The Importance of Critical Thinking to Nursing Graduates Essay - 1

The Importance of Critical Thinking to Nursing Graduates - Essay Example Why do nursing schools highlight critical thinking so much? Why is it so important for nursing graduates to develop this skill? Research provides us with various answers to these questions. For one, nursing graduates on their first year discover that working in a health care facility is not as straightforward as that of nursing school – there are no written instructions, no mentors to guide their every move. Moreover, the various changes in health care institutions require nursing graduates the capacity to learn â€Å"on the job† and to make time-sensitive decisions without compromising quality of service delivery. Fresh out of college, with beautiful dreams on how to help their patients, most nursing graduates tend to underestimate the complexity of their chosen career. In fact, many nursing graduates have created ideals by which they want to base their practice on. These ideals are expressed in terms such as the â€Å"pursuit of patient-centered holistic care, of high quality care and theoretical knowledge, and of evidence-based care† (Wangensteen, 2010, p. 12). But research shows that reality soon catches up with nursing graduates as they strive gain experience from their practice while at the same time struggling to comply with convert rules, and organizational constraints (Maben, Latter, & Clark, 2007). Most new nurses feel no control over their situation as they strive to find their place in the organization. Hence, it is no wonder that most new nurses describe their first year in practice as a year of â€Å"uncertainty and chaos† (Wangensteen, 2010, p. 44). Research shows that whether nursing graduates worked in the hospital or in home care, the experience was the same – first time nurses found it difficult to adjust to their new role because reality was so much more different that what was taught in nursing school. Once working with health care

Computer Ethics Case Study Example | Topics and Well Written Essays - 500 words

Computer Ethics - Case Study Example On the other hand, if a computer professional or a group of professionals ask for ransom in exchange of not holding a computer as a hostage, they are indulging in criminal behavior. Ransom in previous years used to be gained by kidnapping an individual and this activity was recognized as a criminal conduct. Similarly, holding a computer hostage and acquiring ransom is even recognized as criminal behavior. One way through which computer users can protect their computers from being attacked by ransomware is by protecting their computers with security software. This security software has the ability to detect and stop malicious attacks launched on a particular computer. The user needs to ensure that the security software is kept up-to-date. It is essential for the security software to remain up-to-date because new forms and software of ransomware are being launched every day and in order to tackle updated viruses, a computer needs updated security software. Another way of preventing becoming a hostage to ransomware is having a backup of the information and data that is stored on a particular computer (Deccan Herald, 2012). In cases a computer becomes a hostage, the most probable threat that a user faces is the loss of important data. If this data is stored in a backup storage device such as a USB or an external hard drive, the user will not have to give in to the demand of ransom. Government can use both deterrent as well as preventive modes of legislation to counter the issue of ransomware. The government should pass a legislation requiring all organizations and computer users to protect their computers with security systems and having backup of the data. The government can levy hefty fines for not complying with legislation. This will encourage computer users as well as organizations to protect their system in order to avoid hefty sanctions. Government can deter computer hackers who use

