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Life and work Essay

Brahmagupta is accepted to have been conceived in 598 AD in Bhinmal city in the province of Rajasthan of Northwest India. In antiquated occasions Bhillamala was the seat of intensity of the Gurjars. His dad was Jisnugupta.[2] He likely lived an amazing majority in Bhillamala (current Bhinmal in Rajasthan) during the rule (and perhaps under the support) of King Vyaghramukha.[3] accordingly, Brahmagupta is regularly alluded to as Bhillamalacharya, that is, the educator from Bhillamala. He was the leader of the galactic observatory at Ujjain, and during his residency there composed four messages on arithmetic and cosmology: the Cadamekela in 624, the Brahmasphutasiddhanta in 628, the Khandakhadyaka in 665, and the Durkeamynarda in 672. The Brahmasphutasiddhanta (Corrected Treatise of Brahma) is seemingly his most well known work. The history specialist al-Biruni (c. 1050) in his book Tariq al-Hind expresses that the Abbasid caliph al-Ma’mun had an international safe haven in Indi a and from India a book was brought to Baghdad which was converted into Arabic as Sindhind. It is for the most part assumed that Sindhind is as a matter of fact Brahmagupta’s Brahmasphuta-siddhanta.[4] Although Brahmagupta knew about crafted by cosmologists following the convention of Aryabhatiya, it isn't known whether he knew about crafted by Bhaskara I, a contemporary.[3]Brahmagupta had a plenty of analysis coordinated towards crafted by rival space experts, and in his Brahmasphutasiddhanta is discovered one of the soonest validated splits among Indian mathematicians. The division was fundamentally about the utilization of science to the physical world, instead of about the arithmetic itself. In Brahmagupta’s case, the contradictions stemmed to a great extent from the decision of galactic parameters and theories.[3] Critiques of opponent hypotheses show up all through the initial ten cosmic parts and the eleventh section is completely given to analysis of these spec ulations, albeit no reactions show up in the twelfth and eighteenth sections.

