Types of Diabetes Essays - Diabetes, Endocrine System, Medicine

Types of Diabetes Junk food is becoming one of the poison for the human beings . Junk food is very easy to get and also is very cheap and convenient for person with a busy life. The problem with this is than about 29 million people suffer from diabetes in the United States. The World Health Organization has predicted that diabetes will rise to the top seventh cause of dea th worldwide by 2030. Only 5% of people with diabetes have the type I. people with diabetes type II count for the 95% of all the diabetes population. The diabetes type II is associate with older age people, obesity and physical inactivity. The junk food for sure is one of the main cause of this obesity and therefor the cause of more people with diabetes type II. Diabetes mellitus is a chronic metabolic disorder caused by an absolute or relative deficiency of insulin. Insulin is produced in the pancreas by the beta cells. Insulin is essential to process carbohydrate, fat, and protein. Insulin reduces bl ood glucose levels by allowing glucose to enter muscle cells and fat cells. Also the insulin is in charge of maintain a balance of glucose into the body. There are different types of diabetes mellitus but diabetes type I, diabetes t ype II and diabetes gestational are the most common types. Diabetes type1 also known as juvenile diabetes or insulin-dependent is a chronic metabolic disorder caused by an absolute or relative deficiency of insulin . This is a condition that occurs when the body's immune system erroneously attacks the pancreas and t he pancreatic beta cells, which produce insulin, destroying these cells and reducing the body's ability to produce sufficient insulin to regulate blood glucose levels . Absence, destruction, or loss o f these cells causes high blood glucose levels or hyperglycemia. When the body have hyperglycemia or high glucose levels on blood for long time, this can affect another organ or can cause another diseases like eye disease, kidney disease, nerve damage, and an increased risk of cardiovascular disease that may appear as the diabetes progress. The diabetes type 1 most of the time begins in children or young people. Before diagnosis with type 1 diabetes, a teen will develop symptoms of inc reased urination, thirst, and appetite in addition to weight loss or in children failure to grow . The most common therapy for this type of diabetes 1is the insulin shots. There are several different types of insulin like rapid-acting, short-acting and intermediate-acti ng shots of insulin that some time are combine two of more together. Diabetes type 2 also called adult-onset diabetes , the pancreas produce insulin but not enough to meet the body demand and therefor cell become insulin resistant and the body result in persistent high glucose blood levels . Insulin resist ance, or lack of sensitivity to insul in, happens primarily in fat liver, and muscle cells. People who are more than 20% obese over their ideal weight may have high risk of developing type 2 diabetes . In the pass this diabetes was related only with adult people but today more and more young people or child can be diagnose with this type of diabetes type 2. 15% or more of new patients with diabetes type 2 are happening in children and adolescence with Obesity . With insulin resistance, the pancreas has to work hard to produce more insulin in obese people, but even then, there is not enough insulin to keep sugars into normal levels. The therapy associate with diabetes type 2 and elevated blood glu cose levels are managed with reduced food intake, weigh management, i ncreased physical activity, and eventua lly oral medications or insulin. Diabetes gestational which is a form of glucose in tolerance that is diagnosed in some pregnancy women is often triggered in middle or late pregnancy . It requires treatment to help normalize maternal blood glucose levels. This diabetes have some similarity to diabetes type 2 . For example most of the time occur in mother that have gain a significant weight in the first trimester of the pregnancy. Some women that actually are obese at the time of the pregnancy also have a

