John B. Watson Behavioral Psychology Part 2 - 1415 Words

Contributions to Psychology During the zeitgeist of Watson’s early career, the focus of psychology was on the analysis of the conscious mind. During the late 1800’s, Sigmund Freud, a leader in psychology at the time, had proposed theories of psychology that focused on the conscious and unconscious mind. He explained behavior as a response to the desires of our unconscious and conscious minds, implying that individuals did not have much control over their behaviors or thoughts. In the early 1900’s, during Watson’s career, the country was recovering from the First World War. American societies were trying to cope with the feelings of loos of control that were brought about by the war. Freud’s idea of human consciousness and uncontrollable†¦show more content†¦In 1920, Watson and Rosalie Rayner, his second wife, conducted an experiment to demonstrate how inherited emotions, fear, rage, and love, could be projected onto stimuli other than the stimuli that originally elic ited the emotions. Watson and Rayner used an eleven-month-old male infant named Albert to conduct their experiment. Albert was shown a white rat, to which he expressed no fear. When Albert attempted to reach out and touch the rat, Watson hit a metal bar with a hammer, causing a loud noise. Albert expressed fear by jumping. He was then shown the rat a second time and, again, a metal bar was struck when he reached out to touch the rat, this time causing him to cry out of fear. One week later, Albert was presented with a rat again and, this time, attempted to keep away from the rat. Watson and Rayner continued to expose Albert to the rat and strike the metal bar, which caused Albert to become afraid of the rat. Days later, Albert cried at just the sight of the rat and expressed great fear (Hergenhahn Henley, 2014). Although many argue the ethical implications of Watson’s study, The Little Albert experiment clearly displayed the ability of infants to develop a fear of a neutral stimulus by pairing it with a negative stimulus. These finings were a major contribution to psychology. Not only did the researchers contribute to the practice of psychology as a science by use of the scientific method, they also gave evidence to the idea thatShow MoreRelatedFather Of Behaviorism : Broadus Watson935 Words   |  4 Pagesof Behaviorism: Broadus Watson During the late 19th century and early 20th century, psychology was defined as the study of the human mind had an emphasis on introspection (Editors of Encyclopà ¦dia Britannica, 2015). After this period of time, psychologists began to criticize the validity of introspection as a method of study (McLeod, 2008). This doubt sparked new ideals and lead the field of psychology to be revolutionized. This new revolution was lead by John Broadus Watson, who is often thought ofRead MorePsychology Is The Science Of Natural Science1080 Words   |  5 PagesPsychology as the behaviorist views it is a purely objective experimental branch of natural science. Its theoretical goal is the prediction and control of behavior. Introspection forms no essential part of its methods, nor is the scientific value of its data dependent upon the readiness with which they lend themselves to interpretation in terms of consciousness -John B. Watson There are five main approaches to psychology known as â€Å"schools of thought† that make assumptions about the nature ofRead MoreThe Behavioral Perspective Of Psychology1490 Words   |  6 Pages Martinez 1 Julian Martinez Professor Roger Copeland Psychology 2301 29 August 2014 Psychology Perspectives The behavioral perspective of psychology is focused on explaining why people react the way they do to specific situations and environments. People will tend to act differently according to the environment they happen to be in, and they will most likely act in a way where the most benefit will be attained. If a reward is given every time a certain action is made, people willRead MoreOrigins of Behaviorism Essay1714 Words   |  7 Pages Behaviourism originated with the work of John B. Watson from 1913. Behaviourism is based on the following sets of claims: (1) Psychology is the study of behaviour. Psychology is not the science of mind. This statement also forms a type of behaviourism: â€Å"Methodological† behaviourism claims that psychology should concern itself with the behaviour of organisms (human and non-human). Psychology should not concern itself with mental states or events or withRead MoreBehaviourism: History, Principles Contributions1195 Words   |  5 Pagesconsciousness. John B. Watson is often noted as the father of behaviourism, though its theories were being studied years before hand. A talk by Watson on his manifesto in 1913 was said to be the formal founding of behaviourism where he described the principles of behaviourism and dismissed other notions. Though behaviourism did not become a highly accepted view in psychology, it did have its contributions to the overall field. Behaviourism emerged as a new field of psychology during the earlyRead MoreBehaviorism s Theory Of Psychology983 Words   |  4 Pagesconcept; that it is merely another word for the â€Å"soul† of more ancient time (Watson, 1970). However, behaviorism holds the subject matter of human psychology it focus on the behavior or activities of the human being. Etymology The word behaviorism originates from the Middle French word behavior, meaning the observable activity in human and animal. This term was coined in 1913 by the United States psychologist John B. Watson. Many of the concepts of analysis of behavior can be traced back to PavlovRead MoreThe Theory Of Classical Conditioning1360 Words   |  6 Pagesstudy, pairing the sound of a bell with food to produce salivation. After a while, just the sound alone would produce salivation. â€Å"Little Albert†, an infant that belonged to a wet nurse at the Harriet Lane Home was experimented on by John B. Watson and Rosalie Rayner. Watson and Rayner claim that â€Å"Little Albert† was a healthy, unemotional, and stable child. The experiment began with the introduction of a white rat, which alone, produced no fear response. At 11 months and 3 days, the rat was paired withRead MoreBehaviorism Research Paper1983 Words   |  8 Pagespersons responsible for the Behaviorism movement was John B. Watson who felt a need to restructure Psychology into a scientific psychology on the basis that behavior could be observed through stimulus and response methods and could be proven by experiments. Other schools of thought felt strong about the consciousness influenced our behavior as well and how we thought and with the help of Behaviorism and its theorists it changed how theorist saw Psychology as well as improved it. Introduction Read MoreThe Advancement Of Behaviorism : A Look At The Progression Of Behavioral Science Through Time Essay2345 Words   |  10 PagesProgression of Behavioral Science Through Time Sara Lalani Nova Southeastern University Abstract Why do people behave in the manner that they do? This is a question that has been asked since a few hundred years before the common era. Early individuals, such as Sigmund Freud, have come up with their own theories in an attempt to explain human behavior. On the other hand, Ivan Pavlov was not trying to necessarily explain human behavior, but he did set up a paradigm that inspired John B. Watson. WatsonRead More The Relevance of Behavioral Psychology to Instructional Technology1503 Words   |  7 PagesThe Relevance of Behavioral Psychology to Instructional Technology Behavioral Psychology Defined John Watson wrote a paper in the Psychological Review in 1913 and defined behavioral psychology or behaviorism as †¦a purely objective experimental branch of natural science. Its theoretical goal is the prediction and control of behavior. Introspection forms no essential part of its methods, nor is the scientific value of its data dependent upon the readiness with which they lend themselves

New Article Reveals the Low Down on Geopolitics Essay Topics and Why You Must Take Action Today

New Article Reveals the Low Down on Geopolitics Essay Topics and Why You Must Take Action Today You have to know all facets of financial topics after you choose them. Since you can see, lots of the topics listed are new and deal with the present issues happening in the World today. Take notes concerning all possible topics you're able to consider. Needless to say, topics which are still relevant in 2018 are the very best. If it's a college essay, it is essential to consider what aspects of it is going to be evaluated. Possessing excellent research abilities and selecting an excellent topic is vital. Biological weapons shouldn't be allowed. The teachers don't always assign the specific topic. Students need to be careful about posting on social networking. They are used to the fact that their professors give them the assignment's topic. In such a circumstance, a student must pick an ideal topic to write about. Although some say no cost public transportation would assist the environment and decrease traffic, others think no cost public transportation is too pricey, and the government can't afford to cover it. Most issues can have essays on all the above mentioned questions. Anyway, below, it is possible to find topic that are excellent for both circumstances. For this reason, you've got to come across enough substantial evidence for the specific topic. Schools should eliminate class projects since they're useless. Students ought to be permitted to pray in school. They should keep their mobile in silence so as to not disturb the class. Students and teachers can buy balanced lunch and drinks besides alcohol, that lets them feel nice and study much better. The End of Geopolitics Essay Topics Perform extensive research on the subject of your choice and make an impressive persuasive speech that individuals will remember for long. Many people wind up covering the exact same tired topics they see in the media daily, just because they can't produce a better idea. They suffer from a lack of financial education. All individuals ought to be allowed to receive free high education. To begin with, if you're arranging a persuasive speech, you ought to think about a topic that could create mental pictures in the minds of your audience. Don't neglect to bring a strong hook at the beginning (introduction paragraph) and wind up with an impressive conclusion to earn the reader want to go over the interesting persuasive essay topics of your pick. Whatever the case, it's always a better idea to work with a topic that is especially close to you and that you get a genuine interest in, instead of just picking a random topic. One other important element when picking a persuasive speech topic is to select a topic that could provoke your audience a little. If you can select the problem by yourself, it's possible to think of the issue of interest! There's a remarkable remedy to your issue! Now, convince the people that there's an issue. The issue, nevertheless, is that not all businesses can be relied upon in order to deliver quality essays on time so you need to be cautious in selecting one. Our life is about words. There are varying views on whether or not a college education is necessary in order to have a thriving life. Just imagine, you have all of the freedom on the planet to write about anything you desire. Sex is a biological need and a wholesome sex life has lots of mental and physical advantages. Anyway, direct and indirect quotes are required to support your understanding of academic writing style. On the flip side, some argue that the expense of college leaves students with crippling debt they'll never have the ability to repay. Though people believe education is a correct and will make society, overall, a better place for everybody, others feel there's no genuine approach to provide a free college education as colleges would still must be funded (likely through tax dollars). Argue that public higher education has to be free for everybody.

