights and privileges due to them as U.S. citizens. In their Declaration of Sentiments, the Seneca Falls participants insisted that women should be able to vote, have property rights, including the right to the income they earned, and to pursue higher education and a variety of professions, such as theology, medicine, and law. Womens Rights in the 1700s In the 1700s, influential women also spoke out about womens rights from time to time. Abigail Adams, the wife of U.S. founding father and second President John Adams, asked her husband to remember the ladies in a letter in which she discussed disparities in womens and mens education. Hannah Moore, Mary Wollstonecraft, and Judith Sargent Murray focused especially on womens right to an adequate education. They used their writing to advocate for women having influence over social, religious, moral, and political decisions. In A Vindication of the Rights of Woman (1791–1792), Wollstonecraft called for women to be educated, have equality in marriage, and have control over family size. In 1791 during the French Revolution, Olympe de Gouges wrote and published the Declaration of the Rights of Woman and of the Citizen. In this document, she called for women to have free speech, including the right to name the father of their children and equality for out-of-wedlock children, a demand that suggested that women had the same right as men to have sexual relationships outside of marriage. Treatment of Women in the Ancient World In the ancient, classical, and medieval world, womens rights differed somewhat from culture to culture. In some cases, women were essentially regarded as slaves or children under the authority of their husbands or fathers. Women were largely confined to the home and lacked the right to come and go as they pleased. They also had been deprived of the right to choose or refuse marriage partners or end a marriage. Whether women could dress as they liked was an issue during this time as well. A number of these concerns and others continued to be problems for women in the centuries that followed. They included a lack of custodial rights over children, especially after a divorce; the inability of women to own property, run businesses, and control their own wages, income, and wealth. Women in the ancient, classical, and medieval world also faced employment discrimination, barriers to education, a lack of voting rights, and the inability to represent themselves in lawsuits and court actions. In the centuries since, women have advocated for these rights and more, but the struggle for equality hasnt ended. Women still face employment discrimination and barriers to healthcare, while single mothers are at great risk of falling into poverty.

The Fight for Womens Rights in the Past and Present

The meaning of womens rights has varied through time and across cultures. Today, there is still a lack of consensus about what constitutes womens rights. Some would argue a womans ability to control family size is a fundamental womens right. Others would argue womens rights fall under workplace equality or the chance to serve in the military in the same ways that men do. Many would argue that all of the above should be deemed womens rights. The term typically refers to whether women are treated as mens equals, but sometimes it specifically refers to special circumstances that affect women, such as job protection when they take time off for maternity leave, though men in the U.S. are increasingly taking paternity leave. While men and women may both be victims of social ills and violence related to human trafficking and rape, protection against these crimes is often described as beneficial to womens rights. The implementation of various laws and policies over the years paints a historical picture of the benefits that were considered to be womens rights at one time. Societies in the ancient, classical, and medieval worlds show how womens rights, even if not referred to by that term, differed from culture to culture. United Nations Convention on Rights of Women The 1979 Convention on the Elimination of All Forms of Discrimination Against Women, signed by many United Nations member states, asserts that womens rights belong to the political, economic, social, cultural, civil realms. According to the convention text,  which became an international treaty in 1981: Any distinction, exclusion or restriction made on the basis of sex which has the effect or purpose of impairing or nullifying the recognition, enjoyment or exercise by women, irrespective of their marital status, on a basis of equality of men and women, of human rights and fundamental freedoms in the political, economic, social, cultural, civil or any other field. The declaration specifically addresses eliminating prejudice in public education, giving women full political rights to vote and run for public office, as well as marriage and divorce rights that equal mens. The document also called for the elimination of child marriage and sex trafficking while also mentioning equality for women in the criminal justice system and in the workplace. The NOW Statement of Purpose In 1966, the National Organization for Women (NOW) formed and wrote a statement of purpose that summarizes key womens rights issues