Health Care And Affordable Care Act - 1714 Words

â€Å"In 2010, Congress enacted the Patient Protection and Affordable Care Act in order to increase the number of Americans covered by health insurance and decrease the cost of health care† (Supreme Court Opinion, 1). In America, it is a basic necessity to possess health care, logically, Congress would like to make such a necessity more accessible to Americans. Due to a divided government, there are variant views on whether this is necessary and just. Health care benefits all Americans; it is just a matter of if the policy of a required national health care is beneficial. Under the Affordable Care Act, â€Å"the scope of the Medicaid program was expanded and the number of individuals the States must cover was increased†. If states do not abide by†¦show more content†¦16–27. By regulating the State’s commerce, Congress is limiting what States really need to satisfy, their residents. Each state is different, and so are their residents. Simply enforcing a standard cookie-cutter health plan forces States to ignore their previous needs, and â€Å"budgetary challenges; Each state should be able to develop solutions that meet its specific needs† (Robert E. Moffit, Ph. D). Not only do states desire their unique health care for themselves, but for their citizens as well. Although the ACA is arguably for the public good, only a certain class desires such a health care, not every citizen. Yet, if citizens refuse this health care, a â€Å"penalty† is imposed. â€Å"The payment is not so high that there is really no choice but to buy health insurance; the payment is not limited to willful violations, as penalties for unlawful acts often are; and the payment is collected solely by the IRS through the normal means of taxation†. (Supreme Court Opinion) Yet, a payment can be major for those who: do not have the means to pay for it, and disagree with the health care plan. Also, â€Å"the new law adds a number of health care services that insurers must cover and in some cases restricts the ability of insurers and employer self-insured health plans to impose limits on the amount of services patients can consume. This combination will drive up health plan costs and premiums for both individual insurance and employer-group coverage† (Edmund F. Haislmaier). Yet,

The Infrastructure Of Social Media - 822 Words

The infrastructure of social media starts with the social media software (Solomon, 2015, Unit 1). On Facebook, a person or business can share status updates, pictures, video, or check-in at a location. On Twitter, the message needs to be short, but the content creator can be creative in how they use their 140 characters. On LinkedIn, users are typically in a business networking frame of mind. YouTube is specifically for sharing video content. These are just a few of the larger examples of social media programs. All have different capabilities and audiences. Devices are the next tier in social media (Solomon, 2015, Unit 1). Social media platforms can be accessed through all kinds about devices. Users can access sites on PCs, tablets, phones, smart TVs, Blu-ray players, gaming stations, wearable technology, etc. Any device that is Internet-capable can access social media. More and more products today are gaining that access. 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Crisis Counseling an Overview Free Essays

string(102) " the crisis worker may act as an intermediary communicating with authorities on the child’s behalf\." Psychology in the Schools, Vol. 46(3), 2009 Published online in Wiley InterScience (www. interscience. We will write a custom essay sample on Crisis Counseling: an Overview or any similar topic only for you Order Now wiley. com) C 2009 Wiley Periodicals, Inc. DOI: 10. 1002/pits. 20370 CRISIS COUNSELING: AN OVERVIEW JONATHAN SANDOVAL, AMY NICOLE SCOTT, AND IRENE PADILLA University of the Paci? c Psychologists working in schools are often the ? rst contacts for children experiencing a potentially traumatizing event or change in status. This article reviews basic concepts in crisis counseling and describes the components of psychological ? rst aid. This form of counseling must be developmentally and culturally appropriate as well as individualized. Effective intervention can prevent post-traumatic stress syndrome and facilitate normal mourning processes associated with any losses experienced. These prevention activities are also discussed. Some children may need resources beyond those that the school can provide, and appropriate referrals can link children and adults to a variety of treatments such as psychotherapy and medication, also brie? y outlined. C 2009 Wiley Periodicals, Inc. Most children and adults are resilient and have ways of coping with stressful events. In fact, according to the National Institute of Mental Health (NIMH; 2001), recovery from crisis exposure is the norm. Children usually need minimal assistance from family members, teachers, clergy, or other caring adults. Others, particularly those with few social supports, enter into a crisis state (Barenbaum, Ruchkin, Schwab-Stone, 2004; Caffo Belaise, 2003; Litz, Gray, Bryant, Adler, 2002; Ozer, Best, Lipsey, Weiss, 2003). People in crisis are in what Caplan (1964) terms a state of psychological disequilibrium. This disequilibrium occurs when a hazardous event challenges normal psychological adaptation and coping. Individuals often behave irrationally and withdraw from normal social contacts. They cannot be helped using usual counseling or teaching techniques. Nevertheless, children in crisis are usually also in school. School psychologists and other guidance personnel must be able to support teachers, parents, and the children themselves during periods of crisis. The primary goal in helping an individual who is undergoing a crisis is to intervene in such a way as to restore the individual to a previous level of functioning. For children, this means returning to the status of learner. Although it may be possible to use the situation to enhance personal growth, the immediate goal is not to reorganize completely the individual’s major dimensions of personality, but to restore the individual to creative problem solving and adaptive coping. Of course, by successfully resolving a crisis an individual will most likely acquire new coping skills that will lead to improved functioning in new situations, but that is only a desired, possible outcome, not the sole objective of the process (Caplan, 1964). Because failure to cope is at the heart of a crisis, the promotion of coping is an overall objective of crisis intervention. P SYCHOLOGICAL F IRST A ID School psychologists and other mental health personnel working in schools are in a position to offer psychological ? rst aid (Parker, Everly, Barnett, Links, 2006). Analogous to medical ? rst aid, the idea is to intervene early when a hazardous event occurs for an individual, and offer compassionate support to facilitate adaptive coping. At the same time, the need for further intervention may be assessed and planned. According to The National Child Traumatic Stress Network and National Center for Post Traumatic Stress Disorder (PTSD) (2006) there are eight core psychological ? rst aid actions. Of course, the exact actions taken need to be tailored to the particular circumstances of crisis victims. Correspondence to: Jonathan Sandoval, Department of Educational and School Psychology, Benerd School of Education, 3601 Paci? c Avenue, Stockton, CA 95211. E-mail: jsandoval@paci? c. edu 246 Crisis Counseling Overview 247 Making Contact The ? st action is to establish a relationship through verbal and nonverbal means with the child. Generally speaking, the sooner contact is made the better. By simply being physically present with the child and supporting nonverbal behavior alone, anxiety can be lessened. Providing Safety It is important to protect children from further harm by moving them to a secure location and attending to their basic needs for food, drink, sleep, shelter, or freedom from further dan ger. To relieve tension, it is also helpful to provide a place for play and relaxation. Children need to be protected from the eyes of strangers and the curious, and