Chronic Illness Management In Primary Care †MyAssignmenthelp.com

Question: Discuss about the Chronic Illness Management In Primary Care. Answer: Introduction Osteoporosis is a disease characterized by increasing bone weakness, decreasing bone density, and elevated risk of a broken bone (Rachner, 2011). The disease is the main reason for broken bones among the seniors. Some of the common bones break include the hip, vertebrae in the spine, and bones of the forearm. The disease has no symptoms and is only discovered when bones break. It affects the density of bone leading to a porous bone which is compressible. This condition weakens the bone and results in fractures. Bone density decreases with age and is also accelerated by other factors such as lower levels of estrogen among women. It may also occur due to treatment procedures or diseases such anorexia, kidney disease, etc. Also, various medications influence the rate of bone loss and contribute to the bone weakening. Osteoporosis is a major disease among people aged 50 years and above and has raised public health concerns (Riggs, 2012). Approximately 8 million people in the US are reported to have osteoporosis (Korhonen, 2013). About 60% of people with osteoporosis in the US are aged 50 years and older. Health care costs incurred in the treatment of osteoporosis fractures amount to billions of dollars. This diseases not only increases the financial burden for families but also affects productivity. It is reported that 15% of people who experience a hip fracture are likely to die within two years (Looker, 2012). The social and financial implications of this disease adversely affect the society. Therefore, it is essential to assess how various healthcare stakeholders can tackle this condition to mitigate its risk as well as its impacts on the nations economy and the society. In this report, well investigate osteoporosis, identify risk factors, and its impacts on peoples life. The elderly are considered as the main age group through which the disease can be assessed. The report will also look into the role of a nurse in delivering patient-oriented care that can mitigate the risk of the disease as well as improve patient outcomes. Osteoporosis Pathophysiology Poor bone mass acquisition during growth and an increase in the rate of bone loss are the main mechanisms that contribute to the development of osteoporosis. These mechanisms are influenced by environmental and genetic factors. Many postmenopausal women are at high risk of increased bone loss after reaching peak bone mass. Race also influences development of the disease as peak bone mass tends to vary among different races (Antonelli, 2014). About 50% of the bone mass gained during puberty is linked with high sex hormone levels. However, there is minimal accumulation of bone mass among young adults. Peak bone mass is realized when a person reaches 30 years of age. Genetic factors are reported to influence bone mass. Approximately 40% of the variability in bone mass is determined by genes (Emkey, 2014). Some of the genes linked to osteoporosis include collagen, transforming growth factor- , those that regulate estrogen reception, etc. In contrast to gaining boss mass, bone loss is largely determined by environmental factors such as diet, lifestyle, medication, etc. Risk factors Nutritional factors Development of Osteoporosis can arise from various factors including nutrition, behavior, or medication. Key nutritional factors that play a role include calcium intake, protein intake, Vitamin D levels, among others. It is reported that low calcium intake during childhood can elevate the risk of the disease later in life. Studies show that seniors who had low calcium levels in their childhood were likely to have the disease as it was directly linked to the bone mineral mass (Garriguet, 2011). Calcium supplementation is a key treatment method that helps to reduce the rate of bone loss among elderly persons at risk of osteoporosis. Calcium intake varies depending on age. Some age groups especially the elderly and children have higher calcium intake than other age groups. The typical diet in western countries has high levels of sodium and protein which increase calcium excretion hence people in these countries require to take more calcium. Vitamin D and protein are key elements that also play a role in the body. Vitamin D plays an essential role in the bone tissue as it regulates calcium absorption. Its nutritional status affects the level of calcium absorption. Studies show that vitamin D levels decrease with age hence seniors have lower levels of Vitamin D than other age groups which significantly impact calcium absorption (Powe, 2011). Aged people have to take Vitamin D supplements to reduce the risk of osteoporosis. Protein malnutrition affects the growth of soft tissue which reduces the tissue covering the bones (Rizzoli, 2014). Protein intake largely determines the result of fractures, especially hip fracture. Behavioral Factors Various behavioral factors such as physical activity and drugs play a role in the development of the Osteoporosis. Studies show that athletes have higher bone mass than non-athletes. This is particularly noted among athletes who regularly engage in strength training. Mechanical loading during training is shown to increase bone mass (Langsetmo, 2012). On the other hand, decreasing mechanical load reduces bone mass. The relationship between bone mass density and the mechanical load is apparent at low levels of loads. Patients who are completely immobilized have high bone mass loss amounting to over 30% in 1 year. People who are physically active have high bone mass density than the average population (Khawaji, 2010). Bone metabolism occurs as a result of the interplay between hormones, nutrients and physical activity. A deficit in one of these areas can increase the risk of osteoporosis. Chronic alcohol is attributed to decreasing bone mass density in the lumbar spine and neck (Broulik, 2010). The prevalence of osteoporosis among alcoholics is reported to be over 30%. It is much higher among the elderly who regularly consume alcohol. Chronic alcohol is also associated with nutritional deficiencies which contribute to osteoporotic-related fractures (Maurel, 2010). Smoking is another risk factor for decreasing bone mass that affects bone mass development. It is associated with an increase in rate of bone loss which is pre-requisite to osteoporosis. Medications Several medications are linked with bone loss. Glucocorticoids are key medications that are attributed to an elevated rate of bone mass loss (Lekamwasam, 2012). Studies also show that bone loss is high during the first use of steroid intake. The rate of bone loss is estimated to be as high as 20% which increases the risk of fractures. Patient taking corticosteroids for more than six months have a high incidence of osteoporotic fractures. Estrogens are essential for the development of bone mass and bone maintenance in both men and women. Low levels of estrogen among women above 50 years are the main cause of postmenopausal osteoporosis (Tyagi, 2012). Signs and symptoms Osteoporosis becomes evidence when a fracture occurs. A majority of the fractures are painless. In some cases, patients may have fractures accompanied have episodes of acute pain after suffering a minor trauma. The pain experienced may range from sharp to dull (Nieuwenhuijse, 2012). Movement of a limb with a fracture tends to increase the pain, and in some cases, the pain is radiated to the abdomen. Muscle spasms accompany pain and are exacerbated by physical activity. Acute pain subsides after a month, but in cases where patients have multiple fractures, the pain becomes chronic. Patients with chronic pain are unable to walk or do any work at ease. Often, they stay motionless in bed with fear of exacerbating pain. Patients with a hip fracture may experience pain in the groin and medial knee. Often, the fracture decreases the hip range of motion which diminishes the walking ability of patients. The patients may also demonstrate a limited range of motion with pain and decreased weight-bearing on the fractured area. Physical examination done on patients with vertebral fractures indicate loss of lubra lordosis and exaggerated cervical lordosis. Patients that have Colles fracture may have bayonet deformity and tend to experience pain when moving their wrists (Esses, 2011). On the other hand, patients with sacral fractures experience pain when they move. People especially the elderly who have osteoporotic fractures have difficulty in performing tasks as they are limited by severe pain in the affected region. This significantly limits them from moving and affects their productivity at work. Person-centered care Person-centered care focuses on the personal needs of patients which become fundamental to the care delivery process. This implies giving preference to the patients needs as defined over the priorities by the healthcare staff (Ekman, 2011). This care model involves strong interest in the patients experience of health or illness. Nurses have to work with the persons perspective of the situation as well as that obtained via a medical diagnosis. Various frameworks have been developed to help nurses to implement person-centered care. These frameworks share key components which define the nature of person-centered care. Typically, a patient-oriented care model involves forging relationships with patients to know them as individuals, providing meaningful care, and being responsive to the patients needs. Nurses have to respect the needs, values, and preferences of the patients and focus on building patient-nurse relationships which can foster trust (Morgan, 2012). Nurses have to emphasize freedom of choice to the patients and promote comfort. It is also necessary for nurses to involve patients family and friends in the care delivery process. This model of nursing care contrasts the traditional care model as it focuses on a patient as an individual and emphasizes on their needs. On the other hand, traditional care model acknowledges personal needs but only consider them if they align with the nursing needs. This implies that the needs of nursing care are prioritized over personal needs of the patient receiving care. Role of Nurse in Osteoporosis prevention Nurses play a key role in leading collaborative care to meet the healthcare needs of the elderly population which is at high risk of osteoporosis. Under collaborative person-centered care model, nurses have a responsibility of improving access to care, enhancing quality and safety, coordinating with healthcare professionals, and forging relationships with patients. To realize the full potential of the care model, nurses have to accept a central role in the management of patient-centered approach to care (Wolff, 2015). Specifically, nurses have to collaborate with team members and maintain a patient-centered focus on care. They interact with patients as individuals to gain an in-depth insight into their health as well as forge trust. This is key in understanding and respecting the values and needs of a patient. Medical care delivered by nurses to prevent Osteoporosis should be aligned with the needs of the elderly patients. This involves forging a patient-nurse relationship that enhances trust and enables the nurse to know much about the patients including their medical history, health problems they may be encountering, etc. Nurses that have established a relationship with the patients can communicate effectively with them. This allows them to collect essential information about the patients which help nurses in providing care. The nurses collaborate with team members to align the patients needs with the medical diagnosis. For example, when nurses diagnose an older adult to be at risk of developing osteoporosis, they have to create a plan tailored to their needs. The plan may consider the diet consumed by the patient and make adjustments to the dietary routine to improve protein and calcium intake to reduce the risk of the disease. This ensures the team delivers optimal and safe care which meets the needs of the