Adhd - retell of Literature - Effects on amelioration Within Family, Education, and communal Systems

Attention Deficit Hyper performance Disorder according to Singh (2002) is a developmental disorder that is brain based and most often affects children. This developmental disorder can be characterized as a disorder in which affects ones self control; traditional aspects include strangeness with attention, impulse control, and performance levels normally diagnosed prior to the age of 7yrs. Of age (Willoughby, 2003).

There are primarily three sub-types of Adhd. Inattentive sub-type 1 is Adhd which those who manifest inattention without the nearnessy of hyperactivity and impulsivity (Barkley, 2005). There is also Adhd sub-type 2 with symptomolgy linked to hyperactivity and impulsivity (Barkley, 2005). Finally there is Adhd combined sub-type (Visser & Lesesne, 2005). For the purpose of my paper, I will apply information that represents all subtypes in varied degrees and the affects of these difficulties upon the individual, educational, family, and group improvement as well as issues of group justice and cultural issues for those children who suffer from this disorder.

Historically the modern symptoms of Adhd were first identified (Barkley 1996, Rafalovich 2001, & Stubbe 2001), by English doctor George Still in 1902 (Neufeld & Foy, 2006). Rafalovich (2001), explains that in a series of historical events from 1917-1918 in North America that led to an encephalitis outbreak there was a dramatic increase in explore of characteristics that are similar to modern day Adhd symptomology. Straight through out the early years of explore there was even explore and investigations into healing conditions which promoted swelling in inevitable aspects of the brain, which many believe led to impulsivity and hyperactivity (Stubbe, 2000). As explore evolved so did the diagnostic criteria for the disorder; shaping identifiable factors believed to contribute to the causation of Adhd (Barkley, 2005). Physiologically, there seems to be less dopamine and nor-epinephrine within the brains of those with Adhd and four genes that regulate dopamine have been identified as Adhd causal agents; however a specific causal agent has not been confirmed (Barkley, 2005). Brain performance is considerably lower in the pre-frontal lobe regions in those with Adhd and there is also decrease in blood flow (Hans, Henricksen & Bruhn, 1984), (Barkley, 2005). according to Barkley (2005), psychological characteristics of Adhd are that it is about the "behavioral inhibition." These children do not benefit from what may happen later based upon what they do now; which can be compared to a "time near sightedness", (Barkley, 2005). They have strangeness identifying their past, preparing for the future, organizing, scheduling, and working independently, with group and occupational issues (Barkley, 2005). It is these difficulties when intermingled with the improvement of the personel that could clearly cause great difficulties especially when enrolled in formalized instruction and onward into the demands of school and adulthood.

The prevalence rates concerning the analysis of Adhd has been from ranges of 4 % to 18 % depending upon the community, types of populations, and areas of analysis (Visser & Lesesne, 2005). Adhd is one of the most common childhood disorders with 2.5 million children with this disorder (Barkley, 2005). Estimates show (Biederman, 1996), that nearly 6 % of boys and 1.5 % of girls have Adhd (Singh, 2002). It cost nearly 3.3 billion dollars to medically treat Adhd every year in the United States (Visser & Lesesne, 2005). Currently causation factors under consistent result up according to Barkley (2005) include;

1. Genetics

2. Premature Birth

3. Traumatic Brain Injury

4. Spine and Brain Infections

5. Early exposure to substances during pregnancy

6. Early exposure to lead

7. Less blood flow and lower brain activity

Because Adhd is a representation of bodily imperfections within the brain and literally manifests a decrease of performance in the pre-frontal lobe regions; inevitable treatment options with amphetamines, stimulants and non-amphetamines have been utilized to increase brain performance (Barkley, 2005). The size and anomalies within the brain have been verified and examined Straight through many technological processes such as Positron Emission Tomography and Mri scanning (Vance & Luk, 2000). Other bodily abnormalities of improvement according to Barkley (2005), include appearances of little deformities including; longer than mean index finger, third toe that is longer than second toe, ears that are slightly lower upon the head, no earlobes or a furrowed tongue. Up to 80% of children suffering with Adhd will continue to struggle with this disorder into adolescents and as many as 50 to 60 percent will continue to struggle into adulthood (Barkley, 2005). With the affects upon a child's school, family, and group environments a large emotional toll can be identified. Emotionally, children can feel isolated, angry, guilty, frustrated and many other emotions due to the disruption of relationships, opportunities and lack of clear decision making skills (Barkley, 2005). Many of these children can become depressed and exhibit anxiety (Barkley, 2005). Many affective behaviors include stubbornness, defiance and at times can be verbally or physically violent to others (Barkley, 2005).

According to Barkley (2005) nearly 57% of preschool children are likely to be rated as inattentive and over-reactive by their parents up to the age of four. As many as 40% according to Barkley (2005), may have these problems for up to three to six months, concerning parents and teachers. according to Lavigne, Gibbons, Christoffel, Rosenbaum and Binns (1996), however, it is estimated that 2% of preschool children truly meet the criteria for Adhd, and (Biederman, 1996), clarified that maybe 10 % of all children meet diagnostic criteria for Adhd (Singh, 2002). Barkley clearly indicates that the earlier the symptoms of Adhd appear and the distance of time they last in childhood will conclude the severity of its procedure and analysis (Barkley, 2005). Individually there are many distressing problems for children suffering from this disorder. Some features that Barkley (2005) indicate are prominent to recognize as the personel child develops into school age include;

1. An emergence of high demanding ness of preschool age

2. Critical directive behavior by parents to operate circumstances

3. Problems reported by preschool / formal school staff concerning child's behavior

4. Problems with studying and reading

5. Decisions to sustain a child an educational grade

6. Excessive temper tantrums / strangeness in getting child to do chores

7. Social exclusion from activities

According to Spira & Fischel (2005), within the pre-school environment at the age of 3 yrs. Old, children's attention controls, and self operate mechanisms begin developing. Increased self operate and speech improvement continues from age 3yrs. Old (Spira & Fischel, 2005). Self operate processes continue to well build Straight through the age of 4yrs. Old (Spira & Fischel, 2005). These processes work together allowing the child to verbalize self-control and Straight through 4 yrs. Of age the child develops the potential to direct attention to relavent environmental stimuli (Spira & Fischel, 2005). Together, the maintaining of attention and operate over responses emerges and of procedure is very prominent in identifying task's and working functionally within the educational environment, however; these processes indicated do not emerge for those with Adhd due to the manifestation of hyper-activity and impulsivity colse to the age of 3 to 4 yrs. Of age, and inattention manifesting near 5 to 6 yrs. Of age (Spira & Fischel, 2005). As children build into school age and adolescents, Barkley (2005) indicated that 30 to 50 percent of children will be retained one grade during their school years. according to Vance & Luk (2000), 20 to 30 percent of children with Adhd will manifest comorbidity with studying disorders; reading, arithmetic, writing or spelling. If a child is diagnosed with Adhd and guide Disorder the percentages increase for a co morbid studying disorder (Vance & Luk, 2000). One theoretical position (Velting & Whitehurst, 1997), is that according to Spira and Fischel, (2005) those children with Adhd do not procure the literacy skills essential for early reading and learning. Furthermore, it is hypothesized that the dissatisfaction due to lack of potential perpetuates acting out behaviors consistently witnessed by school staff of children with Adhd (Spira & Fischel, 2005).

