Final worksheet Essay Example | Topics and Well Written Essays - 250 words

Final worksheet - Essay Example The project will strive to touch on everything learnt throughout the term although it will focus more on the aspect of male gaze and how it is related to today’s media from my own perspective. It will be unique in the sense that it will focus on male gaze in today’s world unlike how we only discussed past history over the term. What steps are/will you take to complete the project? How will you record your steps? (We can only evaluate what you present to us. For example, you may work for weeks on the creation and analysis of a coed football game. However, if by the end of the term all you share is that you held the game, we don’t see the fullness of your commitment. Images, interviews, journaling, and post analysis are all good ways to document what you did.) Explain in detail all the process and procedure you are intending to complete to create, implement, and complete your research project. My major focus will be to create an art piece and to keep a journal of all my project activities, why I undertake the activities, and what they stand for, in order to document all the experiences during the project work. I will also focus on creating rough drafts and sketches to show how the piece of art changes during the entire experience. List which readings, lectures, and activities you have completed in class that are leading you to designing your final project the way you are currently thinking? Remember that a minimum of three readings must be cited. Other sources, lectures, activity examples and the like may also be referenced and are highly encouraged. The major reading learnt in class that my project will be based on is â€Å"Bergers Ways of seeing†, although I will also borrow a few ideas from â€Å"Horowitz† readings. The other reading that I plan to borrow some information is the reading titled â€Å"Gender and Art†, by Gill Perry, which we learnt in class in the beginning of the term. The readings will form the foundation of the

Business Administration Essay Example | Topics and Well Written Essays - 1250 words

Business Administration - Essay Example There are three main ways to create organisational structures which are discussed below: Functional structure This technique divides work according to the function of an organisation; it makes departments on the basis of organisational functions such as marketing, finance, human resource etc. (Torraco & Swanson, 1995) This is a very successful way to create an organisational structure as it promotes strong communication between departments and allows employees to use their expertise to achieve organisational goals. This structure is used by both small and large firms (Tobey & Benson, 2009). Example Revlon is a multinational cosmetics, skin care, personal care and fragrance firm and it uses functional organisational structure to manage its 6800 employees. It focuses on organisational functions to meet organisational goals. (Five approaches to Organizational Design) Divisional structure This way of developing structure, make divisions according to the types of products and market areas (Ulrich and Brockbank, 2005). This structure is usually used by large firms which have wide variety of products and its operations are geographically expanded. Small size firms can also use divisional structure on a small scale (Vosburgh, 2007). ... It uses divisional structure. (Five approaches to Organizational Design) Matrix Matrix structure is combination of functional and divisional structure; it is a hybrid which is normally used by large multinational firms. Though it is a complex and costly structure but firms using this structure enjoy the benefit of both functional and divisional structures (Aguinis, 2009). Example Starbucks coffee company is an international coffee house which operates in many countries. It uses matrix structure which is costly but Starbucks Corporation is enjoying advantages of both functional and divisional structure which is helping them to expand and to maintain its focus on company’s goals (Hitt, 2008). How managers can be supported during the process of organisational structure change. Managers play an important role during the process of organisational structure change. They need to be very systematic to implement the change and has to be very careful about the processes involved (Armstr ong, 2009). Change can be a shift to other structure or it may also mean to bring in the change within the selected organisational structure (Beatty & Schneier, 997). There is an eight-step process which can support managers the process of structural change. Following figure shows the steps involves in the process: (CliffNotes) Managers first need to analyse the need for change of organisational structure, then they need to develop the goals of change, once they decide goals then they need to select the change agent, then they need to do diagnosis, after diagnosis they need to select the intervention method, then they need to do develop a plan for change, once the plan is develop than

Discussion 2 Assignment Example | Topics and Well Written Essays - 500 words - 2

