Family Problems and Juvenile Delinquency

Family Problems and Juvenile Delinquency

Author

Institution

Introduction

Gorman-Smith, D., Tolan, P.H., Loeber, R., & Henry, D.B (1998). Relation of Family Problems To Patterns of Delinquent Involvement Among Urban Youth. Journal of Abnormal Child Psychology, Vol. 26. No. 5.

Juvenile delinquency has been one of the key and fundamental problems in many parts of the globe. Juvenile delinquency refers to the participation of people below the statutory, legal age in illegal activities. Quite a lot of works have been written, and studies done to examine the various aspects pertaining to this problem. However, one of the most fundamental studies of this menace is the relationship between parenting or family structure and juvenile delinquency, as examined in “Relation of Family problems to Patterns of Delinquent Involvement Among Urban Youth” by Gorman-Smith, et al.

This journal evaluated the relationship between patterns of delinquent behavior and patterns of family problems over a certain period among a sample of minority adolescent males from inner-city. The study identified and included empirically-derived groups of non offenders, escalators, serious, chronic offenders and chronic minor offenders. In addition, the study identified the patterns of family problems and differentially related them to delinquency problems. This study built on four paradigms of family problems identified by Loeber and Stouthamer-Loeber encompassing the existing literature on the categories of family problems related to youth delinquency (Gordman-Smith, et al, 1998). These were neglect, deviant behavior and attitudes, disruption, as well as conflict. Neglect encompassed the lack of parental involvement in the lives of the children and the quality of parental supervision. Disruption encompasses the life circumstances such as parental absence from home, divorce, separation, parental psychopathology and health problems that may disrupt the family functioning, as well as affect the behavior of children (Gordman-Smith, et al, 1998). Conflict encompasses the conflict between children and parents as measured by support within family and discipline practices. Deviant behavior and values encompass families where deviant behavior and values are propped or supported, where the participation of children in deviant behavior does not conflict the beliefs and values of parents rather they are supported.

Two hundred and ninety-eight subjects were interviewed with questions covering the subject, family, peers, school and community. The subjects used in the study were Latino and African-American boys, as well as their caregivers. These subjects were derived from economically disadvantaged inner city neighborhoods of Chicago. 62% of the subjects lived in single-parent homes while 47.6% of families had an overall annual income below $10000. In addition, 73.5% of the subjects had an annual income falling below $20000. The subjects were aged between 11 and 15 years (Gordman-Smith, et al, 1998).

Evaluation of the results was done in two sections. In the first, the researchers evaluated the relationship between each family problem, the involvement of the youth in each of the developmental pathway, and the virtual importance of each in the understanding of overall risk. In addition, the researchers evaluated the relationship between patterns of involvement in delinquent behavior and patterns family functioning over time.

The results of the study indicated that members of the group that participated in serious, persistent offenses had a higher likelihood of having families that are characterized my multiple problems such as conflict, disruption, as well as lack of parental involvement. In some cases, neglect was so severe that it surpassed the legal definition and requirement of neglect. In addition, these people had a higher likelihood of having families that were distinguished by deviant behavior and attitudes (Gordman-Smith, et al, 1998).

The findings provide a test of concurrence between delinquent involvement and family problems. As much as the functioning of family affects youth delinquency and violent behavior, there exists a possibility that the behavior of youths affects the functioning of families. It is worth noting that serious, chronic offenders may disrupt their families to such an extent that the functioning of the family experiences multiple problems (Gordman-Smith, et al, 1998). In addition, the study showed that members belonging to the group that started later and escalated in their delinquent involvement had a significantly less likelihood of having families that incorporate multiple family problems. This group was clearly distinguished from serious, persistent offenders by the fact that they had started their participation in delinquent behavior later on in life, but reached serious levels of participation. This may signal at other factors such as peer influences, which may have considerably stronger relations to delinquent behavior in the case of this group.

The identification of patterns of behavior and its relationship to potential risk characteristics may offer information, which may be translated to action by indicating the outcomes and transitions that are possible for a certain individual. These results would form a fundamental pillar for basing prevention and intervention. It is worth noting that this study does not assume a general relationship between the functioning of family and participation in delinquency (Gordman-Smith, et al, 1998). These results, therefore, suggest targeting certain aspects pertaining to family functioning to impact the varied patterns of delinquent involvement.

This paper shows provides empirical indications that parenting has a key role to play in participation of an individual in juvenile delinquency. Of course, there are other factors that may be at play such as peer pressure in the case of individuals who start participating in the delinquency later on in their lives. This does not in any way undermine the role of parenting and nature of family structure in either eliminating or propagating juvenile delinquency.

References

Gorman-Smith, D., Tolan, P.H., Loeber, R., & Henry, D.B (1998). Relation of Family Problems To Patterns of Delinquent Involvement Among Urban Youth. Journal of Abnormal Child Psychology, Vol. 26. No. 5.

Family Relationships

Family Relationships

Name

Institution

#1

Adolescent is a period of crisis for many youths; as they encounter serious problems while trying to develop their identity. The most challenging aspect of adolescent is the transition for childhood to adopt and assume desirable social conduct, which conform to the norms and rules of the society. The products of adolescent that emerge from youths during the transition are affected by numerous factors; as the youths are the products of society through socialization, peer influence, family ties and interactions, environment and education (Garland, 2012). The parents are the closest people to adolescents, and the influence of the same is substantially significant. However, youths develop the feeling that they should exploit their independence and find their way of doing things, without the influence of their parents. Most deviant behavior by youths results from their desire to rebel against the social conventions, which govern proper conduct.

It is imperative to note that, not all youths portray rebellion to their parents; as a substantial portion of youths grow to become responsible adults, without engaging into indiscipline cases. The youths in the two cases had problems with the family relations. Imperatively, the family is a crucial unit in the society, which is paramount in shaping the behavior of youths. Therefore, dysfunctional families create emotional and developmental problems, in adolescents (Garland, 2012). The girl in case nine developed repulsive feelings towards her family due to constant verbal quarrels with her mother. Though she had a brother named Michael, she distanced herself from the brother and formed other close ties with friends and peers. The outcome of her behavior was that she became selfish, and nothing else mattered to her apart from her friends and school work. Eventually, she formed and joined activism groups, which consumed her entire time coupled with her favorite music and art.

Evidently, the girl in case nine did not accommodate her brother (adopted) in the schedule. Therefore, Michael joined crummy company and stated doing drugs due to loneliness, he missed classes and eventually he was out of school. Michael’s behavior brought serious concerns in the family and eventually his mother had him arrested for domestic violence (Garland, 2012). It is vital to note that the family relations are fundamental, and they cannot be replaced by relationship from peers. The girl in case nine had committed buddies, but she could not discuss with the girls the issues that were tearing her brother apart, as well as his family issues.

The girl in case ten had similar problems in the interactions and relationships, in the family. The breakdown of his family and the love between her parents who seemed distanced ruined the life of this girl. The parents did set a high bar for this girl and compelled the girl to develop new challenge every time she accomplished a target. However, these parents failed to set a perfect example of love to their daughter; as they did not sleep in the same bedroom. Further, the parents tore the girl apart with indistinct goals and demands for absolute control over her life.

Similar to the girl in case nine, the girl in case ten developed strong defense mechanism, which would facilitate her survive the torture from her parents, as well as seize her independence (Dolgin & Rice, 2011). Eventually, she turned to education perfection, which saw her at the summit of her class with the best grades. Further, she turned to friends for comfort and at one point she encountered a terrific handsome young man. The relationship between the two teenagers did not yield anything, and the girl’s mother blamed the girl for ruining the relationship (Dolgin & Rice, 2011). The blame game and other responsibilities proved unfriendly to academic performance of the girl and eventually her top position in class was snatched by someone else. The shock of this failure and lack of family and support from friends plunged the girl into anorexia, in an attempt to regain control over her life.

