Good VS Evil Essay Example for Free

Good VS Evil Essay There are many different gangs; some only allow certain races or colors to be considered part of the gang. Other gangs require an entrance fee which includes doing something to prove you are worthy to become part of the gang. This is anywhere from sexual acts to thievery to violent crimes to include killing people. The age range of gangs varies tremendously and includes ages from 9 years to 40 years and even beyond in some cases. There is a gang called The Satanic Cult who is based in the Gaithersburg, MD area. Their actions are pretty synonymous with their name. They practice in the ways of ritual animal and human sacrifices. Those that were not Caucasians were not allowed as well as those who had brown hair. The age range varies within this gang and there is no specific entry fee but the moment the gang feels you are no longer part of the gang they will then kill you. The Crips are from Los Angeles and are predominantly African American. This gang is one of the largest in the US and is involved in numerous murders, robberies, drugs and other various forms of criminal activity. They are also always in open warfare with the Bloods, also from Los Angeles. The Bloods are similar to the Crips and were originally the Crips back in 1970 until an internal war started which separated the original gang. The bloods show much disrespect to the Crips and are generally involved in the same thing as the Crips. Both can be found in the US and Military databases as threats. The Mexican mafia, yet another faction in Los Angeles teaches their children from a very young age on how to hold and operate a gun, helps their friends and neighbors with drugs, mainly heroin and is prevalent with car jackings so that the parts can be sold on the black market. Everything this gang does is done broadly and openly among all family members, regardless of their age. In Oregon there is a different type of gang and that is the outlaw motorcycle related gangs. One of these gangs is called the Mongrols and have four different chapter is the Eugene and Central Oregon area. Their ultimate punishment for infractions is to beat to death, the person who allegedly did wrong against the club. Their main operations include motorcycle jackings, drugs, prostitution, trafficking, and assaults and have additional chapters in both Australia and Germany. There is an estimated 1 million gang members throughout the US. The majority of them are involved in various criminal activities and there are only a few gangs who do good. Motorcycle gangs from The American Legions across the US do rides together for the benefit of children. So even though this is a small percentage, it goes to show not all gangs are bad, granted the majority of them are. References Alonso, A. Los Angeles Gangs (c. 1999) http://www. streetgangs. com/history/history. html Mac. Outlaw Motorcycle Gangs Flying Colors in Oregon. 2008 http://nwhog. wordpress. com/2008/05/08/outlaw-motorcycle-gangs-flying-colors-in-oregon/

Observation of the Early Childhood :: Early Childhood Development

Observation of the Early Childhood An observation was held in the children'"s wing of Tarrant County Junior College. A variety of children between the ages of two to six were observed in activities ranging from physical and motor to social and cognitive development. Specifically I mean that whether it was leadership skills or lack of, running, climbing and jumping, drawing and writing, or anything that could fall between, it has been seen, done and accounted for in the following observation. First let's start with the physical and motor development. Please say hello to Karligh and Bethany, my first volunteers of the observation. Both girls are in the four-year olds. The first activities under physical and motor development that I'm going to observe them performing are the large muscle/gross-motor skills. The large muscle/gross-motor skills include: climbing across the monkey bars, riding bigwheels (or tricycles), and running through a built-in obstacle course on the playground. Starting with the monkey bars, it's clearly obvious that Karligh is physically stronger upperbody-wise than Bethany. With surprising ease, Karligh crossed the monkey bars using nothing but her arms to perform this task. Bethany on the otherhand was shaky and uncertain from the start. After hanging from the first bar, she quickly swung her feet over to the side for leg support. She was able to cross but only with a great deal of assistance from me. Karligh also showed mastery in riding the big wheel. Her speed and turning ability seemed to surpass anyone else on the playground. Bethany chose to ride only after a piece of candy bribery. Her tricycle skills were somewhat sluggish but more or less average. However, once again Bethany was victorious. The last large muscle activity was completing the obstacle course. The obstacle course involved running up a slide, crawling through a tunnel, crossing a shaky bridge and then walking along a balance beam. Karligh ran up the slide with a considerable amount of effort. She quickly crawled through the tunnel and crossed the shaky bridge with little effort. She crossed the balance beam more quickly than I'd seen any child do that whole day. Bethany climbed up the slide in a time that was a bit quicker than Karligh's. The crawling through the tunnel was done quickly and she was first stalled on the shaky bridge. She managed to cross the bridge in a modest time but she hit some trouble at the balance beam. After slowly completing about ten percent of the travel across

