Lord of the Flies as an Allegory Essay

The Lord of the Flies if read at face value can be interpreted as short book about the struggle to survive on a deserted island and its physical and psychological impacts on its inhabitants. But when the reader looks deeper, they see a novel that is an allegory that is filled with rich and detailed symbolism in almost all aspects of the book. An allegory is defined a type of writing that presents abstract ideas or moral principals in the form of symbolic characters, events, or objects. â€Å"The theme is an attempt to trace the defects of society back to the defects of human nature† (Golding 204). The novel begins as our protagonist wanders along the beach. Ralph represents leadership, order, and civilization for the island. He uses his power for the good of the people, especially to protect the â€Å"littluns.† The littluns represent the people ruled by a government. In their case, the â€Å"bigguns† (the older boys), take advantage of the little boys and soon neglect them entirely. As the conch was blown â€Å"A deep harsh note boomed under the palms, spread through the intricacies of the forest and echoed back from the pink granite of the mountain† (Golding 17). Giving off a mighty sound, the conch also possessed the qualities of authority, unity, and power. When the society is formed, the boy who holds the conch is the only one allowed to speak. Jack first instituted this when he said â€Å"I’ll give the conch to the next person to speak† (Golding 33). As the story progresses, the conch looses its power and influence over the children and is eventually crushed when Piggy is trampled by a boulder. This marks the end of any democratic and civilized society on the island. Piggy represents intelligence and mortality. He acts with reason like a grownup would in his situation. Besides acting like a parent figure, Piggy also provides leadership before and after the tribe is split in half. â€Å"But nobody else understands that about the fire. If someone threw you a rope when you were drowning. If a doctor said take this because if you don’t take  it you’ll die- you would, wouldn’t you? Can’t they understand? Without the smoke signal we’ll die here?† (Golding 139). The signal fire is another symbol that changes to reflect the downward spiral of the children. The fire was instituted by Ralph and Piggy as an attempt to draw attention in hopes of rescue. The fire can be seen as a connection to civilization and as civilization itself. When the fire burns well at a normal pace, the island is at peace. â€Å"We’ve got no fire. That thing just sits up thereÆ’{ we’ll have to stay here† (Golding 129). But when the fire is out, the boys seen to loose interest in civilization and revert to primitive, savage beings, which cause problems for the fragile island society. Oddly the fire that brings about the boy’s rescue is not the signal fire, but a forest fire started by Jack to drive Ralph out into the open. The fire symbolizes power and the leadership of the tribe, as it provides warmth and heat for cooking. When Jack gains the ability to make fire, he seizes control of the tribe. Piggy’s glasses allow for the creation of all fire on the island. The glasses symbolize science and intelligence and their impacts on society. The glasses also play a pivotal role in the foreshadowing of the chaos that will eventually ensue on the island. â€Å"Jack smacked Piggy’s head. Piggy’s glasses flew off and tinkled on the rocks. Piggy cried out in terror: ‘My specs'† (Golding 71). The breaking of Piggy’s glasses can be considered the start of the events that will cause the island to descend into complete and inescapable chaos led by Jack’s anarchy. Jack Merridew represents a thirst for power and savagery comparable to primal instincts. Jack uses his power for pleasure only, slowly evolving into a total dictator by the time the tribe splits. â€Å"There isn’t a tribe for you anymore! I’m chief† (Golding 181). Jack cannot accept compromises in his authority and systematically takes part in, if not responsible for, the deaths of those who oppose him in his path to power. Jack uses the beast as a means to hunt more often and later gain power. The beast is nothing but the evil and primal instincts imbedded deep within all of us. Everyone on the island is afraid of it, while in reality it is simply does not exist. It appears that the more the boys act savagely, the more real the beast becomes. Soon the boys start to worship the beast and leave offerings to the beast. This head is for the beast. It’s a gift† (Golding 137). The lord of the flies is the gift left for the beast. It’s a bloody pig’s head on a stick. The lord of the flies is a physical manifestation of evil who invokes the inner beast within us all. When Simon speaks to the lord of the flies, its true nature is revealed. â€Å"You knew, didn’t you? I’m part of you† (Golding 143). Throughout the story Golding uses his characters, objects and events as symbols to get a deeper meaning across. The book weaves a compelling tale of optimism against the darkest side of human evil. Even though the novel shows that evil in every person exists, the basic human goodness still appears to prevail when all is said and done. The Lord of the Flies is truly a modern classic with a message for everyone.

Nelson Mandela’s Leadership Essay

In a racially divided South Africa, Nelson Mandela emerged as a great leader. He joined the African National Congress (ANC) to lead a movement whose main goal is to eradicate apartheid. (Racial separation). He promoted peaceful protests to meet that goal; however, when the ruling party banned the ANC, he set a military wing within the ANC to take the resistance against the Apartheid to a new level where he had no choice other than using violence. His actions landed him in prison for nearly three decades. He led secret negotiations with the ruling party while he was in prison aimed at dismantling the apartheid policies. Such negotiations, which resulted in his release in 1990, went on years later to bring an end to Apartheid. In 1994, he became the first black president of South Africa, forming a multiethnic government to oversee the country’s transition to a new era of democracy (1). In 1999, he decided to retire from politics, but has not retired yet from promoting peace and social justice in South Africa as well as around the world. So, Nelson Mandela stood out as a great leader due to his leadership styles, his charismatic leadership, ethical leadership and his leadership power. Leadership attitudes and styles of Nelson Mandela: Nelson Mandela developed â€Å"a strong relationship-oriented behavior, which contributed to his participative leadership style† (2). He learned from his guardian, when he was observing him presiding over tribal meetings, to listen to all sides of argument before venturing his opinion. It was his firsthand experience of how to lead from behind (9). He always remembers the regent’s axiom. He said:† A leader is like a shepherd. He stays behind the flock, letting the most nimble go out ahead, whereupon the others follow, not realizing that all along they are being directed from behind.†(Long walk to freedom3). Mandela’s leadership success is attributed to his use of consensus. He inspired his followers and gained their commitment to fight in the sake of abolishing apartheid when he was the leader of the ANC. He used the same participative leadership as president by forming a multiethnic government that includes the people who tortured him for 27 years. Throughout his battle against apartheid and helping to bring democracy to South Africa, Mandela adopted a democratic leadership style. According to  Johnson and Johnson (2006), â€Å"Democratic leaders set policies through group discussion and decision, encouraging and helping group members to interact, requesting the cooperation of others† (4). Mandela believed in the value of the democratic process, even though he did not always initially agree with the results. Some of his unsuccessful pursuits included when he tried during his imprisonment to have prisoners addressed more respectfully by guards, and later when he attempted to have the national voting age lowered to 14 (4). Charismatic leadership: Nelson Mandela influential power stems largely from his charismatic leadership characterized by a compelling vision for the future, his willingness to take a risk for the sake of the well-being of his country, and the sense of forgiveness he demonstrated towards his enemy. Nelson Mandela was a visionary leader who articulated an idealized vision of a future that is significantly better than the present. He envisioned a South Africa where apartheid would finally abolished and everyone should live without worrying to be discriminated against based on race or color. It was this vision of a free and democratic South Africa that sustained him through the darkest days in prison. The same vision has changed the governance in South Africa and made him the first black president of South Africa. Due to the same vision South Africa became the first African country to host the world soccer cup in 2010. He inspired people by his courage and passion. Mandela knew that the risk he was taking was enormous, and the consequences could be devastating to him as well to the well-being of his family. He took the risk of setting a military wing within the ANC to combat the oppressive regime knowing that he will be the first one that the ruling party would target After becoming a president in 1994, he decided to forgive the people who tortured him for nearly three decades. Through this act, he demonstrated the the kind of charismatic qualities he possessed. . Mandela acquired the respect and love of many citizens upon his release from prison, as it was inspiring to the nation that someone could â€Å"emerge from such hardship and humiliation and talk of forgiveness and reconciliation with the enemies who caused†¦suffering† (5). He used his servant leadership style to promote peace outside South Africa; he promoted reconciliation over retaliation to pave the way for progress and prosperity in the neighboring African countries. (6) Ethical leadership Mandela had strong ethical values through having a heart and soul of leadership by consistently promoting peaceful protests rather resorting to violence. From an early age, he was inspired to study law with the intention of defending black South Africans against the ruling party’s unfair treatment. Nelson Mandela as a lawyer voluntarily represented many detainees under the ANC. (Denenberg, 1995). (7) Leadership power Specialized skills and knowledge gave Mandela expert power to be an influential figure. He graduated with law degree and huge political experiences gained when he was the leader of ANC. He utilized his knowledge to communicate with others prisoners who viewed him as a reference for any course of action within the prison such as hunger strike to get better living conditions.(8) Also, Mandela inspired his followers by utilizing referent power, which was closely linked to his traits of trustworthiness and integrity. With his own lofty personality of charismatic leader, skills and knowledge, Mandela become a famous figure, which brought him a â€Å"prestige power† that he uses to promote social justice all over the world such as raising charities to overcome the poverty. Conclusion: Nelson Mandela lived up to his quotation when he said: â€Å"it is better to lead from behind and to put others in front, especially when you celebrate victory when nice things occur. You take the front line when there is a danger. Then people will appreciate your leadership†. It’s clear that Mandela stood in favor of involving his followers in the decision making process. He was always endeavored to listen to what each person has to say before he gives his opinion, which is often a consensus of what he heard in the conversation. That’s how he led from behind. He took the front and put his life as well as the life of his family at risk to free the black South African from the oppression of a white minority regime. Because he understood that unless that risk is taken, the unfair treatment against the native South African will continue forever. Works Cited 5- Bill Clinton & Archbishop Desmond TuTu, 2006, Mandela: The authorized portrait, Andrews Mcmeel Publishing, Kansas City 1-Denenberg, Barry. Nelson Mandela: No easy walk to freedom. New York: Scholastic Inc, 2005. Print. 6- Denenberg, Barry. Nelson Mandela: No easy walk to freedom. New York: Scholastic Inc, 2005. Print 3-Johnson, D.W., & Johnson, F.P. (2006). Joining together group theory and group skills (9th Ed.). Boston: Pearson Education, Inc. 8-le, thai. â€Å"leadership style: Nelson Mandela Vs. Adolf Hitler†. Articlecell. Articlecell,n.d. Web. 27 Mar. 2013. 7-Mandela, N (1965) No Easy Walk to Freedom. Penguin Books Ltd, London, England. 2-â€Å"Nelson Mandela – Biography†. Nobelprize.org. 27 Mar 2013 http://www.nobelprize.org/nobel_prizes/peace/laureates/1993/mandela-bio.html 4-Stengel, Richard. â€Å"Mandela: His 8 Lessons of leadership†.Time.com. â€Å"N.p.† 09 July.2008.Web. 25 Mar. 2013.