Drug and Substance Abuse of Deaf People

Drug and Substance Abuse of Deaf People Addiction Drug Use Print Drug Abuse in the Deaf Community By Jamie Berke facebook Jamie Berke is a deafness and hard of hearing expert. Learn about our editorial policy Jamie Berke Updated on October 11, 2018 Towfiqu Photography / Getty Images More in Addiction Drug Use Cocaine Heroin Marijuana Meth Ecstasy/MDMA Hallucinogens Opioids Prescription Medications Alcohol Use Addictive Behaviors Nicotine Use Coping and Recovery When I was in junior high, I had a close encounter with drugs. One day a small group of hearing teens invited me to try some stuff, and they showed it to me. It was white and powdery. I had no idea what it was, but my intuition told me that it was something bad. Looking back, I believe it was cocaine. Fortunately, at the time I had enough sense to say no. In the 70s, they didnt teach me about drugs and what little I knew came from reading. Drug Education for Deaf Students There are captioned and signed videos available through the Described and Captioned Media Program under the Drug Abuse subcategory, which can be found within the Health and Safety category. An article that addresses drug education for deaf students is Drug abuse resistance education (D.A.R.E.): special consideration for students who are deaf or hard of hearing, Journal of the American Deafness and Rehabilitation Association p 9-11, vol. 26, no. 2, Fall 1992. Research on Deafness and Drug Abuse Many articles have been written on substance abuse among deaf and hard of hearing people. The Minnesota Chemical Dependency Program provides several articles online, many of which have bibliographies. Topics include ethics, access to treatment, and an analysis of the Minnesota treatment model. Additional papers include: Isaacs, Morton J. (1979). Patterns of drinking among the deaf. American Journal of Drug and Alcohol Abuse, 6 (4), 463-476.Providing chemical dependency treatment to the deaf or hard of hearing mentally ill client, Journal of the American Deafness and Rehabilitation Association, p 1-14, vol 27 no 1, summer 1993.Substance abuse among the deaf population: an overview of current strategies, programs barriers to recovery, Journal of the American Deafness and Rehabilitation Association, vol 22 no 4, April 1989, p 79-85. Gallaudet University library in Washington, D.C. has the Masters thesis Alcohol and cigarette use expectancies among deaf and hard-of-hearing participants in a substance abuse treatment program, by Eleanor C. Dunai (2001). Another thesis also on file at Gallaudet University library is An analysis of variables that impact treatment outcomes of chemically dependent deaf and hard of hearing individuals, by Debra Sue Guthmann-Ternus (1995). Both these  may also be available through University Microfilms International. How Smoking Can Increase Health Risks in Alcoholics Support for Deaf Drug Abusers Support groups for deaf substance abusers exist although there are apparently few of them. For example, according to one reader, Alcoholics Anonymous meetings take place in Frederick, Maryland on Wednesdays in the evenings. The same reader said there is an AA meeting with an ASL interpreter in Washington, DC on Sundays at noon, at 1623 Connecticut Ave. Treatment Centers Some treatment centers have added services for deaf substance abusers. A National Directory of Alcohol and Other Drugs Prevention and Treatment Programs Accessible to the Deaf, is available through the Rochester Institute of Technology Substance and Alcohol Intervention Services for the Deaf (SAISD). This downloadable directory can be used by either deaf people seeking help or counselors seeking programs for clients in need. State Programs Some states have substance abuse services for the deaf: MarylandDeaf Addiction Services At Maryland (DASAM)MinnesotaMinnesota Chemical Dependency Program for Deaf and Hard of Hearing Individuals New JerseySigns of Sobriety, a program in New Jersey.New YorkSubstance and Alcohol Intervention Services for the Deaf at the Rochester Institute of Technology in Rochester, New York. They provide services for both clients and professionals working with deaf substance abusers.FEGS-New York Society for the Deaf offers a substance abuse program.Washington, D.C.The Mental Health Center at Gallaudet University offers an alcohol and substance abuse program. Professional Organizations ADARA, formerly the American Deafness and Rehabilitation Association, is a professional organization for service providers to the deaf and hard of hearing. Among its special interest sections is a section on Chemical Dependency. Books on Deafness and Drug Abuse These books on deafness and alcoholism/drug abuse are available: Deaf Sober: Journeys Through Recovery, by Betty G. Miller. (compare prices)Signs of Drug Use: An Introduction to Some Drug and Alcohol-Related Vocabulary in American Sign Language (compare prices)Counseling the Deaf Substance Abuser (ISBN 0966375300), by Frank Lala. Available through Gregory Kassel, Midas Management Company, PO Box 610393, San Jose, CA 95161 Education on Deafness and Drug Abuse Gallaudet Universitys Department of Social Work offers a course, Alcohol and Drug Addictions: Intervention Strategies. The course description in the Gallaudet catalog reads: This course prepares the student in one of the helping professions to understand the primary issues related to the use and abuse of alcohol and other drugs, including narcotics, depressants, stimulants, hallucinogens, and marijuana. The impact of drug use on the individual, the family, and society will be examined, including the psychological ramifications of children of alcoholics and drug abusers. Emphasis will be on the development of intervention skills and identifying the person who is abusing chemicals. Knowledge of community resources and programs, with attention given to accessibility to deaf substance abusers, will be covered. In addition, The Distance Learning Center for Addiction Studies (www.dlcas.com/) offers courses  on deafness and substance abuse: Deaf/Hard of Hearing and Substance Abuse.