Token Economy

Leadership Model Jim Forrest was a skilled professional in related issues managing in substance abuse. Forrest had the opportunity to utilize his abilities as a lead in a mental health center. Forrest began his search for new employees by interviewing each person the same. Forrest talked to each candidate in the same style rather than finding out their strengths and weaknesses so he would have a better idea of where to place them to assist with client care. Although Forrest noticed positive change in client care, he also noticed concerns with his employees slowly surfacing.Forrest began to question his professional relationship with each member of his staff. It is important to recognize leadership comes in various styles to provide applicable direction to accomplish specific objectives in the workplace. Supervisory leadership must discuss the task and goals set for the organization clearly to its employees. Contingency Theory believes individuals are different; therefore there is not one way that is the best way of leading a team. Contingency Theory takes a look at the bigger picture that contains dynamics about supervisory leadership skill and other variables within the circumstances.Success of any organization is influenced by a variety of reasons, one of which is leadership style. One style of leadership may not be appropriate in some cases, however may be best in others. Supervisory Process There are 4 main steps in the supervisory process. The first is the beginning phase of the purpose of the supervisor. One of the elements of this process is obtaining reviews from staff and discussing concerns and ideas to make working together more productive (Lewis, Packard, & Lewis, Chapter 7, 2007).In case 7, Jim did not get feedback from his new staff about the implementation of the token economy. The middle phase of the process is the stage where Jim should have realized that his way was not working for everyone; he should have been open minded and ready to make ch anges when concerns were voiced to him, instead he thought that giving them freedom to make their own schedules they should be following the way he wanted things to be done.At this point Jim should have discussed issues and created an action plan. Jim is now in the facilitative confrontation phase (Lewis, Packard, & Lewis, Chapter 7, 2007), problems have began to surface and Jim hears complaining, with the incident of no one being there when he needed Jim will need to sit and discuss his role with the staff and their issues with the way things are being ran.The transition phase is when changes are made (Lewis, Packard, & Lewis, Chapter 7, 2007). If Jim follows through with the confrontation phase, he may be ready to compromise token economy and focus on rules and regulations to get everyone on the same page to productively help clients. Reference Lewis, J. A. , Packard, T. , & Lewis, M. D. (2007). Management of Human Service Programs (4th ed. ). Retrieved from The University of Phoe nix eBook Collection database..

Case Study †a Sickeningly Sweet Baby Boy Essay - 3182 Words

Case Study – A Sickeningly Sweet Baby Boy Part I Questions 1. What additional information would you want to know to understand Emma and Jacob’s panic? To understand the cause of the panic that was brought to Jacob and Emma, you would need to know more about the state of the baby. This article just describes that the boy was having difficulty feeding, and after seven days he stopped feeding. This isn’t a situation that brings upon panic right away, but for Emma and Jacob it did. The panic was partly because they had already had a child that died from unknown reasons in the first nine days of his life, and didn’t want to lose another. The state of the current baby, such as if it was premature, or if it was very sick looking and†¦show more content†¦Part II Questions Pedigree charts are useful tools used by genetic counselors to look for the incidence of disease within multiple generation families. Each generation is shown on a separate row. 1. Label the pedigree chart below to explain the relationships and the disease incidence within this family. Be sure to include Emma, Jacob, Samuel, Matthew, Emma’s father, Emma’s mother, Emma’s aunts, Jacob’s mother, Jacob’s father, and Jacob’s aunt. Please see Pedigree sheet: Case Study: A Sickeningly Sweet Baby Boy 2. Indicate on your pedigree chart the individuals who are carriers by shading half of each circle or square. Please see Pedigree sheet: Case Study: A Sickeningly Sweet Baby Boy 3. Define the terms genotype, phenotype, homozygous and heterozygous. Genotype: The make-up of alleles for a particular trait in an organism. For example, if black was a recessive trait in chickens, coded for by b, and there was a black chicken, its genotype would be bb. Phenotype: The physical appearance of a trait in an organism. The phenotype of the above chicken is that it is black. A phenotype could be that a person has blue eyes, or curly hair. Homozygous: Refers to expressing the same alleles for a particular trait. If black was dominant for the above chicken, and the alleles were coded for by B, if it was homozygous, the chicken’s genotype would be BB. Heterozygous: Refers