Apa Format Cheat Sheet

Space once after periods on the reference list | Title Page Format   p. 229Example: p. 41Exception: You do NOT need to include an Author Note| The title page should include the following five items:   1. Header flush left:Running head: ABBREVIATED TITLE (maximum 50 characters)   2. Page number flush righttitle page is page 1  Ã‚   3. Centered and in the upper half of the page (double spaced): Title of PaperStudent NameAmerican Sentinel University| Body of Paper| 1. Header flush left:ABBREVIATED TITLE   2. Page number flush right   3. Center title on first line of first page  | Headingsp. 62| 4. Use at least one level of heading (Level 1), though depending on paper length, two levels of headings (Levels 1 2) may enhance readability Level 1Centered with bold font, upper and lower case lettersLevel 2Flush left, bold font, upper and lower case letters(See the APA manual for three additional levels of headings used for longer papers). | Introduction/Conclusion  pp. 27; 63| The first paragraph of all papers should introduce the reader to what the paper will be about, and include a purpose statement. It is assumed that the first paragraph is the introduction; therefore, do not use â€Å"Introduction† as a heading. Close the paper with a conclusion or summary that summarizes the key points of the paper. You do not need to say â€Å"In conclusion† because the heading says that. For the â€Å"how-to’s† of writing a great intro and conclusion, see: http://www. princeton. edu/writing/center/resources/introconcl. pdf| Writing Style  p. 69; also see: http://blog. apastyle. org/apastyle/2009/09/use-of-first-person-in-apa-style. html| Writing in the third person is standard at American Sentinel, though there are exceptions (check with your instructor); avoid use of person all together when possible. Chapter 3 of the APA manual has some great writing tips! Here are a few additional resources students have found helpful in writing papers:    1. Principles of Composition 2. Correct use of Punctuation 3. How to do a Final Polish/Edit of your Assignment 4. Mission Critical—Critical Thinking Interactive Tutorial| Quotation 40 Words or More   pp. 92; 171-173|   Use block quotationno quotation marks, page number preceded by the period at the end of the last sentence. Note: Limit use of direct quotations! Better to paraphrase and cite. | Writing in a Series (Seriation) pp. 63-65| Use numbers to indicate an ordered position (e. . , of importance): 1. 2. Can use bullet points if there is no order of importance or chronology: * * As part of a sentence: Options for writing a list in APA format includes (a) numbers, (b) bullet points, and (c) lower case letters in parenthesis, depending on how the list is used. | Writing Numbers pp. 111-113| Numbers expressed in numerals: * 10 and above * Precede a measurement (e. g. , 5 mg)Numbers exp ressed in words: * Below 10 * Beginning a sentence or heading| Citing In Text (Preferred citation format listed)   Note the period follows the parenthesis. There must be a citation on the reference page for each in text citation. | Paraphrasing   p. 170| †¦(Young, 2010). | Direct Quotationp. 170-172| †¦(Young, 2010, p. 3). Note: Limit use of direct quotations! Better to paraphrase and cite. | Secondary source p. 178| †¦ (York, as cited in Johnson, 2009). Note: Only Johnson goes on the reference page. | No Page Numbers p. 171-172|   Give paragraph: (Brown, 2010, para. 3) ORGive section: (Davis, 2010, Abstract section). | No Date   Ã‚  p. 185| †¦(Smith, n. d. ). | Personal Communication   p. 178|   (J. Jones, personal communication, July 12, 2010). Note: Do not include on the reference page | Citing Multiple Authors   No need to memorize, just keep this list handy. pp. 175| Author Number| In Text Citation | Reference List Citation| 2| List both authors every time†¦(Author Author, year)  |   Ã‚  Ã‚  List all authors| 3-5| Cite all authors the first time: †¦(Author, Author, Author, year)Subsequently, cite only the first author followed by et al. †¦(Author et al. , year)  |   Ã‚  Ã‚  List all authors  | 6 or more| First time and every time, cite only the first author followed by et al. Author et al. , year)  Ã‚  Ã‚  |   Ã‚  List all authors| 8 or more| | Include the first seven authors’ names, then insert three ellipses, and add the last author’s name, like this:Author, I. , Author, I. , Author, I. , Author, I. , Author, I. , Author, I. , Author, I. ,†¦Author, I. (year). | Reference Citations Always compare to an example as you build and proofread your references. Every reference needs an in text citation. pp. 180-183; examples: pp. 198-224| General| 1. Reference list begins on a new page, with the word Reference centered at the top of the page 2. There should be a hanging indent on every reference. In MS Word, create a hanging indent by going to â€Å"Format† gt; â€Å"Paragraph† gt; â€Å"Special† gt; select Hanging from the drop down menu. 3. Place references in alphabetical order 4. Reference page should be double-spaced like the rest of the paperno extra spaces| Journal article with a doi (Digital Object Identifier):| Zembylas, M. (2008). Adult learners’ emotions in online learning. Distance Education, 29(1), 71-87. doi: 10. 1080/01587910802004852  | Journal article from a secure database (like our library) with no doi:| Tang, F. , Chou, S. Chiang, H. (2005). Students’ perceptions of effective and ineffective clinical instructors. Journal of Nursing Education, 44(4), 187-192. Retrieved from ProQuest database. | Journal article from the Internet with no doi:| Vesely, P. , Bloom, L. , Sherlock, J. (2007). Key elements of building online community: Comparing faculty and student perceptions. MERLOT Journal of Online Learning and Teaching, 3(3), 234-246. Retrieved from http://jolt. merlot. org/vol3no3/vesely. pdf  | Book| Weimer, M. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass. Chapter in a book with multiple authors| Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin Y. S. Lincoln (Eds. ), The Sage handbook of qualitative research (3rd ed. , pp. 443-466). Thousand Oaks, CA: Sage. | Website with an author| Berwick, D. (n. d. ). Don Berwicks challenge: Eliminate restrictions on visiting hours in the intensive care unit. Retrieved from http://www. ihi. org/knowledge/Pages/ImprovementStories /DonBerwicksChallengeEliminateRestrictionsonVisitingHoursinthe IntensiveCareUnit. px | Website without an author| Carnegie Foundation for the Advancement of Teaching. (2009). Assessment for improvement: Tracking student engagement over time. Retrieved from http://nsse. iub. edu/NSSE_2009_Results/pdf/NSSE_AR_2009. pdf  |   Ã‚  Note: In an APA paper all references would be double-spaced Warning: Indicates a common error. Regarding references: Use only scholarly sources for your assignments. What are scholarly sources? * Peer reviewed journals—examples: Journal of Nursing Education, American Journal of Nursing, Journal of Holistic Nursing. Use only articles available in full text (not just an abstract). * Ideally the articles will have been published in the last 5-10 years. * Text books * Reputable websites—examples: http://nursingworld. org/, http://www. cdc. gov/, http://www. ihi. org/Pages/default. aspx * Wiki’s such as Wikipedia are NOT scholarly sources—do not use. File Name: At American Sentinel University, always name your document (what you save as) using this format: YourName_CourseNumber_Assignment This guide is provided as a convenient reference, but always refer to the APA

Street Gangs & Disproportionate Minority Contact Assignment

Street Gangs & Disproportionate Minority Contact - Assignment Example OJJDP has successfully developed an anti- gang programs whose elements represent prerequisite components of an effective intervention and suppression program. OJJDP adopted a comprehensive community based gang program model by Spergel based on research and development programs on gangs (Office of Juvenile Justice and Delinquency Prevention, 2014). According to National Gang Center (2014), a successful a successful gang intervention program should encompass the following the following community mobilization, social intervention, opportunity provisions, suppression, organization change and development. According to National Gang Center (2014), community mobilization entails the incorporation of the community at large in the intervention programs. Some of the pertinent parties that should be considered during the program include immediate residents of the given locality, reformed gang members, community groups such as football teams and private agencies within the area. In addition, it is pertinent that an elaborate framework be instituted to oversee the synergy and coordination of staff functions. Social intervention involves the utilization of existing social fraternities to guide gang members adopt conventional norms of the community (National Gang Center, 2014). These social groups may include schools, religious organizations, the police and juvenile institutions. Additionally, the program should provide opportunities for the gang members through education programs, training and provision of employment to reformed gang members. Consequently, gang related activities should be su ppressed through consistent supervision and monitoring of gang members by the police, youth affiliated agencies and the criminal justice systems. Finally, a holistic approach to intervention programs should entail organizational change and development. The program’s policies and procedure should demonstrate effective and sustainable

Post the Mission Statement of the organization that you work for and Essay

Post the Mission Statement of the organization that you work for and give us some indication as to how that impacts the functional tactics of your organization. Discuss in 250 words - Essay Example 2009). Wal-Mart serves as a retail store that focuses on giving everyone a chance to access essential goods that they demand. Through its low prices, it focuses on providing a chance to the poor to access the same products and goods as the rich. Wal-Mart focuses on low product differentiation and conducts minimum advertisements. At the core of its operations, it targets average customers. It aims at giving the most value for its customers but keeps its prices to the minimum that ensures the average can afford the products. The management adopts the business-level strategies that involve locating stores at remote locations outside major cities. By locating the stores in small cities, Wal-Mart aims at serving average consumers (Hill & Jones, 2008, p. 113). Further, the management has robust programs to improve the working environment for its employees. Wal-Mart’s success emanates from its mission statement that targets to serve average customers through offering lower prices to improv e their lives. Wal-Mart Stores, Inc. (2009). WALMART 2008 ANNUAL REPORT. Retrieved January 29, 2015 from

The Declaration of Independence Essay Example | Topics and Well Written Essays - 1000 words - 1