There are similarities in the cognitive qualities of the two girls, the girl in case ten opted for a less intelligent way of controlling her life than the girl in case ten. Notably, neglecting proper diet was a self destructive method of seeking control of one’s life and such behaviors makes the audience question the intelligence of this girl (Dolgin & Rice, 2011). However, the girl was the best in her class for a considerable period, and this position remained unchallenged for a long while. Similarly, the girl in case nine was equally brilliant as a result of vast research and studies, which gave her lots of knowledge in different fields.

There is a massive disparity in how the two girls in these cases solve their disputes both with their parents and their peers (Dolgin & Rice, 2011). The girl in case nine when faced with a dispute with her parent, she always tries to face it immediately and this resulted to having conflicts with her mother. In addition, this girl seems to trust her friends more than she trusts her parents. This is because she prefers sharing her problems with her peers and friends (Thorne & McLean, 2012). This girl has a rich network of a friend who helps her resolve forget her problems. Further, this girl tries to grasp the cause of issues by analyzing all avenues for a solution. The key factor that facilitate the girl in case ten to deal with her issues effectively is the strong network of friends and a supportive father who helps her with research and other studies. On the contrary, the girl in case nine adopts a self destructive strategy in an attempt to stir guilt feeling in her parents, especially her mother (Dolgin & Rice, 2011). There was no slightest support for this girl from her mother or father and the concerns of her parents focused on trivial issues and absolute control over their daughter. Therefore, the key factors in case ten are quest for academic perfection, denial and lack of support from parents and friends (Dolgin & Rice, 2011).

The girl in case ten seems also to suffer from identity issues. This is because she is not sure of her race. This seems to give the girl challenges while interacting with other peoples as it is even difficult to pronounce her name, something which makes her uncomfortable. The girl in case nine seems not to suffer from any identity issues, and she is even more confident of herself (Thorne & McLean, 2012). Although she has an adopted brother who is of a different race, she seems to love her just like they are of the same race.

There is a disparity in the way the two girls approaches their problems. While the girl in case nine seems to use friends to help her solve her problems, the other girl seem to be reserved, and she does not share problems with anyone else (Dolgin & Rice, 2011). This quality has made the girl in case nine to not to worry much about her problems because she always seem to have a way to solve her problems. This is contrary to the girl in case ten who always seem to worry too much about herself. This has resulted to her having health problems, which affect her negatively. This difference in personality between the two girls contributes to how each of them solves her problems.

There is, however, some slight similarity in their personality, in that both girls want to maintain a good image of their families to the outside world (Dolgin & Rice, 2011). This is demonstrated by the character of the girl in case nine, who although opens up all her problems to her friends she does not want her friends to know about the problems that her family is undergoing. This is same to the girl in case ten also want to portray of her family that, they are a perfect family although there are several problems that they are experiencing.

#2 Marcia Theory

The theory indicates that they are several issues that result to adolescents having relationship issues with either their parents, or their friends. Adolescents usually suffer from a temporal perspective versus time confusion. Most adolescents want to achieve the highest success all at the same time (Dolgin & Rice, 2011). The girl became disappointed when her mother failed to take responsibility for her condition. Adolescents should learn to understand the concept of time and develop patience, in the entire life aspects. It is vital to understand that life has many disappointments; as things do not always turn out as planned.

Further, the theory touches on self certainty versus self consciousness, which are vital in dealing with adolescent issues in the pair of case studies. It is necessary for an adolescent to have self confidence in themselves, and wish that they can attain their goals. This helps them to be able to cope both with the successes and failures that they may experience both at the present, and in the future (Dolgin & Rice, 2011). In their development, adolescents also suffer from what this theory refers to as role experimentation versus role fixation. It is, therefore, important as the adolescents are developing to experiment various roles and identities this gives them an opportunity to find their true identity in the future.

Another important aspect that this theory advises the adolescents to consider avoiding conflicts with their parents and peers, is ideological commitment versus confusion of values. It is beneficial for adolescents to ensure that their own ideologies and believes guides their behavior. This helps the individuals not to be influenced by other people in the wrong way (Dolgin & Rice, 2011).

#3

One of the explanations that have been brought forward to explain why adolescents and especially girls, behave the way they do is gendered reminiscence practices especially during childhood (Thorne & McLean, 2012). Researchers have realized that there are massive disparities in how past experiences and especially those involving fearful experiences affect boys and girls at adolescent stage of life. Girls have been found to be affected by these experiences more than the boys. In addition, girls have been found to be more sensitive to fear and sadness. This, therefore, affects the identity of an individual, as well as his or her perception of things. This can explain why the girl in case ten behaved the way she behaved, in that she seem to have inborn fear that prevents her from exploring her fully self.

Another explanation that has been brought forward to explain the behaviors of the adolescent is the role of communication between the parents and the adolescents. Researchers have indicated that family being the basic social unit it is suppose to provide the adolescents with the necessary social skills, which help them to interact with the rest of the world. This is because before the adolescents develop a relationship with their peers, they usually have had established relationship with their families (Thorne & McLean, 2012). The relationship that the adolescents have with their parents, as well as other family members, may profoundly influence their attitudes towards life. This was demonstrated in the two case studies where the two adolescents seem not to have a devilishly good relationship with their parents. This has negatively affected their behaviors.

#4

There are three principal levels of moral development that have been identified. These levels include the pre-conventional moral reasoning, conventional moral reasoning as well as post conventional moral reasoning. Pre-conventional moral reasoning is mainly based on the physical consequences of their actions. At this level, individuals avoid doing evil because they fear from being punished (Dolgin & Rice, 2011). In the second level, that is the conventional moral reasoning, reasoning is mainly based on the laid down rules of a group, to which the individual belong. At this level, an individual wants to be good because he or she want to be approved by others. In addition, at this level the individual is aware of laws that governs the society and, therefore, does their best to ensure that they uphold these laws.

In the post conventional moral reasoning, the individual reasoning is mainly based on their principles. At this level, individuals are able to determine whether the various laws that are set are based on their rights (Thorne & McLean, 2012). The moral development stages were clearly demonstrated in the two cases studied.

References

Garrod, A. (2012). Adolescent portraits: [identity, relationships, and challenges]. Boston: Pearson.

Dolgin, K. G., & Rice, F. P. (2011). The adolescent: Development, relationships, and culture. Boston: Allyn & Bacon.

Thorne, A & McLean, K.C. (2012). Gendered reminiscence practices and self-definition in late adolescence. Article 22.

Family Roles And Responsibilities Towards Promoting Health

Family Roles And Responsibilities Towards Promoting Health

Each member of a family unit occupies a given role in the unit as a child, sibling parent among others. An individual’s family roles are always dynamic and depend on the age, family stage among other factors that may dictate role change. Together with the roles are social and family expectations for how the assigned or assumed roles are achieved. Usually each member of a family takes a role and woks hard to keep the family going. Sometimes the roles appear naturally or sometimes the family decides which role they going to take.

The 4 models of family are: clinical model, role performance model, adaptive model and eudaimonisc model. In a clinical model members of family are free of physical, mental and social dysfunction ( Kaakinen, Gedaly, Coelho & Hanson, 2010); In a role performance model each member perform their routine roles to achieve health; (Kaakinen, Gedaly, Coelho & Hanson, 2010); In adaptive model family have the ability to recover after a crise( Kaakinen, Gedaly, Coelho & Hanson, 2010); and in Eudaimonistic model members are focus on efforts to support the family reach their maximum potential. ( Kaakinen, Gedaly, Coelho & Hanson, 2010).

Whatever the family model the common family roles include Provision of resources, such as the basic and secondary needs of the family. This is a shared responsibility between the parents and the older members of the family unit. With the shared responsibility each member will gain some sense of satisfaction thus minimizing stress and other depressive conditions (Elwood & Longley, 2010). In fulfilling the role of providing for the family the member should be responsible for example ensure you buy health food not just food.

The second crucial role in the family is nurturing and supporting each other socially, psychologically, physical and all form of help that other family members may require. This includes encouraging children in school, supporting each other in case of loss of a family member.