of that time. The rights outlined were based on the idea of equality as an opportunity for women to develop their fullest human potentials and to put women into the mainstream of American political, economic and social life. The womens rights issues identified included those in these areas of employment and economics, education, family, political participation, and racial justice. The 1855 Marriage Protest In their 1855 marriage ceremony, womens rights advocates Lucy Stone and Henry Blackwell refused to honor laws that interfered with the rights of married women in particular. They advocated for wives to be able to legally exist outside of a husbands control, to inherit and own real estate, and have the right to their own wages. Stone and Blackwell also campaigned for wives to be able to choose their own names and place of residence and to sign contracts. They demanded that married mothers be granted custody of their children and be able to sue in court as well. Seneca Falls Womens Rights Convention In 1848, the first known womens rights convention in the world took place in Seneca Falls, New York. There, organizers of the convention declared that men and women are created equal. As such, the feminists gathered demanded that women immediately be given the rights and privileges due to them as U.S. citizens. In their Declaration of Sentiments, the Seneca Falls participants insisted that women should be able to vote, have property rights, including the right to the income they earned, and to pursue higher education and a variety of professions, such as theology, medicine, and law. Womens Rights in the 1700s In the 1700s, influential women also spoke out about womens rights from time to time. Abigail Adams, the wife of U.S. founding father and second President John Adams, asked her husband to remember the ladies in a letter in which she discussed disparities in womens and mens education. Hannah Moore, Mary Wollstonecraft, and Judith Sargent Murray focused especially on womens right to an adequate education. They used their writing to advocate for women having influence over social, religious, moral, and political decisions. In A Vindication of the Rights of Woman (1791–1792), Wollstonecraft called for women to be educated, have equality in marriage, and have control over family size. In 1791 during the French Revolution, Olympe de Gouges wrote and published the Declaration of the Rights of Woman and of the Citizen. In this document, she called for women to have free speech, including the right to name the father of their children and equality for out-of-wedlock children, a demand that suggested that women had the same right as men to have sexual relationships outside of marriage. Treatment of Women in the Ancient World In the ancient, classical, and medieval world, womens rights differed somewhat from culture to culture. In some cases, women were essentially regarded as slaves or children under the authority of their husbands or fathers. Women were largely confined to the home and lacked the right to come and go as they pleased. They also had been deprived of the right to choose or refuse marriage partners or end a marriage. Whether women could dress as they liked was an issue during this time as well. A number of these concerns and others continued to be problems for women in the centuries that followed. They included a lack of custodial rights over children, especially after a divorce; the inability of women to own property, run businesses, and control their own wages, income, and wealth. Women in the ancient, classical, and medieval world also faced employment discrimination, barriers to education, a lack of voting rights, and the inability to represent themselves in lawsuits and court actions. In the centuries since, women have advocated for these rights and more, but the struggle for equality hasnt ended. Women still face employment discrimination and barriers to healthcare, while single mothers are at great risk of falling into poverty.

The Fight for Womens Rights in the Past and Present

The meaning of womens rights has varied through time and across cultures. Today, there is still a lack of consensus about what constitutes womens rights. Some would argue a womans ability to control family size is a fundamental womens right. Others would argue womens rights fall under workplace equality or the chance to serve in the military in the same ways that men do. Many would argue that all of the above should be deemed womens rights. The term typically refers to whether women are treated as mens equals, but sometimes it specifically refers to special circumstances that affect women, such as job protection when they take time off for maternity leave, though men in the U.S. are increasingly taking paternity leave. While men and women may both be victims of social ills and violence related to human trafficking and rape, protection against these crimes is often described as beneficial to womens rights. The implementation of various laws and policies over the years paints a historical picture of the benefits that were considered to be womens rights at one time. Societies in the ancient, classical, and medieval worlds show how womens rights, even if not referred to by that term, differed from culture