The Declaration of Independence - Essay Example Thesis statement: The Declaration of Independence is the most significant event that has happened in the history of the region and the nation and hence should not be given a lesser status as a fight for equal rights and justice. â€Å"Drafted by Thomas Jefferson between June 11 and June 28, 1776, the Declaration of Independence is at once the nation's most cherished symbol of liberty and Jefferson's most enduring monument† (National Archives n.d)1. A study of literature reveals that the fundamental principles embedded in the Declaration of Independence are the concepts of freedom, independence and interdependence (Armitage)2 are the components of liberty. This provides solid evidence of its significance as to being the most important of all American documents which includes all the concepts mentioned above. It is argued that the three concepts which form the foundation of the Declaration is extremely significant when compared to other events that occurred in the country. The a rticle by Armitage provides examples of the three concepts as given below. ... The Declaration of Independence and the wordings in the actual document had an influence in the eventual abolition of slavery in the country. For example, people and groups across the United States, especially in the North justified abolition on one of the central concepts of the Declaration. â€Å"The anti-slavery movement in the United States drew, as did Lincoln himself, drew upon the â€Å"created equal† principle recognized in the Declaration of Independence† (Anastaplo 2001)4. There is no disputing the fact that this was a historical landmark event in the history of the country and was influenced by the Declaration (event and text) discussed in the paper. Another example of this influence can even be traced further back, during the Massachusetts Ratifying Convention in 1788 when Washington was the President of the Constitutional Convention. Gen Thompson supporting abolition of slavery made a statement addressed to the Washington – â€Å"Mr. President, shal l it be said, that after we have established our own independence and freedom, we make slaves of others? (Henretta et al 2009)5. While no apparent result emerged from this convention, the above statement shows the impact (the meaning and substance) of the Declaration of Independence had on Gen Thompson himself and likeminded representatives in the then government. This shows that at least in two instances (given above) the Declaration of Independence had played a part in influencing anti-slavery sentiments and the eventual abolition in 1865. The third and final argument supporting the unique and highest significant status is the impact it created regarding the concept of liberty and its

Ebola virus Essay Example | Topics and Well Written Essays - 2000 words - 1

Ebola virus - Essay Example Nevertheless, the recent outbreaks have involved major towns and rural areas mostly in various parts of West Africa according to CDC (2014). Conversely, the EVD background can be traced back in the 1976 simultaneously in Sudan and Democratic Republic of Congo (DRC) as an acute and fatal illness if untreated. However, the countries that have been severely affected are those with weak health systems and inadequate human and infrastructural resources according to Feldmann & Feldmann (2013). However, since the Ebola Virus Disease transmission, symptoms and prevention and control is of international public health emergency concern according to the World Health Organization (WHO) community engagement and early supportive care are the most central points of controlling the Ebola outbreaks. It is worth understanding that, no licensed Ebola vaccines have been recently been registered, but potential clinical candidates are undergoing examination and evaluation (Filippone, 2013). Analysis presented in this paper is helpful in understanding the background, the causative agent of classification, structure, replication, as well as transmission. The paper uncovers the epidemiological statistics of Ebola virus diseases in relation to the clinical manifestation, preference and the laboratory strategies used in the disease identification according to Roddy et al. (2012). Similarly, the paper demonstrate realistically the preventive and treatment measures are exploiting the past, current and the future outlook of the Ebola Virus Disease. Lastly a conclusion and recommendation is given illustrating various adaptive mechanisms that can be done to in the epidemic-prone area to be successful prepared in handling the EVD and communication before it can widely spread (Lister, 2014). Ebola virus as the causative agent for the Ebola Virus Disease

Electrical Energy Essay Example | Topics and Well Written Essays - 500 words

Electrical Energy - Essay Example This have made the technologists to search for more energy efficient practices and hence could achieve major break through in energy efficiency as it is reported that the efficiency have really doubled since 1954. The reports available show that the fuel mix has more or less remained constant since 1980 (Lave, 291). According to the reports of U.S. Department of energy, half the quantity f electricity generated is from coal, nuclear plants account for 20 percent of the generated electricity, while hydroelectric plants contributes 7 percent and finally renewable energy and petroleum products account for 2 percent each. The significant thrust has been given by most of the state administrations to maximize the use of the renewables. But the major challenge in the use of renewables is said to be absence of feasible electricity storage system. The estimates say that according to the prevailing conditions 8 to 10 hours of sunlight is adequate to generated electricity for 24 hours but lack of efficient and low cost units to store this energy is the major drawback (Lave, 291). So is the case of wind energy also. The availability of wind and period of electricity demand don't match, the wind in required manner are not available especially during the summer months when the electricity demand is at its peak.

Human gene Essay Example | Topics and Well Written Essays - 750 words

Human gene - Essay Example This paper attempts to explore the organization, structure, history and regulatory elements associated with the GALT gene, and understand how a mutation will lead to occurrence of galactosemia. GALT is the official symbol for the galactose-1-phosphate uridyl transferase gene. The position of GALT is 13 on the shorter p arm of the chromosome 9. The more exact molecular positioning of GALT on chromosome 9 can be described as starting at base pair 34,646,585 till ending at base pair 34,650,594 (Genetics Home Reference). The organization of GALT encompasses 11 exons spanning approximately 4-4.3 kb. The GALT gene encodes proteins with a 43 kDa molecular mass, consisting of about 379 amino acids length. Two molecules or a dimer make up an active GALT enzyme and contain a molecular mass of around 88 kDa. It has been found that disruption in the Q188R region is the most common mutation found to cause classic galactosemia with a relative frequency of 60%. It is because a His-Pro-His motif is present at exon 6 in the functional site, which significantly impairs the entire gene functioning if mutation occurs proximal to this region of the gene (Calderon, 939-40). People with classic galactosemia have been identified with over 180 mutations in the GALT gene. The structural illustration of GALT gene is presented in fig 01. Figure 01. GALT Gene Structure. Source: AGCOH (2009). The genetic deficiency is inherited in an autosomal recessive manner requiring the copy of GALT sequence from both carrier parents (Elsas). Though the incidence rate of GALT deficiency is different among nations, about 1 in every 62 000 has been estimated in pan-ethnic populations. The incidence rate in travelers from the Irish populations is also significant (Murphy et al., 550). The GALT gene is responsible for the synthesis of GALT enzyme in the liver. The GALT enzyme catalyzes the breakdown of galactose-1-phosphate into available glucose as an energy source in the second step of the Leloir metaboli sm pathway (Reichardt, 194). Galactose is a product of the larger sugar Lactose found in all milk and dairy products. The reaction also produces UDP-galactose that is further employed in the formation of sugar containing proteins and fats. These galactose-containing proteins and fats have multiple roles in various body functions such as chemical signaling pathways, construction of cell structure, molecule transportation and energy production (Genetics Home Reference). The GALT enzyme reveals a ping-pong, bi-bi kinetics that describes the binding of one domain of enzyme with uridine diphosphate (UDP) glucose, which forms enzyme-UDP-glucose intermediate. The uridine monophosphate stays attached to GALT and the glucose-1-phosphate becomes free. The GALT uridine monophosphate then binds galactose-l-phosphate to develop GALT-UDP-galactose. The UDP-galactose becomes free of the GALT, and allows it to cycle the next reaction (Elsas and Lai, 40). The failure of GALT enzyme to metabolize gal actose results in building up of Galactose-1-phosphate to toxic levels in the body, which can give rise to several health issues such as jaundice, feeding issues, weight faltering, liver damage, bleeding, hyperammonemia, sepsis, infections, cataracts, dyspraxia, ovarian failure, and neural abnormalities

Human Observation Project Research Paper Example | Topics and Well Written Essays - 1500 words

Human Observation Project - Research Paper Example For this documentation, an observation on how sales people practically profile their customers even before they enter the shop and how they treat the said individuals after profiling them shall be further presented. It is expected by the researcher that through this particular documentation a better idea on how people deal with people based on how they carry themselves shall be better focused upon. The application of personality theory shall be used in this documentation to see how people respond to other individuals' appearance and approach to clothing selection and presentation (Allport, 2002, 43). This theory is to be used to attain the basic aim of finding out how reactions of a person towards another creates a definite behavioural effect on the part of the one who is taking the role of the observer (Carver, 2004, 34). Basically, the personality theory is based upon the identification of human behavioural response towards the matters that are happening around them, may it be regarding a particular event or a particular person they might have a connection with. To assure that this research would garner considerable results that are in connivance with the hypothesis being proven, the researcher has decided to place an accomplice who would stand as two different people in two different events that are considered to be the primary situations that are to be used as the key conceptual factor that would be the foundation of this experimental research. During the first trial, the accomplice would be dressed as a rather ordinary person in slippers and would be asked to enter a jewellery shop. A recording of the conversation that would occur between the accomplice and the personnel that would approach him would be recorded. He would then choose a particular accessory and buy it and an observation on how the sales person and other personnel involved would react to the gesture of the accomplice shall be recorded for observation as well. During the second trial, the accomplice shall be dressed well. The observation shall be recorded by the accomplice himself. This time, he would not buy anything from the shop. The comments shall be recorded as much as possible to give a possible reflection on the hypothesis that is being proven in this experimentation. Results FIRST TRIAL: There were three sales personnel in the shop. Two of them approached the ordinarily dressed accomplice. One stood just beside the jewellery stand while the other assists him closely. Not actually knowing what to offer to the accomplice, the sales person just accompanied him wherever he went acting like as if he would steal the accessories that he inspects for buying. The guard was also standing at a steady trying to see what the accomplice was doing. Everyone in the store was likely adamant about the situation but never showed any "shooing" character towards the accomplice. When the accomplice finally buys something, it seemed like as if the hard attention given

Outline and illustrate two ways in which an action may be both self-interested and altruistic Essay Example for Free