Dimensions of Word Meaning

Dimensions of Word Meaning NGUYEN QUANG NGOAN Introduction The issue of defining and clearing the meaning of the words is by no means an easy talk. In other words, words are names or lables for things. Besides, linguists also realize the need to distinguish what a word or expression denotes from what they can be used to refer to, we will identify the difference between denotation and reference. There are many different ideas that the meaning of a word reflects reality or express human conceptualization of reality, as it were. However, we will discuss about various attempts designed to define probably one of the most difficult issues of semantics -meaning. Problems Depending on what it is understood by meaning, we can distinguish two main semantic theories: the referential / denotational approach-meaning is the action of putting words into relationship with the world; the representational /conceptual approach-meaning is the notion, the concept or the mental image of the object or situation in reality as reflected in mans mind. The two basic types of meaning were first mentioned by S. Stati in 1971- referential definitions which analyse meaning in terms of the relation symbol- object /referent; conceptual definitions which regard the relation symbol- thought/reference. 2.1 .Denotational /Referential Theories of Meaning. Before describing the characteristics of these theories, a clarification of the terms used is necessary. All languages allow speakers to describe or model aspects of what they perceive. In semantics the action of picking out or identifying individuals/ locations with words is called referring/denoting. To some linguists the two terms, denote and refer are synonymous. J. Saeed (1997: 23) gives two examples of proper names whose corresponding referents are easily recognizable e. g. I saw Michael Jackson on TV last night. We have just flown back from Paris. The underlined words refer to/denote the famous singer, respectively the capital of France, even if in some contexts they may be used to designate a person different from the singer, or a locality other than the capital of France. To John Lyons the terms denote and refer are not synonymous. The former is used to express the relationship linguistic expression- world, whereas the latter is used for the action of a speaker in picking out entities in the world. In the example A sparrow flew into the room. A sparrow and the room are NPs that refer to things in the world.; room, sparrow denote classes of items. In conclusion, referring is what speakers do and denoting is a propertyof words. Denotation is a stable relationship in a language, it doesnt depend on anyones use of the word unlike the action of referring. Returning to the problem of theories of meaning, they are called referential/ denotational when their basic premise is that we can give the meaning of words and sentences by showing how they relate to situations- proper names denote individuals, nouns denote entities or sets of individuals, verbs denote actions, adverbs denote properties of actions, adjectives denote properties of individuals-.In case of sentences, they denote situations and events. The difference in meaning between a sentence and its negative counterpart arises from the fact that they describe two situations e. g. There is a book on the shelf. There isnt a book on the shelf. Referential theories consider meaning to be something outside the world itself, an extra-linguistic entity. This means reducing the linguistic sign, i. e. the word to its material aspect, be it phonic or graphic. The impossibility of equating meaning with the object denoted by a given word can be explained considering three major reasons the identity meaning-object would leave meaning to a large extent undefined because not all the characteristic traits of an object as an extra- linguistic reality are identical with the distinctive features of lexical meaning; not all words have a referent in the outside world; there are: non- referring expressions so, very, maybe, if, not, etc. referring expressions used generically: e. g. A murder is a serious felony. words like nouns, pronouns with variable reference depending on the context: e. g. The president decides on the foreign policy. She didnt know what to say. words which have no corresponding object in the real world in general or at a certain moment: e. g. The unicorn is a mythical animal. She wants to make a cake this evening. different expressions/words that can be used for the same referent, the meaning reflecting the perspective from which the referent is viewed e. g. The morning star is the same thing as the evening star. The president of the USA/ George Bush/ Barbara Bushs husband was to deliver a speech. Besides the referential differences between expressions, we can make useful distinctions among the things referred to by expressions-referent thing picked out by uttering the expression in a particular context; extension of an expression = set of things which could possibly be the referent of that expression. In Lyons terminology the relationship between an expression and its extension is called denotation.