to culture. United Nations Convention on Rights of Women The 1979 Convention on the Elimination of All Forms of Discrimination Against Women, signed by many United Nations member states, asserts that womens rights belong to the political, economic, social, cultural, civil realms. According to the convention text,  which became an international treaty in 1981: Any distinction, exclusion or restriction made on the basis of sex which has the effect or purpose of impairing or nullifying the recognition, enjoyment or exercise by women, irrespective of their marital status, on a basis of equality of men and women, of human rights and fundamental freedoms in the political, economic, social, cultural, civil or any other field. The declaration specifically addresses eliminating prejudice in public education, giving women full political rights to vote and run for public office, as well as marriage and divorce rights that equal mens. The document also called for the elimination of child marriage and sex trafficking while also mentioning equality for women in the criminal justice system and in the workplace. The NOW Statement of Purpose In 1966, the National Organization for Women (NOW) formed and wrote a statement of purpose that summarizes key womens rights issues of that time. The rights outlined were based on the idea of equality as an opportunity for women to develop their fullest human potentials and to put women into the mainstream of American political, economic and social life. The womens rights issues identified included those in these areas of employment and economics, education, family, political participation, and racial justice. The 1855 Marriage Protest In their 1855 marriage ceremony, womens rights advocates Lucy Stone and Henry Blackwell refused to honor laws that interfered with the rights of married women in particular. They advocated for wives to be able to legally exist outside of a husbands control, to inherit and own real estate, and have the right to their own wages. Stone and Blackwell also campaigned for wives to be able to choose their own names and place of residence and to sign contracts. They demanded that married mothers be granted custody of their children and be able to sue in court as well. Seneca Falls Womens Rights Convention In 1848, the first known womens rights convention in the world took place in Seneca Falls, New York. There, organizers of the convention declared that men and women are created equal. As such, the feminists gathered demanded that women immediately be given the rights and privileges due to them as U.S. citizens. In their Declaration of Sentiments, the Seneca Falls participants insisted that women should be able to vote, have property rights, including the right to the income they earned, and to pursue higher education and a variety of professions, such as theology, medicine, and law. Womens Rights in the 1700s In the 1700s, influential women also spoke out about womens rights from time to time. Abigail Adams, the wife of U.S. founding father and second President John Adams, asked her husband to remember the ladies in a letter in which she discussed disparities in womens and mens education. Hannah Moore, Mary Wollstonecraft, and Judith Sargent Murray focused especially on womens right to an adequate education. They used their writing to advocate for women having influence over social, religious, moral, and political decisions. In A Vindication of the Rights of Woman (1791–1792), Wollstonecraft called for women to be educated, have equality in marriage, and have control over family size. In 1791 during the French Revolution, Olympe de Gouges wrote and published the Declaration of the Rights of Woman and of the Citizen. In this document, she called for women to have free speech, including the right to name the father of their children and equality for out-of-wedlock children, a demand that suggested that women had the same right as men to have sexual relationships outside of marriage. Treatment of Women in the Ancient World In the ancient, classical, and medieval world, womens rights differed somewhat from culture to culture. In some cases, women were essentially regarded as slaves or children under the authority of their husbands or fathers. Women were largely confined to the home and lacked the right to come and go as they pleased. They also had been deprived of the right to choose or refuse marriage partners or end a marriage. Whether women could dress as they liked was an issue during this time as well. A number of these concerns and others continued to be problems for women in the centuries that followed. They included a lack of custodial rights over children, especially after a divorce; the inability of women to own property, run businesses, and control their own wages, income, and wealth. Women in the ancient, classical, and medieval world also faced employment discrimination, barriers to education, a lack of voting rights, and the inability to represent themselves in lawsuits and court actions. In the centuries since, women have advocated for these rights and more, but the struggle for equality hasnt ended. Women still face employment discrimination and barriers to healthcare, while single mothers are at great risk of falling into poverty.