As children move Straight through adolescents it is abundantly clear that with vast developmental changes; looking ones role identity as clarified by Eric Erickson (Berger, 2006), relational dating, peer pressure, and other demands of adolescents become extraordinarily difficult with personel difficulties of impulsiveness, hyperactivity and inattentiveness (D. Moilanen Cmsw, Personal Communication, January 25, 2007). according to Gordon (2006), adolescents continue to have many difficulties especially;

1. Disorganization

2. Planning long term assignments

3. Completing homework

4. Complying with parental rules.

5. Sustaining attention and focus

Because adolescents are seeking to find a competent and healthy identity, conflicts with parental and scholastic systems can leave an immature to feel diminished, angry and frustrated before the entry into adulthood (D. Moilanen Cmsw, Personal Communication, January 25, 2007).

Adulthood brings new challenges and according to Jaffe, Benedictis, Segal & Segal, (2006), the following are just a few of the challenges for adults living with Adhd;

1. Managing money

2. "Zoning out in conversations"

3. Speaking without thinking

4. Procrastination

5. Becoming literally frustrated

Eric Erickson in Berger (2006) clarifies his ideas of Psycho-Social improvement and indicates that as early adults we want to find intimacy or we will face isolation. It seems clear that these adults due to their disability will continue to confront difficulties with their families, group relationships, and negative personel perceptions onward into adulthood. These difficulties could place them at risk to become isolated.

The personel within their house is greatly impacted by this developmental disorder. according to Barkley (2005) Adhd is 25 to 30% acquired by heredity, and if a parent has Adhd the child is 8 to 10 times more likely at acquiring the disorder. Barkley (2005) also indicated that parents at the starting of preschool attend and manage their child fairly well, however; parents tend to lose what they feel as operate over their child the added the child develops Straight through school. Parents can feel drained, overwhelmed and exhausted; even feeling depressed, and begin blaming themselves for their child's behavior (Barkley, 2005). Over time these difficulties can lead to perceptions by parents that may be less than inevitable (Maniadaki, Sonuga, Kakouros, & Karaba, 2006).

Research shows that parental perceptions within the house can clearly have implications concerning how a child is treated and the negative affects and perceptions that affect the child's developmental stages (Maniadaki et al., 2006). according to Maniadaki et al., (2006), parental perceptions do have essential impact upon children suffering from Adhd due to the likelihood of the parents not obtaining reasoning condition services for their children; the strangeness parents had identifying the impact the child's behavior would have on the child's development; and the parents inability to recognize the severity of the child's symptoms, all have dramatic affects on the child's developmental processes. Siblings can also have negative perceptions of the child's behavior, affecting the degree of sustain siblings bring to each other within a family. according to Gordon (2006), siblings can feel sorry for their sibling with Adhd or they can get angry and resentful. These reactions generate dynamic challenges for any house and or personel dealing with Adhd. Other inherent hindering perceptions by parents within the house ideas can be identified by comparing Erickson's, Psycho group Developmental Perspectives (Berger, 2000). according to Erickson, children from the age of 3 yrs. Old to 6 yrs. Of age will build Straight through a series of challenges to parents, taking the "initiative" or "failing," bringing feelings of "guilt" (Berger, 2000). When the child's engaging behavior takes place however, as Camparo, Christensen, Buhrmester & Hinshaw, (1994) states, that parents may not allow these children to have the benefit of the doubt, due to past excessive behavior under normal circumstances, and the parents may see their child as an "easy target." according to the evidence, miscalculating the child's natural engaging behavior could take place and disallow the child to build in a healthy, "guilt free" way, having essential affects on their psycho-social development. excessive amounts of guilt can yield essential amounts of anxiety and depression (Burns, 1990). These negative processes in changeable degrees can clearly lead to negative affects on group and emotional processes (Burns, 1990).

Other house processes affecting Adhd and improvement according to Peris & Hinshaw (2003), is that core symptoms of impulse operate and inattention are primarily heritable, and parental practices do not certify essential (Barkley, 1998; Hinshaw 1994; Johnston & Mash, 2001), causation for Adhd. However, the house interaction patterns and external influences may have a essential impact on severity and the developmental procedure of Adhd (Peris & Hinshaw, 2003). Furthermore, evidence suggests (Barkley, 1985; Battle & Lacey, 1972; Buhrmester, Camparo, Christensen, Gonsalez, & Hinshaw, 1992; Campbell, 1973; Cunningham & Barkley, 1979; MacDonald, 1988; Mash & Johnston, 1982; Tallmadge & Barkley, 1983) that mothers of Adhd children are less affectionate. Other disturbing findings indicate that parents can be more critically demanding and parents independently article a greater tendency to blame their Adhd child for problems they literally had with their spouses; thus proving added that house systemic patterns can play a major role in the perpetuation and affects of Adhd upon child improvement (Camparo et al., 1994). Of procedure these processes clearly affect a school-age child within their families and external systems in ways which reduce a child's self worth, confidence, and abilities to properly interact and function within their environment; proving this, Dumas & Pelletier (1999) indicated that pre-adolescents were found to have lower levels of self esteem in areas of scholastic competence, behavioral conduct, and group acceptance.

According to Barkley (2005), those with Adhd, at times do not give themselves time to value their emotions objectively before a reaction, fail to cut off their feelings from fact. Being able to internalize our emotions, value them, and analyze them before displaying them publicly help in self operate and is difficult for those suffering from Adhd (Barkley, 2005). Those who suffer from Adhd build a pattern of group rejection due to inappropriate interactions starting during formalized instruction according to Barkley (2005). according to Nixon (2001), those children suffering from Adhd lack essential group skills that affect the potential of their interactions, such as; verbal & bodily aggression, disruptive attempts to enter new groups, negative classroom behaviors, being quick tempered and violating the rules. Nixon (2001) presents more evidence that group cognition is clearly affected and children with Adhd can have great strangeness in making clear interpretations of their environmental interactions with others. These variables clearly lead to inhibited group contact, and a dysfunction in psycho-social development. according to Eric Erickson in Berger (2000), he clearly indicates that formalized school age children from 7 to 11 years old need to build confidence that allow them to feel as if they have mastered "Industry" (Berger, 2000). If this stage is not mastered, they may feel inferior (Berger, 2000). How can these children who are excluded due to their Adhd manifestations of behavior, be given the occasion to partake and prove themselves to resist negative aspects of "Inferiority?" As these children build into adolescents and adults, one can conjecture when comparing Adhd behavior and group reactions with the Erickson Psycho-Social Framework (Berger, 2000). Erickson states that adolescents endeavor to find their roles in the world and if they fail, role obscuring develops (Berger, 2000). obscuring for those suffering from Adhd would come literally due to their exclusion from group groups and activities (Barkley, 2005). In order for adolescents to find their role and their identity; they must interact with others and feel approved in their participation (Berger, 2000). added into adulthood Erickson in Berger (2000), indicates that as adult's, individuals will seek intimacy with others or become isolated. The factor of isolation relates to the extent in which those developing fear rejection and dissatisfaction (Berger, 2000). Unfortunately, prior group experiences of those suffering from Adhd can be littered with group rejection, feelings of dissatisfaction and unacceptance due to impulsiveness and hyperactive behaviors (Barkley, 2005). Furthermore, (Pope, Bierman, & Mumma, 1999), these authors according to Nixon (2001), also claim that hyperactivity and the inattentive / immature nature of a child's behavior with Adhd contributes greatly to interpersonal problems.