they need to be spared watching scenes of a traumatic event in the media (Young, Ford, Ruzek, Friedman, Gusman, 1999). Stabilizing Affect Counselors must demonstrate nonverbally that they are able to be calm and composed. Adults modeling calmness and competence can communicate that problems may be solved and emotions can be controlled in time. A counseling relationship will be important to help the child manage fear, anxiety, panic, and grief. Nondirective listening skills are most effective. However, it is also important not to offer unrealistic reassurance or to encourage denial as a defense or coping mechanism (Sandoval, 2002a). Addressing Needs and Concerns Once the crisis worker has been able to formulate an accurate, comprehensive statement about the student’s perception of the situation by identifying all of the sources of concern, it will be possible to begin the process of exploring potential strategies to improve or resolve the emotionally hazardous situation. Jointly, the crisis worker and pupil review the strategies explored and select one for trial. The outcome should be an action plan. This is much like the problem solving that occurs in conventional counseling, but must be preceded by the steps previously mentioned. Moving too quickly to problem solving is a common mistake of novices. However effective the problem solution is, the very process of turning attention to the future and away from the past is bene? cial in and of itself. Provide Practical Assistance Helpers need to be direct with children and take an active role in managing their environment. Because parents may be disabled by the disaster, it is comforting to see some adult taking control and making decisions. Some solutions may involve actions by others, such as teachers or school administrators. To the extent necessary, the crisis worker may act as an intermediary communicating with authorities on the child’s behalf. You read "Crisis Counseling: an Overview" in category "Essay examples" When working in schools, a task will be to reunite children with their parents or loved ones. Plans need to be in place to communicate with parents and track children should a disaster occur at a school site (Brock, Sandoval, Lewis, 2001). Facilitate Connections with Social Supports Finding social supports may be particularly dif? cult during times of crisis. In a disaster, for example, whole communities are affected. There is a disruption of both schools and social services. There is often an absence of adults with whom children can process feelings of loss, dread, and vulnerability. Psychology in the Schools DOI: 10. 1002/pits 248 Sandoval, Scott, and Padilla Nevertheless, it is usually possible to ? nd either a group of peers or family members who can provide emotional support and temporary physical assistance during the crisis. In this way the pupil’s energies may be devoted to coping with the crisis. Being with and sharing crisis experiences with positive social support systems facilitates recovery. Conversely, lower levels of social support often predicts traumatic stress reactions (Barenbaum et al. , 2004; Caffo Belaise, 2003; Litz et al. , 2002; Ozer et al. , 2003). If family is not available, there are often community resources that may substitute and the crisis worker should be knowledgeable about them. Facilitating Coping During the process of crisis intervention, the student will have temporarily become dependent on the crisis counselor for direct advice, for stimulating action, and for supplying hope. This situation is temporary and before the crisis intervention interviews are over, the crisis counselor must spend some time planning ways to restore the student to selfreliance and self-con? dence. This restoration may be accomplished by consciously moving into a position of equality with the student, sharing the responsibility and authority. Although earlier the crisis counselor may have been very directive, eventually he or she strives to return to a more democratic stance. Techniques such as one-downsmanship [where the counselor acknowledges the pupil’s contribution to problem solving, while minimizing the counselor’s own contribution (Caplan, 1970)] permit the counselee to leave the crisis intervention with a sense of accomplishment. Helping individuals to ? nd alternative rewards and sources of satisfaction using problemfocused coping (Lazarus Folkman, 1984) is most helpful. Providing anticipatory guidance involves connecting children to knowledge and resources, and involves providing information about stress reactions and future challenges that the client will face. It acts to reduce distress and promote adaptive functioning. Any action strategies must be implemented in the context of what the student thinks is possible to accomplish. Crisis ? rst aid providers can emphasize what positive there is in the situation, even if it seems relatively minor. For example, even the victim of a sexual assault can be congratulated for at least surviving physically. The crisis situation often leads to a diminution in self-esteem and the acceptance of blame for the crisis. With an emphasis on how the child coped well given the situation so far, and how the person has arrived at a strategy for moving forward, there can be a restoration of the damaged view of the self. Drawing from the self-concept literature, it may also be important to emphasize positive views of the self in speci? c areas, as self-concept has been theorized to be a hierarchical and multidimensional construct (Marsh Shavelson, 1985; Shavelson, Hubner, Stanton, 1976). According to the compensatory model (Marsh, Byrne, Shavelson, 1988), which holds that selfconcept in different domains may be additive, it may be bene? ial for students to increase their self-concept in one area if it has been diminished in another area as a result of a traumatic event. Helping children recognize competence in other areas besides the ones affected by the trauma will protect feelings of self-worth. This notion of building up other branches of self concept, such as academic self-concept, is also supported by Shavelson’s hierarchical model (Shavelson et al. , 1976). Create Linkages with Needed Collaborative Services Prime candidates for resources in many cultures are clergy, but these resources may also be an in? ential neighborhood leader or politician. In non-western (and western) cultures the family is an important system of support during times of crisis. Keep in mind that de? nitions of â€Å"family† do differ considerably. Psychology in the Schools DOI: 10. 1002/pits Crisis Counseling Overview 249 In many non-western cultures when individuals enter a crisis state, they turn to individuals (shaman) who are acknowledged within their communities as possessing special insight and helping skills. Their helping skills often emphasize non-ordinary reality and the psychospiritual realm of personality (Lee and Armstrong, 1995). Referral Although this is not one of the core psychological ? rst aid actions, as the ? rst and perhaps only person on the scene, the school psychologist should be helpful. Attend to physical needs, offer appropriate reassurance and anticipatory guidance, and help those in a crisis state to take positive action to facilitate coping (Sandoval, 2002a). As soon as possible, however, facilitate an appropriate referral to a culturally appropriate helper and/or to community-based services, and follow-up to determine that a connection has been made. D EVELOPMENTAL I SSUES I N C RISIS C OUNSELING A child of 5 and an adolescent of 16 have radically different faculties for dealing with information and reacting to events. Differences in cognitive, social, and emotional development mean that they will respond differently to hazards and will need to be counseled differently should they develop a crisis reaction (Marans Adelman, 1997). The same event (e. g. , the death of a parent) may be a crisis for a preschooler as well as a high-school senior, but each will react and cope with the event differently. Counseling with younger children often involves the use of nonverbal materials, many more directive leads to elicit and re? ect feelings, and a focus on concrete concerns as well as