The effects of homelessness: Literature and research

The effects of homelessness: Literature and research Mini Paper #1:Intervention Research with the Homeless Introduction The effects of homelessness as a social condition are both wide reaching, and difficult to grasp in its scope. It is a circumstance of varying severity, which people may move through for different lengths of time and for different reasons, making it challenging to establish an accurate breadth of its range (Biswas-Diener Diener, 2006; Parsell, 2011). Link and colleagues (1994) have estimated that 14% of the United States may experience homelessness at some point in their life. According to The US Department of Housing and Urban Development (2011) there may be as many as 400,000 homeless individuals in the United States on a given day, and that 1,500,000 people may experience homelessness within the span of a year (HUD, 2011). A person’s familiarity with the homeless condition will vary depending on whether they experience it chronically, temporarily, or periodically (Rivlin, 1990). People may experience homelessness as a result of unemployment, natural or human-constructed ad versity, mental illness, or a combination of factors (Hagen, 1987). The influences that contribute to the condition of homelessness may also play a hand in the progression and outcome of the person experiencing it, be it mental health or substance abuse issues, personal crisis, or systemic pitfalls (Chamberlain Johnson, 2013). As a result of the potential reasons someone may enter homelessness, the rates and demographics of the homeless population vary among regions of the United States (HRI, 2012), and fluctuate in time. From the period of 2009 to 2012, homelessness as a whole decreased by 1% despite the conditions of the economic downturn, while the number of people who would have been homeless but instead doubled up with friends or family increased by 13% during this same time period (HRI, 2012). Predictors – risk problem While any number of circumstances may contribute to the condition of homelessness, The Homeless Research Institute (2012) has identified four population groups who are at an increased risk of entering homelessness; people living with family and friends for economic reasons, prisoners who have been recently released, people aging out of foster care, and the medically uninsured. At its core, whether or not someone will enter or exit the condition of homelessness is influenced by a person’s income, their access to supports and social service resources, and the cost of available housing. As a result, other socioeconomic conditions associated with marginalization can increase a person’s risk of entering homelessness, such as unemployment or mental illness, and the condition of homelessness itself may even serve to fortify these things (Goodman, Saxe, Harvey, 1991; Thoits, 1982). Knowledge base/theoretical explanations No clear theory explains the phenomenon of chronic homelessness better or more appropriately than another, although the perspective adopted will affect the explanations and constructs that are accounted and controlled for within research. For example, the social estrangement model posits that upon entering homelessness people experience a general sense of alienation and proceed to adapt to a lifestyle that reinforces this estrangement (Grigsby, Baumann, Gregorich Roberts-Gray, 1990). The concept of estrangement has been adapted into a measured scale, and this model has been used in research to examine the reintroduction of employment into the lives of the homeless as a potential intervention to decrease one’s sense of estrangement and reintegrate back into society (Ferguson et al., 2012). Social constructionism has been used to explain homelessness as an artificial construct that is used to describe an extreme form of poverty that actually exists on a spectrum, and is not the binary distinction that is used to give a blanket idea to what actually amounts to a diverse range of experiences within the homeless population (Tosi, 2010). This idea has led to research and programs that operate with a continuum definition of homelessness (Anderson, Tulloch, 2000). Social alienation theory has also been tested in the form of measuring the change of social support network of homeless adults across time spent homeless (Eyrich, Pollio North, 2003). Key research questions/intervention proposals Because of the variety of factors that may exacerbate or contribute to homelessness, there are consequently any number of potential interventions and areas of concern to address. Researchers have found it useful to distinguish among cultural or demographic subgroups within the homeless population to address the concerns that appear to be more pertinent to a given subgroup (Aubry et al., 2012). Such distinctions may seek to reduce destructive behaviors or victimization associated with the homeless lifestyle itself (Justus, Burling Weingardt, 2006). From a broader perspective, investigators may attempt to identify how the homeless will best establish and maintain long-term housing (Groton, 2013), as well as how to maximize retention and participation of services for the homeless in general (Padgett et al., 2008). Intervention research that concerns itself with the homeless population must make educated assumptions about the most salient issues worth addressing, the causes of those issues that may be controlled, and the types of