In regards to group justice and cultural issues; according to Bender (2006), African American children may be under represented and under diagnosed in regards to Adhd. Experts such as (Dr. Rahn Bailey, 2006) according to Bender (2006), claim that as science is pursuing new technological processes to diagnose and treat Adhd, cultures like the African American community are subjected to propaganda, suspicion due to past and current discrimination, and negative stereotyping concerning reasoning illness; thus forming cultural decisions to avoid analysis and treatment of Adhd. This cultural-lens, based upon discriminatory and fear based experiences with the dominant culture dis-allows ethical decisions to help and help African American children (Bender, 2006). These decisions according to experts (Bailey, 2006), is contributing to high rates of African American children disproportionately over represented in medicinal programs and disproportionate amounts of African American children over represented in the criminal justice ideas (Bender, 2006). The issues of classism and impoverishment can also be a topic of concern concerning those who suffer from Adhd. according to Visser & Lesesne, (2005), Adhd analysis among males was reported significantly more often in families with incomes below the poverty threshold than in families with incomes at or above the poverty threshold. Here again, poverty makes a clear and consistent statement of risk for our developing children.

In conclusion, I believe that Adhd seems to be an elusive, devastating, developmental disorder. This disorder for my self is so destructive because of its manifesting elements of hyperactivity, impulsivity and inattentiveness. These variables are processes that if represented to inevitable degrees are exquisite for destroying social, educational, emotional and personel improvement across the life span. Because our lives are so dependent upon not just our biological construction but also our group and environmental interaction; this disorder can be serious and detrimentally disruptive. I do however believe that new technologies are hopeful in insight this disability in greater measures. I also have gained ideas concerning the new information concerning neuro-plastisity and the changing mind based upon therapeutic thought. I feel this may be a inherent frontier of explore that should be a priority in great insight how the brain can change forms; especially the pre-frontal cortex regions.

L.J. Riley Jr. Bsw, Llmsw

Reference

Barkley, R. A., (2005). Taking fee of Adhd: The perfect Authoritative Guide for

Parents. New York: The Guilford Press.

Bender, E., (May 19, 2006). Scare tactics may deter blacks from Adhd help. Psychiatric News, 41 (10) 16. Retrieved January 20, 2007 from [http://pn.psychiatry]

online.org/cgi/content/full/41/10/16.

Berger, K. S., (2001). The Developing Person: Straight through the Life Span. New York:

Worth Publishing.

Burns, D. D., (1999). The Feeling Good Hand Book. New York: Plume Books.

Camparo, L., Christensen, A., Buhrmester, D., & Hinshaw, S., (1994). ideas functioning in families with Adhd and non-Adhd sons. Personal Relationships, 1, 301-308.

Dumas, D., & Pelletier, L. (1999). Perception in hyperactive children. Maternal Child

Nursing, 24, 12-19.

Gordon, J., (2006) Ohio facts sheet; adolescents with Adhd. Retrieved January 20, 2007 from [http://ohioline.osu.edu/hyg-fact/5000/5270.html].

Jaelline J., Benedictis, T., Segal, R., & Segal, J., (March 7, 2006). Adult Add & Adhd: recognizing the symptoms and managing the effects. Retrieved on January 20, 2007 from http://www.helpguide.org/mental/adhd_add_adult_symptoms.htm.

Laigne, J.V., Gibbons, R.D., Christoffel, K.K., Arend, R., Rosenbaum, D., Binns, H., et al. (1996). Prevalence rates and correlates of psychiatric disorders among preschool children. Journal of the American Academy of Child and immature Psychiatry, 35, 204-214.

Maniadaki, K., Sonuga-Barke, E., Kakouros, E., & Karaba, R., (February, 21, 2006). Parental beliefs about the nature of Adhd behaviors and their relationship to referral intentions in preschool children. Journal Compilation of Blackwell Publishing. Retrieved on January 20, 2007 from http://www.blackwell-synergy.com/doi/abs/10.1111/j.1365-2214.2005.00512.x.

Neufeld, P., & Foy, M., (2006). Historical reflections on the ascendancy of Adhd
in North America. British Journal of instruction Studies, 54, (4), 449-470.

Nixon, E., (2001). The group competence of children with attention Deficit Hyper-
activity Disorder: a tell of the literature. Child psychology & tell of the
Literature, 6, (4), 172-177.

Peris, T. S., Hinshaw, S. P., (2003). house dynamics and preadolescent girls with Adhd: the relationship between expressed emotion, Adhd symptomatology, and comorbid disruptive behavior. Journal of Child psychology and Psychiatry, 44 (8) 1177 - 1190.

Rafalovich, A. (2001). The conceptual history of attention Deficit Hyperactivity
Disorder: idiocy, imbecility, encephalitis and the child deviant, 1877-1929.
Deviant Behavior: an Interdisciplinary Journal, 22, 93-115.

Singh, I., (2002). Children and society. Center for house explore University
of Cambridge, 16, 360-367.

Spira, E. G., Fischel, J. E., (2005). The impact of preschool inattention, hyperactivity, and impulsivity on group and scholastic development: a review. Journal of Child psychology and Psychiatry, 46 (7), 755-773.

Stubbe, D. E. (2000). Attention-deficit/hyperactivity disorder overview: historical
perspectives, current controversies, and hereafter directions. Child and Psychiatric
Clinics of North America, 9 (3), 469-479.

Vance, A. L. A., Luk, E. S. L., (2000). attention deficit hyperactivity disorder: current
progress and controversies. Australian and New Zealand Journal of Psychiatry, 34,
719-730.

Visser, S. N., Lesesne, C. A., (August 31, 2005). reasoning condition in the United States: prevalence of analysis and medication treatment for attention-deficit/hyperactivity disorder --- United States, 2003. Retrieved January 20, 2007 from http://www.cdc.gov/mmwr/preview/mmwrhtml/mm5434a2.htm

Willoughby, M. T., (2003). Developmental procedure of Adhd symptomatology during
During the transition from childhood to adolescence: a tell with recommendations.
Journal of Child psychology and Psychiatry, 44 (1), 88-106.

Adhd - retell of Literature - Effects on amelioration Within Family, Education, and communal Systems

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Adhd - retell of Literature - Effects on amelioration Within Family, Education, and communal Systems

Adhd - retell of Literature - Effects on amelioration Within Family, Education, and communal Systems
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Barbie Backpacks for Back to School

Even after 50 years, Barbie is still a popular among young girls. The fashion doll, artificial by Mattel, is an iconic toy and well recognised in popular culture in the series of novels and films released for children.

For children going to school for the first time or even returning to school, it can be a scary time. One way that many parents help to ease their child into the transition to go to school is by allowing your child to have a special treat - some new school supplies. A new backpack that reflects your child's popular character or their likes and interests will take their mind off any fear or apprehension they may have about attending school. So if your child is a fan of the fantastic fashion doll, then a Barbie back is the excellent accessory for back to school.

There are many options available for choosing a Barbie backpack for your child. The easiest choice is to take a look online and see what's available, but you still might like to take a look at your local department store to see what is available and peruse that the goods are enough for your needs. For your online Barbie shopping needs, you can try online auction sites, like eBay, or you can quest for a Barbie backpack on Google, or just visit your popular kids toy store.

When you are choosing a Barbie backpack for your child, ensure that it has adjustable straps and padded shoulder straps, so that it will provide the most comfortable fit for your child. go for a backpack featuring Barbie that your child will love. Most of the backpacks that highlight Barbie are available in pink and have a beloved and contemporary compose that reflects that of the iconic fashion doll.