Discussion 2 - Assignment Example rty four presidents who have been elected and only one president has been a minority of mixed race descent .Preliminary reports indicate that a majority of Americans are going to vote for a white president in the next coming elections since they view the incumbent as being ineffective and incapable of handling the requirements of the office (Watkins 57). The entertainment industry is also another sector where racism is still prevalent. A very high percentage of the leading men and women in Hollywood blockbuster films are Caucasian, while the other positions are left to the ever growing population of minorities. In those instances where minorities are starring, the roles are tailored in such a way that they are specifically for minorities and the majority of the cast is comprised of fellow minority actors. It is very rare that a minority is able to acquire a role based on his/her acting prowess regardless of whether they fit the Hollywood stereotype of leading men and women possessing physical attributes that are associated with Caucasians such as, blue eyes, white complexion and free flowing hair which out rightly prevents minority actors from getting such roles. Additionally, black actors for instance, are mostly drafted in roles depicting drug dealers, gang members while actors of Latin descent are drafted to roles depicting them as drug cartel members and drug lords. This points to a deep rooted thinking, where the majority of the Caucasian population perceives the minorities as being the antagonists while they consider themselves as being the protagonists and heroes (Watkins 63). The film ‘Do the Right Thing’ by Spike Lee, released in 1989, aimed to show the deep rooted and unassuming racial undertones that are still prevalent in modern day America. The movie showed how the average African American is subjected to daily racism, which has led to the majority of the young African American male youth towards a life of drugs and gang violence in order to

Post Impressionism and Vincent Van Gogh

Post Impressionism and Vincent Van Gogh In and around 1911, there were art critics that freely used the phrase post-impressionistic as a means to illustrate the work of several artists paintings reveal Impressionistic standards. Post Impressionism was a creative shift to follow Impressionism that was to break the Impressionistic style. Post-impressionism consisted of various movements by a group of individual artists searching for a new way to create art. The principal aim of Impressionism was to objectively record the natural world in terms of the protean effects of color and light. The Post-Impressionists modified this aim in favor of a more ambitious expression of color and light (Norfleet, 2009). The new styles that these artists created proceeded to additional influential abstract styles and formed the basis for 20th Century Modernism. Post-impressionist artists pushed Impressionist standards past what they had previously been explored. Arthur Kleinberg (2010) states that artists of the Post-Impressionism period are responsible for putting an extreme amount of emphasis on the movement of color and light, rather than concentrate on the significance of the artwork. The Post-Impressionists aimed to find more depth in the roles of color, form, and solidity in painting, resulting, in artists attempt to use more powerful, brighter or more contrasting colors, in addition to outline. In addition, artists also experimented with the mental properties of brushwork. Post-impressionism used ideas from impressionism, such as using brilliant colours and broken brushstrokes, but eliminated the idea of painting scenes exactly as they appeared. They experimented with unusual compositions and often used the consistency of paint. According to Nancy Moure (2001), European art signifies the style numerous distinct artists working between 1880 and 1906. Artists during this time were concerned with the termination of Impressionisms form and the attempt to invest more importance into paintings when more experiments are performed, during more experiments. The style supported by the Post-Impressionists is a signal of the previous movement where the artists works often possessed a loose-fitting and unclear quality painting that gave simply the idea of the subject instead of a natural duplication and also experiment with techniques like the use of colour. Artists that utilize colour and representation of light not only seize personal analysis of the scene like the Impressionists but also the emotion that the painter can associates with the subject at that time. Artists would often paint their work quickly to capture the light at a particular time of day. Also, artists would paint light-coloured canvases with flat brushes to enhance the brightness in the pieces. More important than subject matter was the artists painting style and the creation of a new paint application. Post-Impressionism includes all artists whose main goal is to express more than a visual interpretation but intend to portray emotion and intellect in addition to imagery. During this time, styles and techniques concentrated on personal impressions and an advanced use of colour to communicate moods and emotions. Post-Impressionism aimed to get additional form and structure, in addition to more expression and emotion into their paintings. However, Post-Impressionist artists continue to develop and experiment these principles with newer styles and procedures; the most famous being the expressionistic, ornamental and regularly abnormal use of colour to portray the artists emotional state. Moure (2001) expresses that Post-Impressionism was an important experimental linkage to modern art leading to upcoming styles. Modern Art obtains an extensive meaning for classifying itself. Modern Art could be sometimes labeled as an art of appearance and an art of freedom. Modern Art can consist of several techniques that are used. The style of art that exhibits an art of expression can be known as the style of Expressionism. In the early years of the expressionism, artists built on the ideas of the Post-Impressionism. Artists continued on with the similar experiments, view, and ideas that were given by the work. Artists continued to look for a new and more intense truth behind their painting. According to Architecture411.com (2006), modern expressionism is characterized as a creative style which the artist produces their artwork by combining illustrations or objects with emotions. This is accomplished by using both factual and theoretical emphasis on color, consistency, unclear su bject matter, deformation, abnormal strength, exaggeration and changed surrounding imagery. A Post-Impressionist painter that was most influential to the modern artists of the 20th century is Dutch painter