Small Group Instruction Reduces Student-Teacher Ratios

Small group instruction usually follows whole group instruction and provides students with a reduced student-teacher ratio, typically in groups of two to four students. Whole group instruction is a teaching method where the teacher provides direct instruction to the whole group—usually a class. By contrast, small group instruction allows teachers to work more closely with each student on a specific learning objective, reinforce skills learned in whole group instruction and check for student understanding. Small group instruction gives students more of the teachers focused attention and a chance to ask specific questions about what they learned. Teachers can use small group instruction to intervene with struggling students as well. The Value of Small Group Instruction In part because of the increased popularity of programs such as Response to Intervention, a strategy for early identification and support for students with learning and behavior needs, small group instruction is now commonplace in most schools. Teachers see the value in this approach. Student-teacher ratios have always been a factor in school improvement conversations. Adding small group instruction on a regular basis can be a way to improve that student-teacher ratio. Small group instruction gives teachers a natural opportunity to provide targeted, differentiated instruction for small groups of students. It gives the teacher an opportunity to evaluate and assess more closely what each student can do and build strategic plans around those assessments. Students who struggle to ask questions and participate in a whole group setting may thrive in a small group where they feel more comfortable and less overwhelmed. Furthermore, small group instruction tends to proceed at a fast pace, which typically helps students maintain focus.​ Small group instruction can occur in groups of students with similar academic needs or in cooperative groups of students with diverse abilities, putting higher achieving students in the role of ​a  peer mentor. Small group instruction encourages student involvement in lessons and can help them learn how to work well with others. The Challenge of Small Group Instruction Small group instruction makes it more challenging to manage the other students in a classroom. In a class of 20 to 30 students, you may have five to six small groups to work with during small group instruction time. The other groups must work  on something while they wait their turn. Teach students to work independently during this time. You can keep them occupied with engaging center activities designed to reinforce skills taught during whole group instruction that do not require further instruction and free you to focus on one specific small group.   Take the time to establish a routine for small group instruction time. Students need to know what you expect of them during this class period. Making small group instruction work may not always be an easy task, but with commitment and consistency, you can make it effective. The preparation time and effort become worth it when you see the powerful opportunities it provides, paying big dividends for your students. Ultimately, a high-quality small group instruction experience can make a significant academic difference for all of your students, regardless of their level of achievement.