There are many added accessories that will make your child's transition into school a dinky more fun. For example a lunch bag and canteen or sports drinking bottle are practical accessories for school. Quite often, you will find a Barbie backpack and matching lunch bag and canteen to faultless your child's school essentials.

A first day at school and even returning to school can be a daunting event for young children. With their own Barbie backpack, lunch bag and canteen your child will be prepared to go back to school and will feel at ease with their own personalized school accessories that reflect who they are and their interests.

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Jesus' Folded Napkin at Empty Tomb - Does It Mean "I'll Be Right Back"?

Jesus' Folded Napkin at Empty Tomb - Does It Mean "I'll Be Right Back"?

Folded, not wadded
You may have seen the essay circulating the 'Net that claims the folded "napkin" found at the Empty Tomb of Jesus signified what it did at any meal in that culture: it told the waiter (a slave back then) that the someone was not ended eating and would be right back. This in inequity to the wadded napkin that signaled the meal was over and the diner was gone for good. The argument is that Jesus folded his napkin to show (drum roll) He's advent back!

Dubious proof of Second Coming
I find this interpretation dubious in the extreme for the following reasons:

It appears to be dependent on the King James Version's English translation of the Greek word soudarion (John 20:7) as "napkin." It then runs with the associations 21st-century culture has with that English word. For soudarion my Greek-English dictionary suggests the renderings "handkerchief, facecloth (used for the dead)." An online Greek-English lexicon defines it: "a handkerchief; a cloth for wiping perspiration from the face and for cleaning the nose and also used in swathing the head of a corpse." Renderings of modern English translations: towel (Weymouth), handkerchief (J.B. Phillips), face-cloth (Nasb, Esv [without the hyphen]), burial-cloth (Niv), cloth (Evd, Nab, Nrsv, Web), piece of cloth (Cev). Both the Kjv and the Asv have "napkin," but Webster's Unabridged Dictionary of the English Language offers five definitions of "napkin," in expanding to that associated with eating: "2. A small towel of linen or cotton cloth. 3. Chiefly Brit. a diaper. 4. North Eng. And Scot. a handkerchief. 5. Scot. a kerchief or neckerchief." A handkerchief-sized piece of cloth could be rendered "napkin" in a context captivating a meal, but that is lacking in this case. The immediate context of John 20:7 has nothing to do with a meal, interrupted or otherwise. It is by all means; of course a context of burial in a tomb, where soudarion would refer to a cloth surface the dead person's face or maybe a bandage-like tie nearby the top of the head to keep the jaw closed. Soudarion also occurs in John 11:44, where it describes the face-covering of Lazarus immediately after Jesus restored him to life. Once again, no association with eating is present, only with the burial of a corpse. Lazarus walks out with the soudarion still in place, which means whether his face was covered or his jaw was tied up. A much more likely explanation for the folded napkin is ready that suits the immediate and broader context much better. Grave robbers would not bother to fold the napkin. They would be in a hurry and would toss it aside. That it was folded (or rolled up) is one proof that Jesus truly was raised from the dead. Much good proofs of the return of Christ include the testimony of Jesus Himself in passages such as Matthew 7:21-23; 24:26-31 (but you have to justify vv. 32-35); 24:36-51; 25:19; and 25:31-33. Added to that is the testimony of the angels at His ascension, Acts 1:10-11, and the testimony of Paul, the apostle and prophet, 1 Thessalonians 4:13 - 5:11 and 2 Thessalonians 1:5-10. These are so much more dependable than the speculative and ill-founded folded napkin argument.
Test Claims Carefully
We should be faithful about uncritically accepting Internet-circulated Bible interpretations, even if they comfortably retain our own beliefs, like the truth that Jesus indeed is advent again. Let's all commit ourselves to "Going Deeper."

Oh, and if you are interested in How to fold napkins, may I advise that you look up Robbie's Kitchen for the fundamentals and Diana Eng's site for "origanimals," including a bear, a bunny, a peacock, and a snail.

Want to go Deeper?
To research more about the importance on the "napkin" or "face cloth," consult any good comment on the Gospel of John and see what the comments are for John 20:7.

On the one hand, the text can be understood to mean that at His resurrection, Jesus' glorified body passed through the grave clothes, including the facecloth without disturbing them at all, leaving them as a shell kept in place by the spices administered at the time of interrment. This would indeed constitute strong proof of the resurrection in inequity to the graveclothes being torn and scattered across the floor in disarray, or missing altogether.

On the other hand, if the facecloth was neatly folded, and maybe the rest as well, it suggests that there was no hurry to get away. This is the end most commentators have reached, William Milligan in his excellent book on the resurrection and B. F. Westcott's great comment (both ready online through Google Books or my website, DeeperStudy dot com).

Jesus' Folded Napkin at Empty Tomb - Does It Mean "I'll Be Right Back"?

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Jesus' Folded Napkin at Empty Tomb - Does It Mean "I'll Be Right Back"?

Jesus' Folded Napkin at Empty Tomb - Does It Mean "I'll Be Right Back"?
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Sensational Gifts for a 19-Year-Old's Birthday

Are you looking for some sensational gifts for a 19-year-old's birthday? If the write back is "yes," then pull up a chair, pour yourself some coffee, and stay tuned. Because we are about to check out the coolest birthday gifts around.

Camera - Chances are good that a 19-year-old would certainly like a great camera. A digital still camera with a 5X optical-zoom lens and a 3-inch Lcd screen might be just the thing. An optic stabilization and 1 Gb of memory helps yield pro looking pictures. The camera should be light-weight and run on a rechargeable battery.

Portrait - Nineteen is the best age ever to have your portrait painted. certainly you want those flashing eyes, that firm jaw and that dashing nose immortalized on canvas. There are excellent portrait painters in every price range. You can find first class portrait artists through galleries and at art schools.

Telescope - A telescope gives you a thoughprovoking bird's eye view of constellations and stars. Most telescopes today are computerized and many come with Gps to let you know your position in relation to the stars. The built-in software makes it easy to identify celestial bodies. A gift like this can provide years of enjoyment.

Jewelry or Accessories - Now here is a gift to bring a smile to the face of any 19-year-old. For a girl, a pearl necklace or a necklace of gold beads is a gift of uncomplicated elegance. Later you may want to add to this a pair of matching earrings or a bracelet. For a boy, a pair of gold cufflinks engraved with his initials might be exactly what he wants. Or, think giving him a waterproof watch that shows the time, date and day and is equipped with an alarm.

Travel Radio - This is a great "friend" to bring along on a trip. It is a welcome companion when hiking, boating or traveling. An excellent voyage radio includes an Am/Fm radio, cell-phone charger, and flashlight. The radio should be hand-powered as well as run on batteries and electricity. This radio should be fairly light-weight and it should slide certainly into a backpack or carry-on luggage.

There you have it: some top gifts for a 19-year-old's birthday. Remember that anything gift you pick - food, a book, a camera, a calculator, a Cd, or an adventure vacation - it will be a hit. Most of all, have fun at that 19-year-old's birthday party.