Vincent van Gogh. Van Gogh influenced expressionism in modern art. It was Van Goghs desire to create stunning things that come from within in addition his desire to reach to those around him that will help to label his role as a painter. In addition, Van Gogh was influential because when it came to expressionism, his work showed his emotions due to the fact that he suffered from depression. Van Goghs work conveys its outstanding colour, coarse brushwork, and curvy forms. These were a close reflection of his feelings as he painted. After Van Gogh moved to Paris, he brightened his colour palette under the influence of Impressionism, and before moving to Arles, in France, he developed the brilliant colours, brushwork and thick, textured paint called impasto of his ultimate style. Impastos provide Van Goghs pictures with a better sense of physical energy and a plain texture surface. Van Gogh achieved great impression about his works since he uses a variety of color pigments to express his paintings. Van Gogh used color for its symbolic and expressive values rather than to reproduce light and literal surroundings like Impressionist artists. In addition, he conveys feelings and generate moods with color randomly use it rather than use the real color of objects. Van Gogh is so instrumental and influential during the Post-Impressionism period because when creating his work of art, he would insert colors into skin where they did not belong. One of the earliest and most famous examples of Expressionism is Van Goghs famous oil paintings Starry Night. This painting was of a typical nocturnal scene in the neighborhood of the psychiatric hospital in Saint-RÃ ©my where Van Gogh stayed for a year. Van Gogh spilled his emotions into this painting. Starry Night is a struggle among a man and his depression. Van Gogh had a passion for the dark night. Starry Night replicates the pain the artist is going through. The brisk strokes, the animated colours of the stars in the painting next to the dark blues and the blacks in reference to the night imitate the need of a hopeless man in the center of the black, starry night. In conclusion, Post-Impressionism projected that the originality of 20th Century art was the primary focus. Artists developed their own style to produce works that lead to developments later in the art of the 20th Century. Some artists concentrated on the fundamental structure while other artists emphasize on the texture and pattern for significant effects. Because of the Post-Impressionist period, many artists have considered painting objects full of color with vigorous surfaces rather than scenes. Impressionalists created a permanent change and that art will constantly increase according to the artist. Whatever was cause, it cannot be denied that several great artists of this period assumed that the main function of art was to express intense feelings to the world. Vincent van Gogh is very influential the modern artists of the 20th Century since he altered the point of views of several artists with his personal paintings. Van Goghs used bright colours when painting and the uniqueness shows through the curves and lines that he used in his paintings as well as the attention of colour that is used to express his emotions which modern artists will continue to do throughout the 20th Century.

Starting a New Business Essays -- Setting Up a Business

Introduction As Regina Meyers contemplates opening a Satanic coffeehouse in her hometown, she must make a number of critical business decisions related to business organization, ownership, structure, and management. A number of her friends and family members have expressed interest in partnering with her or simply being involved. As Regina’s legal adviser, I have been asked to provide advice to her on a variety of topics outlined below. Business: Friends, Family, and Foes As an entrepreneur and business owner myself, I applaud Regina for taking the first steps towards establishing her business - a Satanic coffeehouse – while also respectfully providing advice based on some of my personal lessons learned. The first, and from my perspective the most important, decision Regina must make is related to the ownership structure of her business. While respecting that Ben, her husband, is willing to make a capital investment in the business but does not desire to participate in the operation and management, Regina needs to ensure that, as a married couple, they both understand and accept the responsibilities and risks involved with starting a business. From the information presented in the background notes, I am concerned that Ben’s pledge of a financial investment in the proposed company was from personally managed funds and not jointly-managed funds. If, indeed, the financial support pledged was from her husband’s personal funds, I would respectfully advise Regina against the accepting the investment as the marriage relationship would likely suffer by adding a non-union investor-investee financial relationship. With this noted, if Ben’s financial contribution is actually a confirmation supporting the use of their joint financial re... ...trieved from BCP Business Center: http://www.business.ftc.gov/documents/inv05-buying-franchise-consumer-guide Gaston Regional Chamber. (2013, December 2). Just starting out/business formation. Retrieved from Gaston Regional Chamber: http://gaston.toolsforbusiness.info/northcarolina/1b/formation/ North Carolina Department of the Secretary of State. (2013, December 2). Search for a corporation by name. Retrieved from Corporations Division: http://www.secretary.state.nc.us/corporations/searchresults.aspx?onlyactive=OFF&Words=STARTING&searchstr=The%20Gathering%20Place United States Patent and Trademark Office. (2013, December 2). Trademark Electronic Search System (TESS). Retrieved from United States Patent and Trademark Office: http://www.uspto.gov/trademarks/index.jsp Wagner, E. (2013, September 12). Five reasons eight out of ten businesses fail. Forbes.com, p. 1.