The Fight for Womens Rights in the Past and Present

The meaning of womens rights has varied through time and across cultures. Today, there is still a lack of consensus about what constitutes womens rights. Some would argue a womans ability to control family size is a fundamental womens right. Others would argue womens rights fall under workplace equality or the chance to serve in the military in the same ways that men do. Many would argue that all of the above should be deemed womens rights. The term typically refers to whether women are treated as mens equals, but sometimes it specifically refers to special circumstances that affect women, such as job protection when they take time off for maternity leave, though men in the U.S. are increasingly taking paternity leave. While men and women may both be victims of social ills and violence related to human trafficking and rape, protection against these crimes is often described as beneficial to womens rights. The implementation of various laws and policies over the years paints a historical picture of the benefits that were considered to be womens rights at one time. Societies in the ancient, classical, and medieval worlds show how womens rights, even if not referred to by that term, differed from culture to culture. United Nations Convention on Rights of Women The 1979 Convention on the Elimination of All Forms of Discrimination Against Women, signed by many United Nations member states, asserts that womens rights belong to the political, economic, social, cultural, civil realms. According to the convention text,  which became an international treaty in 1981: Any distinction, exclusion or restriction made on the basis of sex which has the effect or purpose of impairing or nullifying the recognition, enjoyment or exercise by women, irrespective of their marital status, on a basis of equality of men and women, of human rights and fundamental freedoms in the political, economic, social, cultural, civil or any other field. The declaration specifically addresses eliminating prejudice in public education, giving women full political rights to vote and run for public office, as well as marriage and divorce rights that equal mens. The document also called for the elimination of child marriage and sex trafficking while also mentioning equality for women in the criminal justice system and in the workplace. The NOW Statement of Purpose In 1966, the National Organization for Women (NOW) formed and wrote a statement of purpose that summarizes key womens rights issues of that time. The rights outlined were based on the idea of equality as an opportunity for women to develop their fullest human potentials and to put women into the mainstream of American political, economic and social life. The womens rights issues identified included those in these areas of employment and economics, education, family, political participation, and racial justice. The 1855 Marriage Protest In their 1855 marriage ceremony, womens rights advocates Lucy Stone and Henry Blackwell refused to honor laws that interfered with the rights of married women in particular. They advocated for wives to be able to legally exist outside of a husbands control, to inherit and own real estate, and have the right to their own wages. Stone and Blackwell also campaigned for wives to be able to choose their own names and place of residence and to sign contracts. They demanded that married mothers be granted custody of their children and be able to sue in court as well. Seneca Falls Womens Rights Convention In 1848, the first known womens rights convention in the world took place in Seneca Falls, New York. There, organizers of the convention declared that men and women are created equal. As such, the feminists gathered demanded that women immediately be given the rights and privileges due to them as U.S. citizens. In their Declaration of Sentiments, the Seneca Falls participants insisted that women should be able to vote, have property rights, including the right to the income they earned, and to pursue higher education and a variety of professions, such as theology, medicine, and law. Womens Rights in the 1700s In the 1700s, influential women also spoke out about womens rights from time to time. Abigail Adams, the wife of U.S. founding father and second President John Adams, asked her husband to remember the ladies in a letter in which she discussed disparities in womens and mens education. Hannah Moore, Mary Wollstonecraft, and Judith Sargent Murray focused especially on womens right to an adequate education. They used their writing to advocate for women having influence over social, religious, moral, and political decisions. In A Vindication of the Rights of Woman (1791–1792), Wollstonecraft called for women to be educated, have equality in marriage, and have control over family size. In 1791 during the French Revolution, Olympe de Gouges wrote and published the Declaration of the Rights of Woman and of the Citizen. In this document, she called for women to have free speech, including the right to name the father of their children and equality for out-of-wedlock children, a demand that suggested that women had the same right as men to have sexual relationships outside of marriage. Treatment of Women in the Ancient World In the ancient, classical, and medieval world, womens rights differed somewhat from culture to culture. In some cases, women were essentially regarded as slaves or children under the authority of their husbands or fathers. Women were largely confined to the home and lacked the right to come and go as they pleased. They also had been deprived of the right to choose or refuse marriage partners or end a marriage. Whether women could dress as they liked was an issue during this time as well. A number of these concerns and others continued to be problems for women in the centuries that followed. They included a lack of custodial rights over children, especially after a divorce; the inability of women to own property, run businesses, and control their own wages, income, and wealth. Women in the ancient, classical, and medieval world also faced employment discrimination, barriers to education, a lack of voting rights, and the inability to represent themselves in lawsuits and court actions. In the centuries since, women have advocated for these rights and more, but the struggle for equality hasnt ended. Women still face employment discrimination and barriers to healthcare, while single mothers are at great risk of falling into poverty.