Another key family role is the development of the life skills roles which may include the physical emotional, educational, and social development of children and adults. For example, parent guiding a child on relationship issues. For spouses each one has a role in ensuring satisfying sexual relationship as this play a significant role in a marriage. Both spouses ensure the treat sexual issues in a manner that each gets satisfaction (Wikler, 2002).

Based on the above sampled roles it is evident that each family member has a key role to play in ensuring good family health. Family members need to be flexible, determined and committed to their roles. This would minimizes stress and bring harmony among the family members. I think the ability to keep the family health is each one responsibility and what makes a family health is exactly the commitment of all members.

Reference

Elwood, P., & Longley, M. (2010). My health: whose responsibility? A jury decides. Journal of epidemiology and community health, 64(9), 761-764.

Kaakinen R. , Gedaly-Duff V. , Coelho D., Hanson s. (2010) Family Health Care Theory Practice and research 4th ed, F.A Davis Company Philadelphia

Wikler, D. (2002). Personal and social responsibility for health. Ethics & International Affairs, 16(2), 47-55.

Family values

Family values

Family values

Author

Institution

Introduction

The importance of values in the growth and development of children cannot be gainsaid. This is especially having in mind that children are exposed to various sources of influence in the contemporary human society, ranging from the media to the society at large. It is worth noting that family values seem to have been relegated to the periphery in the contemporary human society. This paper aims at presenting some academic works that have examined the place of family values in the growth and development of parents.

Grusec, J.E & Kuczynski, L. (1997). Parenting and children’s internalization of values: a handbook of contemporary theory. New York: Wiley

This all-inclusive handbook comes up with a detailed analysis of the complexities pertaining to the parental role in the moral development of children. It is worth noting that the phrase “family values” has become quite popular in the recent times especially in the political arena. As much as many people agree that parents impact heavily in the social and moral development of children, it is often a herculean task to pin down the mechanisms through which these values are acquired. It has been commonly held that, parents who combine firmness with consideration for the kid’s point of view are more effective than their counterparts who are strict disciplinarians. It is imperative that influences from the immediate community, culture, the relationship between the parent and the child, not to mention the kid’s own agency are considered to allow for an optimum parenting strategy. Grusec and Kuczynski use the book to offer a clear view of the socialization approach, as well as review the recent developments in research and theory pertaining to child development.

This book starts off with a historical outline of philosophies pertaining to child-rearing and parental influence. This outline provides the foundation for the examination that follows. The book then goes on to explore the developmental context pertaining to parenting strategies in young children, adolescents and toddlers.

The writers then concentrate on the ways in which parenting strategies affect transmission of values. They present and incorporate varied theoretical formulations so as to show how the strategies impact on value transmission. In addition, it covers parental influence in biological and social contexts.

Juul, J. (2001). Your Competent Child: Toward New Basic Values for the Family. New York: Farrar, Straus and Giroux

This book presents a persuasive and radical approach to family and parental dynamics. Juul uses examples from families in numerous countries to challenge parents to view the years, that they spend with their kids, as an electrifying time for development and growth for the entire family.

In this book, Juul argues that present day’s families are at a crossroad relating to family values to which they should allow their kids to identify. The disparaging values that used to govern the conventional, hierarchical and authoritarian families have been largely modified. Instead, parents have the choice of embracing an entirely new collection of values that are founded on the assumption that families have to be built on reciprocity and dignity between children and parents, rather than on democratic tyranny or authoritarian force. Juul argues that children have the emotional competence in that they are always truthful as to how one feels. In essence, he argues that parents should not only listen to but also learn from the truthful feedback that their children give them. Jull posits that when individuals are dissatisfied or unhappy with a certain situation or issue in the family, it is highly likely that the dissatisfaction results from their inability to convert their feelings of love into loving behavior. In essence, it is imperative that individuals are concerned more about their emotional honesty than what they view as necessities, an aspect that Juul christens “personal honesty”.

Damon, W (1990). Moral Child: Nurturing Children’s Natural Moral Growth. New York: Simon and Schuster

William Damon was a professor of education at Brown university. In this book, he provides the first overview of the nurturance and evolution of kids’ behavior and moral understanding from their infancy through adolescence both in school and at home. Damon immerses into real life experiences of children to explain values such as equality and empathy, and progresses to the formation of value hierarchies that are more sophisticated. These values are found naturally in kids.

In this book, which was written for a lay audience of teachers and parents, William Damon sketches out the children’s moral development, all of which occurs within the social crucible of childhood, family, schools and adolescent friends. Rather than concentrate on naive morals, Damon concentrates of factors that would enhance moral development, as well as those that discourage the same. The discouragers include permissive parenting, being self-centered, authoritarianism and disconnected parenting, while the encouragers are termed as responsive engagement.

Damon offers a clear reasoning on the occurrence of moral development in childhood. He compares contrasts theories that pertain to what he calls “best parenting practices”, and offers an all-inclusive summary of how parents can foster the moral and emotional growth of their children. This book, therefore, provides an excellent outline as to how moral viewpoint of children is shaped by their own experiences in developing reciprocity and empathy, sharing, as well as understanding the expectations of the society.

Folbre, N. (2008). Valuing Children: Rethinking the Economics of the Family. New York: Harvard University Press

The role of finances or material wealth in anybody’s life can never be gainsaid. This is especially when one takes into consideration the fact that wealth is thought to add to or enhance the quality of an individual’s life. In essence, it is not surprising that the traditional economists assume that parents get children just to have the pleasure of their company. This is the assumption that Nancy Folbre seeks to challenge in this book. Folbre states that children are taxpayers and workers of the next generation, in which case investing in them would bring a considerable payback to other stakeholder in the economy. However, parents especially mothers pay a large amount of the costs with the high childbearing price pushing many families towards poverty. Of course, this may have adverse consequences on the children themselves. Not only do parents spend money but also they invest their time on children. Yet the value of this time is mostly ignored when estimating costs of child rearing. In this book, Folbre comes up with an incredibly high but entirely convincing and credible estimate as to the value of parental time for every child. This estimate is made by posing the question as to the cost of purchasing a substitute that is comparable to the value of parental time. Folbre also lays emphasis on the need for enhanced public expenditure accounting on children over their life cycle. She describes the importance of rethinking the logic and structure of the welfare state, while arguing that an entirely new institutional structure would promote a more sustainable, efficient and cooperative commitment to the future generations.

Famous German Women

Author

Tutor

Course

Date

Famous German Women

Introduction

Fame may be regarded as one of the most attractive aspect for many people. It refers to the widespread reputation, especially pertaining to a favorable character. In most cases, fame is a common opinion or estimation that is held pertaining to an individual. Germany, like the rest of the world, has had a considerable or significant number of famous people. While most of the famous individuals or people in Germany are men, it has quite a number of famous women, as well. These are women who have left a mark in the world of politics, cinema, fashion, business, art, science and literature both in the present and the past.

One of the most famous women in Germany is Angela Dorothea Merkel. This is the current Chancellor of Germany, a post she has assumed since 2005 (Bolgherini and Grotz, 27). Chancellor Angela was a physical chemist by profession but entered the murky world of politics in 1989. She has served in varied political posts such as the representative for the Mecklenburg-Vorpommern state and deputy spokesperson for Lothar de Maizière’s among others. Angela has marked her place as a crucial player in the management of the financial crisis facing the European Union and the world at large (Bolgherini and Grotz, 49). This has earned her the title as the “Decider”. In addition, her crucial role in the European Union has earned her the title as its de facto leader. Currently, Angela Merkel is ranked as the 4th most powerful individuals in the entire world. This is a feat that has only been achieved by Margret Thatcher and Condoleezza Rice (Bolgherini and Grotz, 89).