Outline and illustrate two ways in which an action may be both self-interested and altruistic Essay Another way in which and action can be both altruistic and self interested is aided by the concept that altruism may lead others to think more highly of you, which is in beneficial for you and makes you feel better about yourself, so is therefore also in your self interest. An example of this is giving to charity. This may give you positive feelings as you enjoy helping others and seeing that your own actions can benefit people other than yourself. Therefore you’re being altruistic and still acting in your self interest. This then illustrates that being altruistic coincides with your self interest as you get positive outcomes by helping others. Another way in which and action can be both altruistic and self interested is aided by the concept that altruism may lead others to think more highly of you, which is in beneficial for you and makes you feel better about yourself, so is therefore also in your self interest. An example of this is giving to charity. This may give you positive feelings as you enjoy helping others and seeing that your own actions can benefit people other than yourself. Therefore you’re being altruistic and still acting in your self interest. This then illustrates that being altruistic coincides with your self interest as you get positive outcomes by helping others. Another way in which and action can be both altruistic and self interested is aided by the concept that altruism may lead others to think more highly of you, which is in beneficial for you and makes you feel better about yourself, so is therefore also in your self interest. An example of this is giving to charity. This may give you positive feelings as you enjoy helping others and seeing that your own actions can benefit people other than yourself. Therefore you’re being altruistic and still acting in your self interest. This then illustrates that being altruistic coincides with your self interest as you get positive outcomes by helping ot hers. Another way in which and action can be both altruistic and self interested is aided by the concept that altruism may lead others to think more highly of you, which is in beneficial for you and makes you feel better about yourself, so is therefore also in your self interest. An example of this is giving to charity. This may give you positive feelings as you enjoy helping others and seeing that your own actions can benefit people other than yourself. Therefore you’re being altruistic and still acting in your self interest. This then illustrates that being altruistic coincides with your self  interest as you get positive outcomes by helping others. Another way in which and action can be both altruistic and self interested is aided by the concept that altruism may lead others to think more highly of you, which is in beneficial for you and makes you feel better about yourself, so is therefore also in your self interest. An example of this is giving to charity. This may give you positive feelings as you enjoy helping others and seeing that your own actions can benefit people other than yourself. Therefore you’re being altruistic and still acting in your self interest. This then illustrates that being altruistic coincides with your self interest as you get positive outcomes by helping others. Another way in which and action can be both altruistic and self interested is aided by the concept that altruism may lead others to think more highly of you, which is in beneficial for you and makes you feel better about yourself, so is therefore also in your self interest. An example of this is giving to charity. This may give you positive feelings as you enjoy helping others and seeing that your own actions can benefit people other than yourself. Therefore you’re being altruistic and still acting in your self interest. This then illustrates that being altruistic coincides with your self interest as you get positive outcomes by helping others. Another way in which and action can be both altruistic and self interested is aided by the concept that altruism may lead others to think more highly of you, which is in beneficial for you and makes you feel better about yourself, so is therefore also in your self interest. An example of this is giving to charity. This may give you positive feelings as you enjoy helping others and seeing that your own actions can benefit people other than yourself. Therefore you’re being altruistic and still acting in your self interest. This then illustrates that being altruistic coincides with your self interest as you get positive outcomes by helping ot hers. Another way in which and action can be both altruistic and self interested is aided by the concept that altruism may lead others to think more highly of you, which is in beneficial for you and makes you feel better about yourself, so is therefore also in your self interest. An example of this is giving to charity. This may give you positive feelings as you enjoy helping others and seeing that your own actions can benefit people other than yourself. Therefore you’re being altruistic and still acting in your self interest. This then illustrates that being altruistic coincides with your self interest as you get positive outcomes by helping others.