(Saeed 1997: 27) A distinction currently made by modern linguists is that between the denotation of a word and the connotations associated with it. For most linguists, denotation represents the cognitive or communicative aspect of meaning (Schaff 1965), while connotation stands for the emotional overtones a speaker usually associates with each individual use of a word. Denotative meaning accounts for the relationship between the linguistic sign and its denotatum. But one shouldnt equate denotation with the denotatum.What is the denotation of a word which has no denotatum. As far as the attitude of the speaker is concerned, denotation is regarded as neutral, since its function is simply to convey the informational load carried by a word. The connotative aspects of meaning are highly subjective, springing from personal experiences, which a speaker has had of a given word and also from his/her attitude towards his/ her utterance and/ or towards the interlocutors (Leech, 1990: 14). For example dwelling, house, home, abode, residence have the same denotation but different connotations. Given their highly individual nature, connotations seem to be unrepeatable but, on the other hand, in many instances, the social nature of individual experience makes some connotative shades of meaning shared by practically all the speakers of a language. It is very difficult to draw a hard line between denotation and connotation in meaning analysis, due to the fact that elements of connotation are drawn into what is referred to as basic, denotative meaning. By taking into account connotative overtones of meaning, its analysis has been introduced a new dimension, the pragmatic one. Talking about reference involves talking about nominals- names and noun phrases. They are labels for people, places, etc. Context is important in the use of names; names are definite in that they carry the speakers assumption that his/ her audience can identify the referent (Saeed, 1997: 28). 2.2.The Relationship Between Sense And Reference The referent of an expression is often a thing or person in the world. The sense of an expression is not a thing at all it is an abstraction that can be entertained in the mind of a language users. Its difficult to say what sort of entity the sense of an expression it isà ¢Ã¢â€š ¬Ã‚ ¦it is useful to think of sense as that is a part of meaning of an expression that is left over when reference is factored out. Its much easier to say whether or not expressions have the same sense. Connotation and denotation revisited We have discussed the meaning of a word, it helps to know the difference between denotation and connotation. These two terms are easy to confuse because they describe related concepts. Moreover, both denotation and connotation stem from the Latin word. The connotation of a word is the additional meaning that the word has beyond its denotative meaning. It shows peoples emotion and/or attitudes towards what the word refers to. The Denotation of a word is the core, central or referential meaning of the world found in a dictionary. In English, a content word may have its denotation described in term of a set of semantic features that serve to identify the particular concept associated with the word For example, the words home and house have similar denotations or primary meanings: a home is a shelter that is the usual residence of a person, family, or household, and a house is a building in which people live. However, these terms carry different associations or secondary meanings, also known as connotations. Many people would agree that home connotes a sense of belonging and comfort, whereas house conveys little more than a structure. The connotation of a word depends on cultural context and personal associations, but the denotation of a word is its standardized meaning within the English language. The change and development of meaning 3.1 .Change of meaning The development of vocabulary is the first of all reflected in the development of semantic structure of the words: new meaning of the words appear, some old meanings drop out of the language of coexist with the new ones. The first is extending the meanings of existing words or acquisition of new meaning by existing words based on the occurrence of a relationship between the old and new meaning. For example: 1. She turned a cold face to me 2. My brother is a pig => Semantic extensions Occurrence of a relationship between the old and new meaning 3.2. Causes of semantic change The factors accounting for semantic changes may be subdivided into three main groups: a. Extra-linguistic causes : various changes in the life of the speech community changes in economic and social structures changes in culture, knowledge, technology, arts changes of ideas, scientific concepts, way of life b. Linguistic factors : Ellipsis a change of meaning when the meaning of a word-combination is given to only one word of this combination For example: daily daily happening every day a daily newspaper daily a daily newspaper Discrimination of synonyms conflict of synonyms when a perfect synonym of a native word is borrowed from other language. For example: tide OE tide 1)time 2)season 3)hour from French time, season, hour Modern English tide regular rise and fall of the sea caused by the moon c. One more linguistic cause of semantic change is called fixed context. E.g. the word token brought into competition with the word sign and became restricted in use to a number of set expressions, such as love token, token of respect etc. and also became specialized in meaning. 