As stated, famous German women are not only in the world of politics but also other fields such as arts, music and even business. Another famous German woman was Hannah Arendt. Hannah is considered one of the most influential political thinkers of the 20th century, thanks to the originality and power that showed from her thoughts as evidenced by her numerous works (Whitfield, 45). Some of her most popular works included “The Life of the Mind”, “On Revolution”, “the Human Condition” and “The Origin of Totalitarianism”. Hannah used these to express her views on the most crucial events that were happening at the time (Whitfield, 49). She was trying to grasp or understand their historical import and meaning, as well as show they affected the people’s categories of political and moral judgment. In her opinion, it was necessary that the people acquire an entirely new framework that would allow them to absorb Stalinism and Nazism of the 20th century (Whitfield, 67). Her views put her at odds with the governments of the day, to such an extent that she had to free from Germany during the reign of Hitler.

However, it is evident that most of the popular German women are in the field of performing arts. These include Nadja Auermann (Fashion model), Marlene Dietrich (Film actress), Maya Ayim (writer), Hildegard Knef (singer and writer), Susanne Kerner/ Nena (German singer), Hannah Reitsch (test pilot), Leni Riefenstahl (film director), and currently or most recently Heidi Klum (fashion model and TV star). This triggers the question as to why women are relegated to these fields rather than other “serious” fields such as politics. Why is it that Angela Merkel is the first woman to achieve the status of Chancellor for Germany, irrespective of the fact that Germany is one of the world’s earliest civilizations? This may only be explained at an imbalance in the country, or rather insufficient support for women or low drive for women to pursue certain fields.

Works cited

Whitfield, Stephen. Into the Dark: Hannah Arendt and Totalitarianism. Philadelphia: Temple University Press. 1980. Print

Bolgherini, Silvia and Grotz, Florian. Germany after the Grand Coalition: Governance and Politics in a Turbulent Environment. New York: Palgrave Macmillan. 2010. Print

Family Concepts in Nursing

Family Concepts in Nursing

Student’s Name

Institution

Question 1

What are the important concepts listed in the readings, which are related to family nursing?

Family nursing practice has essentially been the cementing framework that has propelled the success of many home settings, today (Polit & Beck, 2012). Some of the concepts that are essential to family nursing are the viewing of a family as a combination of its members, a family as a context to family members, family as a component of society, as a client, and finally family subsystems as clients.

What are two related family nursing theories? Indicate what you find most attractive in the nursing theories/models you identified.

Roy’s “Adaptation model” and Neuman’s “Health Systems Model” are two related family nursing models. These theories are interestingly powerful in their approach towards family nursing. They both advance the concept of clients as systems, constantly interacting with the external environment (Friedman, Bowden & Jones, 2003).

Question 2

Describe the significance of the family as client.

Clearly, a family is essentially the primary key, in the entire family nursing practice, through which assessment and care relate and find their basis. As such, scholars view family as a system of interactions between its members, who comprise and construct the entity (Friedman, Bowden & Jones, 2003). Nonetheless, seeing a family as client reveals the immense dynamics and relationships within its subsystems, as well as the outer environment. This significantly indicates a holistic perspective in the conceptualization of family as a client.

Friedman, Bowden, Jones (2003) argue that advanced practices involve using different yet similar paradigms in their assessment of family interaction and framework. Such practices include family therapy, whose concentration is on multiple systems, such as the individual, family, and larger systems, symbolically representing the whole family as the unit of care (Friedman, Bowden & Jones, 2003). This explains the main reason there is a shift in viewing a family as a unit of care. These efforts are quickly taking root and a subject to success if taken keenly.

References

Friedman, M. M., Bowden, V. R., & Jones, E. (2003). Family nursing: research, theory & practice (5th ed.). Upper Saddle River, N.J.: Prentice Hall.

Polit, D. F., & Beck, C. T. (2012). Resource manual for nursing research: generating and assessing evidence for nursing practice (9th ed.). Philadelphia: Wolters Kluwer Health/lippincott Williams & Wilkins.

Famous Person Steve Jobs

Famous Person

Eric Harvey

Famous Person

Steve Jobs is one of the most inspirational people and leaders of the 21st century. Steve Jobs broke into the international limelight through the famous Apple products, which are exquisite and trend-setting in the modern world. Steve Jobs was the co-founder of the evolutionary Apple Company that specializes in technological products. Steve Jobs became a famous person because of his uniqueness in the management and the articulation of his lifestyle.

His difficult background is among the elements that made him a famous individual on the planet. Steve Jobs was the son of two graduates who gave him up for adoption because of marriage issues. The family of Paul Jobs and Clara Jobs adopted the young Steve Jobs and raised him up in Mountain View, California (Brashares, 2001). Steve Jobs faced a grueling experience of rejection from his parents when he realized that Paul and Clara were not his biological parents. In his young life, Steve Jobs faced difficulties in getting a formal education. His subsequent life at the college was frustrating because the fees were exceptionally high for his parents.

Steve Jobs was an unconventional manager who steered his companies towards unfamiliar directions for success. According to Gillam (2012), Steve Jobs founded his first company in his parents’ garage and received funding from an Intel marketing manager. Steve Jobs highly regarded the concept of quality and aesthetics in designing his products. In his first company, the directors chased him because he slowed down the company’s finances towards releasing products that would consume a significant period before their maturity. Steve Jobs formed a personal relationship with his employees by believing that this attachment could transmit his vision to his subordinates. Steve Jobs was a highly imaginative individual who sought to bring his mental constructions into reality. For instance, he emphasized on the exceptionally slim nature and exquisite graphics towards the construction of the iPhone products (Gillam, 2012).

Steve Jobs had a spiritual engagement with his business. People called him eccentric because he associated his company ventures with a sense of spirituality. It is crucial to highlight that Steve Jobs branded most of his difficult times as spiritual. Steve Jobs envisioned his success by deeply immersing himself in the production of his innovative items. Steve Jobs took a trip to India before the advent of his career. To him, this was a journey of spiritual enlightenment. Steve Jobs became a Buddhist to connect with his inner vision of inspiration. Most of his speeches entailed considerable description of his inner self and spiritual elucidations of how his products would transform the world.

Steve Jobs was a famous person because he was a unique person in the manner of his management and life. Steve Jobs had a difficult childhood that involved a predicament in attaining his self-identity. Steve Jobs had difficulties in his college days when his parents could no longer afford his higher education. Steve Jobs was an unconventional manager who used an unfamiliar style of directing his company. He had deep emphasis on the quality of his products by ensuring perfection in both the functional and aesthetic nature of his inventions. Steve Jobs was a unique spiritual person who got into Buddhism and associated his products with a divine vision. He highly regarded the concept of quality and aesthetics in designing his products.

References

Brashares, A. (2001). Steve Jobs: thinks different. Brookfield, Conn: Twenty-First Century Books.

Gillam, S. (2012). Steve Jobs: Apple icon. Minneapolis, MN: ABDO Pub. Co.

Writer approved (ENL). This paper is well written, and the level of reasoning is advanced.

147256591440Category 1 (Grammar) – A

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FAMILY DIVERSITY RESEARCH PAPER

FAMILY DIVERSITY RESEARCH PAPER

INTRODUCTIONAmerican families are associated with by great diversity. The traditional family has undergone numerous changes in recent times with factors such as divorce, remarriage, early pregnancy and changes in social values that have led to these changes. The American families comprises of the traditional nuclear family with husband, wife and children; joint-custody families of divorced parents sharing child custody; cohabiting families where unmarried men and women may or may not be sharing responsibility of raising children; single-parent families where children are being raised by only one parent due to death, divorce or abandonment; blended families created by married couples who have children from a previous marriage and may have children of their own; homo-sexual families headed by gays or lesbians which may or may not include children; and grandparents parenting grandchildren, due to the illness, death or non-involvement of the parent.

The American family? Just which American family: black or white, large or small, wealthy or poor, or somewhere in between, a father-headed, mother-headed, or childless family, first or second time around, happy or miserable. The first thing to remember about the American family is that it doesn’t exist but families do exist in all kinds of economic and marital situations, as all of us can see and witness. At times families can be formed in many different ways but, it is important to remember that most families accomplish similar tasks such as child up bring, providing for basic needs, socializing members, establishing family traditions and delegating duties amongst the members. There are few other social institutions that have as great an impact on society as the family.