aged patients. Effective communication is key in enhancing the coordinated care that meets the patients needs. Addressing the healthcare needs of the elderly at risk of osteoporosis in the most efficient manner is the key goal of inter-professional patient-centered care. Nurses play a vital role in facilitating communication between the health provider and the patients as well as supporting the patients (Bartz, 2010). In this care model, the nurse ensures families of patients are active participants in care delivery process. This enhances the efficiency of care and enhances the role of nurses in preventing osteoporosis and promoting self-care among the elderly. Nurses provide information to patients and families and answer their question on the care provided. They have to be included in discussions to make decisions about their care as well as play a role in planning how to improve their health conditions. It is the responsibility of the nurse to ensure the patients receive timely and consistent messages. Nurses have to maintain communication with the patients to monitor their health and learn more about their needs (Cloninger, 2011). Consistent communication allows nurses to identify a change in patients needs and respond accordingly. For example, an older adult with an osteoporotic fracture may want pain medication due to exacerbating pain. If nurses maintain contact with the patient, they can easily determine their needs and respond to improve patient outcomes. Often, the elderly have lower emergency response and their protection should be prioritized. Nurses have to focus on their safety and value their daily protection in actions such as standing up or walking down the stairs to reduce the risk of falling and occurrence of osteoporotic fractures. Nurses play a vital role in improving quality of care by gaining an insight into patients preferences and values through engagement (Finset, 2011). They have to assure them that their values will be respected and their needs considered in care delivery. This is vital in enhancing patient engagement and care plan decisions. Trust between the two stakeholders is dependent on mutual respect and the relationship between them. Trust between nurses and patients evolves as insight into patients needs and information from medical diagnosis is gained. Trust is a key element in the patient-nurse relationship that ensures the efficiency of the care delivery process. Inter-professional care involves collaboration with various healthcare professionals. Nurses have to focus on building relationships with their team members to improve their effectiveness in delivering care tailored to the needs of the elderly population (Mezzich, 2011). Nurses have to recognize the significance of team building in improving the care process. Nurses are the key stakeholders to who guide the collaborative care model to support patient-oriented approach to care in managing osteoporosis among the aged. This is key in keeping the patients engaged and activated with the care delivered as well as help the nurses in making better care plan decisions with physicians. It also helps patients in being successful with self-management actions aimed at reducing the risk of osteoporosis. Nurses who prescribe self-management strategies tailored to the needs of the seniors achieve better patient outcomes. Also, involving patients and their families in decision-making process improves patient satisfaction and enhance the efficiency of the care delivery process. Nurses have to engage families and patients to develop the capacity to manage pain in cases where patients have sustained fractures related to osteoporosis. This improves the effectiveness of the pain treatment method and improves quality of life. Nurses have to emphasize on the importance of pain management for healing. They also have to work with the patients and give early warnings of complications such as hip dislocation, infection, etc. Such signs should be considered as indicators of deteriorating health and should be given preference to ensure patients are diagnosed and treated accordingly. When using non-medication strategies, nurses have to consider the ones that align with the patients needs. Some of the non-medication strategies used to manage osteoporosis include positioning, cold packs, distraction, among others. Pain prevention also has to be done with appropriate pain management strategies such as analgesics or cold packs. Dose and timing of the strategies have to be considered to ensure they are applied appropriately, i.e., when and how to take medication. With regards to prevention, nurses have to coordinate with the family since the patients are handled in outpatient settings. Focus should be placed on ambulation and exercises which the nurses should demonstrate to the patients to ensure they understand what they are supposed to do. The patient and family have to be involved in all phases of care to ensure the prevention strategies are successful. Families provide social support to the patient which is key in promoting healing. It is the role of the nurse to encourage patients to perform many self-care actions. Patients have to perform as much as their pain can allow. The nurses also have to offer patients a plan that involves activities that include mild exercise. It is important for nurses attending to the aged people at risk of osteoporosis in outpatient settings to assess new pain sites and monitor patients pain level as well as monitor their response to the pain management strategies applied (Claesson, 2015). Nurses have to explain all treatments and procedures to patients and ensure that they understand the prescribed medications. Also, nurses have a responsibility to provide emotional support to help patients cope with pain and their health conditions. Conclusion Osteoporosis is a major disease that affects the elderly and contributes to a majority of bone fractures for people aged 50 and above. It has become a health issue that affects the society and requires concerted efforts among healthcare providers to be mitigated. Inter-professional patient-centered care is a key care model that can assist in preventing and managing osteoporosis among the elderly population. This care model involves a collaborative approach to take which incorporates a team made up of various healthcare professionals. The model focuses on the patients as an individual and prioritizes the needs and expectations of the patients. Nurses play a key role in providing patient-oriented care which is appropriate for the elderly population as it is at high risk of osteoporosis and requires attention. Nurses are the driving force behind patient-centered care hence have to be focused on forging relationships with patients to gain an insight into their health problems. It is recommendable for nurses to not only connect with the patients as caregivers but also support them emotionally. The nurses should involve patients and families in all treatment phases to ensure care given aligns with their needs and values. Also, nurses should at all times respect the values of the patients and respond to their needs accordingly. References Antonelli, M., Einstadter, D., Magrey, M. (2014). Screening and treatment of osteoporosis after hip fracture: comparison of sex and race.Journal of Clinical Densitometry,17(4), 479-483. Bartz, C. C. (2010). International Council of Nurses and person-centered care.International Journal of Integrated Care,10(5). Broulik, P. D., Vondrova, J., Ruzicka, P., Sedlacek, R., Zima, T. (2010). The effect of chronic alcohol administration on bone mineral content and bone strength in male rats.Physiological Research,59(4), 599. Claesson, A., Toth-Pal, E., Piispanen, P., Salminen, H. (2015). District nurses perceptions of osteoporosis management: a qualitative study.Osteoporosis International,26(7), 1911-1918. Cloninger, C. R. (2011). Person?centred integrative care.Journal of evaluation in clinical practice,17(2), 371-372. Ekman, I., Swedberg, K., Taft, C., Lindseth, A., Norberg, A., Brink, E., ... Lidn, E. (2011). Person-centered careReady for prime time.European journal of cardiovascular nursing,10(4), 248-251. Emkey, G. R., Epstein, S. (2014). Secondary osteoporosis: pathophysiology diagnosis.Best practice research Clinical endocrinology metabolism,28(6), 911-935. Esses, S. I., McGuire, R., Jenkins, J., Finkelstein, J., Woodard, E., Watters III, W. C., ... Sluka, P. (2011). The treatment of symptomatic osteoporotic spinal compression fractures.Journal of the American Academy of Orthopaedic Surgeons,19(3), 176-182. Finset, A. (2011). Research on person?centred clinical care.Journal of evaluation in clinical practice,17(2), 384-386. Garriguet, D. (2011). Bone health: osteoporosis, calcium and vitamin D.Health reports,22(3), 7. Khawaji, M., Astermark, J., kesson, K., Berntorp, E. (2010). Physical activity for prevention of osteoporosis in patients with severe haemophilia on long?term prophylaxis.Haemophilia,16(3), 495-501. Korhonen, N., Niemi, S., Parkkari, J., Sievnen, H., Palvanen, M., Kannus, P. (2013). Continuous decline in incidence of hip fracture: nationwide statistics from Finland between 1970 and 2010.Osteoporosis International,24(5), 1599-1603. Langsetmo, L., Hitchcock, C. L., Kingwell, E. J., Davison, K. S., Berger, C., Forsmo, S., ... Prior, J. C. (2012). Physical activity, body mass index and bone mineral densityassociations in a prospective population-based cohort of women and men: The Canadian Multicentre Osteoporosis Study (CaMos).Bone,50(1), 401-408. Lekamwasam, S., Adachi, J. D., Agnusdei, D., Bilezikian, J., Boonen, S., Borgstrm, F., ... Kanis, J. A. (2012). A framework for the development of guidelines for the management of glucocorticoid-induced osteoporosis.Osteoporosis International,23(9), 2257-2276. Looker, A. C., Borrud, L. G., Dawson-Hughes, B., Shepherd, J. A., Wright, N. C. (2012).Osteoporosis Or Low Bone Mass at the Femur Neck Or Lumbar Spine in Older Adults, United States, 2005-2008. Hyattsville, MD: US Department of Health and Human Services, Centers for Disease Control and Prevention, National Center for Health Statistics. Maurel, D. B., Boisseau, N., Benhamou, C. L., Jaffre, C. (2012). Alcohol and bone: review of dose effects and mechanisms.Osteoporosis International,23(1), 1-16. Mezzich, J. (2011). Building person-centered medicine through dialogue and partnerships: perspective from the international network for person-centered medicine.International Journal of Person Centered Medicine,1(1), 10-13. Morgan, S., Yoder, L. H. (2012). A concept analysis of person-centered care.Journal of Holistic Nursing,30(1), 6-15. Nieuwenhuijse, M. J., Van Erkel, A. R., Dijkstra, P. D. S. (2012). Percutaneous vertebroplasty for subacute and chronic painful osteoporotic vertebral compression fractures can safely be undertaken in the first year after the onset of symptoms.J Bone Joint Surg Br,94(6), 815-820. Powe, C. E., Ricciardi, C., Berg, A. H., Erdenesanaa, D., Collerone, G., Ankers, E., ... Bhan, I. (2011). Vitamin Dbinding protein modifies the vitamin Dbone mineral density relationship.Journal of Bone and Mineral Research,26(7), 1609-1616. Rachner, T. D., Khosla, S., Hofbauer, L. C. (2011). Osteoporosis: now and the future.The Lancet,377(9773), 1276-1287. Riggs, B. L. (2012). Age-related osteoporosis.Nutrition and Aging, 207. Rizzoli, R., Stevenson, J. C., Bauer, J. M., van Loon, L. J., Walrand, S., Kanis, J. A., ... Reginster, J. Y. (2014). The role of dietary protein and vitamin D in maintaining musculoskeletal health in postmenopausal women: a consensus statement from the European Society for Clinical and Economic Aspects of Osteoporosis and Osteoarthritis (ESCEO).Maturitas,79(1), 122-132. Tyagi, A. M., Srivastava, K., Mansoori, M. N., Trivedi, R., Chattopadhyay, N., Singh, D. (2012). Estrogen deficiency induces the differentiation of IL-17 secreting Th17 cells: a new candidate in the pathogenesis of osteoporosis.PloS one,7(9), e44552. Wolff, J. L., Boyd, C. M. (2015). A look at person-centered and family-centered care among older adults: results from a national survey.Journal of general internal medicine,30(10), 1497-1504.