PSAT Score Range Where Do You Rank

PSAT Score Range Where Do You Rank SAT / ACT Prep Online Guides and Tips Although the PSAT and SAT share many similarities, their score ranges are actually pretty different. Unlike the SAT score range, which has a maximum score of 1600, the PSAT score range only goes up to1520.But why? What are thescore ranges for each PSAT section? Also, canyou use the PSAT scoring scale to predict your SAT score? In this article, we’ll go over the current PSAT scores range and PSAT score distribution.We'll then compare PSAT score ranges with SAT score ranges before concluding with a list of estimated PSAT score cutoffs for the National Merit Scholarship Program. What Is the PSAT Score Range Overall? For Each Section? The total PSAT scoring scale is320-1520 in 10-point increments.Like the SAT, the PSAT has three major sections: Math, Reading, and Writing and Language (hereafter Writing). Each section is first scored on a scale of 8-38 in one-point increments;these areyourPSATtest scores.These test scores are then converted into section scores on scales of 160-760 in 10-point increments(which combine to give you a total PSAT score out of 1520). To get your Math section score, simply multiply your Math test score by20. To get your Evidence-Based Reading and Writing (EBRW) score, add your Reading and Writing test scorestogether and then multiply the sumby 10. There are also subscores and cross-test scores,which measure your mastery of specific skills and knowledge on each section. Subscores are scored on scales of 1-15 and encompassthe following seven areas: EBRW Command of Evidence Words in Context Expression of Ideas Standard English Conventions Math Heart of Algebra Problem Solving and Data Analysis Passport to Advanced Math Cross-test scores are a little different in that they apply to all PSAT sections and use scoring scales of8-38.The two cross-test scores are as follows: Analysis in History/Social Studies Analysis in Science Finally, you’ll geta Selection Indexwith a score range of 48-228.To calculate this score, multiply the sum of your three PSAT test scores by2. The Selection Index score isused solely to determine your eligibility for National Merit distinction (we’ll explain this in more detail later). Hereis a table showcasing thecurrent PSAT score rangeas well as the score ranges for each PSAT section, subscore, and cross-test score: PSAT Score Range PSAT Section Score Range Evidence-Based Reading and Writing (EBRW) 160-760 Reading 8-38 Writing and Language 8-38 Command of Evidence 1-15 Words in Context 1-15 Expression of Ideas 1-15 Standard English Conventions 1-15 Math 160-760 Math (Test Score) 8-38 Heart of Algebra 1-15 Problem Solving and Data Analysis 1-15 Passport to Advanced Math 1-15 TOTAL (EBRW + Math) 320-1520 Cross-Test Scores* - Analysis in History/Social Studies 8-38 Analysis in Science 8-38 Selection Index 48-228 Source: PSAT/NMSQT Understanding Scores 2018 *Cross-test scores are for all sections of the PSAT. Before October 2015 (and the introduction of the redesigned SAT in 2016), the PSAT looked quite differentthan it does now. Back then, the PSAT scores range was 60-240,the Critical Reading and Writing scores didnot combine for a total EBRW score, and test takers received neither subscores nor cross-test scores. To help you better visualize these differences, hereis an overview of the old (pre-2015) PSAT scores range: Old (Pre-2015) PSAT Score Range PSAT Section Score Range Critical Reading 20-80 Math 20-80 Writing 20-80 TOTAL (All Sections) 60-240 Source: PSAT/NMSQT Understanding Scores 2015 The old PSAT has made way for the new PSAT to shine. PSAT Score Distribution The PSAT scores scale makes it so that most test takers score around 920 (the halfway point between 320 and 1520). And the data backs this up: the average PSAT scores are934 for 10th graders and 1014 for 11th graders. This pattern in scoring creates a bell curve on which most PSAT takers score around the middle of the PSAT scoring scale and veryfew score at the lowest and highest ends of the scale: Now, let's look at thePSAT score distribution using percentiles. These percentiles will tell us what percentage of test takers you scored higher than on the PSAT. In general, a score in the 75th percentile or higher means you’re doing well, a score in the 50th percentile means you’re about average, and a score in the 25th percentile or lower means you have some room for improvement. Below is a condensedlistof the mostrecent PSAT percentiles for 11th graders.For more info onPSATpercentiles for 10th graders, read our article on good PSAT scores for sophomores. PSAT Percentile EBRW Math TOTAL 99 or 99+ 730-760 750-760 1460-1520 90 650-660* 640 1280 75 590* 570 1150 50 510* 490-500* 1000-1010* 25 430 430* 860-870* 10 370 380 760 1 or 1- 160-300 160-300 320-640 Source: PSAT/NMSQT Understanding Scores 2018 *Estimated score or score range (exact score for designated percentile unavailable). In 2018, approximately 1.6 million juniorstook the PSAT.The data above tells us thatthe top 1% of test takers- about 16,000 juniors- scored between 1460 and 1520.Contrary to what many believe, youdo notneed aperfect PSAT score to get into the99th percentile. In