WAY IN WHICH FAMILIES DIFFER

Different family structures define themselves as a family. Membership in a family can be decided only by each member of that family. Therefore, it is the role of early childhood educators to be aware of who constitutes a child’s family and not to define the child’s family for them. Hence teachers should not try to alter a family’s view about its member in that family. Some factors that make families different from one another include: Ethnicity, race, culture, economy and geographical origin. It is important that these differences are considered in order to increase understanding on the part of early childhood teachers. It is common for each of us when we hear the word family to think of our own experiences and to ignore differences.

Ethnicity refers to a concept of a group of people based on a combination of race, religion, and cultural history. It describes a similarity transmitted by the family over generations. It is more than race, religion or national geographic origin. It involves conscious and unconscious processes that fulfill a deep psychological need for identity and historical continuity. (McGoldrick, 1989). Family ethnicity is sustained through unique family customs, proverbs and stories, norms and taboos, celebrations, foods and religious ceremonies. Differences have been noted between the notions of self-concept and ethnic identity. Families often find it difficult to instill ethnic pride in their children mostly amongst the pluralistic society.

Culture refers to the unique aspects of life and history of various ethnic groups. Cultural differences often indicate differences in views on the family and the community, differences in expectations of children, differences in child up brings and differences in the values placed on education. (Carol, 1995) notes that teachers need to have an understanding about how culture is transmitted and how it is not transmitted. They should note that culture is learned not biological; teachers cannot identify a family’s culture by how the family members look. Instead, each individual learns his culture’s rules through daily living. For instance, table manners, interpersonal interactions and ways of demonstrating respect. An individual’s characteristics are both cultural and individual while the unique personality traits are not culturally based. Cultural behaviors are based in groups thus culture is characteristic of groups. Some cultures may place greater emphasis on individuality or conformity than others. Individuals are entitled to different degrees within a culture. Some families and individuals place more emphasis on cultural traditions than do others. Teachers should not expect all people of one culture to be equally involved with their cultural rules.

Members of a family may be associated in certain cultural behavior but unable to describe the rules. This is because young children begin to learn their culture in their own home environments thus, behaviors seem natural to them. Not only can they not tell you why they engage in these behaviors, but also likely they are not conscious of all of the behaviors they have learned from their culture. Teachers would find it convenient to consider not only race, but also ethnicity and culture. It is more likely that knowledge of Socio-cultural factors would provide greater understanding to teachers than information about physical differences. Thus, including understanding of racial differences is most useful in the context of cultural and ethnic differences as well. Sometimes teachers unintentionally emphasize differences among groups of people and the effect is an insult rather than respectful toward diversity.

In the contemporary United States, families have vastly different experiences related to income and other resources. The Children’s Defense Fund has reported that in 1998, 22.7 percent of children under age six in the United States lived in poverty. For various ethnic groups, this proportion is even higher. There is no mystery about how to help families off welfare and out of poverty. States must provide the education, training, and work experience that parents need to compete for jobs with decent wages. In most cases teacher understanding of diversity does not include differences by family income or the traditional term, social class. Yet, financial resources have a tremendous impact on families, their practices, and their values. All parents are aware that poverty is a threat to children. Families living with scarce resources have had to learn the importance of meeting children’s most basic needs. States also need to remove the obstacles that often prevent parents from leaving welfare for work, lack of health care, transportation and child care.

For teachers or schools to positively respond to the family’s diversity, their main goal for understanding is to provide an inclusive environment. In that each child and family can feel a sense of belonging, no matter what similarities or differences they have with others in the group. This is a goal difficult to achieve because of many societal factors. As teachers plan for their groups of children and as they set their classroom rules and policies, checking for inclusiveness must be part of the process. The important act is what teachers will do when they realize that their classrooms are not inclusive.

In conclusion, families are different in many ways. It is important that teachers and schools work to increase their understanding of differences in families and interact with these differences sensitively. Teachers should accept the differences in families in which each child comes from and create a feeling of belonging for the celebration of diversity in families. Family members who view themselves as very different from teachers and other school personnel are less likely to be involved in their children’s education. Teachers should create an environment that encourages various types of family involvement so that children benefits from home and school participation. The roles that family and community play varies because of culture and ethnicity. It is frequently noted that in the United States, ethnic groups that are not dominant in the culture are more strongly influenced by extended families.

REFERENCES:

Hale, J. Black children: Their roots, culture, and learning styles (Rev. ed.).

Baltimore: Johns Hopkins University Press, 1986.

McDade, K. How we parent: Race and ethnic differences.

New York: Garland, 1995.

McGoldrick, M. Ethnicity and the family life cycle. In B. Carter & M. McGoldrick

(Eds.), the changing family life cycle (2nd ed.). Needham Heights, MA, 1989

Rank, M. R. (Living on the edge: The realities of welfare in America.

New York: ColumbiaUniversity Press, 1994.

Pauline I. E. Family diversity: continuity and change in the contemporary family.

Sage publications, USA.2002.

Zinn, M. B., & Eitzen, D. S.). Diversity in American families.

New York: Harper & Row, 1987.

FAN INTERPRETATION OF MICHELANGELO’S CREATION OF ADAM BASED ON NEUROANATOMY AND THE USE OF SYMBOL AS A METAPHOR OF MEANING

FAN INTERPRETATION OF MICHELANGELO’S CREATION OF ADAM BASED ON NEUROANATOMY AND THE USE OF SYMBOL AS A METAPHOR OF MEANING

The Creation of Adam (1508-1512) on the ceiling of the Sistine Chapel has long been recognized as one of the world’s great art treasures. In 1990 Frank Lynn Meshberger, M.D. described what millions had overlooked for centuries — an anatomically accurate image of the human brain was portrayed behind God. On close examination, borders in the painting correlate with sulci in the inner and outer surface of the brain, the brain stem, the basilar artery, the pituitary gland and the optic chiasm. God’s hand does not touch Adam, yet Adam is already alive as if the spark of life is being transmitted across a synaptic cleft. Below the right arm of God is a sad angel in an area of the brain that is sometimes activated on PET scans when someone experiences a sad thought. God is superimposed over the limbic system, the emotional center of the brain and possibly the anatomical counterpart of the human soul. God’s right arm extends to the prefrontal cortex, the most creative and most uniquely human region of the brain. The brilliant Italian Renaissance artist Michelangelo Buonarroti painted magnificent frescoes on the ceiling of the Vatican’s Sistine Chapel, laboring from 1508 to 1512. Commissioned by Pope Julius II, Michelangelo performed this work himself without assistance. Scholars debate whether he had any guidance from the Church in the selection of the scenes, and what meaning the scenes were to convey. In the fresco traditionally called the Creation of Adam, but which might be more aptly titled the Endowment of Adam, I believe that Michelangelo encoded a special message. It is a message consistent with thoughts he expressed in his sonnets. Supreme in sculpture and painting, he understood that his skill was in his brain and not in his hands. He believed that the “divine part” we “receive” from God is the “intellect”. In the following sonnet, Michelangelo explains how he creates sculpture and painting and how, I believe, God himself gave man the gift of intellect1:After the divine part has wellconceivedMan’s face and gesture, soon bothmind and hand,With a cheap model, first, at theircommand,Give life to stone, but this is notachievedBy skill. In painting, too, this isperceived:Only after the intellect has plannedThe best and highest, can the readyhandTake up the brush and try all thingsreceived.The sculpture and painting of Michelangelo reflect the great knowledge of anatomy that he acquired by performing dissections of the human body. His experience in dissection is documented in Lives of the Artists, written by his contemporary, Georgio Vasari2. Vasari says, “For the church of Santo Spirito in Florence Michelangelo made a crucifix of wood which was placed above the lunette of the high altar, where it still is. He made this to please the prior, who placed rooms at his disposal where Michelangelo very often used to flay dead bodies in order to discover the secrets of anatomy . . .”The Creation of Adam fresco shows Adam and God reaching toward one another, arms outstretched, fingers almost touching. One can imagine the spark of life jumping from God to Adam across that synapse between their fingertips. However, Adam is already alive, his eyes are open, and he is completely formed; but it is the intent of the picture that Adam is to “receive” something from God. I believe there is a third “main character” in the fresco that has not previously been recognized. I would like to show this by looking at four tracings, Figures 1 through 4, and by reviewing gross neuroanatomy, using works by Frank Netter, MD, illustrator of The CIBA Collection of Medical Illustrations, Volume I — The Nervous System.