Sensational Gifts for a 19-Year-Old's Birthday

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Sensational Gifts for a 19-Year-Old's Birthday

Sensational Gifts for a 19-Year-Old's Birthday
Sensational Gifts for a 19-Year-Old's Birthday

North Face Backpack For School


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Sinus Buster Nasal Sprays - Reviews - Side Effects

Sinus Buster is an all natural nasal spray that has swept the alternative health-medicine industry. The attractiveness in an all natural method lies in that it will not be habit forming like over the counter nose sprays. Nasal spray addiction is a real problem, and many are seeing for natural sprays that can contribute a safe alternative while combating annoying sinus issues.

Sinus Buster began as small singular product being sold on eBay and slowly grew to a multi-product firm with stock in stores worldwide. Its remarkable how far they have come. You could say they came so far because they have a great product, and given how they started it only makes sense.

A great product that provides what citizen are seeing for is going to win. What makes this capsaicin nasal spray win? The riposte is what lies inside the bottle. Inside this popular nasal spray you will find a derivative of Cayanne Pepper - of which the creator claims he discovered was excellent for sinus problems when he took a spray of pepper spray to the face.

Capsaicin has been used for ages in many different ways - pepper spray being just one of them. However, to recommend that spraying essentially "hot pepper" up your nose to alleviate sinus issues is one of them... Is pretty crazy.

What many users of Sinus Buster find, is that nothing can feel good than the quick burning sensation that comes with this intense nasal spray.  They find its effects to be tingly yet satisfying.  In fact, when describing it they often say "it burns so good."

Perhaps its that feeling alone that keeps Sinus Buster fans buying it over and over again.  For me, I can't say I've felt anything like it in all my life.  Its bitter sweet, yet mostly sweet.

Sinus Buster Nasal Sprays - Reviews - Side Effects

North Face Backpack For School

Sinus Buster Nasal Sprays - Reviews - Side Effects

Sinus Buster Nasal Sprays - Reviews - Side Effects
Sinus Buster Nasal Sprays - Reviews - Side Effects

North Face Backpack For School

The Key Principles Frank I. Luntz Friday Black Fireplace Tools

Young Professionals - Can You handle the Truth? 10 Tips About Careers (That Nobody Ever Tells You)

Yikes! Hey college students and young professionals, the job outlook this year for entry-level positions isn't finding so good.

So, the following tips are for students and up-to-date grads (all 2.5+M of you) who aren't afraid to hear the hard truth about the American workplace. You may not like what you read, but if you truly want to get ahead and find work that makes you happy, then you must face reality head on. Think of it as a paper cut - you can either apply the right care to it now, or you can ignore it, only to wake up and find it infected. Which will you do? I work with hundreds of professionals who always tell me the same thing, "I wish I had known these tips when I was beginning out." So please, don't ignore the facts. A jump start to a good time to come is ready to those who heed these tips - guaranteed.

Tip #1: You are the most educated generation to enter the workforce, but you are also viewed as the least prepared. Don't be blind-sided by your generation's pro reality.

Your generation, Generation Next (also known as Gen Y & Millenials) is the largest and most educated generation to enter the workforce in Us history (over 70% plan to get undergraduate degrees and other 40% plan to get developed degrees). Unfortunately, you are also seen as expertly juvenile and a huge challenge in the workplace. How did this happen? A exiguous historical perspective helps to explain...

Years ago, getting a degree was a privilege and done with intent. If you were lucky enough to go to college, you knew what you were learning and what your occupation would be before you even began. You could expect a nice beginning wages and a moving financial future. You also could count on a lifetime of employment and lots of occupation amelioration from a singular firm. A gold watch and a resignation holder were often your reward for loyal years of service.

Fast send to today: there are thousands of colleges and whatever who wants to go can get in somewhere. Thus, a college degree doesn't get you a 'leg up,' it just allows you to 'step up' to the occupation beginning line. Inflation has outpaced beginning salaries, and the midpoint trainee graduates +K debt but without the pro sense and focus of those who graduated years ago. As many as 4 out of 5 college students have to move home after school because they can't afford to live on their own. In short, a college degree today is more expensive - but the return on the venture is down significantly.

Tip #2: The other generations in the workforce don't have much compassion for your situation. You are being incorrectly perceived as lazy, entitled and arrogant. Don't validate these beliefs by ignoring their concerns, instead, work to overcome them.

The other generations in the workforce think you deserve some 'tough love.' They are frustrated by your attitude in the workplace. The generations before you worked hard, paid their dues in jobs they didn't enjoy, and now want respect for their pro battle scars. Many of them had to pay for school themselves and didn't have the choice or time to identify a occupation they could get excited about. The pressure to pay the bills and be out on their own forced them to put their pro pleasure on the back burner. So, they don't appreciate you criticizing or moving the workplace they created. These actions go against how they were raised on-the-job. And while no one expects you to follow in their footsteps, you do need to identify that work sense is considerable to developing your own knowledge and skills. We don't run until we learn to walk, right? So, it's time to reconsider that you your views and opinions on-the-job may not be fully grown yet. Before you offer advice on how a situation should be improved in the workplace, take the time to seek out the varying generational perspectives of those that have been there before you and make an endeavor to understand their point of view. The best employees know how to 'manage up.' That means, coaching those above you in order to get the results you desire. The first and most foremost rule in coaching is , "Ask, don't tell." If you want to change a person's point of view, you need to broaden their perspective by request questions that will contribute you with a more thorough insight of their position.

Here's something to consider: Generation Next is known as generous and socially responsible. You are worried about the world and care about those colse to you. So why not consist of the generations above you in your efforts to generate a good world? Share with them your ideas and enthusiasm, but respect their knowledge and time spent in the trenches. Correlate your thoughts and think carefully about how you convey yourself on-the-job. Your opinions do matter, but will only be heard if you can vocalize them in a way that connects you to those you wish to influence. Learn to speak their language, and all ears will be on you.

Tip #3: Don'T road trip, backpack or 'take a year off' without reasoning about your occupation first. Those who delay to play, often pay!

As graduation approaches, many students feel the pressure of occupation and think, "I've done what's incredible of me and now I deserve to do something for myself." However, rewarding yourself without at least organizing your plans for occupation before you go can make embarking on a job crusade when you return more difficult. Here are some stats to consider: Landing an entry-level job after school (from start to finish) averages at least two months. The process of finding the job opportunity, going on the interviews, receiving and accepting the job offer, and then beginning the job, all take time. It is easier to manage this process when you are close to resources (i.e. Campus occupation center) and a network of peers who are in the midst of finding work too. All too often, college grads put off their occupation homework until after they're done having fun. They return home and suddenly find themselves alone and without the keep of their friends and school to help them. Add in the possible pressure of parents over your shoulder, inquiring about your progress, and finding for a job can come to be very overwhelming. I once had an angry father call me to question about my services for his son because, in his own words, "My son just got back from a 7-month road trip of fun only for me to find out he has no idea of what he wants to do or how to find a job. What did I spent K on a college education for?!?!" This father-son relationship was quite strained, and much of my time coaching this new college grad was spent trying to get him to stop beating himself up for not taking responsibility for his future. Don't get stuck in this position. You must reconsider the consequences of your actions.

But, if this isn't enough guess to focus on your occupation goals before you go, reconsider this: opting to play as opposed to finding for a job sends a clear message to employers with regard to your pro priorities. Here's a true story, I was speaking to a owner of a thriving consulting institution in March of last year who was finding for an intern. She had just interviewed a young woman who had graduated the old May and had opted to grab a job as a bartender because in her own words, "I didn't know what I wanted to do and wasn't ready for a real job." The young woman had impressed the owner with her energy and appearance but was concerned with the young woman's inability to convey clearly how and why she now was ready to commit to a full-time, pro position. The client opted not to hire this graduate and said to me, "I think I'd rather wait two more months and get an intern from the upcoming graduating class. That way, I'll know the person I hire has a sense of accident to work and be successful."