fantasy. The use of drawing, for example, has proved very effective in getting children to express what has happened to them (Hansen, 2006; Morgan White, 2003). In terms of increasing self-concept with children after a crisis, one must consider the dimensionality of self-concept as it relates to cognitive, language, and social factors (Byrne, 1996; Harter, 1999). Self-concept dimensions tend to increase with age. That is, young children are able to make judgments about themselves in terms of concrete and observable behaviors and tend to display all-or-none thinking. Thus, self-concept at this age tends to have few dimensions. Children at this age describe themselves in relation to certain categories, such as â€Å"I am 5† or â€Å"I have blond hair,† and are able to make simple comparisons such as â€Å"I am crying and he is not crying† (Harter, 1999). Although young children tend to have very positive descriptions of the self, negative life experiences, such as a traumatic event, may cause them to view themselves negatively. During middle childhood, self-concept dimensionality increases and children are able to make more global statements about their self-concept. However, they will often overestimate their abilities. Their descriptions change from being concrete to traitlike. Children during this stage also begin to use social comparison as they judge themselves and they can make social comparison statements, such as â€Å"I am more shy than most kids† or â€Å"I’m good at (one subject) and not (other subjects). † All-or-none thinking may continue at this stage, which may cause children to view themselves negatively (Harter, 1999). Traditional talk therapies such as nondirective counseling capitalize on a client’s capacity for rational thought and high level of moral development and are more likely to be effective with adolescents. With adolescents, the school psychologist can also acknowledge and use the ageappropriate crisis of establishing an identity. During adolescence, more differentiation of the self occurs and peers may be used for social comparisons. Abstract concepts are used to describe the self, and there is an awareness of â€Å"multiple selves,† where they may behave or act differently in different contexts. Adolescents begin to make statements with interpersonal implications, such as, Psychology in the Schools DOI: 10. 1002/pits 250 Sandoval, Scott, and Padilla â€Å"Because I am shy I do not have many friends† or â€Å"People trust me because I am an honest person† (Harter, 1999). In reviewing the crisis intervention principles and procedures just outlined, it seems reasonable to expect that younger children would have a greater dif? culty acknowledging a crisis, and would be more prone to use immature defenses such as denial and projection to avoid coping with a crisis (Allen, Dlugokinski, Cohen, Walker, 1999). In contrast, an adolescent might use more advanced defenses such as rationalization and intellectualization. In counseling children, more time might be spent on exploring reactions and feelings to the crisis situation and establishing support systems that engage in lengthy problem solving. With older adolescents, then, it may be possible to focus much more on establishing reasonable expectations and avoiding false reassurance, as well as spending more time on focused problem-solving activities. ATTENDING TO C ULTURAL D IFFERENCES Many events that frequently stimulate a crisis reaction in the dominant culture, such as a death, a suicide, or a natural disaster, may or may not have a similar effect on members of other cultures (Sandoval, 2002b). Sometimes a reaction to a traumatic event will be culturally appropriate but will seem to western eyes to be a breakdown of ordinary coping. Extreme outward expression of grief by wailing and crying followed by self-mutilation and threats of suicide following the death of a loved one may be normal coping behavior expected of a survivor in a particular culture (Klingman, 1986). A cultural informant will be useful in indicating what normal reactions to various traumatic events are for a particular culture. One of the most important manifestations of culture is language. Many important cultural concepts cannot be satisfactorily translated from one language to another, because the meaning is so bound up in cultural values and worldview. If possible, crisis interveners should speak the same language as their client and be familiar with their cultural perspective. In an emergency, this kind of match of counselor and client may not be possible, so school psychologists need to be prepared to work with interpreters and cultural informants. Attention to nonverbal communication is also important during a time of crisis. A number of behaviors including form of eye contact, physical contact, and proximity can be different between members of different cultures (Hall, 1959). Because these behaviors are subtle, counselors may easily miss them without help. Training in cross-cultural work may be delivered through workshops or by consultation with an experienced psychologist. A ? rst step in working with children from different cultures will be to learn the extent to which the client has become acculturated to the dominant culture. One cannot assume that a child is fully a member of either the culture of the family’s origin or of the American mainstream. Working with the child and family will be individualized on the basis of culturally appropriate intervention. P REVENTING PTSD The common goal of responding to children experiencing situational crises is to prevent the formation of PTSD. This syndrome, ? st identi? ed among military combat veterans, also manifests itself in children. Their reaction is similar to that in adults, although their reactions may be somewhat different and the symptoms will vary with age (American Psychiatric Association, 2000). To be diagnosed with PTSD, a person who has been exposed to trauma must have symptoms in three different areas: persistent reexperiencing of the traumatic stressor, persistent avoidance of reminder s of the traumatic event, and persistent symptoms of increased arousal. These symptoms must be present for at least one month, and cause clinically signi? cant distress or impairment in social, occupational, or other important areas of functioning (American Psychiatric Association, 2000). Children are more likely than adults to have symptomatology related to aggression, anxiety, depression, and regression (Mazza Overstreet, 2000). As noted earlier, traumatic stress reactions Psychology in the Schools DOI: 10. 1002/pits Crisis Counseling Overview 251 are to a signi? ant extent dependent on the child’s level of development (Joshi Lewin, 2004). Especially among younger children, traumatic stress reactions are less connected to the stressor and more likely to take the form of generalized fear and anxiety. It is certainly not true that all children, if untreated, will develop PTSD. In fact, recovery is the norm (NIMH, 2001). Recent studies regarding the prevalence of PTSD in children and adolescents estimates that about 15% –43% of children ha ve experienced at least one traumatic event in their lifetime. Although estimates vary by extent and type of trauma, a conservative estimate is that 12% –15% of children may develop PTSD six or more months following a disaster (La Greca, Silverman, Vernberg, Prinstein, 1996; McDermott Palmer, 1999). In a review of the literature, Saigh, Yasik, Sack, Koplewicz (1999) report that rates of psychological trauma among children and adolescents (as indicated by the presence of PTSD) vary considerably both within and between types of crisis events (with rates of PTSD ranging from 0% to 95%). Some may even develop longterm characterological patterns of behavior following a disaster, such as fearfulness (Honig, Grace, Lindy, Newman, Titchener, 1999). These character traits, exhibited later in life, may originate as negative coping responses to the trauma. Severity of symptoms is related to the magnitude of exposure to the event itself, and the degree of psychological distress experienced by children in response to trauma is measured by several factors. The closer a child is to the location of the event (physical proximity), or the longer the exposure, the greater likelihood of severe distress. Having a relationship with the victim of trauma also increases the risk (emotional proximity). A third factor is the child’s initial reaction; those who display more severe reactions, such as becoming hysterical or panicking, are at greater risk for needing mental health assistance later on. The child’s subjective understanding of the traumatic event can sometimes be more important than the event itself. That is, the more the child perceives an event as threatening or frightening, the greater the chance of increased psychological distress. Additionally, children who experience the following family factors are at an increased risk: those who do not live with a nuclear family member, have been exposed to family violence, have a family history of mental illness, or have caregivers who are severely distressed themselves (Fletcher, 2003). Children who face a disaster without the support of a nurturing friend or relative appear to suffer more than those who do have that support available to them. Symptoms in children may be more severe if there is parental discord or distress and if there are subsequent stressors, such as lack of housing following a disaster (La Greca et al. 1996). The traumatic death of a family member also increases the risk of stress reactions (Applied Research and Consulting, Columbia University Mailman School of Public Health, New York Psychiatric Institute, 2002; Bradach Jordan, 1995). Finally, children who have preexisting mental health problems or previous exposure to threatening or frightening eve nts are more likely to experience more severe reactions to trauma than are others. Symptoms may also be heightened among ethnic minorities (La Greca et al. , 1996). La Greca and her colleagues (1996) discuss ? e factors related to the development of severe symptomatology: 1) exposure to disaster-related experiences, including perceived life threats; 2) preexisting child characteristics such as poverty and illness; 3) the recovery environment including social support; 4) the child’s coping skills; and 5) intervening stressful life event during recovery. These factors may interact with biological factors that make the child particularly vulnerable, such as genetically based premorbid psychopathology and temperament (Cook-Cottone, 2004). Clearly intervention must supply an appropriate recovery environment that is suited to a child’s characteristics and facilitates coping. Determination of what intervention is appropriate for a given student should be based on assessment of risk for psychological traumatization. Nevertheless, school is an important environment where prevention and healing can take place. Cook-Cottone (2004), drawing from the literature on children with cancer, has outlined a protocol for reintegrating children into school following a traumatic experience that has led to their absence from school. Psychology in the Schools DOI: 10. 1002/pits 252 Sandoval, Scott, and Padilla FACILITATING THE G RIEVING P ROCESS Grieving, and mourning the losses common to most potentially traumatic events, will be among the counseling objectives. Losses may include those of signi? cant others as well as loss of status. However, emotional numbing and avoidance of trauma reminders that accompany trauma can greatly interfere with the process of grieving. Trauma work often takes precedence over grief work; nevertheless, ultimately appropriate mourning must be facilitated (Hawkins, 2002). Worden (2002) has identi? d four tasks of mourning. The ? rst task is to accept the reality of the loss and neither deny it has occurred nor minimize the impact on the child’s life. It is common for children to fantasize about a reunion or that there has been a mistake about the loss, or that divorced parents will reunite. Before a child can progress to the second task, there must be a reduction in spiritual, magical, or distorted thinking (Hawkins, 2002). Worden’s second task is to experience the pain of grief. There are many pressures, both cultural and familial, to not express or feel sadness at a loss. Children are told not to be a â€Å"crybaby† and to â€Å"act like an adult. † However, if the emotional pain is not experienced, there may be a manifestation in psychosomatic symptoms or maladaptive thinking or behaving (Hawkins, 2002). The third task of coping with a loss is to adjust to a new environment that does not include the lost status or relationship. The child must learn to create a new set of behaviors and relationships to replace those lost. The goal is to build a meaningful and authentic new lifestyle and identity. A failure to accomplish this task leaves a child feeling immobilized and helpless, clinging to an idealized past. The ? nal task of mourning is to withdraw emotional energy from the lost status and reinvest it in other relationships and endeavors. By holding on to the past, lost attachments rather than forming new ones, a child may become stuck. Instead, the trauma victim must eventually embrace a new status. Worden (2002) believes that, when the tasks of mourning are accomplished, the individual will be able to think of the loss without powerful pain, although perhaps with a sense of nostalgia and perhaps some sadness. In addition, the child or adolescent will be able to reinvest emotions in new relationships without guilt or remorse (Hawkins, 2002). T REATMENT School-based Counseling Galante and Foa (1986) worked in groups with children in one school throughout the school year following a major Italian earthquake. The children were encouraged to explore fears, mistaken understandings, and feelings connected to death and injury from the disaster using discussion, drawing, and role playing. Most participants, except those who experienced a death in the family, showed a reduction in symptoms. Another feature of disasters and terrorist acts is a lowered sense of control over one’s destiny and heightened fear of the unknown. Thus, a focus on returning a sense of empowerment to children will be important. If children can be directed to participate in restorative activities and take some actions to mitigate the results of the disaster, no matter how small, they can begin to rebuild an important sense of ef? cacy. Finally, there may be issues of survivor guilt, if there is widespread loss of life or property. Survivor guilt is a strong feeling of culpability often nduced among individuals who survive a situation that results in the death of valued others. Those individuals spared, but witnessing the devastation of others, may have extreme feelings of guilt that will need to be dealt with. Children, particularly, ascribe fantastical causes to the effects they see. Consequently, some may Psychology in the Schools DOI: 10. 1002/pits Crisis Counseling Overview 253 need to e xplore their magical thinking in counseling or play therapy about why they escaped injury or loss. School community–based support groups can provide one vehicle for feeling connected to others and working through these feelings. Ceballo (2000) describes a short-term supportive intervention group based in the school for children exposed to urban violence. Her groups are designed to 1) validate and normalize children’s emotional reactions to violence, 2) help children restore a sense of control over certain aspects of their environment, 3) develop safety skills for dealing with the environment in the future, 4) understand the process of grief and mourning, and 5) minimize the in? uence of PTSD symptoms on educational tasks and other daily life events. Such structured support groups can promote resiliency and promote constructive coping with problems. Depending on training and supervision, the school psychologist might also engage in therapies validated for the treatment of PTSD. These therapies are reviewed in the section on community-based therapy. Time and other constraints often make outside referral necessary. Bibliotherapy Bibliotherapy may also be useful following a disaster. A particularly useful resource for children is a book entitled I’ll Know What to Do: A Kid’s Guide to Natural Disasters by Mark, Layton, and Chesworth (1997). The authors