The Fight for Womens Rights in the Past and Present

The meaning of womens rights has varied through time and across cultures. Today, there is still a lack of consensus about what constitutes womens rights. Some would argue a womans ability to control family size is a fundamental womens right. Others would argue womens rights fall under workplace equality or the chance to serve in the military in the same ways that men do. Many would argue that all of the above should be deemed womens rights. The term typically refers to whether women are treated as mens equals, but sometimes it specifically refers to special circumstances that affect women, such as job protection when they take time off for maternity leave, though men in the U.S. are increasingly taking paternity leave. While men and women may both be victims of social ills and violence related to human trafficking and rape, protection against these crimes is often described as beneficial to womens rights. The implementation of various laws and policies over the years paints a historical picture of the benefits that were considered to be womens rights at one time. Societies in the ancient, classical, and medieval worlds show how womens rights, even if not referred to by that term, differed from culture to culture. United Nations Convention on Rights of Women The 1979 Convention on the Elimination of All Forms of Discrimination Against Women, signed by many United Nations member states, asserts that womens rights belong to the political, economic, social, cultural, civil realms. According to the convention text,  which became an international treaty in 1981: Any distinction, exclusion or restriction made on the basis of sex which has the effect or purpose of impairing or nullifying the recognition, enjoyment or exercise by women, irrespective of their marital status, on a basis of equality of men and women, of human rights and fundamental freedoms in the political, economic, social, cultural, civil or any other field. The declaration specifically addresses eliminating prejudice in public education, giving women full political rights to vote and run for public office, as well as marriage and divorce rights that equal mens. The document also called for the elimination of child marriage and sex trafficking while also mentioning equality for women in the criminal justice system and in the workplace. The NOW Statement of Purpose In 1966, the National Organization for Women (NOW) formed and wrote a statement of purpose that summarizes key womens rights issues of that time. The rights outlined were based on the idea of equality as an opportunity for women to develop their fullest human potentials and to put women into the mainstream of American political, economic and social life. The womens rights issues identified included those in these areas of employment and economics, education, family, political participation, and racial justice. The 1855 Marriage Protest In their 1855 marriage ceremony, womens rights advocates Lucy Stone and Henry Blackwell refused to honor laws that interfered with the rights of married women in particular. They advocated for wives to be able to legally exist outside of a husbands control, to inherit and own real estate, and have the right to their own wages. Stone and Blackwell also campaigned for wives to be able to choose their own names and place of residence and to sign contracts. They demanded that married mothers be granted custody of their children and be able to sue in court as well. Seneca Falls Womens Rights Convention In 1848, the first known womens rights convention in the world took place in Seneca Falls, New York. There, organizers of the convention declared that men and women are created equal. As such, the feminists gathered demanded that women immediately be given the rights and privileges due to them as U.S. citizens. In their Declaration of Sentiments, the Seneca Falls participants insisted that women should be able to vote, have property rights, including the right to the income they earned, and to pursue higher education and a variety of professions, such as theology, medicine, and law. Womens Rights in the 1700s In the 1700s, influential women also spoke out about womens rights from time to time. Abigail Adams, the wife of U.S. founding father and second President John Adams, asked her husband to remember the ladies in a letter in which she discussed disparities in womens and mens education. Hannah Moore, Mary Wollstonecraft, and Judith Sargent Murray focused especially on womens right to an adequate education. They used their writing to advocate for women having influence over social, religious, moral, and political decisions. In A Vindication of the Rights of Woman (1791–1792), Wollstonecraft called for women to be educated, have equality in marriage, and have control over family size. In 1791 during the French Revolution, Olympe de Gouges wrote and published the Declaration of the Rights of Woman and of the Citizen. In this document, she called for women to have free speech, including the right to name the father of their children and equality for out-of-wedlock children, a demand that suggested that women had the same right as men to have sexual relationships outside of marriage. Treatment of Women in the Ancient World In the ancient, classical, and medieval world, womens rights differed somewhat from culture to culture. In some cases, women were essentially regarded as slaves or children under the authority of their husbands or fathers. Women were largely confined to the home and lacked the right to come and go as they pleased. They also had been deprived of the right to choose or refuse marriage partners or end a marriage. Whether women could dress as they liked was an issue during this time as well. A number of these concerns and others continued to be problems for women in the centuries that followed. They included a lack of custodial rights over children, especially after a divorce; the inability of women to own property, run businesses, and control their own wages, income, and wealth. Women in the ancient, classical, and medieval world also faced employment discrimination, barriers to education, a lack of voting rights, and the inability to represent themselves in lawsuits and court actions. In the centuries since, women have advocated for these rights and more, but the struggle for equality hasnt ended. Women still face employment discrimination and barriers to healthcare, while single mothers are at great risk of falling into poverty.