The Long Term Effects of Child Sexual Abuse Essay Example for Free

The Long Term Effects of Child Sexual Abuse Essay Abstract Childhood sexual abuse is a serious concern that has been associated with long term effects amongst survivors. Using secondary data, this qualitative piece of research explores the long term effects of child sexual abuse in later adult life. The purpose for this study is to create awareness to professionals that sexual abuse effects continue long after the abuse stops thus, sufficient knowledge on the characteristics of the abuse. The long term effects focuses on three developmental domains; emotional social and behavioural. The emotional aspect looks at depression, feelings of guilt and anxiety. The social aspect focuses on relationships and intimacy, and the behavioural aspect will discuss issues self-destructive behaviours. Results from the research highlight that the long term effects are not consistent across the three domains. Thus, child sexual abuse is viewed as a risk factor, as opposed to an actual cause to the effects. Nevertheless, knowledge on the long term effects is imperative, to provide appropriate support and services. Research recommendations are discussed. Acknowledgments The writing of this dissertation has been one of my biggest challenges thus far; as emotional as it was, I am pleased that I decided to follow through with my chosen topic. I have learnt so much in the process, both academically and personally. This dissertation would not have been possible without the support and guidance of several individuals. First and foremost, I would like to give thanks to God for providing me with the strength and courage to undergo such a huge challenge. I would like to say a special thank you to my beloved family and friends who have given me their support and understanding over the past five months. I am really grateful to be blessed with such wonderful people, may God bless you all. I would like to express my deepest gratitude to my dissertation tutor, Tricia Ayre. Thank you for your invaluable assistance from the beginning to the end. Your support has meant a lot and kept me on the right tracks. Thanks. Thanks to my manager and colleagues at my final year placement who also showed me a generous amount of support. A great effort has been put into enabling children to disclose their abuse, interventions and laws to protect survivors from such abuse. However, how the abuse effects the survivors has received comparatively little attention, (Nelson and Hampson 2008). Research has documented that survivors are more prone to suffer from physical, social emotional, cognitive and behavioural problems than non survivors, (Piper 2008, Nelson and Hampson 2008, Sanderson 2002). This is vital knowledge; as such effects are likely to have an impact on the survivor’s well-being. The aim of the research is to explore the long term effects of CSA in three developmental domains; Social, Emotional and Behavioural. The three domains are associated with The Framework for the Assessment of Children in Need and their Families, (Department of Health 2012). Each domain plays a vital role in the developmental needs of a child, interruptions in one or more of the domains can lead to a child not meeting their full potential, (Department for Education and Skills 2004). The Framework for the Assessment of Children in Need and their Families, highlights the importance of these specific developmental domains in order for a child to achieve, it is for this reason why I have chosen to explore these areas. The emotional aspect will discuss depression, feelings of guilt and anxiety. The social aspect will focus on relationships and intimacy, and finally the behavioural aspect will discuss issues self-destructive behaviours. CSA can leave survivors with both short and long term effects. This view is supported by Ferguson (1997), ‘as well as the immediate effects of such abuse seen in childhood, findings from research have reported how the impact of CSA can affect the lives of adult survivors. ’ â€Å"Sexual abuse is a traumatic and damaging experience which can affect a child’s capacity for trust, intimacy, mental health and emotional development and ability to achieve both educationally and socially†,( London Child Protection Committee 2005). As a result of the damage caused, it is likely for survivors to come into contact with professionals and services to address issues they may be undergoing. However, not all victims will disclose that they are survivors of CSA due to shame and embarrassment. In some cases, the individuals may not be aware that their present issues are related to their past abuse therefore will not feel the need to make the professional aware. Only 27 per cent of abused women attending general practices disclosed childhood abuse to their doctors, (Mammen and Olsen 1996). Therefore, it is important for professionals to have sufficient knowledge of the long term effects of CSA, as unknowingly may well be working with survivors. Long term effects of CSA can interfere with survivor’s mental health and well being, for these reasons social workers are likely to work with such service users, empowering them to reach their full potential. Thus it is imperative that social workers are aware of and familiar with the symptoms and long term effects associated with childhood sexual abuse, to gain a better understanding of how to support such service users, (Hall and Hall 2011). I have taken an interest in this subject for a number, as whilst undergoing my social work placement in a women’s prison, I worked with offenders with drug and alcohol misuse. A number of women disclosed that as a child, they had experienced a form of sexual abuse as a child. Anecdotally, many of the women used substances to control their emotions or repress the painful memories from their childhood. Research findings from Nesse (1994) states that drugs artificially induces pleasure or blocks normal suffering and are routinely used to block defences; such as pain and anxiety. Substance misuse can lead the individual to experience issues in areas such as social, emotional, and behavioural, (National Institute on Drug Abuse 2004). Without the prisoner disclosing their past abuse, or the professional not being aware of the long term effects caused by CSA, the effects of the abuse can go unnoticed. Consequently issues surrounding their drug misuse are addressed however; the underlying problem of CSA still remains. As a newly qualified social worker, it is important that I am aware of both the short and long term effects of CSA, as there is a likelihood of meeting with survivors in my work environment. Being able to identify the effects, would allow me to develop a more effective way of addressing the service users immediate needs, making sure they are aware of the supportive services available in the community. Therefore conducting this piece of research would have a positive contribution towards my professional development, as I would be equipped with sufficient knowledge and understanding, prior going into practice. Conducting research into this field I believe will also have a positive impact on my personal development, as I am a survivor of CSA. Although it is important for professionals working with survivors to be aware of the effects, it is equally important for the survivors themselves to be aware that the effects can continue long after the abuse stops. Through considerable media attention public awareness on CSA has increased throughout the years, though CSA is not a recent phenomenon. CSA is a social problem that has been of concern during earlier historical periods, (Conte 1994). According to Jeffery (2006), prior to the 1960’s there was very little mention of CSA. CSA and incest was seen as a taboo, (La Fontaine 1988). As this taboo was often shared by the victim, family and professional the problem remained widely unrecognised, (Bentovim et al 2009). In 1908 the Incest Act was established and incest became illegal. However, this era was still seen as ‘The time of silence’, as it was literally impossible to think about disclosing or debating sexual abuse, such acts were not accepted and viewed as forbidden. (Carlsson 2009). The Children Act in 1948 introduced child care departments to be set up in local authorities. Under the 1948 Children Act, it became the duty of a local authority to receive the child into care in cases of abuse or neglect, (Spicker 2007). In the 1940’s there was an interest in CSA by social scientists; large scale studies of sexual practices were conducted, these were known as the Kinsey studies. Findings showed that a number of participants had a sexual experience as a child with an adult, (Jeffery 2006). Even in the light of these and other studies, there remained widespread public and professional denial that CSA took place, Jeffery (2006). However this could be explained, â€Å"Before the 1970’s the justice system was not receptive to CSA: children viewed as presumptively unreliable; hard to prove abuse; general climate of disbelief; little or no training for police or prosecutors on how to investigate, recognize, and prove child abuse†, (Bala 2006). The growth of the woman’s movement was a turning point for CSA; the role of women in society had shifted, women were now encouraged to speak out about their experiences, as supposed to being ashamed and having to suppress feelings. Sanderson (2002) argued that from this exchange of information and the sharing of experiences it became evident that CSA was a common rather than an isolated experience which many women had experienced. In the 1980’s there was an increase in awareness and concern about sexual abuse of children, this was displayed in the increase of reported incidents of child abuse. Professionals were now playing a more active role in protecting children from such abuse; however this was later criticised, as they were seen as acting too quickly in removing children from their parents. In 1987, over 100 children were removed from their families on emergency Place of Safety Orders on the basis of a diagnosis of sexual abuse made by two paediatricians at a hospital in Middlesbrough, (Munro 2007, p. 21). Following the media outcry these events led to a public inquiry, famously known as The Cleveland inquiry. The message from the inquiry was that professionals needed to take a more legalistic approach to collecting evidence, (Munro 2007, p. 21) Two years later, The Children’s Act 1989 was passed, although it was not implemented until 1990. The Children Act 1989 gave every child the right to protection from abuse and exploitation and the right to inquiries to safeguard their welfare, (Batty 2005). The introduction of the Children’s Act, allowed professionals to intervene in cases they suspected a child was likely to suffer from significant harm. From the 1990’s a number of laws and legislations were put in place to prevent and detect cases of CSA, and prosecute abusers. The Protection of Children’s Act was passed in 1999; it aimed to prevent paedophiles from working with Children, (Batty 2005). In 2003, The Sexual Offences Act was passed; it criminalises all sexual activity with a child under the age of 16, (The Crown Prosecution service 2012). In addition to the increase of laws introduced, CSA has triggered a major reaction in the media; as a result CSA has received increasing public attention, (Ferguson 1997). Jeffery (2006) suggested that the increase in reported incidents of CSA over the years is related to a better understanding of the signs and symptoms of abuse and better inter-agency working. Although there has been an increase in the number of reported incidents, CSA is still largely hidden and unreported, so it is difficult to get an accurate picture of the extent of different forms of abuse, (London Child Protection Committee 2005). Pereda et al (2009) reviewed 65 studies from 22 different countries and concluded that the global prevalence of CSA is estimated at 19. 7 per cent for females and 7. 9 per cent for men. The highest prevalence rate of CSA geographically was found in Africa with 34. 4 per cent. This was mainly due to the high rate of abuse in South Africa. South Africa has many migrant workers; due to lack of job opportunities in their vicinity parents left their children alone for weeks to months with relatives or minders, while they travelled to distant places. This exposed the children to all sorts of abuse, especially sexual abuse, (Madu and Peltzer 2000). On the other hand, Europe displayed the lowest prevalence rate with 9. 2 per cent. However, even the lowest prevalence rate includes a large number of victims who need to be taken into account, (Wihbey 2011). Chapter Two 2. 0Methodology This dissertation was conducted to explore and critically examine the current literature on the long term effects of CSA, focusing on three specific domains; social, emotional and behavioural. To begin with, I attended tutorials that primarily focused on how to write and structure a dissertation. With the knowledge gained I was able to compose my first stage proposal form, at this point I identified my dissertation topic, title, rationale and aim. I was then allocated a supervisor; through one to one meetings and emails, I sought advice and guidance on the best approach that suited my dissertation topic. Targets and deadlines were also agreed upon as time management was essential. To aid my literature search I also sought advice from the librarian at the University of West London. All Material used for this dissertation solely relied upon secondary data sources. Data was gathered from the University of West London and The British library. Search engines such as Google and Yahoo were used to search web resources. I initially began by using the phrase ‘Long term effects of CSA’; however the results produced were broad, I decided to narrow my results by searching for the three domains individually, e. g. ‘Behavioural effects of CSA in adulthood’. I then read through the results provided, those that were significant to my research I printed off. Reading the literature thoroughly, I highlighted relevant points, using different colour highlighters for each domain. Findings from this dissertation were presented using qualitative research. As CSA is a sensitive topic, it was important that the approach used suited the content of the dissertation. Qualitative research aims to describe and explain relationships, where quantitative research predicts casual relationships, (Family health international 2011). Presenting the data using qualitative research allowed me to explore the subject in great detail. Family health international (2011) states that qualitative research provides information about the ‘human’ side of an issue; giving the nature of the dissertation I believed this design was the most appropriate. When athering information for the literature review, I primarily focused on literature published in the United Kingdom. However, the research presented was insufficient; I therefore furthered my search to various countries. For this reason, this study will not be based solely in the United Kingdom. The dissertation aimed to reflect both females and males experience of CSA. However, a considerable amount of literature gathered had used female participants. As Jehu (1991 cited in Forensic Psychology Practice 1999) highlighted, in regards to research and treatment literature, male survivors have been neglected. Jehu (1991 cited in Forensic Psychology Practice 1999) further explained, ‘ from a cultural perspective, there appears to be some ‘societal reluctance’ to recognise boys as victims of abuse rather than willing participants in sexual encounters’. As mainly female participants were used, it could be argued that the research is not a representative sample of CSA survivors, this could possibly interfere with the study’s validity. Validity is used to determine whether research measures what it intended to measure and to approximate the truthfulness of the results, (Tariq 2009). It is also possible that the gender specific sample could generate significant bias. As I am a survivor of CSA, it is important to acknowledge that my past experiences are likely to affect how I interpret findings gathered from the research. This could cause possible issues surrounding bias, again affecting the validity of the dissertation. Although material used for this research was based on secondary data sources, if I was to conduct primary research on my chosen topic, a number of ethical issues would have to be taken into consideration, due to the complex and sensitive nature of the subject. Firstly, I would need to ensure that full consent is gained from all participants as this protects the individuals from harm and protects the researchers from having their project deemed invalid or unethical, ( Helping Psychology 2009). It is also important, that I inform participants that they have the right to withdraw from the study at any time. Confidentially is another ethical issue that needs to be implemented when carrying out primary research. ‘The assurance of confidentiality carries with it the implication that non-researchers cannot discover the respondents identity’, (Jamison 2007). In this circumstance, confidentially is necessary as it is possible survivors taking part have not disclosed their abuse. Holmes (2004, p. 120) stated; ensuring that transcripts do not include participant’s names was a way to protect participant’s confidentiality. According to Ghate and Spencer (1995, p. 79), the most important concern when undertaking such research is the after effects of the interview on the survivors, as it may trigger and painful memories. Thus it is essential that researchers carefully balance ethical principles, so that collection of data can occur without harm to participants. Ghate and Spencer (1995, p. 79) suggested that post interviewing would be useful for participants who might have found the interview stressful. Chapter Three 3. 