focus on four concepts they view as fundamental to recovery: information, communication, reassurance, and the reestablishment of routine. They explore children’s feelings that often emerge in the aftermath of a disaster, and offer useful techniques to help young people cope with them. Another technique in which the child is an active participant in the creation of a book about personal experiences is called the resolution scrapbook (Lowenstein, 1995). Here the child is guided through a set of experiences and activities designed to help the child reprocess traumatic experiences and place completed work in a scrapbook. Evidence for the effectiveness of this technique is largely anecdotal to date. Other Adults in Crisis An important feature of a traumatic event is the fact that the adults in the school as well as the children are affected. The teachers, administrators, and guidance staff would be as traumatized as children by an earthquake, terrorism, or an airplane crashing into the school. They will need assistance in coping with the aftermath of the crisis as much as the children will (Daniels, Bradley, Hays, 2007). It is likely that outside crisis response assistance will be needed to help an entire community deal with disaster and mayhem associated with violence. Community-based Psychotherapy Cognitive behavior therapy. There are many treatments being studied for their effectiveness in the area of PTSD. Currently, much of the research suggests that cognitive behavior therapy (CBT) may be the most promising treatment for PTSD (Jones Stewart, 2007). CBT is a structured, symptom-focused therapy that includes a wide variety of skill-building techniques. All are based on the premise that thoughts and behaviors can cause negative emotions and patterns of interactions with others. Making maladaptive thoughts and behaviors more functional is the goal of CBT (Jaycox, 2004). CBT uses techniques that integrate elements of cognitive information processing associated with anxiety with behavioral techniques—such as relaxation, imaginal or in vivo exposure, and role playing—that are known to be useful in the reduction of anxiety (Cook-Cottone, 2004). Psychology in the Schools DOI: 10. 1002/pits 254 Sandoval, Scott, and Padilla Another protocol for dealing with treating PTSD is eye movement desensitization and reprocessing (EMDR). It includes many of the same elements as CBT, with the exception of in vivo exposure, and includes rhythmic eye and other tracking exercises (Greenwald, 1998). It has been successfully used with school-age populations (Chemtob, Nakashima, Carlson, 2002). Play and art therapy. Play and art therapy are also being studied to determine their effectiveness on PTSD symptoms, especially in young children because of issues in language development (Cole Piercy, 2007). Because play is a child’s natural method of developing mastery over the environment and because many symptoms of PTSD are seen in children’s play, this is a natural course of treatment (Kaduson, 2006). The use of art therapy has also shown to be effective in group work (Hansen, 2006). Medication. As a measure of last resort, medication may be used to treat severe PTSD. Often the symptoms of anxiety or depression that have resulted from exposure to a traumatic experience are treated. Selective serotonin reuptake inhibitors (SSRIs) in particular are often prescribed to treat the symptoms of anxiety and depression, including sertraline, paroxetine, and ? uoxetine (Foa, Davidson, Frances, 1999). In the adult population, antipsychotic, antiepileptic, and other psychotropic medications have been explored and may be effective depending on the symptoms of the individual (Davis, Frazier, Williford, and Newell, 2006). If medications are prescribed to a student, it is important that there be a liaison between the school and the treating physician or psychiatrist to monitor effectiveness and deleterious side effects. C ONCLUSIONS School psychologists are often the contacts in schools when there is a traumatizing event. School psychologists should be ready to administer psychological ? rst aid that is individualized and developmentally and culturally appropriate. By intervening and facilitating coping processes and the grieving process, it may be possible to prevent or minimize the development of PTSD. School-based protocols have been developed to respond to children in crisis. When students are referred to other psychological, psychiatric, or medical services, it is important to designate a liaison between the school and other professionals to maximize optimal treatment and care. R EFERENCES Allen, S. F. , Dlugokinski, E L. , Cohen, L. A. , Walker, J. L. (1999). Assessing the impact of a traumatic community event on children and assisting with their healing. Psychiatric Annals, 29, 93 – 98. American Psychiatric Association. (2000). Diagnostic and statistical manual of mental disorders (4th ed. Text Rev. ). Washington, DC: Author. Applied Research and Consulting, Columbia University Mailman School of Public Health, New York Psychiatric Institute. (2002, May 6). Effects of the World Trade Center attack on NYC public school students: Initial report to the New York City Board of Education. New York: New York City Board of Education. Barenbaum, J. , Ruchkin, V. , Schwab-Stone , M. (2004). The psychosocial aspects of children exposed to war: Practice and policy initiatives. Journal of Child Psychology and Psychiatry, 45, 41 – 62. Bradach, K. M. , Jordan, J. R. (1995). Long-term effects of a family history of traumatic death on adolescent individuation. Death Studies, 19, 315 – 336. Brock, S. E. , Sandoval, J. , Lewis, S. (2001). Preparing for crises in the schools: A manual for building school crisis response teams (2nd ed. ). New York: John Wiley. Byrne, B. M. (1996). Measuring self-concept across the lifespan: Issues and instrumentation. Washington, DC: American Psychological Association. Caffo, E. , Belaise, C. (2003). Psychological aspects of traumatic injury in children and adolescents. Child Adolescent Psychiatric Clinics of North America, 12, 493 – 535. Caplan, G. (1964). Principles of preventative psychiatry. New York: Basic Books. Caplan, G. (1970). Theory and practice of mental health consultation. New York: Basic Books. Ceballo, R. (2000). The neighborhood club: A supportive intervention group for children exposed to urban violence. American Journal of Orthopsychiatry, 70, 401 – 407. Psychology in the Schools DOI: 10. 1002/pits Crisis Counseling Overview 255 Chemtob, C. M. , Nakashima, J. , Carlson, J. G. (2002). Brief treatment for elementary school children with disaster-related posttraumatic stress disorder: A ? eld study. Journal of Clinical Psychology, 58, 99 – 112. Cole, E. , Piercy, F. (2007). The use of dolls to assist young children with PTSD symptoms. Journal of Family Psychotherapy, 18, 83 – 89. Cook-Cottone, C. (2004). Childhood posttraumatic stress disorder: Diagnosis, treatment, and school reintegration. School Psychology Review, 33(2), 127 – 139. Daniels, J. A. , Bradley, M. C. , Hays, M. (2007). The impact of school violence on school personnel: Implications for psychologists. Professional Psychology: Research and Practice, 38, 652 – 659. Davis, L. L. , Frazier, E. C. , Williford, R. B. Newell, J. M. (2006). Long-term pharmacology for post-traumatic stress disorder. CNS Drugs, 20(6), 465 – 476. Fletcher, K. E. (2003). Childhood posttraumatic stress disorder. In E. J. Mash R. A. Barkley (Eds. ) Childhood psychopathology (pp. 330 – 371). New York: Guilford. Foa, E. B. , Davidson, J. R. T. , Frances, A. (1999). The expert consensus guidelines ser ies: Treatment of posttraumatic stress disorder. Journal of Clinical Psychiatry, 60, 4 – 76. Galante, R. , Foa, D. (1986). An epidemiological study of psychic trauma and treatment effectiveness for children after a natural disaster. Journal of the American Academy of Child Psychiatry, 25, 357 – 363. Greenwald, R. (1998). Eye movement desensitization and reprocessing (EMDR): New hope for children suffering from trauma and loss. Clinical Child Psychology and Psychiatry, 3, 279 – 287. Hall, E. T. (1959). The Silent Language. Greenwich, CT: Fawcett. Hansen, S. (2006). An expressive arts