The Theory Of The s Theory - 898 Words

Associationists are believers that a person is born as a tabula rasa or a blank slate where everything that has been learnt has been imprinted upon through connections made in the environment. This is why lemons are associated with being sour or a cloudy day is thought to signify rain. Stemming back centuries, many renown thinkers of their time have contributed to the theory. The ideology can be first traced back to Aristotle, a Greek philosopher who among many other things held a specific interest in memory. His view is thought to be the beginning of what will come to be known as associationism, explained as the formation of memory depended on bridging similar events, sensations or ideas together. By associating them, when one-half of the association is recalled it rouses a memory or causes a person to be apprehensive of the other half. Aristotle believed that there were three main principles when it came to association. First was contiguity where the nearness in space (spatial contiguity) and time (temporal contiguity) causes the events to become associated with each other. Another principle is frequency, the more often the experienced events are contiguous the stronger they are imprinted into the mind as being connected. The final principle is similarity where if two things are similar then one thought or sensation will naturally come to spark the thou ght of the other. John Locke was another philosopher who came to dwell upon Aristotle’s theory of associations. HeShow MoreRelatedVygotsky s Theories Theory Theories994 Words   |  4 PagesPSY112 Assignment #1 Devyn Crocker Vygotsky’s Theories Vygotsky’s theories jumped out at me because I thought that this was an interesting topic of choice.I am very interested in learning how children develop, not only in the classroom, but also outside the classroom. I was curious if a scientist believed that nurture is what helps children to learn and develop instead of just being born that way with nature. In my opinion, the way children are raised is the way they learn and develop their attitudesRead MoreThe Theory Of The s Theory1408 Words   |  6 Pagesenvironment. Kelly disagreed with behaviorists that behavior is shaped solely by the environment, but Kelly also disagreed with the concept of phenomenology, which is that reality is only what people perceive it to be. Kelly argues with Personal Construct Theory that both reality and our interpretation of it are important, and he agreed with Adler that our interpretations are the more important of the two. However, Kelly took it one step further and claimed that time was al so a factor. Essentially, the wayRead MoreThe Theories Of Maslow s Theory2929 Words   |  12 Pages1. 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These are essential for developing predictions about behaviors and predictions result in research that helps to support or clarify the theory. The theorist I am choosing to talk about is Jean Piaget who discovered the cognitive development theory and who broke it down into different stages. The different stages are the sensorimotor stage, the preoperational stage, the concrete operational thoughtRead MoreKant s Theory Of Moral Theory1466 Words   |  6 PagesEver since Kant s publication of his renowned ethical treatises, deontologists and utilitarians alike have argued over which moral theory is most coherent. Yet, in Mill s critique of Kant, Mill sidesteps this issue, not by directly critiquing Kant s moral theory, but rather by asserting that Kant s moral theory is actually just a form of utilitarianism. Essentially, Kant s universal law test is nothing more than a veiled appeal to consequences, as Mill correctly claims in his critique of Kant

The E Z Guide For Student Loans ( Stafford Loans )