Actions speak louder than words, so pick wisely what you do after graduation. The best way to enjoy taking time off after college is to make sure your pro game plan is in order Before you go. And when you return and start finding for a job, don't forget to incorporate what you've learned about yourself while on your post-college adventure and how you plan to use that knowledge in your career.

Tip #4: More degrees don't mean more money! If you aren't sure what to do next, the Last thing you should do is stay in school.

Several years ago, I was in a meeting with a group of college seniors. I went colse to the room and asked each attendee what they were reasoning of doing after graduation. As I arrived at a young man who appeared clear to the point of cocky, his response was, "I'm planning to go to law school, get my Mba, or get a Masters in Education." Given that it was April and graduation season was a month away, I was very surprised. So I asked him, "Why law school?" His response was a flustered 'um, um' followed by a defensively toned, 'Because I think I might like it." Needless to say, six months later, he was seeking occupation coaching. He had graduated, had no idea of what he truly wanted to do, nor how to find the answer. I think many college grads are like this young man. They believe that education is a safe bet. His multi-faceted acknowledge months earlier had been his way to make sure everyone was impressed, while he secretly was confused about what to do next. I'm just glad he didn't force himself to go to school to save face! Going back to school without determining a financially sound guess to go is a risky investment. Progress degrees only contribute occupation advancement when they offer the chance to build a exact skill set for a singular job/career. Don't go back to school unless you are 100% clear you'll use what you learn to get ahead. good still, work for a business who will pay for it. Don't believe me? Then reconsider these facts: some studies propose as many as ½ of the population who get developed degrees never see the financial return on their educational investment, while other study shows approximately 40% of all Progress degree recipients end up taking jobs that they could have gotten without their further degree.

Tip #5: Don't succumb to Cinderella Syndrome. The sooner you break your addiction to acceptance, praise, grades, rewards and other bribes, the sooner you'll find personally satisfying work that is expertly rewarding.

Many Americans, especially young ones, are victims of Cinderella Syndrome. The idea that one day, a surprising event will come along and fix their situation. For example, those that are severely in debt dream of winning the lottery, getting an inheritance, or even marrying a rich person. Others who dream of pro success fantasize the 'perfect' chance will ultimately fall in their path and be theirs for the taking. The amount of population between the ages of 14 and 28 who believe they will ultimately be paramount and thriving is staggering. And why shouldn't they? Reality Tv and a sensorial assault of marketing imagery tell them that they can have it all and that they are destined for greatness.

Yet, here's the real problem: Generation Next has been raised on the use of external incentives as a way to get them to do things. Focused on a prize for all you do, many Gen Nexters are now addicted to rewards that consist of praise and acceptance from others. But we both know, an incentive is a nice word for 'bribe.' And when humans are forced to meet the expectations of others using bribes, they retaliate by putting in the least amount of endeavor to achieve the goal. Don't believe me? Then check out Alfie Kohn's book, "Punished by Rewards: The Problems with Gold Stars, A's, Praise and Other Bribes," and you will quickly understand why so exiguous endeavor is put into identifying a occupation path while in school today. The midpoint college student's only goal is to get the piece of paper required to keep others satisfied. In fact, students are encouraged to keep their options open and to address their occupation interests after graduation. Unfortunately, this is having dismal results. Some say today's college grad will have as many as 10 jobs in the first ten years of their life - you are becoming perpetual job seekers who don't receive the benefits of mentoring or pro amelioration due to job hopping. And, as a occupation coach who's college grad clientele has tripled in the last year alone, I can tell your trust will be weakened as bounce around, desperately trying to find occupation satisfaction, but feeling like a personal failure instead. Yet worst of all, your income possible suffers too. Being a devotee is what gives you greater earning potential. The good you are at a singular skill set, the more sought after you'll be. However, years of occupation exploration without any calculated thoughts towards developing considerable skill sets that can ultimately be leveraged as professionals strengths results in the 'jack of all trades, devotee of none' persona. History is beginning to repeat itself, the very generation that wants to stop occupation accident and find work-balance is ending up confused and lacking the sense considerable to take control. On-set occupation accident (the same anger, depression and anxiety felt by Mid-career accident individuals but at the first stage of the occupation path) is rising amongst Generation Next.

So, why don't more college students just pick a occupation and get going? Well, given the amount of occupation choices today and the lack of advice given to help them leverage their strengths and narrow down their interests, Generation Next is finding themselves ill-equipped to identify and embark on a satisfying career. fantasize being brought into a supermarket and told, "Stand here and without reading the labels, pick one food. But pick wisely, because you are going to have to eat it every day for the next three years," and now you will get a sense of what it's like to be a college grad finding for their first job today. And let's not forget that reality Tv and being submersed in the On-demand, Instant Gratification Era has your generation feeling the greatest amount of pressure to follow at a young age in history. It's no wonder why, no matter how you spell it, 'career' is a four-letter word to Gen Next.

So, what's the solution? Go out and find what you are finding for, then build the plan to make it happen for yourself. I guarantee you'll get their faster (and have more fun doing it) then your peers who pick to wait for Prince Charming. Generation Next can begin by leveraging their experiences as pro students. It's time to coming your occupation like you would a term paper. Seek out resources and do your homework. Set up informational interviews and talk to population whom you respect professionally. Get the facts so you can focus on a two-year pro amelioration plan that involves improving a skill set in a singular industry that excites you. You are not development a life-or-death decision or a long-term commitment, but you do need to identify a smart, short-term pro goal and go after it. A occupation path is full of twists and turns, but opting to hit the road without at least some destination in mind can get you lost, not to mention, waste considerable time and resources.

Tip #6: Got a occupation Story? If not, then plan on a longer, more stressful job search.

Want to impress hiring managers? Then you Must be able to vocalize your pro strengths and short-term occupation goals in 30 seconds or less. This is called a 'Career Story' and the more compelling it is, the good the odds you'll get hired. Like it or not, you are 'selling' your services when you look for a job. So you need to reflect on your situation, Correlate yourself, and then put together a brief summary of what kind of laborer you are and what you want to achieve expertly in the near future. The key to a great occupation Story is simple: be honest, be authentic, but most of all, be worth hiring! I have my clients write out their occupation Story and share it with some professionals they respect. They then take the feedback and incorporate it in so they can rehearse the story and commit it to memory. I'm not suggesting it be rattled off like a line from a play, but rather, learned to the point that it is easy to vocalize and converse about. A strong occupation Story speaks volumes about your knowledge of yourself and your desire to be expertly successful. Hiring managers hire population who know how they'll add value to their club from day one. Share with them how you'll be a valued asset and the job will be yours.

Tip #7: Spray-and-pray job searches are for population who are willing to decree for what's available. Get active, generate a network, and you'll get passage to the hot jobs nobody else knows about.