Locke on Language Essay

John Locke (1632-1704) is a great influential British philosopher, reputed by many as the first of the great English empiricists. He offered a comprehensive philosophy of language as well, which was the first of its kind in modern philosophy. In line with Descartes, he pushed reason to the forefront as a tool of philosophical enquiry and opposed authoritarianism and blind acceptance of dictates of religion or superstitions. Locke’s masterpiece, An Essay Concerning Human Understanding, concerns itself with determining the limits of human understanding and the legitimacy of knowledge claims. Specifically, Book III of the work investigates into language and its importance in the process of knowledge and epistemological enquiries. Let me brief the main aspects of his approach to language and the context from which it evolves out. Body of the Essay (Lockean Enquiry into Language) In the four Books of the Essay, Locke considers the sources and nature of human knowledge and as a part of it he takes up a study of language. (An Essay Concerning Human Understanding, Locke, 1. 1. 7. , p. 47). Against Descartes, he claimed, that mind has no innate ideas (primary notions or inborn ideas). Human mind is a tabula rasa (clear slate) and experiences write on it. In holding this view he subscribes to the axiom of empiricism that ‘there is nothing in the intellect that was not previously in the senses’. Ideas are but materials, out of which, knowledge is constructed. Neither speculative or innate moral principles, nor ideas, such as God, identity, etc. , are there in the mind of the new-born. ‘Children and the idiots prove it’, Locke says. His theory of substratum and substance, and the distinction he makes between primary and secondary qualities are all someway connected to his theory of language. The distinction between real essences and nominal essences, which he makes, stems from his theories of substance and qualities. It seems Locke holds some version of the representational theory of perception, though some scholars dispute it. Locke is not at all skeptic about substances as did Hume. Since Berkeley, Locke’s theory of the substratum or substance has been attacked as incoherent. Since we have no such experience of such an entity there is no way to derive such an idea from experience, his critics argue. (cf. I. IV. 18. p 95) The real essence of a material thing is its atomic constitution. The atomic constitution is the causal basis of all the observable properties of the thing. If the real essences were known all the observable properties could be deduced from it. These real essences are quite unknown to us according to Locke. Ayer interprets: ‘substance in general’ means whatever it is that supports qualities, while the real essence means ‘the particular atomic constitution lying behind observable qualities. Ayer treats the unknown substratum as the same as real essence. This interpretation eliminates the need to explain particulars without properties. But it is to be accepted that such reductionism lacks textual support from Locke and it conflicts some of Locke’s own positions according to some critics. A theory of meaning (semantic theory) is central to any philosophical account of language Locke also develops one when he claims that our words (general terms) refer to our (abstract) ideas. Abstract ideas and classification are of central importance to Locke’s discussion of language. Words that stand for ideas can be distinguished as ideas of substances, simple modes, mixed modes, relations etc. Not all words are ideas, for example, particles that relate. In his analysis of language, Locke gives more attention to nouns than to verbs (II. 7. 1. p 471). Though Locke’s main semantic theory claimed that â€Å"Words in their primary or immediate signification signify nothing but the ideas in the mind of him that uses them†, it was vehemently criticized as a classic blunder in semantic theory. For J. S. Mill, Locke seems not distinguishing the meaning of the word from its reference. But as Norman Kretzmann rightly points out Locke distinguishes between meaning and reference (Tipton, 1977, pp. 123-140). In Locke’s discussion on substances, he says, physical substances are atoms and things made up of atoms. But we have no experience of the atomic structure of horses and tables. Horses and tables are known through secondary qualities such as color, taste, smell etc and primary qualities such as shape and extension. Hence he held that real essence cannot give meaning of names. Ordinary people are the chief makers of language, he believed. Conclusion Locke brought in a tradition in language theory that influenced James Campbell and I. A. Richards, rhetoricians like Edward P. J. Corbett, Condillac, Saussure and structuralists like Claude Levi-Strauss. Linguistic philosophy (logical positivism, logical atomism and so on) in 20th century had something to respond to Locke if not to receive from him. However, I wouldn’t reckon Locke as a linguist than an empiricist. References Locke, John (1995) An Essay Concerning Human Understanding. Aemherst, New York: Prometheus Books. Kretzmann, Norman (1977) â€Å"The Main Thesis of Locke’s Semantic Theory†. in Locke on Human Understanding,(ed) I. C. Tipton. pp. 123-140.