The E-Z Guide To Student Loans (Stafford Loans) By M Tutor | Submitted On April 13, 2011 Recommend Article Article Comments Print Article Share this article on Facebook Share this article on Twitter Share this article on Google+ Share this article on Linkedin Share this article on StumbleUpon Share this article on Delicious Share this article on Digg Share this article on Reddit Share this article on Pinterest Student Loans are a bit overwhelming at first. Especially when you ve just graduated high school and you have so much other stuff on your plate. I remember when I graduated high school, the only thing I wanted to know was What will it take for me to get a college degree. Whatever it was, I was prepared to do it. So I applied for financial assistance using FAFSA (the letters stand for Free Application for Federal Assistance in case you were wondering). Then once I actually got to college, I was ushered into a room and made to sign all this paperwork with the underlining idea being: Unless you re going to pay your tuition cash or through some scholarship fund, you need to sign these student loan documents. I ended up signing and practically forgot about my student loans until I graduated. Then I got the bill.... OH BOY! I believe everyone should know something about student loans before signing your life away... I mean the loan documents. Not to say that student loans are BAD per say, just that an informed person is more prepared to deal with something thanShow MoreRelatedMedicare Policy Analysis447966 Words   |  1792 PagesDSK29S0YB1PROD with BILLS 4 5 AND SUBTITLES. (a) SHORT TITLE.—This Act may be cited as the 6 ‘‘Affordable Health Care for America Act’’. VerDate Nov 24 2008 12:56 Oct 30, 2009 Jkt 089200 PO 00000 Frm 00001 Fmt 6652 Sfmt 6201 E:\BILLS\H3962.IH H3962 2 1 2 (b) TABLE TITLES.—This OF DIVISIONS, TITLES, AND SUB- Act is divided into divisions, titles, and 3 subtitles as follows: DIVISION A—AFFORDABLE HEALTH CARE CHOICES TITLE I—IMMEDIATE REFORMS Read MoreMerger and Acquisition: Current Issues115629 Words   |  463 Pagestransaction Conclusion 38 40 4 An Essay on the History of a Merger: The Case of the National Bank of Canada Raymond Thà ©oret and Franà §ois-Éric Racicot 4.1 4.2 4.3 4.4 4.5 Introduction The structures of the two merged banks The new merged bank A low P/E ratio for the stock of national bank Conclusion 42 42 43 50 53 54 5 Corporate Diversification: The Costs and Benefits of Synergy Felipe Balmaceda 5.1 5.2 5.3 5.4 5.5 5.6 Introduction Related literature The model The analysis Robustness Conclusion Read MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesPoint/Counterpoint Employer–Employee Loyalty Is an Outdated Concept 87 Questions for Review 88 Experiential Exercise What Factors Are Most Important to Your Job Satisfaction? 89 Ethical Dilemma Bounty Hunters 89 Case Incident 1 Long Hours, Hundreds of E-Mails, and No Sleep: Does This Sound Like a Satisfying Job? 90 Case Incident 2 Crafting a Better Job 91 4 Emotions and Moods 97 What Are Emotions and Moods? 98 The Basic Emotions 100 †¢ The Basic Moods: Positive and Negative Affect 100 †¢ The