0Literature Review According to Office of the United Nations High Commissioner for Human Rights, (2012) Article 1 the definition of a child is â€Å"every human being below the age of eighteen years unless, under the law applicable to the child, majority is attained earlier. † Sexual abuse can be defined as an umbrella term as existing definitions of childhood sexual abuse are diverse and cover a wide range of factors. Sexual abuse can occur in several forms, these include intercourse, attempted intercourse, oral genital contact, fondling of genitals directly or through clothing, exhibitionism or exposing children to adult sexual activity or pornography, (Putnam 2003). For the purpose of this research, the following definition will be used; ‘CSA is the involvement of a child in sexual activity that he or she does not fully comprehend, is unable to give informed consent or for which the child is not developmentally prepared and cannot give consent,’ (World Health Organisation 1999). . 1Factors contributing to the impact of CSA CSA effects can vary from no apparent effects to very severe ones, such as depression and self-injurious behaviours. The impact CSA can have on an individual can differ according to a multiple of factors. Cited in Piper (2008, Ullman 2003) is in support of this view, he concluded that the degree of impact CSA has on a person varies, studies demonstrated the follow ing influencing factors; age of the child abuse, duration of the abuse, frequency of the abuse, relationship with the offender, severity of the ssault and reactions to disclosure. A number of researchers have established that the age at the onset of abuse is an important factor that can influence the impact of CSA; however researchers share contradicting views in regards to what age the abuse has the most impact on the survivor. Corby (1993 p. 123) supports the view that both the short and long term consequences of sexual abuse are less harmful in the younger children, because of the lack of awareness of the social stigma attached to sexual abuse. Gomes-Schwartz (1990 p. 07) found that their 7 to 13 years age group experienced more adverse reaction than did children in their 4 to 6 years. In contrast, Living Well (2010) suggested earlier onset is linked to greater impact. Baker and Duncan (1985) found that majority of women reporting most perceived ill-effects were abused before the age of 10. Cited in Corby (1993 p. 123, Beitchman et al 1991) raised an important argument; they suggested that age needs to be considered in conjunction with other variables. Studies have found a link between the duration of the abuse and the trauma of CSA. Barriere (2005 cited in Sanderson 2006) reported an ongoing sexual relationship with repeated contacts is generally more traumatic and usually produces more sexual abuse effects than a single contact. Browne and Finkelhor (1986 ) reviewed 11 studies and found that six confirmed the longer the duration of the abuse went on, the more traumatic was the effect on the victim. However, it must be addressed that there are many instances of one –off abuses that can have a traumatic effect on victims; this could be the case if the abuse is linked with violence, (Corby 1993, p. 24). If the abused knows their abuser, it is said that the impact of the abuse is much greater, than being abused by an unfamiliar person. Barriere (2005, cited in Sanderson 2006) supports this view as she states the closer the emotional relationship, the greater the emotional trauma. A reason for the increased trauma could possibly be due to betrayal of trust. CSA can occur in multiple forms, from asking or pres suring a child to engage in sexual activities to behaviour involving penetration. The type of sexual activity the victim is exposed to can influence the impact of the abuse. Groth (1982, p. 129-144. ) has differentiated between the child rapist, who uses force, power, and threats in the sexual abuse, and the abusers who takes the more slow approach and often with considerable affection. The effects on the child will be different. Nevertheless, it is important to stress the effects of any type of sexual abuse can cause considerable damage to the individual, (MacFarlane et al 1986, p. 10). When a child discloses their sexual abuse, it is important to remember the reaction can contribute to how the child will cope from their sexual abuse experience, (Allnock 2010). Conte and Schuerman (1987) found that a supportive response was an important factor in reducing the extent of long term problems following sexual abuse. 3. 2Reasons for limited research Over the past years CSA has received much public attention however, majority of research has focused on the victims as children; comparatively little work has been published on the long term consequences, (Cahill et al 1991). CSA researchers are faced with a number of challenges. The definition of CSA is a reason to why there is lack of research. As there is no universal definition researcher’s definitions can differ, and as a result depending on the definition used in the study findings can vary. The lack of research in the long term effects of CSA is also due to the difficulties in establishing casual connections between the abuse and the later affects years after the abuse. The greater the gap between the abuse event and the later behaviour the less chance there is of casually linking the two because of the existence of more intervening variables†, (Corby, 1993 p107). Effects found in survivors are not always exclusive to the childhood sexual abuse and may reflect other underlying issues, (Sanderson 2002, p. 54). Conducting studies in sensitive areas such as CSA has been proven to be difficult; therefore research in such fields may be limited. Willows (2009, p. 7) found â€Å"People who have experienced abuse in childhood may be understandably reluctant to share their experiences, especially in a research setting†. A study conducted on the ethical issues in research on sensitive topics noted that, participants who had experienced child abuse were more likely to report distress after participating in research, due to remembering the past. However, researchers also found that these participants were more likely to report that participation was helpful, (Decker et al 2011). According to Sanderson (2002, p. 5) another difficulty in assessing the long term effects of childhood sexual abuse, is that through the repression of the trauma, or dissociation, survivors of such abuse may possibly not consciously remember the abuse experience. Therefore findings gathered from research could be effected, interfering with the validly and reliability of the study. Despite the difficulties in undertaking research in the long term con sequences of CSA, a number of authors have made positive contributions to such a high profile topic, (Briere and Elliot 1994, Sanderson 2002, Hall and Hall 2011). Research has documented that CSA survivors are more prone to suffer from social, emotional and behavioural problems than non survivors; difficulties include, however are not limited to, anxiety depression, guilt, difficulty with interpersonal relationships, self-destructive behaviours and lowered self-esteem, (Piper 2008). It is important to be mindful that the effects and degree of such abuse varies from person to person. 3. 3Emotional There have been numerous studies examining the association between a history of CSA and emotional distress, (Sanderson 2002, Beitchman et al 1992, Mullen and Fleming 1999). Emotional effects most commonly experienced by survivors of CSA focus on depression, problems of guilt, low self-esteem and anxiety†, Sanderson (2002 p. 57). Amongst the category of emotional distress, depression has been found to be the most commonly reported symptom among survivors, and empirical findings support this view, (Cahill et al 1991). World Health Organisation (20 12) provides a definition of depression; â€Å"Depression is a common mental disorder that presents with depressed mood, loss of interest or pleasure, feelings of guilt or low self-worth, disturbed sleep or appetite, low energy, and poor concentration†. Hall and Hall (2011) documented that survivors may have difficulty in externalizing the abuse, thus thinking negatively about themselves. Ratican (1992) furthered this view by describing the symptoms of survivors’ depression to feeling down, having suicidal ideation, disturbed sleeping and eating patterns. The onset of depression has been associated with CSA in numerous studies, cited in Briere and Elliott (1994). Lanktree et al (1991) reported that adults with a history of CSA may have as much as four-time greater chance of developing depression than do individuals with no such abuse history. Beitchman et al (1992) agrees that depression is a significant issue to survivors of CSA. Reviewing eight studies they were able to identify six of the eight identified association between CSA and depression. Similarly, Briere and Runtz (1985, cited in Cahill et al 1991) found a positive correlation, in their survey of undergraduate women, those who had been sexually abused as a child reported experiencing more depressive symptoms in the preceding 12 months compared to non-abused participants. Although there is thorough research to support the correlation between CSA and depression, a small percentage of researchers failed to find a significant difference. Herman’s (1981 p. 56) found that the difference between participants from abused backgrounds and those from non-abused backgrounds proved to be statistically non-significant. His study demonstrated that 60 per cent of abused survivors reported depression, in relation to 55 per cent of the control group. In some cases, no connection was found; Fromuth (1986) undertook research and no relationship were found between depression and CSA survivors. However, her sample consisted of women with the average age of 19. 4 years, whereas majority of the other studies involved older participants. This could possibly indicate that the onset of depression is more likely to develop in later adult life. Having analysed my literature, low self-esteem was another long term effect commonly identified in CSA survivors. Robson (1988) defined self-esteem as â€Å"the sense of contentment and self-acceptance that stems from a person’s appraisal of his/her own worth, significance, attractiveness, competence and ability to satisfy aspirations†. Studies have implicated CSA in lowering self-esteem in adults, (Mullen and Fleming 1999, Herman and Hirchman 1981,). Bagley and Ramsay (1986) documented a low self-esteem rate of 19 per cent with participants from a sexual abuse background in comparison to 5 per cent among the control group. Herman and Hirchman (1981 cited in Cahill 1991) study, they found that 60 per cent of abused victims reported ‘predominantly negative self-image’ in relation to 10 per cent of their control group. Further evidence to support lowered self- esteem in sexually abused survivors is displayed in Jehu et al study (1985 cited in Sanderson 2002); using the Battle Self Esteem Questionnaire, they reported that 86 per cent of sexually abused women generated scores indicating low self-esteem. Roman’s et al (1996 cited in Mullen and Fleming 1999) agrees that low self- esteem is a significant issue to survivors of sexual abuse. The study showed a clear relationship between the two factors. From their findings, they noted that the impact of the abuse contributed to participant’s level of self- esteem. Those who reported the more intrusive forms of abuse, such as penetration, experienced lower levels of self-esteem. CSA is, by nature, threatening and disruptive, and may interfere with the survivor’s sense of security; therefore it is likely that victims of such maltreatment are prone to chronic feelings of anxiety, (Briere and Elliot1994). Sedney and Brook (1984) found from their college sample, 59 per cent of those participants who had history of sexual abuse suffered from anxiety and nervousness in contrast with 29 per cent of those who had no history of abuse. Briere and Elliot (1994) conducted further research and found that sexually abused adults became anxious in intimate or close relationships or frightened when interacting with authority figures, due to being exposed to sexual acts throu gh manipulation, coercion or power tactics upon a child who is not developmentally capable of understanding or consenting to such acts, (Walding 2002). It has been shown that survivors of CSA frequently take personal responsibility for the abuse; this often translates into feelings of guilt, (Hall and Hall 2011). MacMillan Dictionary (2012) defines guilt as â€Å"a feeling of being ashamed and sorry because you have done something wrong†. Hall and Hall (2011) went on to report that survivors often blame themselves and internalize negative messages about themselves. Tsai and Wanger (1978) reported the feeling of guilt could be accounted for by three important factors; due to sexual abuse being a secret act, the abused feels such acts is shameful therefore should not be disclosed to others. Secondly if during the abuse, if the abused experiences any physical or sexual pleasure, this causes them to feel guilty. The third factor is that the abused may feel guilty for not stopping the abuser by not disclosing the abuse and in some way ‘allowed’ it to continue. Jehu et al (1985) provides clinical evidence to reflect Tsai and Wanger (1978) theory. In their study 82 per cent of survivors blamed themselves for the abuse; this was mainly down to their feeling of guilt. 3. 4Emotional Discussion Depression, anxiety, low self-esteem and guilt were identified as the emotional long term effects most commonly displayed in CSA survivors. The four effects highlighted are all issues of identity, confidence and self-worth. In addition to sexual abuse, it is likely the survivor may have undergone emotional abuse from the abuser. This can also contribute to the survivor’s lack of identity and confidence, (Campling 1993). Mollon (2005, cited in Sanderson 2006) states ‘an individual’s cohesive sense of self and core identity is like the individual’s ‘psychological clothes’, without which the individual is naked, exposed and vulnerable’. As impaired sense of self can lead to vulnerability, reoccurrence of abuse is possible thus the adult may come into contact with a social worker for example, rape or domestic violence. This would suggest that working with CSA survivors, social workers would not only need to have understanding of their signs and symptoms but the manner in which they are going to work with them. Social workers would need to carefully consider the most appropriate intervention when working with such service users as it is likely, survivors would be vulnerable. It is important for professionals not to impose their own views, but to empower survivors to define and build on their own sense of self, that is not dependent on external definitions, (Sanderson 2006). Depression and anxiety disorders are both mental health issues. This would need to be considered by the professional involved in the context of the intervention, as well as risk and safeguarding concerns. 3. 5Social The long-term effects of CSA may also extend beyond victims themselves to impact survivors’ interpersonal relations with significant individuals in their lives, (Dilillo 2001). Research and clinical observations have long suggested that CSA is associated with both initial and long term alterations in social functioning†, (Briere and Elliot 1994). Hall and Hall (2011) reported that symptoms correlated with childhood sexual abuse may hinder the development and growth of relationships therefore survivors may experience a variety of interpersonal effects. Mullen a nd Fleming (1999) state in circumstances when the survivors shared a close relationship with the abusers there impac t is likely to be more profound. Isolation is a social long term effect that survivors of CSA may suffer from. â€Å"It has been observed that sexually abused children tend to be less socially competent and more socially withdrawn than no abused children†, (Briere and Elliot 1994). This is echoed in Courtois (1979) study, findings showed that 73 per cent of sexually abused survivors expressed feelings of isolation and feelings of being different from others. Lew (1988 p. 54) reported that isolation in some cases was something that was learnt from the survivor’s hildhood experience. As a way of keeping the abuse a secret, isolation was often reinforced by the abuser. The lack of ability to trust in relationships has been identified in literature, and is considered a major and significant problem. Mullen and Fleming (1999) provided an explanation into why this might be the case, they stated fears of trust or establishing interpersonal boundaries could stem from the breach of trust and the exploration of vulnerability experienced in the abuse. From the findings gathered in her research, Alexander (1992) stated that the history of CSA was found to be related to insecure and disorganised attachments in adult life. Sanderson (2002, p63) applied the view that the experience of CSA created a fear of intimacy amongst survivors. As a direct response there is a constant search for numerous transient relationships, in preference to stable and constant relationships. Jehu et al (1985) research reflects the work of Sanderson, 77 per cent of their survivors reported that it was ‘dangerous to get close to anyone because they always betray, exploit or hurt you’. A small amount of research has demonstrated that adult survivors of childhood sexual abuse experience greater parental challenges than mothers with no history of abuse, (Dilillo 2001). Cohen (1995) conducted numerous investigations and found differences between abused and non-abused mothers in relation to their parenting skills. Women who had been abused performed less well on the all seven scales on the Parenting Skills Inventory, particularly in areas that assed role support, communication and role image. Van Scoyk et al (1991) provided an explanation into why previously abused parents lack particular parenting skills. They reported these individuals may possibly have inadequate opportunity to observe and learn from healthy, effective parenting models. However, Coleman and Widom (2004 cited in Brick 2005) disagreed with literature found and stated a history of CSA does not necessarily entail that one will have interpersonal dysfunction. In their study, they found amongst those who were abused about 40 per cent of females and 60 per cent of males were in long term relationships. In addition 90 per cent of participants did not commit infidelity with multiple partners. 