Their Eyes Were Watching God Persuasive Essay Example For Students

Their Eyes Were Watching God Persuasive Essay How is love to influence our lives? Love-struck people do crazy things toexpress how they care for that particular person yet it is a long and windy roadto these actions. It is down this path that experience spawns and trouble andhappiness are felt. Janie Crawford of Zora Neale Hurstons Their Eyes WereWatching God, shows the road through the steps of her three relationships. Theserelationships, though not fulfilling ones, conclude in bettering Janiessearch and understanding of life. Johnny Taylor, Janies first kiss andgatekeeper to her future, When Janie was sixteen, she embarked on a sexualawakening. Johnny Taylor was a poor young man who lived in the Florida area. We will write a custom essay on Their Eyes Were Watching God Persuasive specifically for you for only $16.38 $13.9/page Order now Janie allowed him to kiss her over the fence. Unfortunately, Nanny saweverything. With Nannys horrendous background of sinful deeds done to her,she wanted the best for Janie. As she saw the kiss, the doors of life opened forJanie and Nanny wasnt going to have her make the same mistakes that she had. Yet, Nanny had been impregnated under the circumstances of being a slave andthis was not the case for Janie. Nanny stated that black women were the mulesof the world, but she didnt want Janie to be a mule. She wanted to see Janiein a secure situation before she died, and Logan Killicks could provide that. Janie did not want to marry Logan, but she did so because Nanny told her thatshe would eventually come to love him. Ironically, Logan wanted to forceJanie into the servitude that Nanny feared. Also, he was disappointed that Janienever returned his affection and attraction. If he could not possess her throughlove, he would possess her by demanding her submission. At heart, his actionsarose from the fear that Janie would leave him. Two months after her marriage toLogan, Janie visited Nanny to ask when she would start loving him. Nanny beratedJanie for not appreciating Logans wealth. Although Logan pampered Janie for ayear, he began complaining that she was spoiled. That night, Logan criticizedJanie for being spoiled and lazy. Janie voiced his deepest fears when shesuggested that she might leave him. Logan reminded her of her familysreputation, hoping to hurt her feelings. Turning to these drastic of measuresblew Janie into a frenzy and she left with a smooth-talking gentleman that very next day. Janie chose to leave Logan for Jody because he revived her dreams oflove in marriage. Her first marriage had taught her that marriage and love donot go hand in hand. However, she still believed that love was the bestmotivation for marriage. Jody promised that he would never turn Janie into acommon pack mule. He promised her that she would reap all the benefits of hiswork. His words eerily echo Nannys dream of respectability and financialsecurity for Janie. However, Janie didnt marry Jody because of these promises. She married him because he inspired the feelings she had experienced whilesitting under the blossoming peach tree when she was sixteen and the moment herwomanhood became crystal clear. Ironically, Janies marriage to Jody was thevery embodiment of Nannys dreams for her. Unlike Logan, he did not make her apack mule. He gave her financial security and respectability. However, themarriage was largely an unhappy union. Janie could not be herself around Jody. Moreover, Jody still used Janie as a garbage even though he gave her wealth andrespectability. So it seems that Nannys worst fears and her highest hopes wererealized in Janies second marriage. It was until one afternoon in the storethat she met a lofty yet handsome young man who went, strangely enough, by thename of Tea Cake. Tea Cakes courtship was different from that of Logan andJody. Janies first marriage was more of a contract of sale between Nanny andLogan than anything else. Janies second marriage was an escape from the firstone. Moreover, it was based on disappointed dreams. Jody courted her by talkingabout himself and his dreams. Tea Cake, on the other hand, pursued Janie with amore romantic flair. Also, he allowed her equal footing in negotiating the termsof their relationship. Gaining personal freedom was a two-fold process. First,she had to be free in her private life, but she also had to free herself fromrestricting social attitudes. Only then could she begin to heal the rift betweenher outside self and her inside self. She feels that what she has learned fromher relationship with Tea Cake cannot be conveyed through words. .u0e8deeaab4a5b882290ce1cd98c0fc9f , .u0e8deeaab4a5b882290ce1cd98c0fc9f .postImageUrl , .u0e8deeaab4a5b882290ce1cd98c0fc9f .centered-text-area { min-height: 80px; position: relative; } .u0e8deeaab4a5b882290ce1cd98c0fc9f , .u0e8deeaab4a5b882290ce1cd98c0fc9f:hover , .u0e8deeaab4a5b882290ce1cd98c0fc9f:visited , .u0e8deeaab4a5b882290ce1cd98c0fc9f:active { border:0!important; } .u0e8deeaab4a5b882290ce1cd98c0fc9f .clearfix:after { content: ""; display: table; clear: both; } .u0e8deeaab4a5b882290ce1cd98c0fc9f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u0e8deeaab4a5b882290ce1cd98c0fc9f:active , .u0e8deeaab4a5b882290ce1cd98c0fc9f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u0e8deeaab4a5b882290ce1cd98c0fc9f .centered-text-area { width: 100%; position: relative ; } .u0e8deeaab4a5b882290ce1cd98c0fc9f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u0e8deeaab4a5b882290ce1cd98c0fc9f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u0e8deeaab4a5b882290ce1cd98c0fc9f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u0e8deeaab4a5b882290ce1cd98c0fc9f:hover .ctaButton { background-color: #34495E!important; } .u0e8deeaab4a5b882290ce1cd98c0fc9f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u0e8deeaab4a5b882290ce1cd98c0fc9f .u0e8deeaab4a5b882290ce1cd98c0fc9f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u0e8deeaab4a5b882290ce1cd98c0fc9f:after { content: ""; display: block; clear: both; } READ: My Childhood EssaySelf-realization is a personal journey that can only be made through gaininglife experience. Therefore, Janie acknowledges the flaws inherent in retellingher life, but she does not necessarily undercut the importance of having foundher voice. Neither does she undercut the benefit of sharing her story withothers. She doesnt believe that her story should be the single, authoritativeguidebook to self-realization. It can, however, inspire others to re-examinetheir lives. Book Reports

Collateral Victims of Cultural Conflicts The WritePass Journal

Collateral Victims of Cultural Conflicts Abstract Collateral Victims of Cultural Conflicts AbstractChap 1: Introduction.Chap 2: Literature ReviewChap 3: Research MethodologyChap 4: Social PolicyChap 5: Research Findings and Analysis.Chap 6: Comparative element (secondary materials)Chap 7: The Role of the Youth and Community Worker.Chap 8: Conclusions and recommendations.Related Abstract The main aim of this piece of work is to explore the views and opinions of young people of African origins (especially those from the DR Congo) who have come to settle in the United Kingdom, on how they would cope with being raised in a country with a different culture. Though the study emphasized more the reactions and attitudes of young people on being raised by their parents in an African manner, the views of parents on trying to educate their children in an African manner in a country with a different approach, understanding and different principles, are also taken into consideration. The introductory chapters give a brief overview of the reasons why this topic was chosen, the study aims and objectives and also the research methodology. The following chapters focus more on the complexities of multiculturalism and of the different styles of educating children both in the DR Congo and in the UK. Despite the work finally closing with a summary conclusion and key recommendations for ways forwards, further research may still be necessary to determine if the opinions and views of the participants may be representative of the majority. Chap 1: Introduction. This paper will be an attempt to critically look at the lives of children of asylum seekers/refugees/migrants living in the UK, especially those coming from Central Africa and more particularly from the Democratic Republic of Congo (DRC). While parents of Congolese origin will tend to think that the Western society has brain ‘spoilt’ and/or ‘damaged’ their children, turning them into ‘little rebels’, the western world will instead have the perspective that these parents are simply abusing their children with their way of educating them or dealing with their issues.   Victoria Climbià © is one such example that many living in the United Kingdom will still have in mind. The main reason for these different perspectives will be the respective cultures of the two parts. The innocent children would therefore find themselves in the middle as ‘collateral victims’ of a cultural conflict. Do these parents have the right to be harsh on thei r children because of their beliefs/culture? Do they really understand how things work in the UK, with the evident problem of language being the first barrier for their integration? What is the right balance between the two extremes? Is a certain type of media which is stereotyping parents of African origin as ‘child abusers’ helping? And finally, what should be the contribution of a youth and community worker to both the lives of young people and parents finding themselves in these situations. These are some of the questions that this piece of work will attempt to answer in an impartial way. Coming from the same background (the African one), reasons for prioritising this topic is the fact that both as a youth and community worker and as an African of origins, personal hope is that some change and challenge will be made to, if not necessarily the way children are being treated by some African parents, but to the way they believe is the best way of dealing with children, on the one hand. In fact, from personal experience, being born in Africa and having being raised there until the age of 30 when I then permanently moved to the United Kingdom, personal understanding and perspective is effectively that parents of African origins will generally tend to give their children very little ‘voice’ and/or ‘space’ or simply no voice at all in the all process of their education. They will, more than their European counterparts, appear to use ‘reasonable chastisement’ to ‘discipline’ their offspring, a practice still permitted by the law in most African countries. Considerations of matters such as children/young people’s rights will generally have very little importance or even in some extreme cases no importance at all in the sights of some/many parents of African origins. Many parents of DR Congo origins will only effectively hear about children/young people’s rights when arriving in the UK as these are not ‘popular’ topics in African contexts and countries, where issues of power, equality, respect and social justice are highly placed at the rear plan due to political, economic and cultural factors. Conversely, on the other hand personal hope is also that, some serious reflexion on the negative sides of giving ‘too much voice and/or space’ to children/young people will also be honestly and critically examined. In fact, so many times emphasis will be put on parents (of African origins) being ‘rude’ with their children. But little or even nothing at all would be done in cases where so many parents (of African descents) will go through depression, rejection, abjectness, misery and even physical assaults, all due to the fact that their children/young people would be ‘excessively using their rights of being children/young people’. Finally, another expectation of this work is to try and get the British/Western society to understand better where these parents of African origins are coming from in terms of their culture and consequently stops stereotyping/stigmatising them. There would tend to be more assumptions than real insights/knowledge when it comes to African cultures amongst the British/western public opinion. From personal experience of living in the UK for more than ten years now, it would appear that native form the UK would know very little about African cultures and would generally show very little interest in knowing what’s going on beyond the UK’s boundaries, particularly in Africa. Overview of following chapters The