Critical Period for Language Development

Question: 1. Describe what is meant by the term critical period with reference to language development and evaluate the idea that there is critical period for language development. 2. Sam is a Type A, insecurely attached avoidant child. Describe the behaviours you would expect to observe from Sam in the estrange situation task. How would these differ from children showing other attachment styles? What are the effects of being an insecurely attached avoidant child likely to be for Sam? Answer: Language is the main perspective that differentiates human beings from animals. Language is the reason for many civilizations survival. When writing was not invented, oral recitation of prose and poems for 5000 years is the only reason for the survival of many ancient texts and literatures all around the world. Language is what makes man to stand above all living beings; the emotions are expressed through the use of language by man. Theorists though have developed various approaches to understand the developmental phases of language development. A close connection exists between the development of though and the development of language. Social context and social development also plays role in the development of language. In the development of language various theorists attributes importance to various factors. Children are pre-programmed and have an innate ability to acquire language was stressed by the nativist views. The importance of the language environment is focused by the behaviourists. The other theorists view was influenced by both cognitive and social development that stressed that the development of language is a complex interaction between the infants and environment. There are various phases in language development. There are various approaches to understand the language development like Evolutionary, cognitive and social. The critical learning phase starts in early childhood. The initial learning phase of language by man is called critical period of language development. Lennberg (1976) is the first researcher who hypothesized the critical period for language acquisition in his book Biological Foundation of Language. He emphasized that during the critical period it is easy to gain the normal level of acquisition. According to him this period lasts up to puberty. After that it becomes difficult to acquire the appropriate level of language skills. he also claimed that until this critical period lateralization function of brain increases on its peak and after this period it stops growing. CPH is based on two main objectives, which are neural functional growth and behavioural growth. If one talks about changes in brain that lasts up to puberty (during the critical period) neuronal cells in brains increases rapidly that helps to develop the language. Parts of the brain that helps to develop language acquisition are in the left hemisphere of the brain; it reaches its maturation after lateralization. Lenneberg explained that at the time of birth both the hemispheres are equal but gradually the parts to control language development are selected down in the left hemisphere after puberty or till up to critical period. Lateralization is division of functions in the brains hemispheres. After lateralization the brain loses its flexibility. The process of lateralization is completed almost around puberty. Both the hemispheres of the brain have equally distributed functions but a few functions like language development skills are performed by both the hemisphere. The left hemisph ere is the seat for the grammar and vocabulary while the right hemisphere controls the emotions. The idea of CPH is supported by three other cases in the past. The cases are about the children and the adults who spent their life in isolation and had no chance to learn language. The two cases are about Isabelle and Genie. Isabelle was a deaf mute girl and her mother was also deaf. Till the age of six and a half Isabelle led a life of isolation up to the time she was found and rescued. Further with proper care and help she was able to learn language as she was under the critical stage of the language development. Brown stressed Isabelle was able to learn language in two years, that a six year old would learn at her age and at the age of eight she seemed like any other normal child for her age. (Brown, 1958) The other case is of Genie, a teenage girl who was locked for years by her own father, and later sent to a foster care at the age of 13 and half. Experts found out that Genies vocabulary learning capacity was of a five year old way behind for her age group. She had difficulty in learning grammar but was able to use two words like Mummy play and negations like no want milk her vocabulary learning capacity was way better than grammar learning. The experts also asserted that the difficulty in developing language by Genie was because she did not get proper help in her critical period and she reached puberty; making it difficult for her to get a command on language. (Curtiss, 1977) A child goes through various stages of language development, which include: Pre-linguistic stage The Holophrase or One-word sentence- 10-13months The Two-word sentence- 18months Multiple-word sentences- 2-2.5 Complex Grammatical structures- 2.5-3yrs Adult-Like Language structures- 5-6yrs In the above mentioned cases the children never got the chance to achieve these milestones. Passing through the developmental phases is essential for the development of effective and efficient language skills. Another similar case of a lady named Chelsea, she had started t learn her language in her thirties. This case is quite similar to that of Genie because Chelsea could learn to make sentences using syntax only, for example on floor sitting or blue the sky. According to Lanneberg children who suffered brain damage recovered faster than those children who have completed their critical period of lateralization. These hypothesises of Lenneberg were challenged by Krashen (1982) after considerably re-examining the data Krashen revealed that all the cases where the subjects were under the critical period phase where similar to the adults who were above the critical period age. (Lenneberg, 