Abuse: How It Effects Cognitive Development Essay

Abstract Research indicates that traumatic childhood experiences, such as abuse, increase the risk for different cognitive development disorders that effect learning, memory, and consciousness. Statistics show that no one age, gender, or ethnic group is excluded. Cognitive development that is affected includes depression, learning disorders, developmental disorders, attachment disorders and PTSD. Patterns of attachment affect the quality of information processing throughout the individual’s life. With this evidence, it is imperative to have programs available that focus on prevention for parents and children. There are outside management courses, substance abuse classes, school based educational programs, required registration of offenders, and background checks. Treatment strategies for children are also important and should include establishing safety, dealing with the trauma, and positive self-assessment therapy, and counseling for functional impairment. Introduction Abuse increases the risk for suppressed cognitive development. Maltreatment comes in many forms: physical, sexual, psychological, neglect, and even abuse from peers. Current studies only focus on abuse from guardians. However, peer abuse exists as and does have a psychological effect on cognitive development (Ambert, 1994). Young children, still â€Å"embedded† in the present do not have the ability to see themselves a part of the bigger picture. The se themselves as the center of the universe and everything that happens is directly related to their own sensation. Development consists of learning to master those experiences and to learn to encounter the present as part of one’s personal experience over time. Piaget called this †decentration†: moving from being one’s reflexes, movements and sensations to having them. The age at which the abuse occurs can impact the learning and development leading to mental disorders, Post Traumatic Stress Disorder (PT SD), and attachment issues. Because of the results, help programs and education need to be in place for parents, abusers and children of abuse. For example, van Harmelen, deJong, Glashouwer, Spinhoven, Penninx, and Elzinga (2010) did a study on how childhood abuse affects cognitive disorders. The Implicit Association Test was used to evaluate depression and anxiety, although it has been shown to also impact learning and development and PTSD. Participants were asked questions in order to obtain self-reports in this study of depression and anxiety. It was found that childhood abuse leads to a higher self-depression ad self-anxiety view. From this study it is clear that abuse affects cognitive function. According to Feldman (2011), cognitive development is the way that an individual grows and changes and the change in their intellectual capabilities can influence one’s behavior and learning abilities. Different cognitive development happens in different stages throughout an individual’s life. These stages include: Infancy and toddlerhood (age birth to three years) children learning to sit, crawl, and walk, memory functions begin, visual recognition, and language development are present. During the preschool period (age three to six years) growth and muscular development carry on, neural interconnects grow and develop, memory functions grows, fine and gross motor skills become more refined so preschoolers can catch, throw, run, use silverware, and tie their shoes. During middle childhood (age six to twelve years) growth of body and brain function continues still. Gross motor functions develop to include biking, swimming, and skating. Increased fine motor skills include writing, typing, zipping, and buttoning. During adolescence (twelve years to twenty years), growth of body and neurological functioning continue and sexual characteristics develop. During young adult (age twenty to forty years) there is a peak in physical capabilities (strength, coordination, and reaction time), brain function continues to grow, stress can be a health threat (Feldman, 2011). Depending on the age the abuse occurs can affect each individual’s cognitive development to include but not limited to disorders like depression, anxiety, learning and memory disorders, PTSD, and attachment disorders. According to the definition given by Butcher, Mineka, and Hooley, depression is the emotional state that is characterized by extraordinary sadness. Since 1967, Aaron Beck has provided us with a model of his theory on depression. Beck’s diathesis-stress theory suggests that depression leads back to a dysfunctional formation early on, which left the individual vulnerable to depression if encountered with stress ors (Butcher, Mineka, Hooley, 2010). Butcher, Mineka, and Hooly (2010) discuss that according to Beck the parent or guardian are responsible for providing the child or adolescent’s schema. These may lie dormant until activated by a critical incident. It