therapy model with groups for post-traumatic stress syndrome. In L. Carey (Ed. ). Expressive and creative arts methods for trauma survivors (pp. 73 – 91). London: Jessica Kingsley. Harter, S. (1999). The Construction of the self: A developmental perspective. New York: The Guilford Press. Hawkins, P. G. (2002). Helping children cope with death. In Sandoval, J. (Ed. ) Handbook of crisis counseling, intervention and prevention in the schools (2nd ed. ). (pp. 161 – 182). Mahwah, NJ: Lawrence Erlbaum Associates. Honig, R. G. , Grace, M. C. , Lindy, J. D. , Newman, C. J. , Titchener, J. L. (1999). Assessing the long-term effects of disasters occurring during childhood and adolescence: Questions of perspective and methodology. In M. Sugar (Ed. ), Trauma and adolescence (pp. 203 – 224). Madison, CT: International Universities Press. Klingman, A. (1986). School community in disaster: Planning for intervention. Journal of Community Psychology, 16, 205 – 216. Jaycox, L. (2004). Cognitive behavioral intervention for trauma in schools. Longmont, CO: Sopris West. Jones, A. B. , Stewart, J. L. (2007). Group cognitive-behavior therapy to address post-traumatic stress disorder in children and adolescents. In R. W. Christner, J. L. Stewart, A. Freeman (Eds. ), Handbook of cognitive-behavior group therapy with children and adolescents: Speci? c settings and presenting problems (pp. 223 – 240). New York: Routledge/Taylor Francis. Joshi, P. T. , Lewin, S. M. 2004). Disaster, terrorism and children. Psychiatric Annals, 34, 710 – 716. Kaduson, H. G. (2006). Release play therapy for children with posttraumatic stress syndrome. In H. G. Kaduson, C. E. Shaefer (Eds. ), Short-term therapy for children (pp. 3 – 21). New York: The Guilford Press. La Greca, A. M. , Silverman, W. K. , Vernberg, E. M. , Prinstein, M. J. (1 996). Symptoms of posttraumatic stress in children after Hurricane Andrew: A prospective study. Journal of Consulting Clinical Psychology, 64, 712 – 723. Lazarus, R. S. , Folkman, S. (1984). Stress, appraisal, and coping. New York: Springer. Lee, C. C. , Armstrong, K. L. (1995). Indigenous models of mental health intervention. In J. G. Ponterotto, J. M. Casas, L. A. Suzuki, C. M. Alexander (Eds. ). Handbook of Multicultural Counseling (pp. 411 – 456). Thousand Oaks, CA: Sage. Litz, B. T. , Gray, M. J. , Bryant, R. A. , Adler, A. (2002). Early intervention for trauma: Current status and future directions. Clinical Psychology: Science and Practice, 9, 112 – 134. Lowenstein, L. B. (1995). The resolution scrapbook as an aid in the treatment of traumatized children. Child Welfare Journal, 74, 889 – 904. Marans, S. , Adelman, A. (1997). Experiencing violence in a developmental context. In J. D. Osofsky (Ed. ), Children in a violent society. New York: The Guilford Press. Mark, B. S. , Layton, A. , Chesworth, M. (1997). I’ll know what to do: A kid’s guide to natural disasters. Washington, DC: Magination Press. Mash, H. W. , Shavelson, R. (1985). Self-concept: Its multifaceted hierarchical structure. Educational Psychologist, 2, 107 – 123. Marsh, H. W. , Byrne, B. M. , Shavelson, R. J. (1988). A multifaceted academic self-concept: Its hierarchical structure and its relation to academic achievement. Journal of Educational Psychology, 80, 366 – 380. Mazza, J. J. , Overstreet, S. (2000). Children and adolescents exposed to community violence: A mental health perspective for school psychologists. School Psychology Review, 29, 86 – 101. Psychology in the Schools DOI: 10. 1002/pits 256 Sandoval, Scott, and Padilla McDermott, B. M. C. , Palmer, L. J. (1999). Post-disaster service provision following proactive identi? cation of children with emotional distress and depression. Australian New Zealand Journal of Psychiatry, 33, 855 – 863. Morgan, K. E. , White, P. R. (2003). The functions of art-making in CISD with children and youth. International Journal of Emergency Mental Health, 5, 61 – 76. National Child Traumatic Stress Network and National Center for Post Traumatic Stress Disorder. (2006). Psychological ? rst aid: Field operation guide (2nd ed. ). Author. Available at: http://www. nctsnet. org/nctsn assets/pdfs/pfa/2/ PsyFirstAid. pdf National Institute of Mental Health. (2001). Mental health and mass violence: Evidence-based early psychological intervention for victims/survivors of mass violence. A workshop to reach consensus on best practices. Washington, DC: U. S. Government Printing Of? ce. Ozer, E. J. Best, S. R. , Lipsey, T. L. , Weiss, D. S. (2003). Predictors of posttraumatic stress disorder and symptoms in adults: A meta-analysis. Psychological Bulletin, 129, 52 – 73. Parker, C. L. , Everly, G. S. , Barnett, D. J. , Links, J. M. (2006). Establishing evidence-informed core intervention competencies in psychological ? rst aid for public health personnel. International Journal of Emer gency Mental Health, 8, 83 – 92. Saigh, P. A. , Yasik, A. E. , Sack, W. H. , Koplewicz, H. S. (1999). Child-adolescent posttraumatic stress disorder: Prevalence, risk factors, and comorbidity. In P. A. Saigh, J. D. Bremner (Eds. ), Posttraumatic stress disorder: A comprehensive text (pp. 18 – 43). Boston: Allyn Bacon. Sandoval, J. (2002a). General principles of crisis counseling and prevention. In J. Sandoval (Ed. ), Handbook of crisis counseling, intervention and prevention in the schools (2nd ed. , pp. 3 – 24). Mahwah, NJ: Lawrence Erlbaum Associates. Sandoval, J. (2002b). Cultural issues in crisis work. In J. Sandoval (Ed. ), Handbook of crisis counseling, intervention and prevention in the schools (2nd ed. , pp. 39 – 58). Mahwah, NJ: Lawrence Erlbaum Associates. Shavelson, R. J. , Hubner, J. J. , Stanton, G. C. (1976). Self-concept: Validation of construct interpretations. Review of Educational Research, 46, 407 – 441. Worden, J. W. (2002). Grief counseling and grief therapy: A handbook for the mental health professional (3rd ed. ). New York: Springer. Young, B. H. , Ford, J. D. , Ruzek, J. I. , Friedman, M. L. , Gusman, F. D. (1999). Disaster mental health services: A guidebook for clinicians and administrators. [Online]. Available at: http://ncptsd. va. gov/ncmain/ncdocs/manuals/ nc manual dmhm. html Psychology in the Schools DOI: 10. 1002/pits How to cite Crisis Counseling: an Overview, Essay examples

Monopoly Services by State-Free-Samples-Myassignementhelp.com

Question: Discuss about the Monopoly Services by State. Answer: Monopoly is a market where there is only single seller in the market and no close substitute for the product or service is available in the market. Monopolist can charge any price whatever they want as they are the single source of the particular product or service. In monopoly market, there are barriers in entry of firm, barriers like natural barriers, artificial barriers because of these barriers, companies are prevented to enter the market and state (government) enjoys the monopoly. There are various reasons that state is providing the monopoly services. The economic advantage of such state monopolies is that, they help to keep costs low of products and services by using the concept of economies of scale, and provide services which are widely approachable to the general public. They are not affected by market constraints, which helps keep out price rise. Such firms become monopoly because of their size and nature of business. And monopolies of these existing firms make troublesome task for the new firms to enter in the market. These industries incur high fixed cost for example internet services, railways (The state and its monopolies, 1976). In monopoly, seller earns the abnormal profits in the long run. As he is the only seller with no close substitutes available in the market so consumers dont have choice they have to purchase that product or service only(Korbinian Neubert, 2015) In certain cases Government has the only license to produce that particular goods and services. For example, when national railways transportation is created by the government, in most cases they are permitted the freedom on the functioning of passenger trains in the country. The political argument for nationalisation of industry is that the services given to all sector should be given uniformly. As seller (government) fixes the prices