1967) (Krashen, 1982) For the further study and understanding of CPH studying the cases of the Down syndrome is critical. Many theorists claim that the children suffering from the syndrome showed sign of slower development compared to the other children from the similar age group. According to Gleitman, these childrens ability to grow is limited as they have passed the critical period of language learning. As stated by Johnson and Newport there exists a decline in the proficiency of learning with the increase in the age. They also emphasized that though the adults were quick learners in second languages they were not proficient. People who began learning a second language in the childhood achieved higher level of proficiency in accent and grammar. This clearly justifies the idea of the existence of a critical period of learning. Johnson and Newport conducted some research with Chinese and Korean learners, where English was learned as a second language. Most of the adults showed very slow progress. They had difficulty to speak English as they spoke their respective native languages. The ability to pick up the language was quick among these adults but they showed lower level of performance if compared to children. (Johnson Newport, 1989) Similar experiments were conducted by Patricia Kuhl and her colleagues. In their studies, the learning of second language by the subjects highlighted that the sounds are gradually grouped by the brain according to their similarity with the phonemes in the native language. For example: A continuous spectrum of artificial phonemes between /r/ and /l/ when asked to categorize. Not Japanese speakers but native English speakers, tended to perceive sounds as all sounds like either /r/ or /l/. These phenomena Khul has likened to Perceptual magnet. Defined by their audio graphic spectrum, related but varying sounds are evidently grouped together. Further eventually is perceived to represent the same phoneme. The process fails to occur without ongoing experience during the critical period. Interestingly these phonetic distinctions compared to normal speech among adults is emphasized by the parentese and the baby-talk used by parents while speaking to young children actually. (Purves, Augustin e, Fitzpatrick, 2001) Though Lennebergs theory of lateralization and Downss syndrome was proved wrong, CPH has always been a central idea of research in language acquisition. Thus language learning for its development entails amplification and reshaping of innate biases by appropriate postnatal experience during the critical period. 2. A child may be emotionally or socially destroyed if he does not get a close and secure relationship with his mother in early childhood. For the development of a child into a responsible adult it is very crucial that the child is given proper care and affection in is early childhood. A sense of support and trust is very essential for a health development in early childhood for a childs physical as well as mental health. But as it is said that too much of anything is bad; too much of attachment also hampers the growth of a child. Various theories and research have been proposed to study attachment but the theory of attachment for the first time was given by John Bowlby in his book Lasting Psychological Connectedness between Human beings. According to John attachment is the relationship or a bond developed between the mother or a care giver and the child. Bowlby and other theorists like Mary Ainsworth defined that children are born with innate sense of attachment. Children who get complete support and attachment or care they feel comfort and protection, and these are the children who achieve adulthood safely. The main points of Bowlby theory are: 1. Monotropy: A child has a need to attach one main attachment figure; mostly it is the mother. 2. Bowlby believes that from this one important attachment figure the child should receive continuous care for approximately first two years of his/her life. 3. Reduced intelligence, delinquency, depression, increased aggression and affectionless psychopathy might be the long term consequences of maternal deprivation. 4. Short term separation according to Robertson and Bowlby from teh attachment figure leads to distress. The three stages of distress given are: Despair, Protest Detachment The development of an internal working model is lead by the childs attachment relationship with their primary caregiver. The following figure explains the relationship better: Source: (Mcleod, 2007) The relationship between the infant and the mother during the first five years of life is believed by John Bowlby are most crucial to socialization. Higher incidences of juvenile delinquency, antisocial behaviour and emotional difficulties would be resulted if the primary attachment relationship is disrupted. Mary Ainsworth who has elaborated on the works of Bowlby conducted an experiment to better understand the concept by observing the mother child relationship, observing and assessing the behaviour of child; she named her research the Strange Situation. Her experiments which lasted for 20 minutes each she made sequence of events of leaving of mother and entrance of strangers in the experiment room and noted the behaviour and reactions of the child. Mary later categorised her findings into four different outcomes of behaviour. Furthermore her experiments explained three attachment styles- Secure style (B) Insecure avoidant (A) Insecure ambivalent/resistant type (C) (Ainsworth, Blehar, Waters, 1978) As stressed by Larose and Bernier the insecure avoidant type C child like Sam think of themselves as unworthy and unacceptable, due a rejecting primary caregiver. An insecure child finds it difficult to focus on their emotions according to the environment. The children like Sam are very independent of the attachment figure both physically and emotionally. (Larose Bernier, 2001) To develop a better understanding lets take a look at the four types of behaviour classifications. In a normal situation, from their first years the children learn emotions, they express joy, sadness and anxiety when faced with different stimuli. From the 8 month a child starts to show fear for strangers. He seeks security from the