fact, you can miss up to 60 pointsand still getin the top 1%! Likewise, very few test takers scored at the lowest end of the PSAT spectrum:only 16,000 or so juniors scored 640 or lower.In other words, your chance of scoring below 640 is quite rare, as 99% of test takers score above this range. But what about the percentiles for individual sections?As you probably noticed, the score ranges for the 99th percentiles for EBRW and Math are not the same. For EBRW, ascore as low as 730 guarantees you aspot in the99th percentile. For Math, on the other hand, you must score at least 750- a near-perfect score! This discrepancy between thePSAT score ranges for the sections indicates thatMath is slightly more competitive than EBRW is,as more people receive high scores on Math than they do on EBRW. So if you want to get 99th percentile scores on Math and EBRW, you’ll have to work a little bit harder on Math than you will on EBRW. On the opposite end of the percentile scale, EBRW and Math maintain identicalscore ranges: any score below 300 falls in the 1st percentile for both EBRW and Math.Once again, though, very few students actually score in this range, so you’re more likely to get above 300 on both sections. Cupcake distribution: 99% for me, 1% for you. SAT vs PSAT Score Range: Is There a Correlation? We've covered the basics ofPSAT score distribution, so let's address another question: how does the PSAT score range compare with the SAT score range?Although the PSAT and SAT share several striking similarities, their score ranges are more like siblings than they are twins. Here is a side-by-side comparison of the current SAT and PSAT score ranges: Section PSAT Score Range SAT Score Range Evidence-Based Reading and Writing (EBRW) 160-760 200-800 Reading 8-38 10-40 Writing and Language 8-38 10-40 Command of Evidence 1-15 1-15 Words in Context 1-15 1-15 Expression of Ideas 1-15 1-15 Standard English Conventions 1-15 1-15 Math 160-760 200-800 Math (Test Score) 8-38 - Heart of Algebra 1-15 1-15 Problem Solving and Data Analysis 1-15 1-15 Passport to Advanced Math 1-15 1-15 TOTAL (EBRW + Math) 320-1520 400-1600 Essay* - 2-8 | 2-8 | 2-8 Reading - 2-8 Analysis - 2-8 Writing - 2-8 Cross-Test Scores - - Analysis in History/Social Studies 8-38 10-40 Analysis in Science 8-38 10-40 Selection Index 48-228 - Source: The College Board *There is no Essay section on the PSAT, but there is an optional Essay on the SAT. Note that the Essay score does not factor into your composite SAT score. At a glance, the two tests look as though they mirror each other, but in reality the PSAT and SAT differ in a fewkey ways. According to the table, the maximum PSAT score is 1520 and the maximum SAT score is 1600. But if the two tests are so similar in terms of form and content, why does the PSAT score scale only go up to 1520 and not 1600? Thisdifference in maximum scoresis due to thetwo tests' differences in difficulty.Because the PSAT is a preliminary to the SAT, it has fewer questions and is overall less challenging than the SAT. As a result, the PSAT score rangedoesn't reach as high as the SAT score range does. But wouldn't a 1520 on the PSAT simply correspond to a 1600 on the SAT? Nope! Even though both scores are the two tests' respective maximums, a 1520 on the PSAT is not the same as a 1600 on the SAT; rather, a 1520 on the PSAT is the same as a 1520 on the SAT. This pattern applies not justto the maximum scores but to all possible PSAT scores. For example, a1050 on the PSAT equals a 1050 on the SAT, a 1300 equals a 1300, a 1280 equals a 1280, and so on.In other words, scaled PSAT and SAT scores always signify the same level of ability. The reason for this is thatyour PSAT score ismeant to be a direct indicatorof your SAT score. If I scored 1170 on the PSAT, then- at that exact point in time and without any additional studying- I should also be scoringaround 1170 on the SAT. The PSAT essentially acts as acrystal ball, revealing the level ofyour current (and possibly future) SAT ability. Unfortunately, the PSAT doesn'temit bright, magical lights like a Magic 8 Ball does. (bark/Flickr) What Is the PSAT Score Range for National Merit Scholarships? As I mentioned briefly at the beginning of this article, high PSAT scorers (who are juniors) might qualify asSemifinalists for the National Merit Scholarship Program.This competitionis a big deal in the academic world. Not only does the program look great on college applications, but it also hands outa$2,500scholarship to every winner! Sowhat PSAT scores do you need to qualify? The National Merit Scholarship Corporation (NMSC) uses Selection Index scores to determine which students are eligible for scholarship consideration. Each year,the top 3-4% of test takers become Commended Students, and the top 1% proceed as Semifinalists.This works out to around16,000 Semifinalists, of whom 15,000 will move on and become Finalists. (And of that 15,000, about 8,000 will eventually win scholarship money.) But here's the caveat:the Selection Index score you need in order to qualify as a Semifinalist varies by state.Below are theestimated cutoff scoresneededto qualify as a Semifinalist in each state. Beside each Selection Index score is an