outcomes that should be attained. Meaningful intervention research should attempt to identify questions that address the preventative conditions of homelessness, the exacerbating conditions that may prolong someone’s experience with it, and the opportunities available to exit it. Social networks play an important role in people’s lives, and the homeless are no exception. Some forms of social support may serve to normalize the homeless experience (Auerswald and Eyre, 2002), while others may offer support for exiting homelessness (Zlotnick, Tam, Robertson, 2003). An appropriate research question in this area would ask; what are the characteristics of social networks that serve to contribute to a person’s successful attempts to exit homelessness? An intervention program that would attempt to capitalize on known social support networks that reinforce a person’s decision to exit homelessness could be as simple as incorporating a series of questions into existing outreach programs that are designed to identify such relationships. Once these relationships are identified, practitioners could be instructed to attempt outreach with these social network members to include them in their work with their clients. One of the issues associated with homeless encampments is their proximity to necessary services (Chamard, 2010), of these healthcare access may be included. To build off of research which has identified that demographics as well as distinct lifestyles among the homeless may mean the difference between healthcare access or not (Nakonezny Ojeda, 2005), a further relevant research question may ask how can people living in homeless encampments attain more consistent and accessible healthcare? Intervention work in this vein could seek to implement medical outreach programs in areas known to have higher concentrations of homeless encampments, identify how medical conditions are impacted as a result, and further modify outreach techniques depending on the results. Homeless youth have been shown to have increased rates of victimization relative to their housed counterparts (Tyler, Gervais Davidson, 2013; Tyler Melander, 2012), and that victimization is associated with higher rates of substance use (Bender et al., 2012). Potential interventions in this area could include fusing a program designed to address substance use among homeless youth with training staff to have heightened awareness of who may be at risk for increased victimization, and address individual cases as needed. The potential for intervention research within the homeless population is plentiful. References Anderson, I., Tulloch, D. (2000). Pathways through homelessness: A review of the research evidence. Edinburgh: Scottish Homes. Aubry, T., Klodawsky, F., Coulombe, D. (2012). Comparing the housing trajectories of different classes within a diverse homeless population. American Journal Of Community Psychology, 49(1-2), 142-155. Auerswald, C. L., Eyre, S. L. (2002). Youth homelessness in San Francisco: A life cycle approach. Social Science Medicine, 54(10), 1497-1512. Bender, K., Thompson, S. J., Ferguson, K., Komlo, C., Taylor, C., Yoder, J. (2012). Substance use and victimization: Street-involved youths perspectives and service implications. Children And Youth Services Review, 34(12), 2392-2399. Biswas-Diener, R., Diener, E. D. (2006). The Subjective Well-Being of the Homeless, and Lessons for Happiness. Social Indicators Research, 76(2), 185-205. Chamard, S., United States, Center for Problem-Oriented Policing. (2010). Homeless encampments. Washington, DC: U.S. Dept. of Justice, Office of Community Oriented Policing Services. Chamberlain, C., Johnson, G. (2013). Pathways into adult homelessness. Journal Of Sociology, 49(1), 60-77. Eyrich, K. M., Pollio, D. E., North, C. S. (2003). An exploration of alienation and replacement theories of social support in homelessness. Social Work Research, 27(4), 222-231. Ferguson, K. M., Bender, K., Thompson, S. J., Maccio, E. M., Pollio, D. (2012). Employment status and income generation among homeless young adults: Results from a five-city, mixed-methods study. Youth Society, 44(3), 385-407. Goodman, L. A., Saxe, L., Harvey, M. (1991). Homelessness as psychological trauma: Broadening perspectives. American Psychologist, 46(11), 1219-1225. Grigsby, C., Baumann, D., Gregorich, S. E., Roberts-Gray, C. (1990). Disaffiliation to Entrenchment: A model for understanding homelessness. Journal of Social Issues, 46(4), 141-156. Groton, D. (2013). Are housing first programs effective? A research note. Journal of Sociology And Social Welfare, 40(1), 51-63. Hagen, J. L. (1987). The heterogeneity of homelessness. Social Casework, 68(8), 451-457. The Homelessness Research Institute (HRI). (January, 2012). The State of Homelessness in America, 2012. National Alliance to End Homelessness. Retrieved from: http://lhc.la.gov/downloads/esg/TheState_of_Homelessness_in_America2012.pdf Justus, A. N., Burling, T. A., Weingardt, K. R. (2006). Client Predictors of Treatment Retention and Completion in a Program for Homeless Veterans. Substance Use Misuse, 41(5), 751-762. Link, B.G., Susser, E., Stueve, A., Phelan, J., Moore, R.E., Struening, E. (1994). Lifetime and five-year prevalence of homelessness in the United States. American Journal of Public Health, 84(12), 1907–1912. Nakonezny, P.A., Ojeda, M. (2005). Health Services Utilization Between Older and Younger Homeless Adults. The Gerontologist, 45(2), 