Ptsd and Trauma Focused Cbt - 4144 Words

PTSD and Trauma Focused Cognitive Behavioral Therapy Many children are exposed to traumatic events before they even become adults. All around the world they are exposed to child abuse, rape, natural disasters, terrorism, car accidents, and school violence among many others. Studies have shown that these traumatic events, if left untreated, can result in significant psychological problems, such as post traumatic stress disorder (PTSD) or other anxiety disorders, depression, or a number of other behavioral difficulties (Cohen, Mannarino, Berliner Deblinger, 2000). These difficulties can become chronic and produce negative effects which could last into adulthood. It is therefore imperative that effective treatment strategies be†¦show more content†¦Along with TF-CBT, if trauma symptoms are primary, their other psychiatric problems will also need to be addressed (Cohen Mannarino, 2008). TF-CBT consists of both individual child and parent sessions and child-parent sessions. There are eight components to TF-CPT represented b y the acronym PRACTICE (Cohen, et al, 2008). One of the core principles of TF-CBT is that of â€Å"gradual exposure† in that each of the components involves a graded exposure to the traumatic experience. As the child and parent move through the hierarchy, the intensity of the exposure increases. The use of gradual exposure in decreasing PTSD symptoms is supported by research (Kendall, Chansky, Kane, Kim, Kortlander Ronan, 1992). This can be done in a number of ways, including the use of creative media in order to develop a trauma narrative and also to desensitize the child to trauma triggers within a safe therapeutic environment (Yule, Smith Perrin, 2005). In particular, sand play therapy has been shown to be clinically useful for children in processing abuse and violence (Grubbs, 1994; Parson, 1997). The therapist can help the child to learn that they can approach their fears without consequences, leading to a reduction in both anxiety and trauma symptoms in their everyday life. The first component in TF-CBT is psychoeducation and parenting skills. It isShow MoreRelatedThe Most Damaging Types Of Trauma1730 Words   |  7 PagesIn the immediate, as well as long-term aftermath of exposure to trauma, children are at risk of developing significant emotional and behavior difficulties (CWIG, 2012). The most damaging types of trauma include early physical and sexual abuse, neglect, emotional/psychological abuse, exposure to domestic violence and other forms of child maltreatment (Hoch, 2009). Research has shown that children that are exposed to these types of trauma will experience developmental delays including language and verbalRead MoreDifferent Methods Of Cognitive Behavior Therapy1474 Words   |  6 Pageswill provide the reader with different methods of Cognitive Behavior Therapy. CBT can be used for multiple populations and is known for changing the way one thinks. This summary will focus on the use of CBT with children who have experienced a trau matic event in their life, also known as post traumatic disorder (PTSD). The articles that have been reviewed provide different interventions for children who have experienced PTSD and determine how effective the methods were. According to (Cary McMillenRead MoreTrauma Focused Cognitive Behavioral Therapy1720 Words   |  7 Pagesfact be suffering from Post-Traumatic Stress Disorder (PTSD). PSTD could develop after a traumatic incident which threatens one’s safety or makes one to feel helpless (Dalgleish, 2010). Coping with traumatic events could be very difficult, but confronting one’s feelings and seeking professional assistance is usually the only way to properly treat PSTD. Many kids and adolescents worldwide experience events that are traumatizing. If exposure to trauma is not treated, it could lead to various mental healthRead MoreTrauma Focused Cognitive Behavioral Therapy1560 Words   |  7 Pagesviolent crime; natural disasters, war, or the death of loved ones under traumatic situations. Countless experience several types of trauma. Although some children exhibit amazing strength in the aftermath of these incidents, many have pain or develop psychological issues that can be long l asting, and very serious... Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) is parts -based psychosocial treatment model that includes elements of cognitive-behavioral, attachment, humanistic, empowerment, andRead MoreThe National Child Traumatic Stress Network ( Nctsn )1060 Words   |  5 Pagesby Congress in 2000 and brings a comprehensive focus to childhood trauma. This network raises the average standard of care and improves access to services for traumatized children, their families and communities throughout the United States. The NCTSN defines trauma‑focused cognitive behavioral therapy (TF‑CBT) as an evidence‑based treatment approach that is shown to help children, adolescents, and their caregivers overcome trauma‑related difficulties. It is designed to reduce negative emotionalRead MoreTrauma Focused-Cognitive Behavioral Therapy Case Study700 Words   |  3 PagesMatt’s diagnosis of PTSD and depression symptoms, it was imperative to utilize an approach that if possible, could decrease all symptomology. Empirically, research shows that with the successful treatment of PTSD, comorbid symptoms of depression and anxiety are also greatly reduced (Blachard et al., 2003; National Collaborating Centre for Mental Health (UK, 2005). Thus so it seemed utilizing an empirically supported treatment for PTSD will assist in decreasing Matt’s depression PTSD symptomatology. DueRead MoreEffectiveness Of Chosen Intervention For Children With Refugee And Asylee Youth1273 Words   |  6 Pageswith refugee and asylee youth. The pliability of CBT allows this intervention to mold to the unique needs of this population and serve the vast degree of trauma and mental health conditions this population is vulnerable to. CBT provides an opportunity to research a variety of symptoms related to the refugee experience, including PTSD and depression, to combat the vast amount of trauma this population often has experienced (Murray et. al., 2008). CBT is a malleable therapy that has been explored andRead MoreCbt And Narrative Therapy For My Client s Post Traumatic Stress Disorder Diagnosis Essay1747 Words   |  7 PagesIntroduction Throughout the semester, we analyzed two very different treatment modalities of therapeutic interventions. These methods were Cognitive Behavioral Therapy (CBT) and Narrative Therapy. The framework and strategy behind each of these concepts could benefit a particular client depending on diagnosis and various other factors. Moreover, in some instances, a combination of both therapeutic interventions may be most constructive. In this paper, I will introduce my client and provide detailsRead MorePost Traumatic Stress Disorder Essay912 Words   |  4 Pagespost-traumatic stress disorder (PTSD) and substance use disorder (SUD) is very prevalent. The rate of PTSD and SUD in adults receiving chemical dependency services ranges from 12% to 34% and the rates of trauma throughout the lifetime is even greater (Kessler, Sonnega, Bromet, Huges, Nelson, 1995; Langeland Hartgers, 1998; Najavits, Weiss, Shaw, 1997; Stewart, 1996; Stewart, Conrod, Pihl, Dongier, 1999; Triffleman, 1998). Moreover, a dual-diagnosis of PTSD and SUD is two to three times moreRead MoreTrauma Focused Cognitive Behavioral Therapy ( Tf Cbt )882 Words   |  4 PagesInterventions (5) Trauma-Focused Cognitive Behavioral Therapy (TF-CBT) will be used to meet the treatment goals for Neveah’s case. According to Child Welfare Information Gateway (2012), TF-CBT is an evidenced-based treatment approach for children and adolescents experiencing trauma-related mental and/or behavioral health difficulties. The treatment approach is applicable to a variety of clients as it is designed to be used with children ages three to eighteen (Lawson Quinn, 2013). TF-CBT utilizes individual