estimated total PSAT score cutoff. I calculated these estimated PSAT score cutoffs by working backward. First, I divided each state's Selection Index by 2. Then, I divided the quotientby 3 to get (estimated) PSAT test scores for Math, Reading, and Writing. Next, I converted each test score into a section score. Finally, I combined the EBRW and Math section scores to get an approximate PSAT score for each Selection Index cutoff. State Selection Index Cutoff PSAT Score Cutoff Alabama 216 1440 Alaska 215 1440 Arizona 220 1470 Arkansas 214 1430 California 223 1490 Colorado 221 1480 Connecticut 222 1480 Delaware 222 1480 District of Columbia 223 1490 Florida 219 1460 Georgia 220 1470 Hawaii 220 1470 Idaho 214 1430 Illinois 221 1480 Indiana 219 1460 Iowa 216 1440 Kansas 218 1460 Kentucky 218 1460 Louisiana 217 1450 Maine 217 1450 Maryland 223 1490 Massachusetts 223 1490 Michigan 219 1460 Minnesota 220 1470 Mississippi 215 1440 Missouri 217 1450 Montana 214 1430 Nebraska 216 1440 Nevada 218 1460 New Hampshire 219 1460 New Jersey 223 1490 New Mexico 215 1440 New York 221 1480 North Carolina 220 1470 North Dakota 212 1410 Ohio 219 1460 Oklahoma 215 1440 Oregon 221 1480 Pennsylvania 220 1470 Rhode Island 220 1470 South Carolina 216 1440 South Dakota 215 1440 Tennessee 219 1460 Texas 221 1480 Utah 215 1440 Vermont 216 1440 Virginia 222 1480 Washington 222 1480 West Virginia 212 1410 Wisconsin 216 1440 Wyoming 212 1410 AVERAGE 218 1460 As you can see, the PSAT score required to be a Semifinalist can vary significantly bystate. In North Dakota, West Virginia, and Wyoming you can become a Semifinalist with a score of about1410. But in California, Maryland, New Jersey, and Washington, DC, you’ll need a far higher score of around 1490- that’s an 80-point difference! Luckily, in no state do you need a perfect PSAT score to qualify as a Semifinalist.In fact, in all states you can miss at least 30 points and still qualify for National Merit! But what scores should you aim for on each PSAT section? To calculate your individual section goal scores, divide your state’s Selection Index cutoff by 2 and then again by 3.This number will act as your approximate goal score for Reading, Writing, and Math. (Note that it will be a test score out of 38 and not a section score out of 760.) For example, if you lived in New Mexico, your Selection Index cutoff would be 215. Using thisscore, do the math as described above to get your goal (test) score for each section on the PSAT: 215 / 2 = 107.5 107.5 / 3 = 35.83 35.83= 36 (Always round up!) Of courseyou don’t need to aim for the exact same score on each section.If you’re stronger at Reading and Writing than you are at Math, you could instead aim for 38 on both the Reading and Writing sections and 32-33 on the Math section. This combination will still get you a Selection Index score of 215 (just do the math to check it!). Ultimately, if you plan to strivefor National Merit status, it's important to know the cutoff score for your state.Always aim, at a minimum, for your state's cutoff score,though I suggest aiming a little higher if possible. Doing this will give you a solid buffer should thecutoff score for your state go up a little the year you take the PSAT. If you don't meet the PSAT score cutoff, you can't ride the roller coaster to Free Money Land. Takeaways for the PSAT Score Range The PSAT score range is 320-1520 in 10-point increments.This composite range includes two score ranges of 160-760 for EBRW and Math. In terms of test scores, Reading, Writing, and Math are all scored separately on scales of 8-38.You'll also receivesubscores with ranges of 1-15 and cross-test scores with ranges of 8-38. In regard to PSAT score distribution, most test takers score at or around 920,the halfway point between the minimum and maximum scores. As recent percentiles show,Mathis slightly more competitive thanEBRWsince youneed a higher Math score to get into the 99th percentile than you do to get into the same percentile for EBRW. PSAT and SAT scores are analogous, meaning thata scaled score on the PSAT will always equal that same scaled score on the SAT.Therefore, you canuse your PSAT score to get a rough idea of how your SAT performance might look. ThePSAT also assigns each test takera Selection Index score on a scale of 48-228.This is the score used to determine your eligibility for National Merit consideration. Each state maintains a different Selection Index cutoff score,with the lowest being 212 and the highest being 223. To ensure you have thebest shot at winning a scholarship, try to aim for your state's cutoff score- ideally, even higher! What’s Next? Got more questions about the PSAT scoring system? Our guide to PSAT scoring explains how PSAT scores are calculated, and gives you tips onhow you can use thisinfo to your advantage on test day. Confused about what's tested on the PSAT?Get the rundown with our guides to what the PSAT is and what you should know about its structure and question types. Want to know exactly when you'll take the PSAT?Our guide to PSAT test dateswill give you info onwhen the next PSAT will be, where you'll take it, and what you can do to prepare for it. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