249-254. Padgett, D. K., Henwood, B., Abrams, C., Davis, A. (2008). Engagement and retention in services among formerly homeless adults with co-occurring mental illness and substance abuse: Voices from the margins. Psychiatric Rehabilitation Journal, 31(3), 226-233. Parsell, C. (2011). Homeless identities: Enacted and ascribed. British Journal Of Sociology, 62(3), 442-461. Rivlin, L. G. (1990). The significance of home and homelessness. Marriage Family Review, 15(1-2), 39-56. Thoits, P. A. (1982). Life stress, social support, and psychological vulnerability: Epidemiological considerations. Journal of Community Psychology, 10(4), 341-362. Tosi, A. (2010). Coping with Diversity. Reflections on Homelessness in Research in Europe. OSullivan, Eoin/Busch-Geertsema, Volker/Quilgars, Deborah/Pleace, Nicholas (Hg.): Homelessness Research in Europe. Brà ¼ssel, 221-236. Tyler, K. A., Gervais, S. J., Davidson, M. (2013). The relationship between victimization and substance use among homeless and runaway female adolescents. Journal Of Interpersonal Violence, 28(3), 474-493. Tyler, K. A., Melander, L. A. (2012). Poor parenting and antisocial behavior among homeless young adults: Links to dating violence perpetration and victimization. Journal Of Interpersonal Violence, 27(7), 1357-1373. US Department of Housing and Urban Development (HUD). (2011). The 2010 Annual Homeless Assessment Report to Congress. Washington, DC. (2010 AHAR). Zlotnick, C., Tam, T., Robertson, M. J. (2003). Disaffiliation, substance use, and exiting homelessness. Substance Use Misuse, 38(3-6), 577-599. 1

Telecommunications Act of 1996 Essay examples -- essays research paper

The Telecommunications Act of 1996 The Telecommunications Act of 1996 can be termed as a major overhaul of the communications law in the past sixty-two years. The main aim of this Act is to enable any communications firm to enter the market and compete against one another based on fair and just practices (â€Å"The Telecommunications Act 1996,† The Federal Communications Commission). This Act has the potential to radically change the lives of the people in a number of different ways. For instance it has affected the telephone services both local and long distance, cable programming and other video services, broadcast services and services provided to schools. The Federal Communications Commission has actively endorsed this Act and has worked towards the enforcement and implementation of the various clauses listed in the document. The Act was basically brought into existence in order to promote competition and reduce regulation so that lower prices and higher quality services for the Americans consumers may be s ecured. Of particular importance is the deregulation of the telecommunications industry as mentioned in the act (â€Å"Implementation of the Telecommunications Act,† NTLA). This reflects a new thinking that service providers should not be limited by artificial and now antique regulatory categories but should be permitted to compete with each other in a robust marketplace that contains many diverse participants. Moreover the Act is evidence of governmental commitment to make sure that all citizens have access to advanced communication services at affordable prices through its â€Å"universal service† provisions even as competitive markets for the telecommunications industry expand. Prior to passage of this new Act, U.S. federal and state laws and a judicially established consent decree allowed some competition for certain services, most notably among long distance carriers. Universal service for basic telephony was a national objective, but one developed and shaped through feder al and state regulations and case law (â€Å"Telecommunications Act of 1996,† Technology Law). The goal of universal service was referred to only in general terms in the Communications Act of 1934, the nation's basic telecommunications statute. The Telecommunications Act of 1996 among other things: (i) opens up competition by local telephone companies, long distance providers, and cable companies ... ...ns especially when it came to deregulating the telecommunications industry. The new law was expected to bring radical changes to the communications industry, providing high quality services to the masses at minimal cost. The act was also designed with the specific purpose of ensuring that advanced telecommunications will be available to every citizen as part of the policy for universal service. The FCC and the states, as the regulatory bodies, implement the law. Its been over three years since the law was passed and most critics have claimed that nothing worthwhile came out of the act besides the mergers of course. Ultimately however, the services brought to the public will depend on the providers of those services and their success in the marketplace. Bibliography 1.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The Telecommunications Act of 1996.† Available online at: http://www.fcc.gov/telecom.html 2.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"Implementation of the Telecommunications Act.† Available online at: http://www.ntia.doc.gov/opadhome/opad_act.htm 3.  Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"The Telecommunications Act of 1996.† Available online at: http://www.technologylaw.com/act.html

How John Locke Inspired Maria Montessori Essay