3.3. Nature of semantic change: a. Restriction of meaning (narrowing) restriction of the types or referents denoted by the word. It can be illustrated by the semantic development of the word hound which used to denote dog of any breed but now denotes only a dog used in the chase. If the word with a new restricted meaning comes to be used in the specialized vocabulary of some limited group within the speech community it is usual to speak of the specialization of meaning. b. Extension of meaning (widening ) application of the word to wider variety of referents It may be illustrated by the word target which originally meant a small round shield but now means anything that is fired at. If the word with extended meaning passed from the specialized vocabulary into common use, the result of the semantic change is described as generalization of meaning. The connotational meaning may be changed in two ways as follows: Amelioration (elevation) of meaning implies the improvement of the connotational component of meaning, e.g. the word minister originally denoted a servant but now a civil servant of higher rank, a person administrating a department of state. Deterioration (degradation) of the meaning implies the acquisition by the word of some derogatory emotive charge, e.g. the word boor was originally to denote a peasant and then acquired a derogatory connotational meaning and came to denote a clumsy or ill-bred fellow. Transference of meaning 4.1. Definition of metaphor: The other perspective from which we can approach semantic change is the nature of the change or the connection between the new and the old meaning. We also call this feature a transfer. The meaning can be transferred from the original to the new position via three main types of association: Metaphor is the semantic change based on the association of similarity between referents the meaning is transferred on the basic of the fact that the two referents resemble on onother. The basic structure of the metaphor is very simple. There is a thing we are talking about and that to which we are comparing it. The transference may be based on similarity of Shape. E.g: head of a cabbage, crane bulb, the teeth of a saw Position. E.g: the foot of mountain Movement. E.g: caterpillar of a tank. Function. E.g: the key to the mystery Colour. E.g: orange, rose. Size. E.g: midget, elephantine The names of the parts of human body are transferred to others objects ( the nose of a plane, the leg of the table) The names of animals are also often transferred to the human beings ( A cunning person is a fox, a spiteful person is a snake, a rude person is a bear, a hard-working person is a bee or a beaver, birds view, crocodile tears) Proper names transferred to common ones( a jealous person is called an Othello, an eloquent speaker is a Cicero.) 4.1.2. The differences between similes and metaphors Both compare things that are essentially unlike. Metaphor implies the comparison hidden comparison ( no formal element of comparison) Simile expresses the comparison by the use of some word or phrase like, as, than, similar to, resembles, seems. For example My love is a rose -> metaphor My love is like a rose -> comparison 4.1.3.The classifications of metaphor Living ( poetic, individual) when a word is used in unusual meaning and metaphor is felt E.g: Peace is our fortress. Faded (trite) metaphor is one which lost its freshness because of long use and became habitual E.g: Fruitful effort, golden youth, to fall in love Dead metaphor where metaphoric sense is not felt. Dead metaphor are words which lost their direct meaning and are used only figuratively E.g: To ponder originally meant to weigh, but it is used now only in the meaning to mediate, to consider thoughtfully 4.2. Definition of metonymy Metonymy (contiguity of meaning) the name of an attribute of a thing is used instead of the thing itself. In other words, metonymy can be defined as the substitution of one word for another with which it is associated. For example Hollywood is used as a metonym (an instance of metonymy) for American cinema, because of the fame and cultural identity of Hollywood, as the historical center of movie studios and movie stars. Proper names as metonymy can be illustrated by : read Shakspeare, listen to Mozart, it was a Waterlooà ¢Ã¢â€š ¬Ã‚ ¦ Major cases of metonymy: Use the name of container instead of the thing contained: E.g: to drink a glass, 2. Names of parts of human body may be used as symbols E.g: clever head, kind heart, 3. The concrete is used instead of abstract E.g: Let me give you a hand; to go to bed 4. The materials are used for the things is made of the materials E.g: glass 5. The name of the author is used for his works. E.g: Picasso, Ampere, Watts 6. Part is used for the whole and vice versa E.g: We all live under the same roof. She is wearing a fox. 7. The instrument which the doer uses in performing E.g. she is a good piano, 8. Other types: E.g: He always running after the skirt. ( a woman or girl) Other types of meaning tranfer are: Eponymy (functional change) common words are derived from proper nouns, e.g.: sandwich, china, rugby, White House (American government). Personification assigning human qualities to things, e.g.: the paper saysà ¢Ã¢â€š ¬Ã‚ ¦ Euphemisms the need for a less expressive word, substitution of words which can be harmful for words with milder connotations, e.g.: restroom (toilet), pass away (die), sleep with à ¢Ã¢â€š ¬Ã‚ ¦ (have a sexual intercourse withà ¢Ã¢â€š ¬Ã‚ ¦) Hyperbole exaggeration of meaning, statement not to be taken literally, e.g.: wait for ages, weight a ton, Ill kill him when I see himà ¢Ã¢â€š ¬Ã‚ ¦ Litotes the opposite of hyperbole, the understatement which can be often ironical or moderating, e.g.: It wasnt bad (in the sense of It was good), Shes not stupid (Shes rather smart)à ¢Ã¢â€š ¬Ã‚ ¦ REFERENCES Hoa Nguyen, (2004). Understanding English Semantics. Hanoi: Nxb.Ä HQG Hà   Nà ¡Ã‚ »Ã¢â€ž ¢i. Lyons, J (1968). Introdution to Theoretical Linguistics. London and New York: CPU Lyons, J (1995). Linguistic Semantics: An introduction. London : CUP