International Market Entry and Development Research Paper - 1

International Market Entry and Development - Research Paper Example Increase in the purchasing ability of the people is another important factor along with easy access.    1. Explain the process for market research to assess foreign market potential.   Market research is crucial before an entry is made into the international market. Research conducted should be realistic and complete. Market research helps in developing an efficient positioning. Overall the analysis should have complete information about the general economic conditions and the market information about the target market. Detail information about the foreign customers should be present related to whom the services and products will be offered, detailed information about the segment and the niche. Detailed information about the suppliers working in that particular country and the details about how the supply chain is managed is also necessary. Also another important factor is the way and method of entering the foreign market, the way we can enter the foreign market and reach to our possible customers. The approach is an indirect approach which is using an intermediary or an agent in order to enter the market or directly entering the market. Another way is through collective exporting, trading house and consortium. 2. Explain the considerations for product adaptation in foreign markets and common  approaches to adjusting promotional strategy to fit foreign markets.   It is important for the firms to properly examine and adapt different market strategies once they enter the foreign market compared to the strategies they are already working with in the domestic market. The effect of these strategies on the performance of the firm is also an important factor which needs to be analyzed. Marketing mix plays an important role here which once adopted is very useful as it is based on the previous adaption strategies of the firm .Firms need to evaluate the importance if these marketing mix component so that they can analyze and check the possibilities of the firmâ⠂¬â„¢s success in it. The promotional strategies are also checked and analyzed again as a proper set of strategies defines the firm’s competitive advantage which is the basic tool for a firm’s success and performance in the foreign market. Market expansion helps a country in a lot of ways from increasing the sale of its product or the services offered which then increases the revenue generated from the products. Expanded market is great for the product category and also it helps in increasing the generic needs. It overall expands the size of the customer’s budget and acquires a share from it. 3. Explain the strategic marketing planning process, strategies for entering foreign  markets, and considerations for subsequent market expansion.   There are various ways and options which a firm can use once it has decided to enter the overseas market. Factors like cost, risk, degree of control and revenue generation are few factors which are kept in mind before the f inal decision is made of entering the foreign market. A simple form of entering into the foreign market is exporting which is through direct or indirect methods which include using agents when a former, countertrade or the final exporting decision is made. Another way of entering into an international market includes joint ventures or export processing zones (Blackwell Reference Online, 2012) Export strategy needs to be finalized along with deciding the specific channels