Why society is unfair with teen male Free Essays

The way in which my son is branded and spoken of is very exaggerated and unfair. Through the past month he experienced a difficult time going through a split with his fellow peer. He tried to reach for help through his teachers and a social worker, hoping to find a way to cope and instead he was abused with statements such as â€Å"this young man Is experiencing significant mental health Issues. We will write a custom essay sample on Why society is unfair with teen male? or any similar topic only for you Order Now † This all occurred because he dared to cry and show sorrow when he was told by the peer that she felt uncomfortable talking to him. Furthermore, after this incident that occurred on March 24, 2014, the peer contacted my son first on the same day. Approximately two weeks after, I was phoned at work by the principal, informing me that she would call the police if I was not able to come and pick up my son after school. I asked her to wait for me around 5-10 minutes, and moments after we had finished our conversation, she called the police nonetheless. She had also told my son that she would not call the police unless he left the school. He did not leave and the police was still called. My son was escorted by the police to the RE per the principals statement that my son was having a â€Å"suicidal crisis. The principal came to this conclusion based on a Faceable conversation between my son and the peer which was shown to the principal by the peer. Recently, I read the messages In which my son stated â€Å"I’m always going to be there for you. † These words obviously show no intentions to commit suicide. My son was assessed by the RE team by DRP. Doe, a psychiatrist at H ¶tell-Died Grace Hospital where he was escorted by the police. He was released in the same night from the hospital as the RE team claimed that he was not in a crisis. The psychiatrist had not considered he needed any follow-up appointments or medication. He was not diagnosed with ant mental health illness. I communicated all of the results to the principal; however, she didn’t accept my son to go back to school for a week now, though he was not suspended. During the ten school years of his life, I never once heard a complaint from any of his teachers regarding his behavior. His average mark Is over 90%. He has won numerous awards for his academic success and he was only ever praised by his teachers. Please help me rehabilitate my son’s reputation at school and gain fair treatment by his principal and social worker at school. This incident was a small part of his school fife and his great sorrow was misinterpreted as a mental illness. Based on this event we cannot throw away and ignore all his years of hard work, and great behavior. Why society is unfair with teen male? By conspire â€Å"this young man is experiencing significant mental health issues. † This all occurred was shown to the principal by the peer. Recently, I read the messages in which my intentions to commit suicide. My son was assessed by the RE team by DRP. Doe,a communicated all of the results to the principal; however, she didn’t accept my son to regarding his behavior. His average mark is over 90%. He has won numerous How to cite Why society is unfair with teen male?, Papers