Examine Figures 1 and 2 to see if there is any similarity between them. Examine Figures 3 and 4 and decide if these figures are similar or dissimilar. Take enough time inspecting the figures so that your mind may form its own image of them.

Proceeding to the neuroanatomy, Figure 5 shows a saggital section of the skull; the brain, which lies in the cranium, takes its shape from it. Study the picture to gain an overall impression of the shape of the cranium. Figure 6 shows the left lateral aspect of the brain and illustrates the sulci and gyri that are present in the hemispheres. The fissure of Silvius, or lateral cerebral fissure, separates the frontal lobe from the temporal lobe. Figure 1 is a tracing of this illustration.

Figure 7 depicts the medial aspect of the right hemisphere; Figure 8 is a tracing of the brain and spinal cord portion of this illustration. The sulcus cinguli separates the gyrus cinguli from the superior frontal gyrus and paracentral gyrus. The parietal lobe is divided into the cuneus and lingular gyrus. The pituitary gland is seen lying in the pituitary fossa; the fact that the pituitary is bilobed can be seen grossly. The pons, the bulbous upward extension of the spinal cord, is noted. Immediately in front of the pituitary gland is the cross section of the optic chiasm. Figure 3 is derived from Figure 8 by removing both the cerebellum and the midbrain structures inferior to the gyrus cinguli and rotating the spinal cord posteriorly from the standard anatomic position.

Figure 9 is the inferior surface of the brain. From the optic chiasm, the optic nerves extend rostrally, and the optic tracts pass backward across the cerebral pedicles. The basilar artery, formed by the junction of the two vertebral arteries, extends from the inferior to the superior border of the pons. Figure 10 shows the vertebral artery running cranial-ward through the foramen in the transverse processes of the cervical vertebrae to the inferior surface of the skull. The vertebral artery bends abruptly around the articular process of the atlas and makes another abrupt bend to enter the cranial cavity through the foramen magnum, where it joins the other vertebral artery to form the basilar artery.

Having studied these images of neuroanatomy, proceed to Michelangelo’s Creation of Adam (Figure 11) and look at the image that surrounds God and the angels.This image has the shape of a brain.Figure 12 shows that Figure 2 is obtained by tracing the outer shell and the sulcus. Figure 13 shows that Figure 4 is a tracing of the outer shell and of major lines in the fresco of God and the angels. Therefore, Figures 1 and 3 are tracings of neuroanatomy drawn by Frank Netter, and Figures 2 and 4 are tracings from the Creation of Adam by Michelangelo.The sulcus cinguli extends along the hip of the angel in front of God, across God’s shoulders, and down God’s left arm, extending over Eve’s forehead. The flowing green robe at the base represents the verte

The Separation of Light and Darkness

Sistine Chapel, Book of Genesis, The Separation of Light from Darkness (1511)

The first scene in the chronological order of the narrative, The Separation of Light from Darkness, is depicted in the centre of the vault of the ninth bay.

The beginning of the Creation is marked by the figure of God, seen from below, as he launches himself into infinite space with his arms raised, allowing spirals of light to sweep aside the darkness.

The poses of the four ignudi are very different from each other, without any attempt being made to obtain an effect of symmetry. Thus, the one above Jeremiah at the left, with a classical profile and a meditative attitude, contrasts sharply with the ungainly movement of the one the right, who laden with foliage and acorns, is throwing himself forward, his face in the shadow. On the opposite side, the two figures bend toward the centre, but with their torsos heads rotating in opposite directions with clearly distinct movements, splendidly rendered thanks to the artist’s skilled use of perspective.

Above the cornices, the four ignudi bear medallions representing the Elijah ascending to Heaven on the Chariot of Fire (at left) and the Sacrifice of Isaac (at right).

The Creation of the Sun, Moon, and Plants

Sistine Chapel, Book of Genesis, The Creation of the Sun, Moon, and Plants (1511)

The second scene in the chronological order of the narrative, the Creation of the Sun, Moon, and Plants, is depicted in the large field of the vault of the eighth bay, between the triangular spandrels.

In this scene the figure of the Lord appears twice: on the right, as he is about to give shape, with his outstretched arms, to the incandescent disk of the sun and the cold one of the moon; and, on the other side, as, with an imperious gesture, he summons forth tufts of grass and the first bushes from the bare earth. The scene is divided unequally: the great disk of the sun – the only element of colour that stands out clearly from the more subdued tones of the clothes, flesh, and the greyish white background of the sky – is to the left of the central axis of the field, and the whole of the right part is dominated by the figure of the Creator who, surrounded by four children, moves impetuously toward the viewer.

On the left, in a more restricted field, and further back from the picture plane, the Creator is depicted once again – notably foreshortened and seen from behind – as he heads toward the earth, going away from the foreground. Together with the strong contrasts of light and shade, the movement in opposite directions of the two figures heightens the dynamic tension of the scene and conveys a sense of immediacy.

The Separation of Land and Water

Sistine Chapel, Book of Genesis, The Separation of Land and Water (1511)

The third scene in the chronological order of the narrative, the Separation of the Earth from the Waters, is depicted in the centre of the vault of the seventh bay, between two pairs of ignudi with medallions.

The last three scenes painted by Michelangelo in the centre of the vault evidently form a triptych representing the Creation. Proceeding toward the altar wall, the artist first frescoed the scene of the Separation of the Earth from the Waters; then – in one of the largest panels – the double scene generally known as the Creation of the Sun, Moon, and the Plants; and lastly, the Separation of Light from Darkness. Naturally, the chronological sequence start from the last of the above-mentioned scenes, which begins the account in Genesis. However, the events depicted immediately after this refer to the third and fourth days of the Creation, while the Separation of the Earth from the Waters took place at the beginning of the second day. The failure to respect the chronological order was probably dictated by the need to reserve the field of the largest panel for the scene that required most space for its representation.

In the Separation of the Earth from the Waters the Lord flies over the gray-blue expanse of the waters, soaring aloft in his large billowing mantle together with his retinue of angels. His notably foreshortened figure seems to be launched from the left toward the viewer. Behind the Creator, the sky is clear and bright, while his other side it has turned grayish-white.

The poses of the pairs of ignudi become gradually more dynamic and agitated. The two above the Persian Sibyl (at the left) bend backward in opposite directions, while one of those above the prophet Daniel (at right) bends forward, casting an apprehensive glance at the viewer, and the other raises his arm in a movement reminiscent of Hellenistic sculptures of dancing fauns.

The Creation of Adam

Sistine Chapel, Book of Genesis, The Creation of Adam (1510)

The fourth scene in the chronological order of the narrative, the Creation of Adam, is depicted in the large field of the vault of the sixth bay, between the triangular spandrels.

Michelangelo’s organization of the Sistine ceiling frescos represents perhaps the most complex composition in Western art. The space contains an intricate pseudo structure of architecture that frames the sculpture-like forms. Out of the nine narrative scenes depicting events from Genesis, the most sublime scene is this “Creation of Adam,” in which his new vision of humanity attains pictural form.

It is scarcely possible to put into words the impressions roused by this marvellous painting; it is as though current passed from the painted scene to the beholder, who often feels that he is assisting at a hallowed world-shaking event. Michelangelo experiences the stages of creation within himself, retracing the way to the divine source by the double path of religion and of art. Now that, inspired by God, he has given form to Eve, elliptical and parabolic shapes begin to multiply; the number of orbits with two focal points increase. These were copied blindly during the following two centuries and became a decorative commonplace.