Childhood John Locke was born on August 29, 1632, in Wrington, a village in the English country of Somerset. He was baptized the same day. Soon after his birth, the family moved to the market town of Pensford, about seven miles south of Bristol, where Locke grew up in an old fashioned stone farmhouse . His father was a county lawyer to the Justices of the Peace and his mother was a simple tanners daughter. Both his parents were Puritans and as such, Locke was raised that way. His early life was spent at home in the country, where he was taught by his father; this explains why he favored the tutorial form of education. Early Adulthood In 1647, John Locke enrolled in Westminster School in London where he earned the distinct honor of being named a â€Å"King’s Scholar†, a privilege that went to only select number of boys and paved the way for Locke to attend Christ Church University, in Oxford, perhaps Oxford’s most prestigious school . He studied medicine, which played a central role in his life. After graduating in 1656, he returned to Christ Church two years later and received his Master of Arts. He graduated with a bachelor’s of medicine in 1674. Educational Theory In order to fully understand Locke, it is necessary to realize that his aims and methods were largely determined by the place and time in which he lived, and by the schools in which he attended. John Locke’s theories center around the case that the human mind, at birth is a â€Å"Complete, but receptive, blank slate. † It is the experiences placed upon this blank slate throughout life that determine a child’s characteristics and behaviors. Locke rebelled against the traditional theories of original sin and did not agree that children were born into the world as evil beings but instead believed that things could only be added to a child’s blank slate through experience. John Locke believed that â€Å"The well educating of their children is so much the duty and concern of parents, and the welfare and prosperity of the nation so much depends on it, that I would have everyone lay it seriously to heart. † Locke’s Thoughts concerning Education occupy an important place in the history of educational theory. He believed that â€Å"the minds of children are as easily turned, this way or that, as water itself. † For Locke, â€Å"Educating children, required instructing their minds and molding their natural tendencies. Education develops the understanding, which men universally pay a ready submission to, whether it is well or ill informed† Because children are born without a natural knowledge of virtue, early education greatly shapes their development, where even little and almost insensible impressions on their tender infancies have very important and lasting consequences! † Locke’s method of education is meant to be observed by parents even from the time their child is in the cradle, long before the teaching that comes from books. He encourages parents to watch their children, for through observation, parents can understand their child’s distinctive inclinations. Specifically, they should pay particular attention to their child â€Å"in those seasons of perfect freedom† and â€Å"mark how the child spends his time† Once armed with such information, parents can better know how to motivate their children towards the right and can craft their methods of education accordingly. Above all, Locke believed that children could reason early in life and should be addressed as â€Å"reasoning beings† by their parents and not regarded as â€Å"only a simple plaything, as a simple animal, or a miniature adult who dressed, played and was supposed to act like his elders†Ã¢â‚¬ ¦Their ages were unimportant and therefore seldom known. Their education was undifferentiated, either by age, ability or intended occupation. † Locke, on the other hand, thought of children as human beings and proposed the fostering of children’s education in a gradual manner. Locke urged parents to spend time with their children and to plan their children’s education according to their individual characters. He suggested using â€Å"play† as the chief strategy for children to learn rather than rote memorization or punishment. How did John Locke inspire Dr. Maria Montessori? John Locke’s theories on education influenced many educational theorists among those was Dr. Maria Montessori. Locke’s theories inspired and helped her to develop the Montessori philosophy of education, over 100 years ago which is still the basis for how children learn in Montessori programs all over the world. Maria was inspired by Locke’s belief that each Child is a Unique Person? and believed that every child is different and has different skills and needs for development. She believed that if an adult watches and listens carefully, the adult can prepare an environment in which a child can thrive. – Locke’s method of education is meant to be observed by parents even from the time their child is in the cradle, long before the teaching that comes from books. Maria Montessori believed that each child possesses a unique individual pattern that determines much of the child’s personality, temperament, skill and ability. Montessori called this pattern, â€Å"a spiritual embryo†, as it is determined before birth. This pattern, she believed is revealed only during the process of development, so a great importance is placed on the quality of a child’s environment, activities and the freedom to develop. – Locke, â€Å"for through observation, parents can understand their child’s distinctive inclinations. Specifically, they should pay