following are some of the issues that will be addressed in this dissertation: Chapter 2:   Literature review This part will propose a comprehensive and extensive review of relevant literature on the topic area, including reliable internet sources, academic texts and journals articles. It will be an attempt to relate the chosen topic to existing knowledge, finding the gaps in them and eventually necessary future research/works to be done. Chapter 3:  Ã‚   Research methodology In this chapter, principles and rules employed for the study will be analysed. The main issues to be discussed will include: The research design Procedures for data collection Why some specific procedures would have been preferred to others Participants observations Ethical considerations The process of interviews, its advantages and difficulties. Chapter 4:  Ã‚   Social policy This piece of work will move on trying to link the issue to current and/or contemporary social policies. A particular focus will be on the ‘Every Child Matters’ (ECM) policy though others social policies such as ‘Aiming high for children’ may also be taken into consideration. Chapter 5:  Ã‚   Research findings and analysis This is obviously the most important part of the work where all live conducted interviews will critically, carefully and impartially be analysed. Their results will then be related to the main topic of this piece of work to try and learn something from them. Chap 6: Comparative element (secondary materials) This is where issues of power and/or differences in relation with raising children of DR Congolese origins and children of Indian origins/culture will be analysed and compared. Results from primary research will also be compared to secondary materials where possible. Chap 7: The Role of the Youth and Community Worker. This chapter will look at the crucial role the youth and community worker can particularly play with young person finding themselves in such complex situations, but also what support can they bring to the parents involved in the same process. Chapter 8:  Ã‚   Conclusion and recommendations After some considerations on the limitations of the study and some useful recommendations in relation to the exploited topic, a general conclusion will finally be drawn. Chap 2: Literature Review This chapter’s main aim will be to critically review the points of current knowledge on the study’s topic, generally looking at relevant literature/materials in connection with the study. From outset, it might be important to signal here that not much has been previously written in the specific area of the DR Congo’s children being raised in the UK. Especially in Greater Manchester where the study has been conducted, same studies or research work to do with children/young people from the DR Congo being raised by parents of African origins are very difficult to find. But from an initial internet search, the few relevant materials in connection with this dissertation’s topic have been some articles on children from the DR Congo been maltreated by their parents mainly due to religion which is sometimes infused with elements of the traditional in many African countries. One particular case was a story on many newspaper front pages, of a young boy branded by a hot iron because his father thought he was a witch (BBC website, 2007). Looking at most of the newspapers and websites in relation to this story, what came out was that there was a general feeling of in crimination rightly based on the horrible act committed by this DR Congolese father without looking any further at ways to try and help the parents involved if not to recommend their community leaders to some kind of child protection courses. One may rightly confirm that there was no sympathy at all from the general public. Some materials in relation with children/young persons of other African countries such as Ivory Coast which is a country close to the DR Congo in terms of cultures have been considered. One really notable case resulting is the one of the Victoria Climbià ©Ã¢â‚¬â„¢s Inquiry Report from the House of Commons Health Committee (2002-2003). Victoria Climbià © was a young girl who died on 25th February 2000 as I just arrived in the UK on the 2nd February 2000. The case, which is still fresh in my memory as it really shocked me at the time, will be another key point of this literature review. The reporting committee found that this young girl from Ivory Coast who came to live in London with her great-aunt, Marie-Thà ©rà ¨se Kouao and with her grant- aunt’s partner, died because of multiple injuries arising from months of ill-treatment and abuse by her great-aunt and her partner who were both convicted and sentenced later on. Without going back into the details of this traumatic an d shocking story, something to be noticed in the report is the Inquiry’s findings of staff making assumptions that because people originated from a particular culture, that behaviour could be described as being culturally determined when in fact they knew nothing about that culture and had never visited the country. The report clearly suggested that Victoria’s African culture (and religion) were the reasons why the all regrettable tragedy happened, while acknowledging that this culture misled some of those who came to deal with the case directly. On this one, African culture (and religion) was clearly be put on the bench of accused as having a very bad influence and bad consequences on the education, safety and protection of children. Moving from there and looking at books/materials on multiculturalism, a theme closely linked to the main title of this study, one point of focus was the excellent study of Taylor et al (1994) on multiculturalism in which they made the point that cultures deserve admiration and respect, even if it is accompanied by much that we have to abhor and reject.   Similar point of view could also be found and read in others books and authors writing on the same theme. Many writers while agreeing on the necessity of multiculturalism in today’s society would however always make sure that those coming from outside should to some extents be ‘assimilated’ into the new culture they were joining. A very recent study on multiculturalism from the Journal of Intercultural Studies (2011) rightly pointed out that Contemporary popular debates around multiculture – or even worse multiculturalism – have tended to take a sceptical stance, to the extent it is understood as a ‘failure’. This will join in agreement with Thomas (2011) who argued that Since the 2001 ‘race riots’ in the North of England and the 7/7/2005 horrific events in London bombings, the botched attacks two years later on a Glasgow airport and a number of very serious foiled plots, Britain appeared to reject multiculturalism. One critic called it ‘the death of multiculturalism’. One thinking moving a bit in the opposite direction was the work of Paul Gilroy (1993) ‘The Black Atlantic’ who made a strong liberating call to the forces of cultural nationalism trapped in their respective camps. He made the interesting point that being both European and black requires some specific forms of double consciousness. McCalla (2003) seemed to argue in the same sense, going even a bit further in her book ‘Black Success in the UK’, suggesting that one of the strategy utilised by mothers of Caribbean/African origin in their childrearing to challenge racism is to provide their children with a sense of cultural belonging and a collective racialised identity that they can draw strength from in times of difficulties. She seems to make the point that the original culture of the child of African/Caribbean origin can be ‘positively’ used for their success in the British society, giving them some kind of strong identity. Despite all the above considerations, it might however be reasonable enough to say that most of these books/writings/materials have one major weakness: they don’t really understand African cultures and in some cases don’t even want to understand them. For the few who have attempted to get some deep insight on them, it is mainly about acknowledging and recognizing their existence without real will of practical understanding/knowledge of them. Personal concern when doing this literature review was also that no matter long could have a study conducted or a book written by a non African taken, it would still be very difficult for such a writer or researcher, despite all their willingness, to deeply grasp and understand some complex elements of African culture. Moreover, for some books/materials, by trying to protect the (African) child (only), it seems like the parents’ point of view (and culture) is simply ignored in many material relating to the subject. Assumption has instead always been made as to the conclusion that these children are being held ‘captives’ without their own consent. Very little has been done to try and find if the child themselves prefer the parent original culture. There is like a ‘taxation’ of the western culture and an obligation to renounce at one’s original culture. By trying to protect the British/European culture, the African culture is generally ignored. Not much help and effort to understand where the parents come from and try to help them as others in similar situations would benefit and get some compassion from the general public. In fact, Looking at an article from the Guardian (2009) ‘Tracey Connelly: the story of a woman defined by abuse’- on a simila r horrible similar story to the Victoria Climbià ©Ã¢â‚¬â„¢s one, committed by the parents of baby Peter Connolly can reinforce this stand point. The Guardian effectively tried to look at the reasons why Tracey Connelly, the mother of this lovely innocent baby, would commit such an atrocity on her own child and came to the conclusion that the fact that she had had a similar childhood (of abuse) which consequently led her into a drinking and pornographic life should be into consideration. Looking at a blog/debate linked to this article got to personal conclusion that many in fact became a bit sympathetic with Tracey, arguing that it would be important not only to look at what had happened but to try and find the reasons/roots and try and fight them from there to ensure that such events do not re happen in the future. Personal expectations are now that the following chapters of this work will give a better balanced view of the topic and hopefully suggest some positive recommendations related to the main theme of the study. Chap 3: Research Methodology This third chapter of the paper will explore the process of information gathering, including a rationale for any specific research methods chosen and relevant ethical issues. This study has drawn on a wide range of sources. However, for the purpose of information gathering, it has mainly used ‘qualitative’ methods. As Bedford and Wilson (2006) argued, while quantitative research collects facts and study the relationship between one set and another, gauging public opinion, qualitative research, almost the opposite of quantitative research, is more concerned with trying to gain an insight into human perception of the world and, as such, recognize that it is not wise to generalise about human reactions, opinions, attitudes and so on. In the qualitative research, the hypothesis or theory comes after the data collection. For the purpose of qualitative research, the strategy mainly consisted on organising face to face interviews with different members of the public who were susceptible to bring any kind of contribution to the study. Most interviews were live and were recorded. The original idea was to conduct interviews with some young people of African origin and others interviews with parents of the same backgrounds. But after the first interview with one young person, some serious difficulties due to disclosure and maturity problems led to a change of approach. As a matter of facts, after consultation with the university tutor, it was then agreed to only interview adults of African origin who came in the United Kingdom as children, who would then relate their experience of being raised by parents of African origins in the a British context/culture. This strategy was found as being more reasonable and protective for the interviewer, and was consequently used. Insistence was on asking them to try and be as honest as possible and give their feelings/thoughts/perspectives of those times when they first arrived so young. This was because in the due process of growing up and becoming parents, some of them slightly/completely shifted their