The midpoint job seeker has to send out over 100 resumes to get even one response. The automation of the job crusade process has inundated hiring managers with so much paper, they are forced to be aggressive in their 'weeding out' methods. A easy typo or an odd formatting of your resume can land you in the 'no' pile in a second. Frustrating, but true. And, if your resume does make it into the 'for consideration' pile, know this: Managers hire personalities, yet, an applicant's personality is severely diminished, and often misinterpreted when exiguous to conveying it via a singular piece of paper. Fact: 93% of communication is non-verbal. That means, your resume, by itself, has a exiguous capacity to present you effectively. If you want to find a great job, you need to associate 'live' with population who can Correlate your possible and direct you towards the right opportunities.

How can you make this happen? Set up informational interviews with population at clubs and in positions that interest you. You are not request for a job, but rather convention data on how to land a job like theirs. This is the singular best way to build your first pro network. Some stats say as many as 80% of jobs are filled via referral. Who's going to refer you? If you are shy or feel like you would be imposing on these people, let me change your perspective: What person doesn't want to take a few minutes out of their day to discuss how they became successful? Moreover, seasoned professionals know the value of development connections. Who knows? Referring you to a job may help them in their own occupation some day. So, get your occupation Story in great shape and start sharing it with the world. Get busy setting up opportunities to meet with population who can share their expertise and knowledge with you too. And soon, you'll devotee the right way to get the inside track on those jobs that never get posted, a.k.a. The good ones!

Tip #8: A great mentor is worth a lot more than a good job.

The excitement for any new job wears off over time, but the relationship with the right owner can keep you engaged, challenged, and on the fast-track to success. When finding for a job, reconsider the manager. Can you see yourself learning a lot from her/him? What's their occupation Story? How did they get in their position and what could you gain by being under their tutelage? Most importantly, can you see yourself being comfortable enough to take considerable feedback from them and to share your pro concerns with them? Here's other guess to pick a job based on the manager. population often refer to 'office politics' in the workplace. They are everywhere. It's only natural for an environment of discrete personalities to have conflicts and differences of opinion. So, office politics will always exist. A large part of success on-the-job boils down to who you know and how you work with these politics. finding a owner you respect and are willing to take advice from will help you navigate these politics and rise up in an organization.

Tip #9: Want to portion leap your career? Then learn to deal with the three C's ...now!

Your generation has been protected and encouraged with clear reinforcement throughout your entire lives by well-intentioned parents who wanted to minimize your exposure to pain, failure, disagreements, and other negative experiences. The "everyone gets a trophy" and "you're all special" mantras you listened to were meant to build confidence, but this parenting coming had the drawback of not letting you 'skin your knees' and build your capability to cope with the emotional impact of the three C's: Conflict, commentary and Causing Disappointment. Here's what you need to know from this point forward: to follow in your career, and more importantly, in life, you will Have To A) work straight through intensely conflicted situations, B) receive and internalize criticism, and C) accept that you will cause disappointment, because you just can't please everyone, all the time.

How do you put in order yourself to deal with these successfully. Begin by focusing in on who you are and how you want others to perceive you. Define your personal and pro goals on your own terms, not person else's, and then go after what You want, know the reward for addressing the C's that encounter along the way will only serve to make you stronger. It's time to make your considerable skills in these areas. Ask any thriving pro how they got where they are today and they'll confirm that building up your resiliency against the 3C's is the key.

Tip #10: Embrace the equation used by the most expertly satisfied population in the world.

I've worked with hundreds of population who were expertly successful, but personally miserable. In fact, I was once one myself. So, I ask whatever who knows person like this to reconsider the following: "Can you truly call it occupation 'success' if it costs you a happy life?" I realized quickly that there is something flawed in our current pro logic. So I researched the situation and learned that no other culture in the world puts as much emphasis on occupation as the defining element of their personal worth than America. We base many major life decisions on our capability to acknowledge the question, "What do you do?" For good or worse, we are a community that sizes individuals up and determines how much respect we will confer on a person, based on what they do for work. Yet, I challenge you to ask yourself the next time you meet person who appears expertly successful, "But, are they thriving in life?"

So, how do you find occupation pleasure And a thriving life? You embrace and pursue your occupation using the following equation as the foundation of what you do: Experience = Learn = Grow. pleasure comes straight through growth. Growth occurs when we learn. learning comes from experiences. Find things that let you get 'lost in the moment' of the experience, and you will find work that doesn't feel like work. population who love what they do will tell you they wake up every day and look send to 'experiencing' what their occupation has to offer them. Proactively seek out opportunities to learn on-the-job and you'll grow to new levels of success and satisfaction. Be grateful for the chance to work, get creative in your ways to engage in it, and most of all, get excited about your capacity to Progress your knowledge straight through experience, and a occupation that satisfies will be yours.

Young Professionals - Can You handle the Truth? 10 Tips About Careers (That Nobody Ever Tells You)

North Face Backpack For School

Young Professionals - Can You handle the Truth? 10 Tips About Careers (That Nobody Ever Tells You)

Young Professionals - Can You handle the Truth? 10 Tips About Careers (That Nobody Ever Tells You)
Young Professionals - Can You handle the Truth? 10 Tips About Careers (That Nobody Ever Tells You)

North Face Backpack For School

Homemade Mothers Day Gifts

Adventure Time Handmade Backpack

Tube. Duration : 1.70 Mins.

Adventure Time Handmade Backpack

A handmade fan-art backpack, aesthetic and functional. Find out more at http://plushimi.etsy.com! If anyone has questions about my work or purchasing a handm...

Adventure Time Handmade Backpack

Adventure Time Handmade Backpack

Adventure Time Handmade Backpack

Adventure Time Handmade Backpack

No URL Adventure Time Handmade Backpack




A handmade fan-art backpack, aesthetic and functional. Find out more at http://plushimi.etsy.com! If anyone has questions about my work or purchasing a handm...

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โฟโต้บุ๊คของ กิ๊ฟซี่

Child Abuse: History, Laws and the A.S.P.C.A

From a historical perspective, child abuse has plagued community since the starting of time. Two proprietary have been at the core of child abuse: the right to own property, and the right to own children.

In ancient Rome, fathers had absolute authority over their children. They alone decided which of their children lived or died. Children born deformed, disabled, or in any way covering of what was thought about normal, children born of the 'wrong' gender, namely girls when boys were far more desirable, would be killed. Fathers had the right to maim and brutalize their children without fear of retribution. Harsh discipline was deemed important to mold the child into mindful, contributing human beings.

In England, children as young as 5 years old were shackled and forced to work 16-hour-days in inhumane conditions of mines and factories. Cruel overseers often goaded these itsybitsy children with whips and prods.

Canada must also be accountable for its part in child abuse history. From 1870 to 1930, more than 8000 children were taken from the streets of Dublin and London, then shipped overseas to Canadian homes where they were beaten, demeaned and forced to labour on farms and in factories, all in the name of 'shaping' their young charges. In fact, these young population were nothing more than slaves.

In the late 1800s, a church laborer named Etta Wheeler forever changed the face of parental authority in North America.

During a house visit, Mrs. Wheeler discovered 11-year-old Mary-Ellen, the step-daughter of the woman casually intelligent Mrs. Wheeler, shackled to her bed and badly beaten. Too tiny and ill-formed for her 11 years, it was quite evident Mary-Ellen was also grossly malnourished. Some of her scars were visibly healed over, giving a clear photograph of long-term and sustained child abuse.

Appalled by what she saw, Mrs. Wheeler reported the severe and distinct abuse and neglect to the authorities. The authorities could find no law that had been broken: in 1873--and even today in many countries--what went on behind the done doors of the house was thought about no one's enterprise but the family's.