then triggers automatic negative thoughts that lead to depression. Reports of child abuse have suggested an increase in negative self-worth, negative self-attitudes, and negative self-associations. They tend to get caught up in a negative mood, which leads to depression (van Harmelen, deJong, Glashouwer, Spinhover, Penninx, and Elzing, 2010). A learning disorder is a term that refers to a delayed development. It may be with speech, mathematics, reading, memory, or motor skills. Poor motor function and memory are associated with the ability to learn and functioning a school setting. Contributions to exploring the relationship of cognitive development and learning are growing. According to the studies done by Giesbrecht and Merckelbach (2012) some victims of abuse tend to compartmentalize their trauma. While research shows that some learning disabilities are hereditary, other studies have shown the impact that abuse has on the ability to learn and retain information. Learning disabilities are the products of delicate central nervous system impairments. These learning disabilities are the consequence of immaturity, deficiency, or dysregulation partial to those cognitive skills that are in normal brain functions (Legano, McHough, and Palusci, 2009). In addition, there is a positive correlation between abuse and cognitive failures from Broadbent, Cooper, Fitzgerald, and Parkes’s Cognitive Failures Questionnaire that measures everyday lapses and errors. There has been a major change in the way one is diagnosed with Post Traumatic Stress Disorder (PTSD). PTSD is a severe and chronic condition, which is no longer conceptualized as a normal response to and abnormal stressor but rather a pathological response to an extreme form of stress (Butcher, Mineka, Hooley, 2010). There may be a bidirectional and temporal relationship between Post Traumatic Stress Disorder (PTSD), the hippocampus and neuropsychological functioning in the structural and functional part of the brain. These may either precede the development of PTSD or emerge after the onset of PTSD (Gould, Clarke, Heim, Harver, Majer, and Nemeroff, 2012). Those that have been sexually abused have long-term mental and emotional suffering that lingers. They are likely to have feelings of anxiety, depression, anger, and low self-esteem and are more likely to suffer PTSD (Milner and William, 1995). These can impact marriages and other close relationships. Research by DeBellis, Hooper, Woolley, and Shenk (2009) pediatric PTSD symptoms are associated with lower visual memory, developmental trauma, anxiety and can lead to problems with adult PTSD. A cognitive treatment for PTSD is to vividly recount the traumatic event over and over until there is a decrease in the emotional responses. One other important aspect of a child’s development is their form of attachment. This begins within the home and with the guardian. According to Ainsworth, there are four classifications of infant attachment that can have an impact on the child’s future. A secure attachment is where the mother is a confident base when she is in attendance. As soon as she leaves the child is obviously upset and immediately goes to her upon return. The avoidant attachment is a style in which the child does not seek closeness to the mother and seems to avoid her upon arrival. The ambivalent attachment is an attachment in which the child shows varied reactions. They cry when she leaves but upon return they kick and hit her. Last is the disorganized-disoriented attachment. This style shows contradictory behavior. They will not look at the mother upon arrival. These seem to be the most negatively attached children (Feldman, 2011). Infants, toddlers, children, and adolescents are more likely to develop negative attachments if abused. Separation anxiety seems to be the biggest problem of individuals that have been abused (Barth, 2009). According to Butcher, Mineka, and Hooley (2010), early victims of rejection and abuse have damaging effects on a person†™s worldview. They also suggest that a parent-child relationship is bidirectional. Some children are easier to love than others based on their temperaments while the guardian’s mental stability affects the attachment relationship. The type of attachment formed correlates to the type of parenting style. The different parenting styles are authoritative, authoritarian, permissive, or neglectful. According to Butcher, Mineka, and Hooley (2010), the authoritative parent is high on warmth and moderate on control. Research shows that children of authoritative parents tend to be friendly and confident. The Authoritarian parent is low on warmth and high on control Research shows that children of the authoritarian parent can be conflicted and moody. These adolescents usually have more negative outcomes especially with social anc cognitive skills. Next, the permissive parent is high on warmth but low on discipline. Studies indicate that children