or cost of that particular product or services and becomes the price maker so can charge any price from consumers. In monopoly market, there is use of price discrimination which provide add on advantage to low income group of society as they provide inexpensive services to them. For example, railways, posts and transport in remote areas. In monopoly, seller earns the abnormal profits in the long run. As he is the only seller with no close substitutes available in the market so consumers dont have choice they have to purchase that product or service only(Korbinian Neubert, 2015). Government use monopoly right for assuring better quality and safety of goods and services to the society. For assurance of good quality and safety government also grants rights in the form of patents, which provide company to come up with new and exclusive product and services. In some countries, rights have been given to companies to produce a particular goods and services. The reason behind doing this is to encourage companies to invest more funds in research and development of new products. This can be concluded that state enjoys the monopoly market and uses economies of scale in their operations and from these earning abnormal profits in the long run period. By earning more state tries to invest more amounts in the research and development of a service. In monopoly, seller (government) uses the concept of price discrimination and tries to reduce the inequalities in the weaker section of society and also try to give assurance of safety and quality services to the society. Bibliography The state and its monopolies. (1976, November 27). Advantages And Disadvantages Of A Monopoly Market. (2011, September 12). Retrieved March 20, 2018, from toughnickel: https://toughnickel.com/business/Advantages-And-Disadvantages-Of-A-Monopoly-Market Buzzle. (n.d.). Retrieved from https://www.buzzle.com/articles/understanding-government-monopoly-with-examples.html Korbinian , K. v., Neubert, M. (2015, March 15). Monopoly Profit Maximization: Success and Economic Principles. MCKENZIE, R. B. (n.d.). In Defense of Monopoly. Stigler, G. J. (1983). The Economists and the Problem of Monopoly.

The American Grievances free essay sample

Were all the American grievances really justified, or were the British actually being more reasonable than most Americans have traditionally believed? The British were actually more reasonable than most Americans have traditionally believed. For example, the navigation laws, laws that regulated trade to and from the colonies, would be seen as an American grievance but were not really enforced by the British government until 1763, which allowed people to smuggle goods, â€Å"But the truth is that until 1763, the various navigation laws imposed no intolerable burden, mainly because there were only loosely enforced. Enterprising colonial merchants learned early to disregard or evade troublesome restrictions. Some of the first American of John wholesome smuggling†(124). It seems that Americans viewed the British as terrible and controlling, but the colonists actually benefitted from them. The colonists gained free protection from the British colony, and they a gained a monopoly in the British market, â€Å"London paid liberal bounties to colonial producers of ship parts, over protests of British competitors. We will write a custom essay sample on The American Grievances or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Virginia tobacco planters enjoyed a monopoly in the British market, colonists also benefited from the protection of the world’s mightiest navy and a strong, seasoned army of redcoats†(124). It is obvious that they benefited from each other, and they British can be seen as reasonable. 2. What was the revolutionary movement all about? The amount of taxation? The right of parliament to tax? The political corruption of Britain and the virtue of America the right of the king to govern America? The colonies growing sense of national identity apart from the Britain? Was the revolution truly radical overturning of government and society –usual definition of a â€Å"revolution†? The revolutionary movement was about the taxes that Britain placed on the Colonies. Grenville was placing taxes on the colonists to support the new military defense, so they placed the Stamp Act, which used a stamp to make sure the tax on paperwork is paid off, the Quartering Act, which forced people to feed and shelter soldiers, and the Sugar Act which put taxes on imports on sugar, â€Å"Thus some colonial assemblies defiantly refused to comply with the Quartering act, or voted only a fraction of the supplies it called for. Worst of all, Grenville’s noxious legislation seemed to jeopardize the basic rights of the colonists as Englishmen. Both the Sugar act and the Stamp act provided for trying offenders in the hated admiralty courts, where juries are not allowed†(126). The people were against the taxes; they were not fairly represented in the courts when they were tried for violating these acts. This caused uproar by making the colonists feel like they are being controlled by the British government, and that they are not fairly represented. â€Å"Angry throats raised the cry ‘No taxation without representation’†(126). 3. In 1775, which side would a neutral observer have expected to win-Britain or the colonies? Why? As a neutral observer, it would be expected that Britain would have won for several reasons. First and for most Britain outnumbers the colonies with a stronger and trained army, â€Å"The population odds were about three to one against the rebels-some 7. 5 million Britons to 2. 5 million colonists. The odds in monetary wealth and naval power overwhelming favored the mother country. Britain then boasted a professional army of some fifty thousand men, as compared with the numerous but wretchedly trained American militia†(135). Britain had more people and they were better skilled, which displays that Britain has a huge lead on the colonists, especially since colonists are not trained. This would imply that colonists are easier to get rid of then the British army; hence they are the wealthier and stronger nation during this time. Not only were they strong and wealthy, they also received help from the Hessians, German Soldiers, and the Loyalists, colonist who stayed loyal to the King, â€Å"†¦and some thirty thousand Germans-Hessians-were ultimately employed. The British enrolled about fifty thousand American Loyalists and enlisted the services of many Indians, who though unreliable, who fair-weather fighters, inflamed long stretches of the frontier†(135). This extra help from colonists, Loyalist, hessians, and the Indians only add to the army creating a bigger advantage towards the colonists. Even though they did not win it can said that the British seemed to have a bigger lead on the colonists. Colonists presented themselves as weak and disorganized, where one would presume that they wouldn’t win at all, â€Å"Yet the American rebels were badly organized for war. From the earliest days, they had been almost fatally lacking in unity, and a new nation lurched forward uncertainly like an uncoordinated centipede†(136). Organization is important for the colonists because they are competing against a well-developed and trained army. 4. What was radical and new in the Declaration of Independence, and what was old and traditional? What did the statements like â€Å"all men are created equal† mean in their historical context, and what did they come to mean later? The old and traditional of the Declaration of Independence is that the idea of having alienable rights. The British defied these rights to the colonist, and the constitution gave them back or reconnected the colonists with these rights, â€Å"Jefferson’s pronouncement, couched in a lofty style, was magnificent. He gave his appeal universality by invoking the â€Å"natural rights† of humankind-not just British rights. He argues persuasively that because theking had flouted these rights, the colonists were justified in cutting their connections†(145). These ideas are necessarily new because these ideas originate from John Locke and the social contract. Another old and traditional idea is that they