But Etta Wheeler was determined: she marched herself into the American S.P.C.A. Demanding they do something to help the battered Mary-Ellen.

Animals were protected, but children were not!

In order for the A.S.P.C.A. To act on profit of Mary-Ellen, children had to be declared members of the animal kingdom, which is for real what happened. The A.S.P.C.A. Did finally intervene. Mary-Ellen was removed from her abusive home and settled in nurture care, where she thrived. She at last married and had 2 daughters of her own, one of whom she named Etta as a tribute to her rescuer. Mary-Ellen lived to the age of 92.

Mary-Ellen is thought about the very first case of child abuse in North America, more because of the historical importance than the historical accuracy. The time had finally come to protect children as children, which lead to the creation of child abuse laws.

Today in Canada, the most famed laws governing child abuse are:

1. Age of MajorityM

2. Statute of Limitations

3. Duty to Report

Age Of Majority: A child becomes an adult at whether age 18 or 19, depending on the province of residence. A minor child is in the middle of ages 0 to 18 or 19.

Statute Of Limitations: In Canada there is no statute of limitations on reporting and charging man with child abuse. whether the abuse occurred 5 minutes, 5 days, 5 years, or 50 years ago, a narrative can still be made and charges can still be laid. Nowhere is this more evident than with the abuse that went on in Residential Schools with our native peoples. More than 7000 lawsuits have been filed against the Canada federal government, the Catholic church, and distinct individuals alleging physical, sexual and emotional abuse during years spent in mandatory attendance and confinement in these Residential Schools.

Duty To Report: Of all the laws, statutes and conventions (namely, the Un custom on the proprietary of the Child, which Canada ratified December 13, 1991) governing child abuse in Canada, duty to narrative is by far the most foremost when it comes to child protection.

Duty to narrative dictates that known or suspected child abuse must be reported to the authorities. Failure to do so could result in charges being laid and up to a ,000 fine. The purpose behind this law is to ensure that children are protected in a timely manner, that children aren't being abused for their entire lives.

What are the legal consequences if after reporting, an investigation proves child maltreatment was/is not gift or cannot be proven? There are no legal consequences as long as the narrative is made in good faith and in the best interest of the child.

Save a child: narrative known or suspected child abuse!

Related Pages:

http://www.child-abuse-effects.com/child-abuse.html

http://www.child-abuse-effects.com/child-abuse-law.html

http://www.child-abuse-effects.com/age-of-majority.html

http://www.child-abuse-effects.com/statute-of-limitations.html

http://www.child-abuse-effects.com/duty-to-report.html

Child Abuse: History, Laws and the A.S.P.C.A

Minecraft - Радуга - 043 - Владения ифритов

Video Clips. Duration : 20.75 Mins.

Minecraft - Радуга - 043 - Владения ифритов

Хотите поиграть с нами? Вам сюда: vk.com (В съемках принимали участие: Денис, Андрей) Здравствуйте, уважаемые зрители! В этой серии мы поставили себе цель добыть адский нарост. Что из этого получилось можно наблюдать при просмотре =) Состав сборки: (ссылки не оставляю, ищите всегда свежие! версии модов на сайте www.minecraftforum.net ) 1. Minecraft 1.4.5 2. industrialcraft-2_1.109.113-lf 3. DivineRPG v1.1 4. NEIPlugins-1.0.3.6 5. [1.4.5]ReiMinimap_v3.2_05 6. chargepads-universal-2.1.1.51 7. IC2NuclearControl-1.4.3 8. InvTweaks-1.45-1.4.4 9. ironchest-universal-4.4.0.178 10. mod_zGraviSuite_1_5 11. ModularForceFieldSystemV2.2.8.1.13b 12. mystcraft-uni-1.4.4-0.9.4.05 13. Railcraft_1.4.5b-6.10.0.0 14. StevesCarts2.0.0.a33 15. Thaumcraft3.0.0h 16. xycraft-universal-1.4.5-0.8.176 17. backpack-1.5.4-1.4.4 18. [1.4.5]Treecapitator.ML.1.4.5.r01 19. DamageIndicators[1.4.5]2.2.7.1 20. [1.4.5]ArmorStatusHUDv1.4 _____ Подробнее ознакомиться со сборкой можно в группе: vk.com

Minecraft - Радуга - 043 - Владения ифритов

Minecraft - Радуга - 043 - Владения ифритов



Minecraft - Радуга - 043 - Владения ифритов

No URL Minecraft - Радуга - 043 - Владения ифритов

Overnight Jobs - Fast Hiring Online Jobs

Fast overnight jobs are naturally the best, there's no waiting for a letter or phone call so you wont end up sitting nearby for weeks on end just to see if your application was accepted. The overnight jobs you are about to read of indeed hire you on the spot. There are no interviews, no extra skills or palpate required and it does not matter where you live. These overnight jobs will end your job hunting right here and now.

There are only a puny number of places in the world that will hire someone this swiftly without even so much as an interview but shop explore associates do, they are the undisputed kings when it comes to handing out overnight jobs. And here's the presuppose why.

Market explore associates get paid to gather data for big multinational companies. One of the most effective ways for them to do this swiftly is by paying consumers cash for filling out short surveys. This is where you enter the picture. There are now discover agencies out there that you can sign up with that will provide you with adequate surveys to enable you to earn a full time earnings from home. And the money? How does a minimum of per hour sound just for filling in your notion on assorted topics?

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Overnight Jobs - Fast Hiring Online Jobs

Minecraft - Радуга - 094 - Слаймовый меч и буровая тележка

Tube. Duration : 24.08 Mins.

Minecraft - Радуга - 094 - Слаймовый меч и буровая тележка

Хотите поиграть с нами? Вам сюда: vk.com (В съемках принимали участие: Денис, Андрей) Здравствуйте, уважаемые зрители! В этой серии мы займемся весьма полезными и интересными делами. Те, кто ждал Стивс картс наконец-то увидят буровую тележку! =) Состав сборки: (ссылки не оставляю, ищите всегда свежие! версии модов на сайте www.minecraftforum.net ) 1. Minecraft 1.4.5 2. industrialcraft-2_1.109.113-lf 3. DivineRPG v1.1 4. NEIPlugins-1.0.3.6 5. [1.4.5]ReiMinimap_v3.2_05 6. chargepads-universal-2.1.1.51 7. IC2NuclearControl-1.4.3 8. InvTweaks-1.45-1.4.4 9. ironchest-universal-4.4.0.178 10. mod_zGraviSuite_1_5 11. ModularForceFieldSystemV2.2.8.1.13b 12. mystcraft-uni-1.4.4-0.9.4.05 13. Railcraft_1.4.5b-6.10.0.0 14. StevesCarts2.0.0.a33 15. Thaumcraft3.0.0h 16. xycraft-universal-1.4.5-0.8.176 17. backpack-1.5.4-1.4.4 18. [1.4.5]Treecapitator.ML.1.4.5.r01 19. DamageIndicators[1.4.5]2.2.7.1 20. [1.4.5]ArmorStatusHUDv1.4 _____ Подробнее ознакомиться со сборкой можно в группе: vk.com

Minecraft - Радуга - 094 - Слаймовый меч и буровая тележка

Minecraft - Радуга - 094 - Слаймовый меч и буровая тележка



Minecraft - Радуга - 094 - Слаймовый меч и буровая тележка

No URL Minecraft - Радуга - 094 - Слаймовый меч и буровая тележка

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