of permissive parents are impulsive and aggressive. They are often. selfish and demanding. Last, the neglectful parent is low on warmth and low on control. Children of neglectful parents are moody with a low self esteem. They have conduct and peer problems. They also reflect poor academics. Researchers have shown that providing structure and guidance while allowing a sense of control and freedom gives the child a more positive attachment (Butcher, Mineka, and Hooley, 2010). Thus negative parenting styles can have an overwhelming effect on an individual’s ability to cope with later challenges. Method Harmelen, deJong, Glashouwer, Spinhoven, Pennix, and Elzinga (2010) explored the negative cognitive scars of abuse. The study dated from 2004-2007, which consisted of participants in the regular general population and those of mental care institutes at different stages of psychopathology. The ethical review board of the University Medical Center in Amsterdam approved it. Adults were between ages 18 and 65, had a past or present depressive disorder, anxiety disorder, panic disorder, and/or social disorder. There were a total of 2981 participants (age M=41.9, SD=13.0). The DSM-IV was used as the diagnostic measure and past childhood abuse was measured by self-report and with the Beck Anxiety Inventory. Childhood abuse was assed by utilizing the Nemesis trauma interview which asks participants whether they and experienced emotional, physical, and/or sexual abuse prior to the age of sixteen. Answers were recorded. Computation came from subtraction of the mean rating of anxiousness from the mean rating of calm on the IAT-stimuli. A written consent was obtained after reviewing the study to the participants. Results The findings in the study of Harmelen, deJong, Glashouwer, Spinhoven, Pennix, and Elzinga (2010) explain that, when compared to the no abused group, abused individuals have a stronger depression, higher anxiety, and a lower self-esteem when compared to non-abused individuals. There was not a difference in age or education. However, females showed a higher effect of negative self-associations although both genders are affected by maltreatment. The study also showed a higher significance in correlation to sexually abused participants versus physically abused participants. Cognitive emotional maltreatment is related to the negative self-associations and development that individuals face. The study suggests that the longer that children are exposed to any form of maltreatment, the more likely they are to develop damaging cognitive schemas which lead to cognitive disorders (Harmelen, deJong, Glashouwer, Spinhoven, Pennix, and Elzinga, 2010. Discussion According to a recent study (Child Maltreatment, 2010) over 3 million children are abused or neglected in the United States each year. 8.7 million of the nations children or 1 in 7 have been maltreated. This could be mentally, physically, or sexually. Seventy five percent of all perpetrators are between the ages twenty and thirty nine. Studies have also shown that abused children are more likely to abuse substances (Wulczyn, 2009). There are certain reasons that increase the likelihood of abuse. These include family that bring in an annual income of under $15,000, presence of drug or alcohol addiction, the cycle of past abuse or cycle of violence hypothesis, stressful environments, high marital conflict, single parent families, and families that have more than four children. Incest happens in more wealthy families (Feldman, 2011). In addition, children that already have certain risk factors such as learning disabilities, behavior problems, visual or hearing impairments, or other medi cal problems can increase the possibility of abuse (Child Maltreatment, 2010). The consequence of early abuse may carry on into adolescence and even the early stages of adulthood. The results of this study make it clear that the United State needs to make sure that there are prevention programs, community management programs, and counseling programs all with the correct education and proper training. Wulczyn (2009) shows how prevention programs offer a chance to minimize the effects of maltreatment on the developing child, but many, if not most, jurisdictions lack the infrastructure to do so within the traditional child welfare system. Home visiting programs aim to prevent child abuse by providing knowledge, belief in abusing parenting, empathy, sensitive, responsive parenting, and the ability to provide a safe and stimulating home environments (Wulczyn, 2009). Barth (2009) describes a triple P-Positive parenting program to help parents deal with issues. This includes five levels of intervention 1. A media campaign that informs parents about issues and gets them involved 2. Targets an individual topic at a time such as toilet training or bedtime. Parents would be in direct contact with a trainer. 