sent George III a long list of his misdeeds. â€Å"He then sent forth a long list of the presumably tyrannous misdeeds of George the III. The overdrawn bill of indictment included imposing taxes without consent, dispensing with trial by jury, abolishing valued laws, established a military dictatorship, maintaining standing armies in peacetime, cutting off trade†¦Ã¢â‚¬ (145). King George III shows an continuous pattern of control throughout the colonies and using dictatorship on the colonies, causing the colonists (T. Jefferson) for a piece of the constitution to be about George III and his actions. The newer part of the constitution would be that â€Å"all men were created equal. † This statement doesn’t truly take full meaning during this time because this was not necessarily true/ or did not apply to all men/people. In the historical content this mainly applied to all the white men, however, this did not include the blacks or women. Eventually this will eventually apply to everyone, but not yet. 5. Was the military strategy or politics the key to America victory in the war? How did the two coincide? Both military strategy and politics played a key role in the American victory. The political role in the war is with France. France has some beef with the British, so they decide to help and the Colonists, as way to get back at Britain from the French-Indian war. However, strategy played key role as well, since Britain was considered to have one of the strongest navy, they are seen as big threat to the colonists, especially since the colonists were weak, disorganized, and they did not have uniform troops. They used a hit and strategy which made weapons like, the cannonballs less effective. 6. Did the loyalists deserve to be persecuted and driven out by the country? What difference does it make to understand the revolution as a civil war between Americans as a war against the British? The loyalists did deserve to be prosecuted and driven out by the country because they were against the ideas of America and were fine with British rule; if they were satisfied with British rule then they should live in Britain because they obviously do not want the same rights as the colonists if they do fight for the cause. . What has the revolution mean to later generations of American, including our own? Do we still think of the United States as a revolutionary nation? Why or why not? 8. Which social changes brought by the Revolution was most significant? Could the Revolution have gone further toward the principle that â€Å"all men are created equal† by ending slavery or grating women’s rights? During the Revolution the most significant social change was that American can define itself as its own country without the control of the mother land. This what colonists wanted because the British government was controlling their trade, taxes, etcetera which made the colonists become angry causing them to want independence from the mother land. Another significant social change is that slavery was abolished, however they were not abolished in the south. 9. Was the United States in a crisis under the articles of confederation, or was the â€Å"crisis â€Å"exaggerated by the federalists to justify their movement? Could the United States have survived if the articles have stayed in effect? The Articles of Confederation is considered our first constitution which caused a lot of problems within our colony. The articles of confederation lacked a central government, tax, trade, etc. This caused economy to go down, no control over the states. Each state would make laws that contradicted each other, and they just did not agree on the same matters. 10. Should the founding fathers general elitism and indifference to the rights of the people, women-African Americans, and Indians be held against them?

These Ones vs. Those Ones

These Ones vs. Those Ones These Ones vs. Those Ones These Ones vs. Those Ones By Maeve Maddox A reader questions the use of the phrase â€Å"these ones†: I was wondering about a manner of speech I have been hearing or reading and that seems not right to my ears: it is â€Å"these ones† as in the following:   â€Å"If You Liked This Video, Youll LOVE These Ones†Ã‚   Isn’t the phrase complete with just â€Å"these†. I keep hearing or seeing this construction and it sounds really bad to my ear; is it just me? The construction is not new, although it seems to be more popular now than in the past. The Ngram Viewer shows the phrase â€Å"these ones† in moderate use from 1800 to the 1960s, when it begins a precipitate rise on the graph. Like the reader, I find â€Å"these ones†- and â€Å"those ones†- jarring. If I found either in a paper given me to correct, I would cross out ones in an instant. However, I can’t find a specific grammatical rule against it. Paul Brians (Common Errors In English Usage) proscribes it: By itself, there’s nothing wrong with the word â€Å"ones† as a plural: â€Å"surrounded by her loved ones.† However, â€Å"this one† should not be pluralized to â€Å"these ones.† Just say â€Å"these.† The same pattern applies to â€Å"those.† None of my other style guides reference the usage, and numerous online discussions defend it. An article at the Visual Thesaurus cites statistics from The British National Corpus and the Corpus of Contemporary American English (COCA) to show that British speakers say â€Å"these ones† five and a half times more often than speakers of American English. Nevertheless, in American usage, â€Å"these ones† is regarded as dialect and not standard usage. The problem is not that ones is being used as a plural or that these governs ones. For example, the following phrases are standard: I want the red ones. You always take the best ones. You take these small ones, and I’ll take those big ones. So why does â€Å"these small ones† pass with speakers who would not accept â€Å"these ones†? The reason may lie with the proximity of these to ones. With â€Å"these red ones,† the presence of the adjective red signals the brain that these is an adjective. When no other adjective intervenes between these and ones, the listener interprets these as a pronoun, in which case, ones is redundant. Because they are jarring to many speakers, the constructions â€Å"these ones† and â€Å"those ones† are best avoided in formal contexts, particularly in writing. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Style category, check our popular posts, or choose a related post below:50 Handy Expressions About HandsYay, Hooray, Woo-hoo and Other Acclamations10 Types of Hyphenation Errors

The Demand for Money Like Inflation Leading Essay

The Demand for Money Like Inflation Leading - Essay Example I keep my savings in JP Morgan Chase & Co. I find the bank extremely reliable and the staff very amicable and helpful. Depositing money and withdrawal of money can be done conveniently since the staff is always eager to provide their services. Moreover, I stay in New York where the bank has its headquarters. I also have equity shares and for trading purpose, I use the brokerage firm ‘Fidelity Investments’. I have chosen this firm after strong recommendations from several of my friends and colleagues. The firm is completely reliable for making equity trades. They charge reasonable commissions and fees which suit my need. This brokerage firm which is based in the city of Boston ranks in the â€Å"top five in nine out of 12 categories including equity trading tools, research tools and customer service†. The customer service is extremely good, and its research tools help me to make comparisons of four stocks at a time using up to 147 different traits. Since I am an on line customer, I get facilities like a quarter of my mutual funds and 6 per cent of my equity trade is free of commission. I use Allied Insurance for my personal insurance. I find the premium easily affordable. I have insured my car with the American Automobile Association for its lucrative premium. I have a low velocity of circulation which means I have more money than I normally spend. This is because I have the habit of keeping aside some portion of my salary as precautions like sudden emergencies. Since such events do not happen in most months, therefore I can keep my velocity of circulation low.