particular attention to their child â€Å"in those seasons of perfect freedom† and â€Å"mark how the child spends his time† Once armed with such information, parents can better know how to motivate their children towards the right and can craft their methods of education accordingly. † ?While John Locke’s referred to a child’s mind being of that of a blank slate, Maria Montessori compared a child’s mind to a sponge that absorbs information. Children will absorb everything they see, hear, taste, smell and touch in order to gain knowledge. Every child has different life experiences, however all Montessori activities can build upon each foundation in an individual way to create memories, problem solving, reasoning, understanding and, of course, absorption. – Locke also claimed that all ideas came from experience and that there were two aspects of experiences – sensation and reflection. Sensation informs us about things and processes in the external world. Reflection refers to a human’s internal sense that informs itself about the operations in its own mind. Maria Montessori’s method focuses on the child’s environment and the teacher who organizes the environment and effectively outlined the six components to a Montessori environment as freedom, structure and order, reality and nature, beauty and atmosphere, the Montessori materials, and the development of community life. ? Maria Montessori set forth her philosophy and method as the way education should be presented to all children. She believed that in a Montessori classroom, children could achieve self-discipline and achieve freedom for their own development. Consequently, she saw her method of education as the way to insure that adults in the future would be thoughtful, independent, clear thinking problem solving individuals who contribute to society in a meaningful way. – Locke believed that education â€Å"made† the man. He felt that the impressions made in infancy have important and lasting consequences. Any association of ideas made in childhood has a critical and life-long effect on a person. Hence, negative association would be damaging for an individual. ) Although John Locke influenced Dr. Montessori greatly, they did not always agree on everything for example. Maria Montessori believed that children are empty vessels and learn by sensory. John Locke’s point of view about children is that teachers play an extremely crucial point in teaching. Because of the â€Å"Tabula Rasa† (empty mind) theory, teachers become the only source of information for the children. He also stated that the teachers â€Å"pour† knowledge into the students. This point of view is exactly opposite to what Maria Montessori believed. John Locke believed that children never play an active role in learning, they are just receivers – traditional school system. Yet, Maria Montessori believed teachers or directresses’ are only helping the students by awakening their potential powers and that children are the active learners, teachers are only the helpers. John Locke believed that â€Å"play† has an important strategy in learning. Maria Montessori never used the term â€Å"play† as we always â€Å"work! References 1. Stanford Encyclopedia of Philosophy (Plato. standford. edu/entries/locke) 2. â€Å"John Locke,† The Internet Encyclopedia of Philosophy, ISSN 2161-0002, http://www. iep. utm. edu/locke/, accessed December 27, 2012. 3. http://plato. stanford. edu/entries/locke/ 4. http://www. marxists. org/reference/subject/philosophy/works/en/locke. htm 5. http://oregonstate. edu/instruct/phl302/philosophers/locke. html.

The Political State Owned Oil Giant And Its Negative...

In addition to the challenging economic policy issues it is confronting, Brazil has simultaneously been in a very fragile political state ever since the Petrobras scandal investigation, known as Operation Lava Jato (Carwash), was initiated in 2014. In order to appreciate the significance of the Petrobras scandal and its negative impact on the people’s trust, it is important to comprehend the significance of Petrobras, the state-owned oil giant, and its role in Brazilian society. In Galster’s 2009 article, he discusses the nationalization of the oil industry in Brazil, the creation of Petrobras, and how it acquired its power and political influence. Galster emphasizes how the oil industry barely existed fifty years ago, and that it became very successful due to shrewd policies, such as keeping up to date with the latest technologies and implementing free market mechanisms. Also, Petrobras is a multinational oil company controlled and majority owned by the Brazilian fe deral government, but it is traded on the stock markets around the world, unlike most other Latin American countries (Galster, 2009). In 2014, the Petrobras scandal became a cataclysmic news event in Brazil when investigators discovered that Petrobras managers were making bribes with governmental figures for political power by using money from the business. These events occurred during the time in which Brazil’s current president, Dilma Rousseff was the President of the Board of Directors of Petrobras. InShow MoreRelatedThe Industrial Revolution : The Iron Company Known As Standard Oil Co. Inc.2602 Words   |  11 Pagescompany known as Standard Oil Co. Inc., and its head, John D. Rockefeller, Sr., grew to become, arguably, the most powerful symbol of capitalism in the United States of America. 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