Antisocial Personality Disorder ( Adhd ) - 1309 Words

Antisocial Personality Disorder Kevin Adams Medgar Ever College Antisocial Personality Disorder is often wrongly called sociopathy or psychopathy although both sociopathy and psychopathy are not recognized professional labels for the diagnosis. Antisocial may not be the best way to describe the disorder because it implies shyness and people who suffer from the disorder tend to be more outgoing, charming and pragmatic. The term came about because the disorder is â€Å"anti-society. It’s behavior that’s directed against society.† (Black, 2013) To my surprise ASPD is actually quite common, being as common as attention deficit hyperactivity disorder [ADHD], obsessive compulsive disorder [OCD], and panic; and it may be even more common when taking into account those who don’t report or those who deny their symptoms. ASPD is diagnosed using the Diagnostic and Statistical Manual of Mental Disorder, 5th edition [DSM-5]. Antisocial Personality Disorder [ASPD] is characterized by a lack of sensitivity, aggre ssion hostility, deceitfulness, manipulative behavior, impulsiveness, imprudence, narcissism, and irresponsibility. According to Donald W. Black, M.D., ASPD is â€Å"a recurrent and serial pattern of misbehavior that involves all significant facets of life and is marked by violation of social norms and regulations that occur over time, ranging from repeated lies and petty theft to violence – and even murder, in the most serious cases.† (2013). According to the DSM-5, ASPD has fourShow MoreRelatedAntisocial Personality Disorder ( Adhd )1556 Words   |  7 Pagespeople believe that antisocial personality disorder is a faà §ade for criminals to receive lesser sentences by being diagnosed with a medical disorder. However, antisocial personality disorder is not just having and being a sociopathic person; it is a constant struggle. Antisocial personality disorder is a rare personality disorder with mental conditions that has short and long-term effects on a patientâ€℠¢s life. This literature review aims to characterize antisocial personality disorder by addressing theRead MoreAntisocial Personality Disorder, Slaughter, And Kashani Walker ( Hehehe )1596 Words   |  7 Pages Antisocial Personality Disorder Latoya Walker (hehehe) Mississippi Gulf Coast Community College Introduction Conduct disorder is the primary identifying risk factor in childhood that may be recognized as an early sign preceding the eventual development of antisocial personality disorder in adulthood (Holmes, Slaughter, Kashani, 2001). 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An example, people who want out of certain situations or an excuse to not do something will use the word, anxiety, as an excuse. Parents who have kids that lack the knowledge of how to stay still and how to focus will use the term, Attention Deficit Hyperactivity Disorder as an excuse, while the parents simply need to teach their kids in a harsher wayRead MoreA Approach Of Medication Therapy And Behavioral Therapy As A Treatment Plan For The Child1552 Words   |  7 PagesBackground Introduction Children with Oppositional Defiant Disorder (ODD) can be very unpredictable and difficult to care for. A child with ODD displays ongoing hostility, defiance, and uncooperative behavior toward authority figures (American Academy of Children and Adolescent Psychology, 2011). This makes everyday life extremely difficult for both the child and the caregivers. Understanding how to reduce behaviors of hostility, defiance, and uncooperativeness in children with ODD will reduceRead MoreDiagnosing Heathcliff, What Could be Wrong? Essay1660 Words   |  7 Pagesway to make everyone miserable and unhappy just like himself. Although the perspective of Heathcliff is seen as â€Å"a mad man,† he is actually suffering from Antisocial Personality Disorder, Conduct Disorder, and Depression. An adult that has Antisocial Disorder normally begins with Conduct Disorder as a child . Children with CD (Conduct Disorder) are found when the child has a history of â€Å"repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate societalRead MoreWhere Does Bad Behavior Do Children Come From?1515 Words   |  7 Pagesunderlying root to this behavior. In order to handle an outraged child, one must consider why he/she is like this. Three of the reasons why a child could be acting out are separation anxiety, the size of the child’s family and birth order, and disorders. Separation anxiety is defined as the troubled reaction of a child when the parent is absent. This anxiety materializes during the second half year in infants. Separation anxiety usually becomes less frequent and less intense at the end of theRead More Childhood Conduct Disorder Essay1961 Words   |  8 PagesIntroduction: A History and Brief Overview of Conduct Disorder Conduct Disorder has been a part of the American Psychological Association’s Diagnostic Statistical Manuel (DSM) since its original release date in 1994. Although, there is new information about the disorder that was previously unknown, Conduct Disorder is distinguished by a â€Å"repetitive and persistent pattern of behavior in which the basic rights of others or major age-appropriate norms or rules are violated† (American Psychiatric AssociationRead MoreEssay about Is My Child a Psychopath4804 Words   |  20 Pagesindicators. There is also