position today on the subject of being raised by African of Congolese origins. This was so important not to allow the research to get wrong answers, consequently wrong data. All together, 6 interviews have been conducted, recorded and transcripted. Four interviews were conducted on the experience of being raised in the UK by parents of African origins and the other two were done with parents of African origins raising children in the UK. Two of the six interviewees are people with whom previous rapport was established in the past. Difficulty wise, as said a bit above, one key problem was the one of disclosure. In fact, the topic being a very sensitive one, it was not easy to find people ready and happy to talk about such difficult and private things. For some reasons, 2 of the interviewees consented to be interviewed at the condition that they would not be recorded live. The methodology with them was to take note straight as they were answering the interview’s questionnaire. African beliefs and culture in general and specifically DR Congolese’s one was also a serious problem. In fact, coming from the same ground, personal strong knowledge and experience have usually shown that people from the DR Congo are very sceptical whenever it comes to anything like interview or similar things. It took a lot to convince interviewees about the well founded of the all thing and its benefits for the general society. Personal privilege of being able to speak many DR Congolese main languages really helped in the all process. In fact, in the absence of financial support/vouchers to encourage those taking part into the research, the technique used to convince people was to speak to them in their respective dialect. This put them into confidence and made them more relaxed. The interview questions were agreed in consultation with the university tutor. One vital element in conceiving them was to avoid using ‘leading’ and/or ‘misleading’ questions. General questions were to be used instead of questions which were susceptible of leading into private areas of the interviewees lives. An example of an interview questionnaire can be found in the index at the end of the work. In terms of ethical issues, it is important to note here that ‘respect’ of both human being and opinions of people either interviewed or simply approached to get an interview was vital and capital, constituting the basis of all research process. When for example there was a strict refusal for the interview to be recorded as the interviewee as said above, the interviewee not wanting their voice and/or answers to stay somewhere, it was important to show total respect of their opinion and not to insist on recording the interview. The specific context of African mentality being difficult and also because of the sensibility of the topic which may lead to some legal persecution, consent forms were used before all interviews. Permanent consultation took place with the dissertation tutor about the right decision to take in case of incertitude or in complex situations. Again as said a bit above, because two of the interviewees were of people with whom previous contacts were estab lished in the past and because of personal social position in the DR Congolese community in Greater Manchester doing that many people know me, the aspect of confidentiality was essential in the all study. Despite the use of consent forms at the beginning of all interviews, it was really necessary to make strong assurances to each interview that none of the collected information would be used without their consent. Finally, from recent work undertaken during a university placement in a local non for profit organisation in Greater Manchester mainly working asylum seekers/refugees/migrants from the DR Congo, some information were also gathered from that experience. The placement took place in an organisation called African Francophone Integration Project Ltd (AFIP). This organisation located in Beswick, has as main objective to help asylum seekers/refugees/migrants newly arriving in the UK in their integration process. Most service users of the organisation are form the DR Congo, some form different countries of Africa. Some personal non recorded informal talking with the first Director of the organisation on the subject also gave some interesting elements which this work will at some point draw on. The first Director related some of his personal experience in dealing with some personal cases in relationship with this study theme, notably one case of a parent and their child who were referred to them by the Central Manchester social services. Summarizing this important topic on the methodology used for this research, one key point may be that despite all difficulties encountered when conducting this research, the certitude is that the information harvested during this entire project have provided a strong base for analysing the main topic. Another important point in closing this section is that all research was really conducted in a professional and ethical way. Chap 4: Social Policy This chapter will outline the key reference to historical and contemporary developments in social policy, legislation and welfare interventions relative to this paper’s topic. It will also briefly explore wider policies that take into consideration the well being and/or protection of young people (of diverse backgrounds). The main piece of legislation which this piece of work is concerned with is the ‘Every Child Matters’ (ECM) policy. The Government Department for Education Website (2011) explains that the Every Child Matters policy is a set of reforms supported by the Children Act 2004. Its aim is for every child, to have the support they need to: Be healthy Stay safe Enjoy and achieve Make a positive contribution Achieve economic well-being Still from the department of Education Website on the origins of this policy, it can be understood that the ECM policy came into power after the horrendous death of a young girl called Victoria Climbià ©. This case was briefly evoked in the literature review. At the hands of those entrusted with her cares, Victoria suffered appallingly and eventually died. Her case was a shocking example from a list of children terribly abused and mistreated. Every inquiry related to this specific case has brought forwards proposals for change and improvement to the child protection system. There have been reforms. The Green Paper, Every Child Matters, which sets outs the government’s proposals for reforming the delivery of services for children, young people and families, builds on existing measures to ensure that children at risk of harm and neglect are protected from negative outcomes and support all children to develop their full potential. Beyond this, this Green paper also address the p roblem of children falling through the cracks between different services, emphasizing that child protection can not be separated from policies to improve children’s lives as a whole. The document looks at the progress towards a framework of services which will support every child, using this as a context in which to consider the specific need of children at risk. It stresses the importance of information sharing between different government agencies and of a higher level of accountability. One may rightly agree that since the implementation of this social policy, there have been so many positive improvements in the protection and well being of children, though much still need to be done. Trying to link this wonderful social policy which has certainly brought more protection and safety for children and young people to the DR Congo culture of raising children, one certain fact is that they unfortunately don’t always walk along. In fact, most parents really close to the culture of ‘discipline’ will tend to think that this policy has given children/young people to much space for ‘rebellion’ against their parents, despite the fact that most of them would acknowledged that cases such as the Victoria Climbià ©Ã¢â‚¬â„¢s one are not to be encouraged at all or to be repeated, ever. The reasoning beyond this from the perspective of African parents is that policies such as the ECM have unfortunately treated all parents as being Victoria’s parents, not recognizing that all parents are not as evil as Victoria’s tutors were. The ECM would however acknowledge that all parents are not to maltreat and suffer their children as Victoria Cl imbià ©Ã¢â‚¬â„¢s tutors did, but would instead prefer ‘safety than being sorry’. Another really inescapable social policy that is certainly linked to the study’s topic is the ‘Aiming High for Children’ Policy. The Department for Education website (2011) summarizes this policy in these terms: The government’s aim is to ensure that, every child irrespective of race, gender, backgrounds or circumstances, gets the best start in life and the ongoing support that they and their families need to allow them to fulfil their potential. It wants to do this in a partnership with active, responsible parents and empowered communities, supported by public services that delivered packages of support tailored to families’ needs. To support parents to meet their responsibilities in raising their children and to help strengthen the role of communities in supporting parents, the government has made tackling child’s poverty a priority since 1997, has created a network of Sure Starts Children’s Centres to support children and their families in the vital early years. The government wants to ensure that the primary role of public services is to support families and communities to improve children’s outcomes. This great policy which has effectively ensured that many children, especially those from low income families, a group where many asylum seekers/refugees from the DR Congo would find themselves, have a real good start in life. However, there would appear again to have some conflicts in terms of what children of Africans origins receive as early education which some parents believe sets them on a wrong path from start. As this will be soon explored in the next chapter on the results and analysis of interviews one parent complained that their children are taught from very early ‘how to dial 999 for anything they might think their parents do to them which they would not approve’. The debate may go on for so long. Closing this chapter, it might be of help to recall that the UK government social policies in relationship with the education and protection of children/young people have made such a great difference in so many lives, though they don’t always go along with some parents of African origins opinions, and also though much still need to be done to improve them. Chap 5: Research Findings and Analysis. This chapter, obviously the most important part of the dissertation, will focus on all live (recorded) interviews conducted for the purpose of this study. The chapter will be composed of two main parts: in the first part, all conducted interviews will be reported and explained. The second part will mainly focus on critically analysing their results. All together, a total of 6 interviews were conducted. All of the six persons interviewed live in Greater Manchester, UK. There were 4 females and two males. As said a bit above in the third chapter on the methodology of research, because of some complications to do with disclosure and age, it was decided after consultation with my university tutor to only interview adults, but who had come to the UK as children/young persons. The study being interested not only with the experience of young people of African descent being raised in the UK by their parents/tutors but also with the parents themselves, four interviews were related to the experience of young people and the other two were of the parents talking about their experience of raising up children/young people in the UK. All of the six persons interviewed were aged between the age of 25 and 35 at the moment of the interviews taking place. Most of the participants relating their experience of young people came to the UK when they w ere aged between 8 and 14. Three of them were living with their direct biological parents and one with an uncle. All of their parents/uncle was originally from the DR Congo. One particular point which may be important to signal here is that one of the interviewee, who gave their experience of young person of African origins living in the UK, first came to live in the UK themselves as a young person and has now become parent themselves at a very early age when still living with her parents. She’s