Precisely here, where man the microcosm and incarnate Word made in the divine image, the Adam Kadmon of Cabalistic doctrine, issues from the hand of God as the fingers of the Father and the son touch in a loving gesture, it is significant and convincing that the Eternal is circumscribed by the ellipse (symbolizing the ‘cosmic egg’) of his celestial mantle and angelic spirits, while Adam forms only an incomplete oval. Through the extended hands and arms the creative flash passes from one orbit to the other. Love radiates from the face of God and from the face of man. God wills his child to be no less than himself. As if to confirm this, a marvellous being looks out from among the host of spirits that bear the Father on their wings; a genius of love encircled by the left arm of the Creator. This figure has intrigued commentators from the beginning and has been variously interpreted as the uncreated Eve, or Sophia, divine wisdom. Be that as it may, this figure undoubtedly signifies beatific rapture.

Sistine Chapel, Book of Genesis, The Creation of Adam (Detail) (1510)

The body of Adam is rendered with great softness with passages of chiaroscuro, but also with strong sculptural emphasis.

Vasari describes Adam as “a figure whose beauty, pose and contours are of such a quality that he seems newly created by his Supreme and First Creator rather by the brush and design of a mere mortal.”

The Temptation and Expulsion

Sistine Chapel, Book of Genesis, The Fall and Expulsion from Garden of Eden (1510)

The sixth scene in the chronological order of the narrative, The Fall and Expulsion from Garden of Eden, is depicted in the large field of the vault of the second bay, between the triangular spandrels.

A bold and momentous step towards greater clarity was taken with the Fall of Adam and the Expulsion from the Garden of Eden. It has been noted that the composition’s three pilasters, the fallen pair to the left, the pair expelled from Paradise to the right, and the anthropomorphized tree of knowledge with the female tempter in the centre (the Tree of Life before the Fall), join arms at the top to form the letter M in uncial script. Was this intended to be Michelangelo’s signature? To the left, the profusion of the Garden of Eden is indicated by a few details, but even among these a barren stump thrusts up its branches beside the archetypal female. To the right, total desolation surrounds the human couple.

The rhythm of the whole composition flows from left to right. Eve grasps the apple boldly, Adam greedily, but in misfortune he seems greater than the woman. He knows that through his fall God, who was near to him, has become inaccessible and remote. He almost disdains the garden of which he feels no longer worthy. In spite of rocks and the barren tree stump, Eden – the term signifies bliss – is too voluptuous and full of delight; the bodies are too plump and smooth, the foliage above their heads is almost too luxuriant. It is as though Michelangelo meant to say: ‘This is not yet the truth; that will have to be won in the desert of our destiny.’ It is, moreover, striking that the cherub with the raised sword pointing the way out, although in flight and strongly foreshortened, appears a twin of the tempter and, like her, issues from the tree (the Tree of Life; the Cabalistic Sephiroth). Good and Evil have divided and become a dual power. This idea, like nearly every fresco on the vault of the Sistine, is full of mysteries which, we now realize, have their parallels in artistic and structural mysteries. Everything connects in Michelangelo’s designs. In spite of their intellectual content, in spite of his humbly self taught knowledge, he never became literary; nor did he think in logical categories or in terms of dialectic, but visually and in symbols.

The Temptation and Expulsion

Sistine Chapel, Book of Genesis, The Fall and Expulsion from Garden of Eden (1510)

The sixth scene in the chronological order of the narrative, The Fall and Expulsion from Garden of Eden, is depicted in the large field of the vault of the second bay, between the triangular spandrels.

A bold and momentous step towards greater clarity was taken with the Fall of Adam and the Expulsion from the Garden of Eden. It has been noted that the composition’s three pilasters, the fallen pair to the left, the pair expelled from Paradise to the right, and the anthropomorphized tree of knowledge with the female tempter in the centre (the Tree of Life before the Fall), join arms at the top to form the letter M in uncial script. Was this intended to be Michelangelo’s signature? To the left, the profusion of the Garden of Eden is indicated by a few details, but even among these a barren stump thrusts up its branches beside the archetypal female. To the right, total desolation surrounds the human couple.

The rhythm of the whole composition flows from left to right. Eve grasps the apple boldly, Adam greedily, but in misfortune he seems greater than the woman. He knows that through his fall God, who was near to him, has become inaccessible and remote. He almost disdains the garden of which he feels no longer worthy. In spite of rocks and the barren tree stump, Eden – the term signifies bliss – is too voluptuous and full of delight; the bodies are too plump and smooth, the foliage above their heads is almost too luxuriant. It is as though Michelangelo meant to say: ‘This is not yet the truth; that will have to be won in the desert of our destiny.’ It is, moreover, striking that the cherub with the raised sword pointing the way out, although in flight and strongly foreshortened, appears a twin of the tempter and, like her, issues from the tree (the Tree of Life; the Cabalistic Sephiroth). Good and Evil have divided and become a dual power. This idea, like nearly every fresco on the vault of the Sistine, is full of mysteries which, we now realize, have their parallels in artistic and structural mysteries. Everything connects in Michelangelo’s designs. In spite of their intellectual content, in spite of his humbly self taught knowledge, he never became literary; nor did he think in logical categories or in terms of dialectic, but visually and in symbols.

Sistine Chapel, Book of Genesis, The Fall and Expulsion from Garden of Eden (Detail) (1510)

It is striking that the cherub with the raised sword pointing the way out, although in flight and strongly foreshortened, appears a twin of the tempter and, like her, issues from the tree (the Tree of Life).

The Sacrifice of Noah

Sistine Chapel, Book of Genesis, The Sacrifice of Noah (1509)

he seventh scene in the chronological order of the narrative, the Sacrifice of Noah, is depicted in the centre of the vault of the third bay, between two pairs of ignudi with medallions.

In the central panel, the composition of which is derived from those of classical reliefs, Noah celebrates the sacrifice on an altar seen cornerways on, assisted by other figures. In the chronological sequence of the biblical narration, the Sacrifice ought to follow and not precede the Deluge, but, apart from considerations relating to the typological interpretation of the scene, it is possible that Michelangelo preferred to reserve one of the largest panels in the ceiling for the Deluge.

The ignudi are painted with greater fluency and the modeling is more delicate than those of the first bay. Moreover, their poses are no longer wholly symmetrical. In fact, in the two figures on the left, only the lower part of the body is symmetrical, while the twisting of the bust and the head are expressions of contrapposto. The right arms of both are, however, extended toward the centre in order to hold the ribbon supporting the medallion. On the other hand, the ignudi on the right lean out toward the exterior, and the only difference between them appears to be the position of their arms.

Sistine Chapel, Book of Genesis, The Sacrifice of Noah (Detail) (1509)

The figures of the youth dragging the ram and the one taking the viscera of the animals were painted by Domenico Carnevali around 1568, after the original figures were lost as a result of the detachment of the intonaco caused by instability in the structure of the wall.

The work of assistants has been detected in the one of the youth on the left who, lighting the fire under the altar with a torch, shields his face from the heat with his hand.

Sistine Chapel, Book of Genesis, The Sacrifice of Noah (Detail 2) (1509)

ring the recent restoration the work of assistants has been detected in the figure of Noah’s wife on the right, surrounded by rigid outlines and modeled in a cursory manner.

FAMILY DIVERSITY

FAMILY DIVERSITY

An extended family is a group consisting of more than two generations of relatives living either within the same household or very close to one another. The extended family consists not only of the basic HYPERLINK “http://www.newworldencyclopedia.org/entry/Family” o “Family” family unit of HYPERLINK “http://www.newworldencyclopedia.org/entry/Parent” o “Parent” parents and their HYPERLINK “http://www.newworldencyclopedia.org/entry/Child” o “Child” children but includes other adults and children with kinship ties. Extended families can include: grandparents, spouses of children, cousins, aunts, uncles. The extended family also includes step children and their kin in cases when there has been second or more marriages. People living together as an extended family occasionally feel a greater security and belonging. This is an advantage of extended type of family because this family contains more people to serve as resources and provides more role models for behavior of values. The disadvantage of living in an extended type of family is shouldering more expenses for their basic needs.