The Crucible Power and Manipulation Essay Example

The Crucible Power and Manipulation Paper Abigail Williams is one of the major characters; she is easily established and is clearly the villain of the play. Abigail is a good liar, she can be very manipulative and overall she is a very vindictive character. Abigail is an orphan and an unmarried girl; therefore she occupies a low rung on the Puritan Salem social ladder (the only people below her are the slaves like Tituba). In the play John Proctor has an affair with Abigail Williams; however, by terminating their affair he unexpectedly stimulates her spiteful jealousy. It is for this reason that Abigail begins to manipulate the truth and abuse her power. By aligning herself, in the eyes of others, with Gods will, she gains power over the Salem society and her word becomes virtually indisputable. Abigails motivations never seemed more complex then simple jealousy and a desire to take revenge on Elizabeth Proctor (John Proctors wife), who fired Abigail as a maid from their home after she discovered that Abigail and her husband (John) were having an affair. Abigail is driven by sexual longing and desire for power. Gaining power meant that Abigail could now express withdrawn feelings and act on long-held grudges. Abigail took full advantage of the situation which was occurring in Salem by accusing Elizabeth Proctor of witch craft; hoping to have her sent to jail or even killed. Abigail was conscious of the fact that this lie would result in pure success, having made prior preparation for this charade. Such explicit evidence could not be doubted nor questioned so Abigail took this opportunity to seek revenge on Elizabeth; the woman whom she despised for being the wife of her ex-lover John Proctor, and since Elizabeth had discharged Abigail from their home after the affair was exposed, Abigail was extremely motivated to get vengeance. We will write a custom essay sample on The Crucible Power and Manipulation specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on The Crucible Power and Manipulation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on The Crucible Power and Manipulation specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Moreover, at the end of Act 3, Mary Warren is defeated by Abigail and has no choice but to side with her once more. Abigail succeeds in defeating Mary Warren by again, lying and manipulating the truth. Mary stands before the court to expose the truth about how Abigail and the other girls were not in compact with the devil and that they were all lying about their convention with the devil as well. Mary also attempts to reveal that everything the girls had done and were doing was entirely pretence. However, it is not long before Abigail begins to twist and manipulate the truth. Abigail fallaciously claims that she can see Mary with the devil and that she could also feel a strong wind. Abigail pretends to feel threatened by both Mary and the devil before the court. At first Mary pleads with Abigail and asks her to put a stop to her acting; Abigail: (looking about in the air, clasping her arms about her as though cold) I- I know not. A wind, a cold wind, has come. (Her eyes fall on Mary Warren) Mary: (Terrified, pleading) Abby! Abigail: (Shivering visibly) It is a wind, a wind! Mary: Abby, dont do that! However when she realises that her efforts are pointless and she would be much better off lying along with the girls, she points the finger at John Proctor and tells Judge Danforth that John is in touch with the devil and that John had threatened to kill her if she did not attend court to give a testimony. Mary: (hysterically pointing at Proctor fearful of him) My name he wants my name. Ill murder you he says if my wife hangs! we must go and overthrow the court, he says! Proctor: (turning, appealing to Hale): Mr Hale! Mary: (her sobs beginning) He wake me every night, his eyes were like coals and his fingers claw my neck, and I sign, I sign Mary: (Sobbing, she rushes to Abigail) Abby, Abby, Ill never hurt you more! Furthermore, even though Abigail is unsuccessful in this attempt she still tries to abuse her power and use it to her full potential by lying to Judge Danforth that a woman, whom she believes to be Reverend Hales wife, comes to her every night threatening to kill her. However, Danforth rejects this accusation made by Abigail as he claims that it is impossible for a ministers wife to be in compact with the devil. The reasons as to why Abigail may have abused and manipulated her power throughout the play might have been the following: To take revenge on Elizabeth Proctor, to be recognized by the Salem society and more importantly to be recognized and acknowledged my John Proctor. A further character in the play who also abused her power was Tituba. Tituba was Reverend Parriss West-Indian slave originally from Barbados. Tituba initially agreed to perform voodoo at Abigails request and lead the other girls to dance around a fire in the forest, at the beginning of the play. Tituba, whose status is lower than that of anyone else in the play by virtue of the fact that she is black, manages to deflect blame of herself by confessing apologetically and then condemning others who she claimed were also in touch with the devil. Not only did Tituba abuse her power but she succeeded in manipulating the situation by lying to Parris about her session with the devil. Tituba manages to rise even as a black slave who was substandard when she obtains a voice; this voice gives her power as well as control over the situation.