3. 6Social Discussion Social workers must strive to establish and maintain the trust and confidence of service users, (General Social Care Council, 2012). Research into the long term social effects has shown that, survivors of CSA could possibly have difficulties in building relationships. Therefore, this could have an impact on the working relationship between the survivor and social worker. Trust is an essential factor in building an effective rapport with service users, (Crowther and Cowen 2011). Given the nature of the trauma, disruptions may arise in the survivor’s sense of safety and ability to trust. For that reason, it is important that social workers are equipped with an understanding of how to build and maintain the trust of survivors, as this may differ from working with service users with no history of abuse. Effective training in this area could possibly avoid issues that may sabotage the working relationship between the social worker and survivor. Therefore, more specialist knowledge would be advantageous. Furthermore, the power dynamics of the relationship may well have an impact on the rapport between the survivor and social worker. Fear of authority could influence the survivor’s perception of social workers. As abusers of CSA are often authority figures who exert their power, survivors may learn to fear authoritative figures, (Croft 2008). The inability to grow and develop healthy relationships for some survivors could possibly raise safeguarding concerns. For example, such effect could perhaps interfere with the attachment between a parent and child, resulting to issues effecting parenting capacity. Dr John Bowlby, founder of the attachment theory believed the earliest bonds between a child and care-giver have a great impact on the child that continues throughout their life, (Cherry 2012). However, due to early experiences in their own childhood, parents may become over-protective in order to protect their child from experiencing the same traumas. Conversely in some cases, this could promote the opposite behaviour and the parent become under-protective as it is difficult to display affection and closeness. In either circumstance the child may experience difficulty in achieving and meeting their full potential, due to impaired or inadequate relationships with the parent. Social workers along with other working professionals have the statutory duty to protect children who are at risk. This is in accordance to section 47 of the Children’s Act 1989, (Northamptonshire Local Safeguarding Children Board 2012). Parenting capacity is one of the three domains for The Framework for assessment of children and families and is essential in securing the best outcomes for the child, (Parker and Bradley 2003, p. 19). Disruptive attachment can cause issues with the child’s emotional warmth, stimulation, guidance, boundaries and stability. 3. 7Behavioural According to Thompson (2012) it is possible that repressed or forgotten abuse may manifest itself in adult life by out-of-control behaviours which can lead to the abuse of self and/or others. According to research evidence, early sexual experiences often have an influence on later sexual behaviour, (Herman 1981, Randolph and Mosack 2006, Wooden 2010). Randolph and Mosack (2006) quoted â€Å"When early sexual experience is abusive, it can exert specific effects on subsequent sexual behaviours†. Findings from their research found that, survivors of CSA engaged in risky sexual behaviour at higher rates than individuals who had not experienced such abuse, (Randolph and Mosack 2006). A number of studies furthered Randolph and Mosack findings and reported that risky sexual behaviour in adults previously abused was exhibited in many forms; having many sexual partners, failing to use condoms during intercourse increasing the risk of sexually transmitted infections and having anal sex, (Batten et al, 2001, Wingood and DiClemente, 1997). Herman (1981, p. 84) research echoed these findings, within her sample of sexually abused survivors 35 per cent of the women had a ‘ repertoire of sexually styled behaviour’, it was found they behaved in such manner for attention and1 affection. Wooden, (2010) provided an explanation as to why some adults with a history of CSA may participate in risky sexual behaviour. He stated that sexual abuse could result in the abused to disregard their own humanity therefore, perform sexual acts in a more promiscuous way. Rape and Sexual abuse centre (2011) provided their account of why survivors take part in such behaviours; they stated that due to survivor’s childhood experience it was possible that they were incapable to separating sex from affection, which then leads to promiscuity or impaired arousal. Thompson (2012) also made a contribution and stated that sexual promiscuity was a way of the survivors taking control of their feelings. In contrast to the above findings, Fromuth (1983) found no significant difference between promiscuous behaviour and the previously abused women who participated in the research. Riley (2011, p. 127) stated that in some cases victims could take the opposite direction and avoid sex entirely. She stated that the abused may often refuse to take part in sexual activity to remain in control of their own body, unlike when they were abused against their will as a child. Krahe et al (1999) found that female survivors of CSA were at risk of suffering from abuse in later life. Moore and Long (2002) suggested that abuse could occur in the form of adult sexual assault, physical abuse or psychological maltreatment. They also stated that a number of factors could increase a woman’s vulnerability towards abuse; learned manipulative behaviour, beliefs and attitudes, low self-esteem and learned helplessness. Survivors of childhood sexual abuse may compulsively attach themselves to unsuitable partners, who frequently resemble their abuser, Sanderson (2002, p62). Russell (1986, p. 2) found that 65 per cent of participants from sexual abuse backgrounds were victims of subsequent or attempted rape, in comparison to 36 per cent of non-abused participants. In addition, her findings also displayed that an average of 43 per cent of women had been subjected to physical violence by husbands or partners compared with 18 per cent of the control group. Bauserman an d Davis (1996 cited in Randolph and Mosack 2006), concluded that the relationship between CSA and adult sexual behaviour may depend on whether the individuals viewed the early sexual experience in a positive or negative way. Research has highlighted another effect of childhood sexual abuse; self-destructive behavior. Van der Kolk et al (1991) quoted â€Å"childhood trauma such as sexual abuse contributes heavily to the initiation of self-destructive behaviour’†. Erdmans and Black (2008) noted the different forms of self-destructive behaviour; self-mutilation, alcohol abuse, eating disorders and in some cases suicide. Wonderlich et al (2001) believed that this behaviour is presented as a result to reduce emotional distress associated with their abuse. Hiebert-Murphy and Woytkiw, (2000) added self-destructive behaviour was a maladaptive coping strategy for managing negative- self direct feelings. The experience of being abused as a child may increase a person’s risk for alcohol-related problems as an adult, (Windom 1993). Scher ;amp; Twaite, (1999, cited in Lee et al 2008) explained survivors may turn to alcohol as a means to block out psychological pain as they dissociate from their traumatic memories. Evidence to support this view can be seen in Langeland and Hartgers (1998) study; they found a significantly higher prevalence of issues surrounding alcohol in abused women than in the non- abused women. A positive correlation was also identified in Peters (1984, cited in Sanderson 2006, P. 126) research, 17 per cent of participants subjected to sexual abuse during their childhood had symptoms of alcohol abuse, compared to 4 per cent of the control group. However, Fleming et al (1998) study displayed conflicting results. There was no relationship found between alcohol intake and a history of CSA. Fleming et al (1998) argued that, the relationship between childhood sexual abuse and the development of adult alcohol problems needed to be researched further, as there is a sufficient amount of evidence to suggest that CSA alone is not a causative factor in the development of alcohol abuse. Eating disorders is another form of self-destructive behaviour. Research indicates a possible relationship between sexual abuse and the development of an eating disorder, (Myers 2005). Nelson and Hampson (2008) suggested a significant number of survivors have issues with food for a variety of reasons; determination to exercise control over their lives, self-hatred, reactions to oral assault, self -comfort in compulsive eating and in extreme cases sometimes the eating disorder is adopted as a wish to die. Johnson et al (2002 cited in Sanci et al 2008), conducted a longitudinal study among 782 participants and found that CSA was a risk factor for eating disorders in early adulthood. Oppenheimer et al (1986) found that women with anorexia and bulimia also reported a high incidence of childhood sexual abuse. Sanci et al (2008) reported discrepant findings, as some studies found that CSA was no more prevalent in females that were not subjected to such abuse. Another form of self-destructive behaviour that could possibly manifest into adulthood as a result of CSA is self injurious behaviour (Briere and Elliot, 1994 and Mundy, 2010) Klonsky and Moyer (2008) defined self injurious behaviour as ‘the causing of intentional, direct damage to one’s body tissue without suicidal intent’. Self injurious behaviour can be displayed in many forms such as cutting, burning or bruising, (Mundy 2010). Briere and Elliot, (1994) reported in their research, that self injurious behaviour is aimed to reduce the psychic tension associated with extremely negative guilt, intense depersonalization and feelings of helplessness. Similar to CSA, self injurious behaviour is often a source of humiliation and shame and grows in secrecy, (Mundy 2010). The pleasure gained from self injurious is not so much the inflicting of physical pain, but the cessation of emotional pain, Mundy 2010). Findings to support the view that individuals from a sexually abused background are likely to conduct self injurious behaviour can found in Gibson and Crenshaw (2010) research, a sample of individuals with self injurious behaviour took part in study and it was found that, 93 per cent of participants reported a history of childhood sexual abuse. The study also identified the more severe, the longer the durati on of the abuse or the more frequent the abuse took place the greater the risk of engaging in self injurious behaviour during their adult life. Briere (1984) also provides findings to support this view; it was found during his community study that 31 per cent of survivors expressed a desire to harm themselves, in comparison to 19 per cent of the non-survivors. 3. 8Behavioural Discussion The long term behavioural effects of CSA can raise safeguarding issues as such behaviours can cause significant harm to the survivor as well as the risk of others. Social work is a profession that works with a wide range of individuals in a number of different situations and settings. Alcohol and Drugs are related to a number of issues involving social services. Goodman (2009, p. ) quoted ‘clients will bring with them multiplicity of concerns; relationship issues, financial problems, housing, risk of offending, health (physical and mental) and behaviour problems. For this reason, it is imperative that CSA knowledge is not limited to social workers in the child protection field. However, it should be extended across the board, as the lon g term effects of CSA can present themselves in different situations. Chapter Four 4. 0Discussion The primary aim of the dissertation was to gain an understanding of the long term effects of CSA in three different domains; social, emotional and behavioural. A review of research suggest that although, there is existing evidence to indicate that survivors of CSA are likely to experience lasting effects in adulthood, findings are inconsistent and further research is required. The inconsistency within the results across all domains, has led me to conclude that CSA is in fact a risk factor, rather than a sole cause of the long term effects. When reviewing the literature, a number of CSA authors were in disagreement of the association between CSA and the long term effects in the different domains. Sharland et al (1996, p. 5) states that evidence supporting the effects of child sexual abuse can not be viewed as reliable as most of the evidence has been anecdotal, or based on unrepresentative or small samples. For this reason, it is not always clear to what extent a given study has identified the unique effects of CSA, (Briere and Elliot 1994). According to Ferguson (1997) ‘a well designed and controlled study following the child victims of CSA into adulthood, would enable the effects of such abuse to be monitored and allow data on possible confounding variables to be collected’. Unfortunately not only will this be expensive but also time consuming, thus as previously discussed in the literature review it is important to note that undertaking research in sensitive topics such as CSA can be difficult, and as a result is likely to be restricted. With respect to the literature, patterns emerged in relation to the period the research was published. Majority of the CSA research was carried out in the late 1980’s and 1990’s. Although up-to-date statistics on the prevalence of CSA were referred to, current studies relating to the effects of CSA were limited. The sudden rise in research can be linked with the increased awareness and concern of CSA at the time. â€Å"†¦ it was not until the 1980’s that the existence of CSA, in particular, fully entered the public consciousness†, (Pence and Wilson 1994). The lack of recent research may lead me to believe that society still views CSA as a taboo and unpalatable. It is also possible to propose that other types of sexual abuse have diverted the attention away from CSA. For example, sexual exploitation has recently received a great deal of public attention. In a recent report Barnardos (2012) stated that, child sexual exploitation has become a major child protection issue for communities across the UK. As a result of the increase of interest in the other forms of sexual abuse, CSA has been overlooked. The leading writers in the subject appear to be John Briere and David Finkelhor. Both authors published their research between the period of 1980 and 1990. I found that whilst gathering literature for my review I commonly came across both authors, also many other authors commonly referred to their work. Briere’s focused his work on all forms of child abuse and how the abuse affects the survivor’s psychosocial functioning as an adult, (Goldstien 1992). Finkelhor is best known for his conceptual and empirical research on child sexual abuse this is reflected in his publications, (Durham 2006). The most common long term effect highlighted in the literature was depression. Research illustrates, of all the long term effects depression is the most frequently reported symptom amongst CSA survivors, (Briere and Elliot 1994, Sanderson 2002, Lanktree et al 1991). A plausible explanation to why depression is reported as the most frequent effect, can be due to the fact survivors are more likely to seek medical help for this effect in comparison to effects such as guilt or self-injurious behaviour. A number of survivors of CSA who visit their doctors are acutely distressed and depressed, (Mammen and Oisen 1996). Chapter Five 5. 0Conclusion/Recommendations The study demonstrates that the relationship between long term effects in the three domains; emotional, social, behavioural and the history of CSA abuse is inclusive. Therefore, the inconsistency of findings suggests that CSA can be viewed as a risk factor as opposed to a cause for the wide range of long term effects amongst survivors of CSA. Despite the increase in research, further research is required to enable a more in-depth understanding of the long term effects with a more representative sample of survivors. As literature gathered mainly focused on female survivors, results cannot be generalised. With the purpose of improving the quality of professional’s intervention as well as relevant strategies being developed to support survivors. Having undertaken secondary research on the long term effects of CSA, I would recommend that social workers and related practitioners not just in the child protection field but across all sectors have more adequate training in identifying survivors of CSA to ensure they can provide the appropriate care, treatment, support, and also more awareness on effectively handling disclosures. The outcome of this could possibly increase the numbers of disclosures made and may also prevent survivors of CSA suffering in silence. Personally and professionally, I have successfully gained a better understanding on the journey a number of individuals may experience as a survivor of CSA. Although as a survivor of such abuse, prior to conducting the research I was conscious of some of the effects present however, was not fully aware of the severity and the significant implications such abuse had on not only the life of the survivor, but also on other significant individuals in their lives. I believe having such knowledge will have a positive impact on both my personal and professional development as a social worker. Before undertaking the research, I was always reluctant to speak about my experience of CSA; I tended to repress my memories as a way of coping with the abuse. However, increasing my awareness on the topic I believe, has given me the confidence to feel comfortable within myself to openly disclose my past. The research has allowed me to understand that in fact, sexual abuse effects continue long after the abuse stops. I am now able to identify that many of my current issues stem from my history of abuse; as a result a sense of self-blame has been removed.