King Leopolds Ghost Essays -- English Literature Essays

King Leopold's Ghost Out of sight mind is very convenient. If we don’t see what is really going on it is easier for us as consumers to sleep at night. Capitalism, colonialism and slavery are still practiced today, but in foreign countries and in a different manner. Before reading King Leopold’s Ghost, when I thought of slavery I thought of the transatlantic slave trade or Africans working as slaves in the US. After reading the book my eyes were open to a whole new perspective on slavery, capitalism and colonialism. When buying a product from a local store, one rarely inquires of the origin of the product’s raw materials as well as the working conditions / living conditions of the employees who created it. Our clothes, toys, accessories, and many other items have more history than we decide to realize. Take the designer imitation shoes you bought on sale from Payless for $10. Did ever wonder why or how you could get such a â€Å"Great Deal!† If the tag says â€Å"MADE IN CHINA†, it was produced for very cheap labor possibly by children working and living in conditions we would find unbearable for ourselves. In a way it is slavery, because in poor countries jobs are often scarce and pay is bad. If you have a job you will go to extremes to keep it, not because you like the job, but because you need it to survive. The owner of the business knows that and therefore he or she has a control over your life. This form of slavery is linked directly to capitalism and communism first b ecaus...

Le Corbusier

â€Å"The house is a machine for living in. †-Le Corbusier House 14 at Weissenhof: http://mpdrolet. tumblr. com/pos/34901891099/weissenhof-estate-le-corbusier-peter-gossel. As with many other architects of his time, Le Corbusier was fascinated with the Industrial Age. The Industrial Age brought a multitude of new materials for architects to work with, as well as new processes to utilize these revolutionary materials. Le Corbusier sought to coalesce these new ideas into his 5 points towards a new architecture. The five essential points set out above represent a fundamentally new aesthetic. Nothing is left to us of the architecture of past epochs†¦Ã¢â‚¬  (Conrads, 1970, p. 100) By combining the newly readily available materials of steel and concrete with the process of mass production Le Corbusier invents a house that embodies a machine. No longer is the house simply a decorative container to live in. The house that utilizes Le Corbusier’s 5 points actively works to improve the lives of its inhabitants just as any successful machine of the Industrial Age.As seen in House 14, all attention is focused on satisfying the 5 points and consequentially superfluous ornament is disregarded. Rather the building as a whole could be described a monument to the Industrial age. The clean-cut corners and lines evoke a sense of the ordered factory and sharp contrasts remind viewers of the positive and negative results of Industrialism. â€Å"Industry, overwhelming us like a flood which rolls on towards its destined ends, has furnished us with new tools adapted to this new epoch, animated by the new spirit. (Conrads, 1970, p. 61) Corbusier’s idea of the â€Å"new spirit† is evident in his 5 points. The new â€Å"machine† house improves people’s lives by helping them adapt to and live in the boisterous times of the Industrial Age. The roof of the house is covered in a roof garden to give its inhabitants a place to relax from the inc essant clamor of the new age. The house is set off the ground on pilotes to separate the inhabitant from the dirty byproducts of Industrialism.This sense of cleanliness is also emphasized in the whitewashed walls giving a sense of purity and sanitation. â€Å"Economic law inevitably governs our acts and our thoughts. † (Conrads, 1970, p. 61) As with any mass produced machine, cost is an issue. Corbusier had to settle for using the relatively cheap materials of stucco over brick to allow his house to be mass-produced. Le Corbusier revolutionized the house into an efficient machine with his 5 points. â€Å"Economic law inevitably governs our acts and our thoughts. † (Conrads, 1970, p. 61)

Before the Great War the position of women in society depended on birth, class, marriage, and men