mother when approached by a stranger. Between 7 to 12 months the fear of separation from his mother starts and peaks between 15 to 18 months and after these years it starts to decline. Secure attachment: According to Ainsworths study 70% of children showed insecure attachment behaviour. These children got stressed as the mother left; these children avoided and feared the strangers when the mother was not in the experiment room. On the other hand when the mother was in the experiment room and the strangers approached the children these children played with them. The moment the children reunited with their mothers they showed a sense of comfort and happiness. From the experiment it can be concluded that the children experience joy and are carefree in the presence of their mothers. Insecure Ambivalent: The ambivalent attachment styled children comprised of 15% in the experiment. These children were severely disturbed. When the mothers left the room these children protested a lot and when the mother returned the children kicked and pushed her away and cried. The children got aggressive and did not show any attachment for a while. These children explored less when they were with their mothers. These children in any condition did not felt comfortable with the strangers; they seemed upset at all times no matter the situation. Disorganised attachment: These types of children show a lack of clear attachment. The behaviours demonstrated by these children are of avoidance and resistance-mix. They are confused in the presence of the care giver because the care giver acts as the figure of both fear and reassurance. (Main Hesse, 1990) Insecure avoidant: These children are very independent of the care giving figure. They are calm when the mother leaves and showed very little distress with the presence of stranger. When they reunite with the mother they do not show much excitement or happiness. In these experiments the children in this group did not explore much of the surroundings. This is due to the care givers insensitivity and rejection of the children needs. Sam belongs to the Insecure Avoidant type of attachment style. If he were to be in the experiment room he would have show very little reaction to the introduced stimuli. He would have sit calmly with his mother and when the mother leaves and stranger comes in Sam would show no sign of distress. Sam will feel comfort while play with the stranger; he will easily adjust to the presence of stranger in the room and show not much interest when he reunites with his mother. Sam would seem comfortable with both the mother and the stranger. He would interact with the strangers very normally. He will seem to less explore around the room or socialize when with his mother. (Lamb, Gardner, Thompson, Charnov, 1985) The children like Sam often belong to a family where alcoholism and drug addiction have resulted in a dysfunctional family. In European countries these same situations were evident in the orphanage. Infants were left in their cribs for long hours and only fed and cleaned and no emotional attachment was extended to them. Thus making them believe as a burden and the babies started to believe that they had very little or no impact on the world. The world to children like Sam is a cold and scary place. (Main Solomon, Discovery of an insecure-disorganised/disoriented attachment pattern:Procedures, findings, and implications for the classification of behaviour, 1986) If Sam continues to live like this and the same insensitivity and rejection are used to bring him up he will become a dysfunctional and doomed for an isolated life. He will fail to express his emotions to others. Sam might become developmentally delayed. He may develop to be a passive adult; he may develop an attachment disorder for life. He will grow up to show an awkward behaviour in the social life. The child also develops such insensitivity if he has been abused physically, or witnesses a domestic violence or sexual abuse. As it is that he brain is hard wired to love the care givers and fear the ones who hurt us the situation when the care giver hurts the child the childs brain gets dual responses. In the infants brain a dual response is set. A chaos is created in his environment. He would at times ignore people and at times people will ignore him. If this continues for long it will result into anxiety, stress and depression and might make Sam suicidal. Insecure attachment style not only ruins childhood but also adult life. According to Becks cognitive theory of depression it has been evident that the influence of negative cognitions results in the development of depression. The child thus grows into an adult who avoids social life and is isolated life. They show malfunction and maladjustments to the normal social life. A life partners intimacy is also not comfortable to these people and then they avoid any physical or emotional attachment to anyone. These children grow up to avoid relationships and emotions and are very little attached to anyone. If married or in relationship these people show very little distress if the relationship ends. These people avoid intimacy. They give excuses to avoid getting close to their partners. They always fail to support their family or partners when they are needed. People with lack of human contact would eventually die. If a child develops in a secure environment or in any of the avoidant attachment environment it is necessary for them. Though, it is important that children get proper care and understanding from their mothers. Thus children like Sam grow up to become a dysfunctional part of the society contributing very little. It affects the relationship they form with others whether the relationships are functional or dysfunctional all depends on the early childhood care and development. Thus if seen through the above mentioned theories Sam would grow into develop anti social behaviour, will face emotional difficulties, will not be able to develop functional relationships and also show juvenile delinquencies while growing up. References Ainsworth, M. D., Blehar, M. C., Waters, E. (1978). Patterns of Attachment: A Psychological Study of the Strange Situation. 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