Philosophy of artificial intelligence

Philosophy of artificial intelligence State and explain Lucass argument against the possibility of AI. what do you think is the best reply to Lucas argument? GÃ ¶del suggested that the mind was a computerised mechanism. He suggested that the mind was merely a formulation of logic that was associated with a system and structure of language as representative of the world. This implied that intelligence was a learning process that was based upon accepting and rejecting hypothesis about the world through a set of formula that was deemed either provable or un-provable within the system of logic (GÃ ¶del, 1934). This idea was backed up by cognitive research based upon the human capacity and nature of learning. Bruner et al, devised a test to see how it was the human mind constructed categories of logic, believing it to be by way of GÃ ¶del’s hypothesis acceptance and rejection (Bruner et al, 1956). He used a variety of shapes in a variety of conditions some sharing the same number of shapes, some sharing the same colour of shapes and some sharing the same number of borders surrounding the shapes. From the results of his experiment, B runer claimed that ther were two forms of learning that were apparent. These were regarded as successive scanning, which entertained one hypothesis at a time and conservative scanning, which sought to eliminate classes of hypotheses such as border, number of shapes and colour similarity and dissimilarity (Bruner et al, 1956). This growing belief in the mind as a mathematic translator of the meaning of experience provided the foundation for Turing who surmised that artificial intelligence was a form of intelligence that could learn according to the coded principles of mathematic equations and could be understood as mimicry of human behaviour. He subsequently suggested that responses through a rejection and acceptance of truths that accords to the conceptual framework were all that the human mind consisted of. This idea of the mind as a programmed agent, rejecting the truths of logical and mathematic equations was fundamental to GÃ ¶del. To GÃ ¶del, the structural reality that an in telligent being saw before i implied that Artificial intelligence could be created in accordance to that structure and that human life, or perhaps experiential living, was merely a reaction to certain stimuli based upon a structural code of predetermined logic just as it is with a computer simulation. Unhappy at this model of the cognitive mind or with the notion of intelligence as being founded upon formula and theorem, J.R. Lucas, argued that GÃ ¶dels theorem posed many problems in his view that the mind was like a computer. Speaking of the limitations that the quantitative artificial brain may encounter in terms of acceptance and un-acceptance of certain truths according to its programming, Lucas suggested that ‘All that GÃ ¶del has proved is that a mind cannot produce a formal proof of the consistency of a formal system inside the system itself: but there is no objection to going outside the system and no objection to producing informal arguments for the consistency either of a formal system or of something less formal and less systematized. Such informal arguments will not be able to be completely formalized: but then the whole tenor of GÃ ¶dels results is that we ought not to ask, and cannot obtain, complete formalization.’ (Lucas, 1961) Rationale was provided for Lucas’s approach with the development of the Chinese room experiment by Searle. Searle indicated that even though an artificial intelligence could recognise, incorporate and subsequently mimic the external behaviours required to appear human (or emotionally intelligent) that this did not necessarily indicate any evidence of an awareness of what this behaviour meant or symbolised to other humans in essence, it did not understand the true human meaning. He used the example of an English speaking human going inside the mechanical mind of a robot and using certain symbols as a coded ’representative’ for the instruction of an unknown language i.e. Chinese (Searle, 1980). He then indicated that although the human had a form of code to illicit a response to the language of Chinese he did not actually know what the meaning or significance of what he was doing related to. Essentially, it was simply a response according toa pre programmed code. Following this criticisms of artificial intelligence as a mechanical process involving a pre programmed innate knowledge of the environment and of human behaviour which had led to Searle‘s Chinese room experiment, Lucas reasoned that, ‘Complexity often does introduce qualitative differences. Although it sounds implausible, it might turn out that above a certain level of complexity, a machine ceased to be predictable, even in principle, and started doing things on its own account, or, to use a very revealing phrase, it might begin to have a mind of its own. It might begin to have a mind of its own. It would begin to have a mind of its own when it was no longer entirely predictable and entirely docile, but was capable of doing things which we recognized as intelligent, and not just mistakes or random shots, but which we had not programmed into it.’ (Lucas, 1961) This seems to define what is human and what is machine. For Lucas, he does not dispute the theoretical idea that artificial intelligence can become as like humans. However, he does make the distinction between a mechanical automaton and an autonomous mind that thinks free of systematic code that perceives experience through an acceptance of logical truths and rejection of unfounded abstraction. Bringing into context the notion of the human mind as being a determinant for the structure of knowledge rather than a logical interpreter of that knowledge, Lucas reasoned that if, unlike Turing had suggested, a mechanical mind could begin to think free of it‘s programmed code then, ‘It would cease to be a machine, within the meaning of the act. What is at stake in the mechanist debate is not how minds are, or might be, brought into being, but how they operate. It is essential for the mechanist thesis that the mechanical model of the mind shall operate according to mechanical principles, that is, that we can understand the operation of the whole in terms of the operations of its parts, and the operation of each part either shall be determined by its initial state and the construction of the machine, or shall be a random choice between a determinate number of determinate operations’ (Lucas, 1961) However, although his argument backed up by Searle’s Chinese room experiment gave reasonable rationale for a rejection of a mechanical intelligence based upon the ability of the subject to see outside of a logical structure, which was not necessarily pre determined or pre programmed, it did accord to the sentimental notion of liberal humanity. In reaction to this notion French philosopher Jean Baudrillard noted some crucial factors in the reality of humanities cultural condition that could be seen as contradicting this liberal freedom that Lucas prescribed. Suggesting that the current moral reality that figured as so crucial to Lucas’ rationale, was being replaced by ‘a hedonistic morality of pure satisfaction, like a new state of nature at the heart of hyper civilisation’ Baudrillard prescribed the notion of the hyper real as being a simulation that was beyond that of a logical code that applied to a structure of knowledge and instead deterred from idelogi cal frameworks that informed a notion of liberal humanity (Baudrillard, 1968, p.3). He suggested that, ‘A whole imagery based on contact, a sensory mimicry and a tactile mysticism, basically ecology in its entirety, comes to be grafted on to this universe of operational simulation, multi-stimulation and multi response. This incessant test of successful adaptation is naturalised by assimilating it to animal mimicry. , and even to the Indians with their innate sense of ecology tropisms, mimicry, and empathy: the ecological evangelism of open systems, with positive or negative feedback, will be engulfed in this breach, with an ideology of regulation with information that is only an avatar, in accordance of a more flexible patter.’ (Baudrillard, 1976, p.9) However, what Baudrillard does is implement the idea of a simulated code that works by replacing the notion of humanistic ideology that once informed the gap sophisticated and complex gap between the subject and the environment, such as social exchange and communal ideas. By doing this Baudrillard then shows gave example of how this simulated code informed a new humanity and shaped intelligence to be un-conformist to a life according to the meaning supported by the notion of humanity, but instead created an imaginary life that was understood and identified with by its relationship to the values apparent within an external code being communed essentially, placing life itself as a simulated relationship of the subject and his / her own choice of object. This meant that essentially the human emphasis on the mysteries of the human mind emphasised by Lucas were just as questionable and as determinist as the artificial intelligence that GÃ ¶del prescribed. This can be seen as the fundame ntaly crucial contemporary reply to Lucas’ argument for artificial intelligence. Bibliography Baudrillard, J., (1976) Symbolic Exchange and Death Taken from: The Order of Simulacra (1993) London: Sage. Bruner, J, S., Goodnow, J, J., and Austin, G, A., (1956) A Study of Thinking New York: John Wiley and Sons. GÃ ¶del (1934) Original Proof Applies Taken from his Lectures at the Institute of Advanced Study, New Jersey: Princeton. Lucas, J, R., (1961) Minds, Machines, and Godel Philosophy, 36, 112-127. Searle, J, R,. (1980) Minds, brains, and programs. Behavioural and Brain Sciences, 3, (3), 417-457. Turing, A, M., (1950) Computing Machinery and Intelligence, Mind, pp. 433-60, reprinted in The World of Mathematics, edited by James R. Newmann, pp. 2099-2123.