a lack of evidence that signifies a positive correlation between conduct disorder and other defiant problems in children to psychopathy in adults. The current review examines psychopathic characteristics that can be identified in children, disorders that are related to psychopathy, and neurobiological factors have also been considered to have a relationship with this disorder. Findings suggest that psychopathy in children can be identified in children as young as 3. The empiricalRead MoreAntisocial Personality Disorder And Incarcerated Individuals1427 Words   |  6 PagesAntisocial Personality Disorder and Incarcerated Individuals Long-term patterns of manipulating, exploiting, or violating the rights of others are qualities that are often related to criminal behavior. This is a mental condition that is defined as Antisocial Personality Disorder by the U.S. National Library of Medicine. Antisocial Personality Disorder, or otherwise known as ASPD, is a disorder that fits into two essential categories: psychopathy and sociopathy. ASPD can be caused by many deformations

Children’s Reading Development Samples †MyAssignmenthelp.com

Question: Discuss about the Childrens Reading Development. Answer: Identification of the needs for childrens reading development Rileys reading is ok, but close observation reveals that she stammers at some words. The answers she gives in response to the teachers questions reveal straightforward and to the point answering. Delving deep, when the teacher begins the questions, there is a pause. This might be an indication of hesitation, fear and dilemma regarding answering the questions properly (Steinbrink et al., 2014). Towards the end, Riley stammers while giving the answers of the questions. In the last question, she stammers the most and requests the teacher whether she can stop asking the questions. Therefore, from Rileys reading style, the issue of stammering can be identified. Mia stretches the words longer while reading. At some points, the stammering is very intensified. An interesting thing in Mias reading is that she adds creative things to the story. She is very confident, which is reflected from the absence of hesitation when the teacher tells that she would ask questions (Genishi Dyson, 2015). Her imagination is also expressed in the responses of the teachers questions. Here, the issue is lack of focus on the content. Selection of a teaching strategy and showing how it can support childrens reading environment The teachers need to proceed very tactfully for reducing the issues in childs reading development. Planning proves crucial for achieving positive results. As a matter of specification, speech and language therapists can be hired for solving the stammering issue of Riley. The experts would delve deep into the issue and suggest the teachers with efficient and efficient solutions. Parents need to be involved in this process, as they are aware of the fact that whether the child is suffering from such issue for a long time. Different speech therapies can be applied on children like Riley (Cash et al., 2015). However, the level of experiments needs to be assessed beforehand in order to avert any adverse situation. The teachers should consider stammering as a normal issue. Time should be given to the children to express their viewpoints. Eye contacts needs to be maintained with the stammering child. Constant staring needs to be avoided. For students like Mia, who lack confidence in answering the questions, providing opportunities for expressing themselves is the best strategy. They should be offered enough platform for exposing their imaginative thinking. This would help in enhancing their thinking skills. This might not relate to the content but as the children are small, play way method needs to be adopted for making them aware of the basic concepts (Plak, Kegel Bus, 2015). This way, the teachers would come to know of the thoughts and ideas of the children. Awareness in this direction would help in preparing the lesson plans accordingly. When the children are unable to answer the questions, the teachers can adopt a play way method for helping the children to memorize the concepts while reading. Instead, if the teachers get angry, the children would be scared, which would make the learning process difficult. Friendly attitude towards the children would make them feel that they are being cared and loved. This type of attitude would make the children feel comfortable in reaching the teachers for clearing their doubts. However, strictness is also needed in terms of making the children disciplined (Bergin Bergin, 2018). This strictness needs to be shown rationally, as over utilization can make the children scared and afraid. Example of specific lesson aligned with the teaching strategy Story telling session can be one of the teaching methods. This would help children like Mia and Riley to express their creativity and innovation. Consistency needs to be maintained in organizing the story telling session. The approach of the students needs to be noted down for upgrading the standards and quality of the lessons. The teachers also need to participate in the story telling session. This would make the children feel that the teachers like their opinions. The children can be shown visuals of the stories. This would add to their imagination power. The children can be asked to