3. Helps parents concerned with their child’s development and attend brief programs to learn how to manage certain behaviors. 4. This is for parents of children with more severe problems like aggression or behavior issues. They are given certain skills along with contact with a primary care physician. Last is level 5. This is for parents of dysfunctional families with behavior problems. They attend eleven 1-hour sessions and practitioners conduct home visits to ensure the skill being thought are being used. The biggest question of how to prevent sexual abuse remains unanswered. There are numerous signs and prior efforts have been useful but new methods still need to be further explored and researched. Finklehor (2009) suggest that offender management and school-based programs should be necessary to help regulate sexual abuse. Registering sex offenders, notifying communities about their presence, background checks, controlling where they can live, and longer prison terms. Finklehor (2009) continues to say that one third of the offenders are juveniles which is why there is such a need for school based programs as well. This will help to teach students the skills necessary to identify dangerous situations. Abused children will demonstrate different behaviors once removed temporarily from the home and placed in a therapeutic environment (Ambert, 1994). In addition to providing services, sometimes a temporary removal needs to be entertained until the family dynamics can be evaluated. Until recently, no study actually showed that participation in a prevention program resulted in reduced rates of sexual abuse for participants (Legano, McHugh, Palusci). It is important for counselors or facilitators of programs to have an understanding of screenings, treatment evaluations, and treatment planning (Milner and Murphy, 1995). There needs to be sufficient legal and clinical instruction and training about child abuse before any assessment is conductive. The American Counseling Association has put into place a Code of Ethics for professionals to follow. Individuals need to be careful not to obtain a false positive based on bias in their findings. Working with children of abuse requires special training in order to achieve the desired outcome. It is the counselor’s responsibility to practice in the boundaries for which they are qualified to work. In addition, they have a responsibility to read and understand their ethics code (ACA Code of Ethics, 2005). References ACA Code of Ethics (2005) American Counseling Association. Retrieved September 22, 2012 from http://www.counseling.org/Resources/CodeOfEthics/TP/Home Ambert, A. (1994). A qualitative study of peer abuse and its effects: Theoretical and empirical implications. Journal of Marriage and Family, 56 (1), 119-130. Retrieved from http://www.jstor.org/stable/352708 Barth, R. (2009). Preventing child abuse and neglect with parent training: Evidence and opportunities. The future of children, 19 (2), 95-118. Retrieved from http://www.jstor.org/stable/27795049 Butcher, J., Mineka, S., & Hooley, J. (2010). Abnormal psychology. (14 ed.). Boston: Pearson Education, Inc Child Maltreatment (2010). Retrieved November 2, 2012 from http://archive.acf.hhs.gov/programs/cb/pubs/cm10/cm10.pdf DeBellis, M., Hooper, S., Woolley, D., & Shenk, C. (2009). Demographic, maltreatment, and neurobiological correlates of ptsd symptoms in children and adolescents. Journal of Pediatric Psychology, 35 (5), 570-577. Retrieved from http://www.jpepsy.oxfordjournals.org Feldman, R. (2011). Development across the life span. (6 ed., pp. 178-251). Upper Saddle River: Pearson Education, Inc Finkelhor, D. (2009). The prevention of childhood sexual abuse. The future of children 19(2), 169-194. Retrieved from http://www.jstor.org/stable/27795052 Giesbrecht, T., & Merckelbach, H. (2009). Betrayal trauma theory of dissociative experiences: Stroop and directed forgetting findings. The Americal Journal of Psychology, 122(3), 337-348. Gould, F., Clarke, J., Heim, C., Harvey, P., Majer, M., & Nemeroff, C. (2012). The effects of child abuse and neglect on cognitive functioning in adulthood. Journal of psychiatric research, 46 (4), 500-506. doi: 10.1016/j.jpsychires.2012.01.005 Legano, L., McHugh, M., & Palusci, V. (2009). Child abuse and neglect. Current problems of pediatric and adolescent health care,doi:10.1016/j.cppeds.2008.11.00 Milner, J., & William, W. (1995). Assessment of child physical and sexual abuse offenders. Family Relations, 44 (4), 478-488. Retrieved from http://www.jstor.org/stable/585002 van Harmelen, A., deJong, P., Glashouwer, K., Spinhoven, P., Penninx, B., & Elzing B. (2010). Child abuse and negative explicit and automatic self-associations: T cognitive scars of emotional maltreatment. Behavior research and therapy, 48 (4), 486-494. doi: 10.1016/j.brat.2010.02.003 Wulczyn, F. (2009). Epidemiological perspectives on maltreatment prevention. The future of children, 19 (2), 39-66. Retrieved from http://www.jstor.org/stable/27795047