Women had to live up to an ideal created by men. This meant women had to appear less intelligent than their husbands, women had to be well mannered, and modest in behaviour and speech. Women from richer middle and upper class families had servants to look after their homes and weren't expected to work. Upper class women were brought up and educated to be a dutiful wife. Lower class women had to look after their husband, manage everything in the house as well as finance, be utterly faithful to her husband and willingly manage a large family Some women did go to work; in 1901 55% of single women and 14% of married women were at work. In 1914 the largest employer of women was the Domestic Service with 1,600,000 this is because the Domestic Service was regarded as better than working in factories. About 656,000 women worked in the factories of the textile industry – especially the cotton mills of northern England. Lots of women were in work but many of them hardly made enough money to live on. Married working class women faced a lot of problems. Families were large: 71% of women had four or more children and 41% had seven or more. Many women however lost children to diseases like Scarlet Fever, Diphtheria, and Tubercular. Children died because they didn't have any health care and doctors were expensive and hard to find. Poverty, bad housing and child bearing affected the health of working class women probably because they put the health of their husbands first as they had to be at work to earn money. Lots of women wanted the vote before the Great War. Suffragists wanted the vote and played by the law where as Suffragettes were more militant. The Suffragettes committed many acts of violence such as destruction of property and arson. Lots of people were against giving women the right to vote, even queen Victoria was. This meant women's suffrage had to gain support, so they continued with their marches and put posters up to try to gain support. The government passed a cat and mouse act which allowed Suffragettes to be released when they became ill because of their hunger strike and as soon as they were better again they were arrested and sent back to prison to finish their sentence. The outbreak of the First World War brought an end to the Suffragettes campaign.