American families are associated with this diversity. The traditional family has undergone numerous changes with factors such as divorce, remarriage, early pregnancy and changes in social values that have led to these changes. The American families of an extended nature comprises of the traditional nuclear family with husband, wife and children; joint-custody families of divorced parents sharing child custody; cohabiting families where unmarried men and women may or may not be sharing responsibility of raising children. Others include: single-parent families, homo-sexual families headed by gays or lesbians, and grandparents parenting grandchildren, due to the illness, death or non-involvement of the parent.

The American family can be looked into different perspectives as: black or white, large or small, wealthy or poor, or somewhere in between, a father-headed, mother-headed, or childless family, first or second time around, happy or miserable. The first thing to remember about the American family is that it doesn’t exist but families do exist in all kinds of economic and marital situations, as all of us can see and witness. At times families, can be formed in many different ways but, it is important to remember that most families accomplish similar tasks such as child up bring, providing for basic needs, socializing members, establishing family traditions and delegating duties amongst the members.

VALUES OF THE EXTENDED FAMILY

Although industrialization has led to the increase of HYPERLINK “http://www.newworldencyclopedia.org/entry/Nuclear_family” o “Nuclear family” nuclear families as the unit of many societies, the extended family continues to play an important role in the society. The extended family becomes valuable in contemporary society when young adults face HYPERLINK “http://www.newworldencyclopedia.org/entry/Unemployment” o “Unemployment” unemployment or divorce, or when older adults become widowed or face declining health and consequent lack of ability to care for themselves and their house. In most American families social welfare provisions made the extended family less essential for the elderly in the 20th Century .However, reductions in government funding for such services may make the role of the extended family take on greater importance again in the 21st Century. This is especially with the low income groups, including single-parent households, benefit greatly from the involvement of grandparents. It helps built the lesson that although people differ, they are related hence treat one another with respect, appreciation, and love based on their common bond being the family. Unlike in the nuclear family it’s all about proliferation of ideas of individualism.

The extended family provides a number of adults with a strong HYPERLINK “http://www.newworldencyclopedia.org/entry/Family” o “Family” family base providing a haven of HYPERLINK “http://www.newworldencyclopedia.org/entry/Love” o “Love” love and intimacy. It offers maximum opportunities for personal growth through its relationships between spouse, parents, grandparents, siblings, and children.

An extended family is a strong family that provides a social support network for its members to be able to rely on in times of stress. The extended family is superior to the nuclear family in many cultures and also expanding the family dynamic inter-generationally as grandparents offer a unique form of support to the family. For instance, when a newly married couple, establishes their own nuclear family far away from their parents isolation from their extended family may prove stressful. Families in which three generations interact in close harmony provide greater support for raising children, connecting them to their family traditions and giving value to their lineage.

FAMILIES UNIQUE NEED AND SCHOOL RESPONSE TO THIS DIVERSITY

Membership in a family can be decided only by each member of that family. It is the role of early teachers to be aware of who constitutes a child’s family and not to define the child’s family for them. Hence teachers should not try to alter a family’s view about its member in that family. Some factors that make families different from one another include: Ethnicity, race, culture, economy and geographical origin. It is important that these differences are considered in order to increase understanding on the part of teachers.

Ethnicity refers to a concept of a group of people based on a combination of race, religion, and cultural history. It describes a similarity transmitted by the family over generations. It is more than race, religion or national geographic origin. McGoldrick (1989). States that it involves conscious and unconscious processes that fulfill a deep psychological need for identity and historical continuity. Ethnicity is sustained through unique family customs, proverbs and stories, norms and taboos, celebrations, foods and religious ceremonies. Differences have been noted between the notions of self-concept and ethnic identity. Families often find it difficult to instill ethnic pride in their children mostly amongst the pluralistic society.

Culture refers to the unique aspects of life and history of various ethnic groups. Cultural differences often indicate differences in views on the family and the community, differences in expectations of children, differences in child up brings and differences in the values placed on education. Carol (1995) notes that teachers need to have an understanding about how culture is transmitted and how it is not transmitted. Teachers should note that culture is learned not biological as they cannot identify a family’s culture by how the family members look but each individual learns his culture’s rules through daily living. For instance, table manners, interpersonal interactions and ways of demonstrating respect. An individual’s characteristics are both cultural and individual while the unique personality traits are not culturally based. Cultural behaviors are based in groups thus culture is characteristic of groups. Individuals are entitled to different degrees within a culture. Some families and individuals place more emphasis on cultural traditions than do others. Teachers should not expect all people of one culture to be equally involved with their cultural rules. Therefore, some cultures may place greater emphasis on individuality or conformity than others.

Members of a family may be associated in certain cultural behavior but unable to describe the rules. This is because young children begin to learn their culture in their own home environments thus, behaviors seem natural to them. Not only can they not tell you why they engage in these behaviors, but also likely they are not conscious of all of the behaviors they have learned from their culture. Teachers would find it convenient to consider not only race, but also ethnicity and culture. It is more likely that knowledge of Socio-cultural factors would provide greater understanding to teachers than information about physical differences. Thus, including understanding of racial differences is most useful in the context of cultural and ethnic differences as well. Sometimes teachers unintentionally emphasize differences among groups of people and the effect is an insult rather than respectful toward diversity.

In the contemporary United States, families have vastly different experiences related to income and other resources. The Children’s Defense Fund has reported that in 1998, 22.7 percent of children under age six in the United States lived in poverty. For various ethnic groups, this proportion is even higher. There is no mystery about how to help families off welfare and out of poverty. States must provide the education, training, and work experience that parents need to compete for jobs with decent wages. In most cases teacher understanding of diversity does not include differences by family income or the traditional term, social class. Yet, financial resources have a tremendous impact on families, their practices, and their values. All parents are aware that poverty is a threat to children. Families living with scarce resources have had to learn the importance of meeting children’s most basic needs. States also need to remove the obstacles that often prevent parents from leaving welfare for work, lack of health care, transportation and child care.

Teachers or schools to positively respond to the family’s diversity, their main goal for understanding is to provide an inclusive environment. In that each child and family can feel a sense of belonging, no matter what similarities or differences they have with others in the group. This is a goal difficult to achieve because of many societal factors. As teachers plan for their groups of children and as they set their classroom rules and policies, checking for inclusiveness must be part of the process. The important act is what teachers will do when they realize that their classrooms are not inclusive.

In conclusion, families are different in many ways. It is important that teachers and schools work to increase their understanding of differences in families and interact with these differences sensitively. Teachers should accept the differences in families in which each child comes from and create a feeling of belonging for the celebration of diversity in families. Family members who view themselves as very different from teachers and other school personnel are less likely to be involved in their children’s education. Teachers should create an environment that encourages various types of family involvement so that children benefits from home and school participation. The roles that family and community play varies because of culture and ethnicity. It is frequently noted that in the United States, ethnic groups that are not dominant in the culture are more strongly influenced by extended families.

REFERENCES:

Hale, J. Black children: Their roots, culture, and learning styles (Rev. ed.).

Baltimore: Johns Hopkins University Press, 1986.

McDade, K. How we parent: Race and ethnic differences.

New York: Garland, 1995.

McGoldrick, M. Ethnicity and the family life cycle. In B. Carter & M. McGoldrick

(Eds.), the changing family life cycle (2nd ed.). Needham Heights, MA, 1989

Rank, M. R. (Living on the edge: The realities of welfare in America.

New York: ColumbiaUniversity Press, 1994.

Pauline I. E. Family diversity: continuity and change in the contemporary family.

Sage publications, USA.2002.

Zinn, M. B., & Eitzen, D. S.). Diversity in American families.

New York: Harper & Row, 1987.