now living alone and has consequently the double experience of have been in both positions the study was interested with. Carefully looking at all answers given by all the persons interviewed, one key thing to be noted first was that the answers of ‘young people’ were diverse/different from one to another while in the answers given by parents, many similarities could be found. Young people. Answering the key interview question of briefly relating their personal experience of being rose in the UK by parents of African origins, two amongst the four ‘young persons’ interviewed thought the experience was negative and difficult. One striking point was that all two mentioned the fact that at the very beginning when they first came to live in the UK with their parents, there was no problem at all. But it is only after a few months (for one of them) or a few years (for the other one) that difficulties started arising. They all raised the point that when they got used to the way their peers were living and started imitating/copying them, that’s when they got into disagreement with their parents who were for all of the two persons interviewed very ‘traditional’ (according to the term used by one of them) or very ‘old fashion’ (according to the second interviewee). The two ‘young people’ found really painful and difficult the fact that they, at the same time loved their parents and loved their ‘new world’, as they put it. They reported that they found it difficult to try and choose between the British way of life and what their parents were asking them to follow as strict rules. They all unanimously thought that they were misunderstood by their ‘old fashion’ parents and would sometimes not know what to do as they had originally been raised (in Africa) in a way of total submission to their parents with no rights to argue with their decisions at all. The third ‘young person’ answering the interview questions came to live in the UK at the age of 9 with her parents of African origin. Her parents were strict on the fact that the way to ‘live her life’ was the African manner but were more understanding’ when she had different opinions. The parents were well educated persons since back in Africa where the dad had a BA from a DR Congolese university. They would however clearly state to her that the British way of life was ‘dangerous and wrong’ has it could leads her into a lot of trouble in the future. She reported that she eventually got into a ‘bad group’ of friends from school/college and ended up with becoming pregnant at nearly 16 years old. Her words were that the all experience of been raised by parents of African descent was not too bad because of the fact that her parents were more ‘open minded’ than most African parents who would give very little time to listen to their children and discuss with them. She nevertheless tried and made the point that, reflecting on her life after the pregnancy, she thought that despite the fact she thought at some point that her parents were too much like ‘village people’, had she followed their ‘way of life’ tough she didn’t like it much, she might have had a (positive) different life today. Answering the same crucial interview question on the personal experience of being raised by parents of African culture in a British environment and culture, the fourth ‘young person’ however went a bit in the opposite direction. In fact, he related that the all experience was a very good one without any ‘difficulty’ as he completely stayed in the line of what his parents told him to do. He continued saying that because his personal understanding of the all thing was that the British way of life was ‘deceptive’ and could potentially lead into a lot of troubles, he decided to stick with his parents way of education and didn’t find any problem with being raised in Europe/the UK by parents educating her in ‘an African manner’. Parents. As said a bit above, both parents who were females for the two them, have many similarities. As a matter of facts, they both made the common point in their answers that raising children in Europe/the UK is not easy at all, according to them. The reason why was about exactly the same. According to them, when they would like to raise their children in a disciplinary way as they had themselves been raised since back in Africa, they would encountered ‘the resistance’ of their child (as they put it) who would in many cases not listen to them anymore because they would have ‘known their rights’. One of them insisted on the fact that giving a sense of discipline to children doesn’t necessarily mean using physical punishment. She gave an example of the way of being dressed which she tried to inculcate to her daughter since they moved to the UK 11 years ago. In a DR Congolese context, she said that it would be such an embarrassing thing for a young girl to be dressed with ‘revealing clothes’. According to the point she made, a woman in the Congo with a trouser/skirt revealing her underpants or with a too short skirt would be ‘badly looked at. These types of things are completely normal in Europe she said. She made the point that the way of life in UK has encouraged her daughter to dress ‘freely’, forgetting her origins and/or culture. Her daughter would sometimes embarrassed her in front of her husband as she wouldn’t listen to anybody, copying her peers at school, on TV, on the streets etc. The second parent though a bit more ‘flexible ‘on such issues, however still made the point that she sincerely thought that the Congolese’ way of educating children would teach them to have more respect towards society in general and towards grown up/adults specifically. One clear point she made on the difficulty of raising her daughter in the UK was effectively emphasized on the fact she noti ced a complete change in the sense of lack of respect towards them when they moved to the UK and that their daughter started ‘being assimilated’ (according to her words by her friends styles of life. She reported how her daughter would simply threaten them to dial 999 and ring the police for any ‘little’ thing she would disagree with. Her most serious concerns was raised in these terms: if seems as they (meaning the police, the social services, the government, those in powers, those making law etc) only care about protecting children, which is right. But what about us parents the children are also giving us a terrible time. You’ve nothing to say and nothing to do as for any little thing not only she may call the police but also you may easily end   up as listed on a child abusers list somewhere. Linking with the above question, both parents were asked about their knowledge of children/young people rights. Both parents acknowledged that they had nev er heard about children/young people rights back in the DR Congo. As Bedford and Elizabeth (2006) pointed out, no matter how interested the researcher is interested in her/his topic (which was my case), she/he do have to keep an open mind about the subject and be careful not to pre-judge the answers. Impartially and critically analyzing the above findings from all interviews, and without trying to over generalize, many may join in agreement with the statement according to which the all process of passing from being educated in an African context with different legislation, beliefs, culture etc to being raised in a very democratic western country such as the United Kingdom must be a really confusing one for the child/young person. In fact, as the answers of most young people appear to suggest they would at some point, agreeing with the parents’ culture or not, have to make a difficult decision on the best way to follow. And unfortunately some of them have had to make such decisions being as young as 7 or 8. The parents, who for most of them w ere raised up in a specific way of seeing things for all their lives, would be of no help at all, giving their children, as one of the young lads said, no space at all for dialogue. This ‘waterproof’ and ‘no openness’   attitude of parents combined with the hidden desire to enjoy the British way of life will eventually make of these innocent young people without any kind of voice ‘collateral victims’ of a cultural conflict which they have never asked for. They have just unfortunately found themselves at the wrong place and at the wrong time, one may say. However, trying to read carefully between the lines, from interviews done with the ‘young people’, one important factor is that all young people do not necessarily think that the African way of raising children is ‘old fashion’ and wrong. Even though amongst the ‘young people’ interviewed, only one of them went in that direction, it is still a very important fact to be considered. This is really important because the general impression of the general audience/public may generally be that these poor children are being held captive despite their own will to do things which they think is detrimental to their good causes. Turning sights towards the parents, one who might have read their answers reported above will certainly conclude that they also feel like being misunderstood by the general society and being treated unfairly. As said at some point at the opening of this chapter, contrary to the young people’s answers which were sometimes completely different form one youngest to another, the parents however, despite some minor differences in opinions, seem to be of the point of view that the western culture and/or way of life is causing ‘more damages than good’ to children education. Reading their answers will understand that they, of course, are coming form an African point of view on the education of children. Even tough, they were no clear allusion to the use of physical chastisement as the best way of education children, the certainty was that they are formal on the fact that the British way of raising up children, tough with so many positive aspects, seem instead to lack â₠¬Ëœsome discipline taste and/or flavour’ in it. They both thought that combining the actual wonderful way of educating children with some ‘authority’ would make a better job. Chap 6: Comparative element (secondary materials) This chapter, as one may deduct by its title, will essentially be about a comparison between the DR Congolese culture/way of life, way of educating children in the UK the Indian’s ones. This comparison will be placed into the context of this paper main topic to try and get some lessons. While many or most of children and young people will generally tend to behave the same way and/or have same attitudes/reactions/feelings because of the simple common fact that they are all just ‘children’, it may however be right to confirm that each child/young person’s original backgrounds, culture, beliefs, religion etc., will have a strong influence in the way they perceive society. This may lead to say that children of African origins will to some extent be different to those from Asia, in their understanding of how they are being educated by their parents of DR Congolese/Indian descents. Both parents (of DR Congolese and Indian origins) will in the same way, tend to educate their respective offspring accordingly to their respective cultures. From an initial comparative study on DR Congolese culture and the Indian’s one, it was noticed a lot of similarities between the two. From a study on the Indian child website (2011), here are some of the most important characteristics in Indian culture (family culture, values, clothing etc) which will also be found in DR Congolese culture: Indians are highly flexible in the sense that they would like to imbibe the changes dictated by western influence and yet clearly affirms their beliefs in tradition. Indian dress etiquette discourages exposure of skin and wearing transparent or tight clothes. Family culture in Indian is about joy and sharing. Generally India is patriarchal Indian culture is diverse and rich Ancient Indian culture believes in a lot of dogmas and rituals that can be termed as false beliefs. It is customary to respect elders and seek their blessings. Hindu rituals are all about dance and songs. Indians are known for their hospitality and level of tolerance. Observing the belief that there is one God prevailing despite so many religions is a value in India. Family and religion are so closely linked. Trying to compare the rights of children in both countries (DR Congo and India), the following results from the UNICEF’s website on the rights of children in India: In India, children’s vulnerabilities and exposure to violations of their protection