Discipline, Stressors for Parents with Children and ADHD Essays

Discipline, Stressors for Parents with Children and ADHD Essays Discipline, Stressors for Parents with Children and ADHD Essay Discipline, Stressors for Parents with Children and ADHD Essay Imagine being stuck in traffic waiting to cross an intersection. You have an important meeting to attend and an absence may revoke your chance of a promotion. This particular traffic light takes longer than average to change green. As it finally turns green, the cars ahead of you ease off the brakes and slowly accelerate past the intersection. Not being aware of the light change, you are distracted by a nearby billboard sign. Finally you regain focus, Just as you are about to cross the intersection he traffic light turns red and you slam on the brakes. For some people this type of situation happens quite often and engrosses them with animosity throughout the day. There are many instances like this one which can hold adults and children back from Jobs, academic success, and many other things in life. This struggle is called Attention Deficit Hyperactivity Disorder (ADHD). Many children are diagnosed with this behavioral disorder every day. There are many articles written today which speak of the facts and struggles children with ADHD deal with. But many f the articles do not really speak much of how the parents cope with the daily stress. Only a handful of studies have addressed the question of how parents cope with stress. Why? This is only one of the many questions and curiosities which will be discussed in this editorial. Parents go through many types of stress raising children who have behavioral problems such as ADHD. As discussed in one of the four articles which will be assessed in this paper, authors William E. Pelham, Jr. PH. D. , and Alan R. Lang, PH. D. tates Children with ADHD often disregard parental requests, commands nd rules; fght with siblings; disturb neighbors; and have frequent negative encounters with school teachers and principals (Pelham and Lang, 272). Why would there not be more discussions on this topic of parental stress and how to cope with For example: Children who act out in a store and the parent is looked down on because he/she cannot control the child, if the child has ADHD or another behavi oral disability the problem is not visible to the naked eye. The public in general will Judge the parent because they cannot see a physical disability such as Down syndrome. Some parents may or may not cope well with this type of situation. Children with ADHD have impulse issues and sometimes cannot control their actions without medication and/or behavioral intervention. A recent article titled Behavioral and Emotional Outcomes of an In-Home Parent Training Intervention for Young Children written by Kristen Hurley, Annette Griffith, Kathryn Casey, Stephanie Ingram and Amy Simpson discuss how families need to be involved in home training techniques which help with behavioral training and to cope without medication. Yet author Susan Hawthornes article ADHD drugs: Values that drive the debate and decisions argues whether medication and intervention ot behavioral and discipline raining is better. Pharmaceutical companies pay off doctors to push the medication but, on the other hand many parents and children would not be able to cope with the daily stress which comes from the behavioral struggles of an ADHD adolescent. According to Hurley, Casey, Griffith, Ingram and Simpson Many children who engage in disruptive problem behavior tend to come from families who demonstrate inconsistent and punitive parenting practices, experience considerable stress, and have frequent changes in family structure (Hurley, Casey, Griffith, Ingram and Simpson 1). Children with ADHD who go through the in home training and who take medication seen huge improvements, although children who do not take the medication seen improvement, the improvement will be short term vs. he child who takes the medication along with the in-home training. It is a lot easier to manage a child who is not running all over the place and getting into things on a daily basis. Parents need to complete the training and practice to make the change or there will be no significant improvements. It has also been discussed for years parents should always be involved with their childrens schools one way or another. This would help out significantly with communication between the teacher and parents. Several professional psychiatrists believe ADHD is a mental disorder and can be treated with medication and parental training. However, there are a few professionals out there who believe ADHD is Just a label and can be treated with Just training. For example, the article Self Handicapping Prior to Academic- Oriented Tasks in Children with Attention Deficit/Hyperactivity Disorder (ADHD): Medication Effects and Comparisons with Controls, suggests stimulant medications influence self-handicapping (Waschbusch, Craig, Pelham Jr and King, 275). However, if you teach your child the medication is only to help with your education or focusing and their actions are their responsibility truthfully; it is not self- handicapping to give your child a stimulant or non-stimulant. All children with ADHD should not be in a home with corporal punishment or a lot of inconsistent parenting technique. They feed off of the inconsistency, not wanting to follow direction and will play both of the parents against each other. Parents need to be more aware of this and prepare so they can cope with this type of stress. In a study described in he article Can Your Child Drive You to Drink Pelham and Lang discuss, how the study strongly support the assumption the deviant child behaviors represent major chronic interpersonal stressors for parents of ADHD children are associated with increased parental alcohol consumption, thereby confirming a child-to-parent influence on the same relationship (Pelham and Lang 298). Can Your Child Drive You to Drink is a complete cop out it is a study which gives parents an excuse to drink and not deal with the problem. One could only wonder how to handle a child with ADHD on a daily basis, there isa variety of teaching recommendations and ave been suggested through the years for children with ADHD to get into physical activity environments. Teaching relaxation training and developing strategies to increase self-regulation, along with using positive verbal reinforcement. There are many behavioral therapies which can help with controlling the child when he/she is out of control. There needs to be more information out in the media for parents who need help dealing with their child even without ADHD. With all of the violence involving children these days there should be more resources to help cope with this stress. Many people do not know how to deal with their own emotions and nger let alone deal with a disruptive child on a daily basis. As the exploration of these articles show, there is significant discussion regarding how to help children cope, but very little on the parent perspective. This affects parents by not knowing what to do and in some results the parents using corporal punishment out of frustration. Many parents feel there is no-one listening. A change in how studies are done should be analyzed by physicians and psychiatrist because the effects on the child can be detrimental to their mentality, emotions and social skills. If the parent cannot cope very well. There is hope with greater awareness on how parents cope with the stress and giving the right tools and information it will help parents deal more appropriately. Authors Harvey, Fagan and Kassis state, A few major outcomes might be achieved with combining use of social skills training and the empathy approach (Harvey, Fagan and Kassis 34). This is true, positive encouragement is used in many mental health clinics in the US. Bad behavior is Just as noticeable as good behavior if you shine a light on it. So if there is a light shined on the good behavior maybe the bad behavior will dissipate making less stress on he parent and the child. No one said it would be easy to raise a child and being a parent dont come with a manual. So the next time you are in a store or somewhere in public and you see a child who may be out of control try not to think Oh my! Look at the parent not controlling their child think, Maybe there is a reason why it is hard to control their child. Remember, Just because this disability is not visible to the naked eye it does not mean it is not there. Work Cited Pelham,William E. , Jr, and Alan R. Lang. Can Your Children Drive You to Drink? Alcohol Research and Health 23. 4 1999): 292-8. ProQuest. web. 13 NOV. 2013. Hurley, Kristin Duppong, et al. Young Children. Journal of At-Risk Issues 16. 2 (201 1): 1-7. Harvey, William J. , Terrance Fagan, and Jean Kassis. Enabling Students with ADHD to Use Self-Control in Physical Activities. Palaestra summer 2003: 32-5. ProQuest. web. 7 NOV. 2013. Waschbusch, Daniel A. , et al. Self-Handicapping Prior to Academic Oriented Tasks in Children with Attention Deficit/Hyperactivity Disorder (ADHD): Medication Effects and Comparisons with Controls. Journal of abnormal child psychology 35. 2 (2007): 275-86. ProQuest. web. 7 NOV. 2013.