draw the characters from the stories before they are shown the visuals. There should not be any marking on this (Mashburn et al., 2016). The children can be taken on field trips and asked to draw the things, which they liked the most. This would result in the outpour of the creativity and innovation to an advanced level. Quizzes can also be organized for making the story telling session interesting. The basic concepts can also be taught to the children through songs, dance, dramas and skits. This would generate interest within the children for learning. The children need to be encouraged for actively participating in the songs, dances and dramas. The teachers should also participate in the shows to provide enthusiasm to the children. Along with this, it would inform the children the ways and means of learning (August, McCardle Shanahan, 2014). During this, if the children get stuck at some point, the teachers should help them, so that they can enjoy and learn. Arrangements can be made for showing the visuals to the students in well-lighted auditoriums. This would provide the children with clear vision and they would be able to grasp the basic concepts in an efficient and effective manner. The seating arrangement needs to be proper so that the children can understand clearly what is being displayed on the projector. When children like Riley and Mia are being asked to read, the teachers need to fully support them. If they stammer at some point, the teachers can stop the reading and ask the whole class to repeat that word after her. This would enhance the pronunciation of the children (Buysse et al., 2014). It is normal that the child reading and stammer would get nervous. Then, the teachers need to console the child and assure them that it is a normal thing. The higher authorities need to be involved in the decision-making process. This would result in the introduction of effective teaching methods, proving effective in terms of making the children aware of the basic concepts. Comparison between the teaching strategies Story telling sessions are far better than showing the stories to the children on the projectors. This is because story telling sessions possesses flexibility to enhance the creativity and imagination of the children. Along with this, it also helps the teachers to assess the thinking skills of the children (Smith, Cowie Blades, 2015). Apart from this, the relationship between the children and the teachers would be improved. Scenes also need to be shown to the children on the projectors, so that they become acquainted with the latest technologies. However, the supervision needs to be there while the machines are in the operational stage. Careless approach in this direction can result in adverse situations like injuries, accidents among others. Field trips prove effective in terms of enhancing the creativity and innovation of the children. These trips contradict the confinement of the classrooms, where the thinking skills of the children gets entrapped. The children need to be taken for field trips, so that they can get practical knowledge outside the bookish knowledge (Scharrer Ramasubramanian, 2015). Here, the aspect of cultural shows can be related. These cultural shows provide refreshment to the student from the boring lessons. Benefits and limitations of the teaching strategies Planning proves helpful for the administrative staffs in terms of including standard quality courses for the children. Practical examination of the courses on the children makes the staffs aware of the impact of the courses on the children. However, in these experiments, the educational needs of the children is compromised. Therefore, the task of providing education needs to be divided equally among the staffs. The teachers should only be involve in the evaluation process. The rest of the time, they need to devote to teaching the basic concepts to the children (Bierman Torres, 2016). Projectors and latest technologies have found their place within the educational institutions. Training to the staffs regarding the efficient and effective use of these technologies exposes the students to virtual learning. On the contrary, lack of adequate knowledge deprives the students from getting the basic knowledge of the ideas, facts and concepts. Play way methods can help the teachers to transmit the knowledge into the students. Here, prior planning helps the teachers and the administrative staffs to make the learning process creative for the children. Typical examples of this can be quizzes, songs, dance and skits. These means are efficient in terms of revealing the hidden talents of the students (Leki, 2017). However, the teachers need to ensure that the children participate in these events. Bookish methods of reading and asking questions are boring to the children. On the contrary, taking contests before starting the chapters generate interest within the children to concentrate. Allowing the students to play among themselves generates the feeling of unity and coordination within them. This is necessary in terms of averting the instances of quarrels and fights. Financial instabilities hamper the process of introducing effective learning methods for the students. Prior planning assists the administrative staffs in gathering the necessary resources (Bierman Torres, 2016). 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