rights remain spread and multiple in nature. Parents’ attitudes and perceptions about child’s labour and the value of education is one of the cause underlying child’s labour, though poverty may be one the main reason. The government of India ratified the UN Convention on the rights of the child in 1e November 1992. Most of the rights detailed in the Convention are guaranteed in the Constitution of India. Ensuring that child rights are met for every child is a daunting challenge for India. Reflecting on the above reports on the culture and the rights of children/young people in India, one clear conclusion when comparing them with the same in the Democratic Republic of Congo is that there many similarities not to say that they are totally identical, despite some minors’ differences. Linking this with this study’s main topic/ideas, understanding that both DR Congolese and African culture having strong indications of the child’s being an element with very little voice in the family setting from early and being raised in that context, it will be logical that many parents when coming to the UK would tend to try and keep educating their child in the same way. This will certainly put the innocent children in the same position of being collateral victims of a cultural conflict. Chap 7: The Role of the Youth and Community Worker. What should be the role of the community worker involved with young people of DR Congolese origins founding themselves in a position of ‘collateral victims’? Does the youth worker have to take part for the young persons because that’s their work? Do youth workers have to ignore the parents? What should be their positions in the cultural conflictual situation? These are a few questions this chapter will attempt to address. The first part of the chapter will try and explain what’s youth work is while its second part will critically examine the role of the worker in this situation. As a personal experience undertaken during a very recent university placement (January to April 2011) done in an independent organisation in Beswick once again revealed, the general public doesn’t seem to know much about the entire discipline of youth and community work, not to talk about its invaluable contribution. In fact, at a first meeting with colleagues and volunteers working within the association which usually work more with all parts of the local community and not specifically with young people, I was introduced as a youth and community worker. This visibly raised some unexpressed questions as to not only how I would fit in their work, but further as to ‘what I really was’ (as a youth and community worker), as some of my colleagues confessed to me later on when we got very close. After explaining to them what youth and community work really was, they again confessed that all they knew was that it was about keeping young people happy with Nintendo, footba ll table-tennis etc. Introducing me as a youth and community worker to the 6 interviewees who kindly gave their time to answer a few questions for the purpose of this study seemed also to raise the same questions. Two of the parents told me at the end that they thought that it was ‘social workers’ who were supposed to be dealing with such issues. This introduction may easily take one to confirm that many still don’t know or wrongly assume to know what youth and community work is. Batsleer (2008) rightly pointed that youth and community work is about dialogue, about conversation. She keeps on saying that it is about enabling young people to ‘come to voice’.  Ã‚   This aspect of coming to voice is effectively a very crucial one when talking about youth work. As a matter of facts, may be because of what was seen and/or passed through generation after generation, until nowadays, people would wrongly tend to think of youth workers as people whose sole role is to ‘animate’ young people with different games, to keep them out of the streets. While youth work can indeed involve some recreational activities in the course of accomplishing its mission, that’s definitely not the primordial role of this noble profession. Because society will hardly listen to young people, youth work has as one key mission to give them a voice by creating safe space in safe place where they would be able to have a voice. Youth work is there underpinned by a set of strong values and ethics. These allow our work to be guided by anti discriminatory practice, equality, social justice, a commitment to harnessing participation. The National youth Agency (NYA) website (2011) gives a more complete definition of youth work is the following terms: The main purpose of youth work is the personal and social development of young people and their social inclusion. Youth work helps young people learn about themselves, others and society through non-formal educational activities that combine enjoyment, challenge, learning and achievement. We believe youth work methods can be applied in a range of settings by a wide range of professionals, support staff and volunteers, and we are committed to helping people understand and use these approaches. Youth workers will always aim to make their spaces safe for all young people, regardless of backgrounds, race, class, sex, ability, religion etc. in creating safe space in safe places for young people, we acknowledge that young people will feel better equipped to learn, share and influence society. What can then be the role of the above defined youth and community worker involved with persons/parents in a cultural conflict. To both the young person and the parents, it is first of all important to underline that, as seen in the definition of youth work, emphasis should always be put on ‘fairness’ in dealing with all matters. Despite the fact youth workers will have a sense of ‘alliance’ with the young persons for which they are advocating even for which they ‘are alive’, it may however be very important not to become ‘too emotionally involved’. Clear boundaries must always be traced between personal beliefs, values, opinions and professional ones. Youth and community work should remain as ‘neutral’ as possible, professional, ‘identifying’ the community first. This should apply to parties involved in the ‘conflict. In fact, as Belton (2009) argued, if we are to educate a community we must first identify it. He rightly insisted on the fact that youth workers should not label it or prejudice it as this would badly affect the ir work. Having critically and impartially examined the all situation, the youth and community worker will then have to take a decision on either refer the case to the appropriate services when necessary or either continuing to work between the two parties to get to some kind of resolution of the dispute. In everything, the youth and community worker will ‘peacefully’ challenge any form of discrimination, inequality, lack of respect etc. without being ‘pre judgemental, the role of the youth and community worker will basically be the one of encouraging debate et open/mature discussion between all parties. They will therefore encourage inclusion and promote social justice in doing so. Chap 8: Conclusions and recommendations. After going through a series of considerations on the very complex issues of children/young people of African origins, especially those from the DR Congo, the following can be said in conclusion: Many parents of African origins moving to the UK with their children will usually know very little about the way of life in Britain. They would generally tend to assume that they should keep giving their children the same education they were giving them when at home. The problem of language would evidently be the first barrier for them as for anyone moving to a country with a different language. This would unfortunately put the innocent children in a position where they are between the wraths of their inflexible, traditional and ‘old fashion’ parents and the hidden love of enjoying the British way of life. Some have precedent tried to look at the subject of the complexity of multiculturalism. Though this is generally considered as a good thing for society in principles, it is however taken with a lot of precautions. Recent activities of terrorism in the past few years have unfortunately increased the sense of rejection of multiculturalism. This study did use qualitative methods to try and get a better insight into the subject. For this, six interviews were conducted with members of the general public, originally from the DR Congo on living in the UK on their experience of being raised by parents of DR Congolese origins and on raising children in a DR Congolese manner, in the United Kingdom. Some UK social policies relative to the subject were briefly looked at and put into the context avec the main topic. From this exercise, the conclusion is that parents of African origin will struggle to adapt to these specific social policies, despite agreeing on their numerous positive sides. The reason again is found in those original ‘flames’ of fire profoundly imbedded within them since so many years, since their childhood, since hundreds and hundreds of generation. Analysing the results of all conducted interviews has provided the sense that most of the children being raised by parents on DR Congolese origins will struggle with the situation of being in between two cultures and will consequently especially suffer from a lack of understanding and/or support of a ‘too old fashion’ parent, who would give them very little support and voice/space for discussion, though they would not necessarily think that the African/Congolese way of raising children is a bad one. Comparing the way parents of DR Congolese origins deal with their children to the way those from India do the same has been a fruitful point as well. In fact, from that comparison, it emerged that both cultures have many similarities. This led to the understandable point that both parents raising their children in the UK will tend more to hang on to their original culture, not giving much ‘space’ for a shift into cultures to their children. Looking at all the above, it may be right to conclude by saying that though the debate on the complex issue of multiculturalism will certainly keep going on for as long as no one knows, it is a very good thing as it helps society in becoming a more diverse one. However, if the newcomers don’t necessarily need to completely be assimilated by the new culture they embrace, it may however be correct to give some thoughtful and honest considerations to their new homeland’s way of doing thing. This applies to the new homeland’s way of educating children. Conversely, on the other side, the new homeland or its inhabitants may or would definitely also benefit form, not rejecting the new comers’ culture straight away, but by trying to be open to them and try and learn from them, on what they may consider as being positive points. Those being in position of communication may help more by passing around this type of message than one focused more on the negative sides of the culture/actions/deeds of people from abroad. Finally, the children/young who have the privilege of finding themselves in a western country where their rights are properly protected and where they have got a bigger voice and more space for dialogue, should in no case find there an opportunity to willingly become a cause of pain for their parents, despite their Africa beliefs. While it is perfectly true that children have the right to be children on the one hand, it is also perfectly correct that parents have got the rights to be parents, on the other hands. Things can work properly if there are clear boundaries. Recommendations Once again, stressing the fact that though the above interview and the entire study is not to be necessarily as the reflection of the general public, the findings here my certainly informed many on what should be done. Amongst the most recommendations:    Putting more emphasis on educating the British general public on others’ cultures may have a significant impact on the acceptance of multiculturalism    More efforts may be needed in educating parents coming from abroad (especially from the Democratic republic of Congo) on the way of life/the culture in the UK will certainly help a lot.   Ã‚   Educating children living in the UK on the difference between using the right to use their rights/freedom and the respect they are expected to show respect to society is of the key recommendations this study would strongly suggest. 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