From a Name to a Number - A Holocaust Survivor's Autobiography by Essay

From a Name to a Number - A Holocaust Survivor's Autobiography by Alter Wiener - Essay Example This is a unique piece of writing not easily commendable. In this autobiography, Alter Wiener talks about how his adolescent was captured by disturbing recalls of the concentration camps of the Polish. It is traumatic and distressing compared to any situation one can face in his or her life. It is a heart taking narration of once again a dark chapter in the history of the world we all came across. We think we do know history, but all our ideas about history are shattered once we read about the debt of immortality and fear these people suffered. It is a firsthand account of the brutal events of the history which we sometimes don’t even want to know about (Wiener, 2008). The book is an unpolished and rough read for the post-holocaust period. This book is a proof of those disturbing events that were part of WWII. The message explains that prejudice can lead to such devastating events. Also, tolerance is very important part of each person’s life. It not only divulges the story of Wiener but also discloses many replies to his story. It reveals, wanders sexual adventures I don’t really want to know about. Considering it is a journal which was written by a person who was sent to a concentration camp at an early age and destitute from anything more than a grade school education until the time of his release. Even though the author talks about him being uneducated and deprived, if I read the book thoroughly I think that he is a well educated and very intelligent person (Wiener, 2008). But that is just my opinions. Regardless of them, I believe the book is a true recount of the concentration camps describing every minute detail. I do feel pain for the author, and for all the people who died or survived these camps. The trauma of the camps continued centuries and even today’s generation is adversely affected by its aftermaths.

Resume and Application Letter Writing Essay Example | Topics and Well Written Essays - 2500 words

Resume and Application Letter Writing - Essay Example The essay "Resume and Application Letter Writing" is a consolidation of ideas presented by the students during the online interaction on the resume and application writing. The author of this report has provided additional information to fill in the gaps in the report to make it more comprehensive and relevant to the readers. The resume or application letter does not grab the attention of the employer in the first 10 seconds that application will probably go into the trash. As it is, writing an attention grabbing resume is a must. Effective resumes are interesting, brief, concise and to the point. Well written resumes and application letters are very important to create a positive first impression on the prospective employer and get that precious interview appointment. There were three basic resume formats discussed by the group online. These resume formats are (a) chronological format, (b) functional format and (c) combination format. The chronological resume which outlines the appl icant’s job experiences in a reverse chronological order is the most widely used resume format. Technically, the reverse chronological resume illustrates the candidate’s career growth in the past years and capitalizes on the experience gained by the applicant through his or her previous work. Many employers prefer to review this type of resume for the following reasons, they are more familiar with this type of resume, the chronological resume is easier to understand and it highlights the career growth and stability of the applicant.

How to Write an English Language Dissertation

How to Write an English Language Dissertation An English language dissertation is a substantive academic piece of writing at postgraduate level – Masters or Doctoral – that aims to defend a thesis or position and, by doing so successfully, contributes original research and insight to the field of English language studies. Understanding how to write an English language dissertation is the first step in achieving the demanding academic objectives of original and significant research in your field. Learning how to write an English language dissertation then, is probably the most important part of postgraduate studies. How to begin to write an English language dissertation. There are two major components to learning how to write an English language dissertation. These are: The planning, research and note-taking phase The structuring, organising and writing phase Understanding how to write an English language dissertation begins with the deceptively simple task of developing a clear and achievable objective within a given topic or area of research. When writing an English language dissertation, the topic will change over time, as research and reading brings to light new ideas and questions, until it develops into a very specific focus based within the original research topic of interest. The planning, research and note-taking phase should begin as soon as possible, but the structuring, organising and writing phase should also begin sooner rather than later. This is because both phases are mutually supportive. It is important to remember that learning how to write a successful and significant English language dissertation requires numerous drafts. With each new draft, the topic of the thesis becomes clearer and directs the student to further research. Both phases of writing an English language dissertation should occur simultaneously. Planning how to write an English language dissertation. The initial planning, research and note-taking phase begins with developing a topic, usually in collaboration with the student supervisor. The supervisor will be the first point of contact and this is where you begin by sounding-out your ideas for a suitable topic. The topic chosen for an English language dissertation will be general, at first, for example you may be interested in the sociolinguistic aspect of the English language. Begin by reading widely in sociolinguistics until you uncover a specific aspect that might come up in the literature, but that has yet to be explored further. This gap in the research is where you may focus your own research project and offer something new in the field of sociolinguistics. For example, a more appropriate research topic would be to consider how sociolinguistic theory of the English language may offer insight into the fiction of migrant novelists. When you have decided on a narrower topic of interest, you must be able to write it up in about eight words. This will be the title of your English language dissertation. Learning how to write an English language dissertation, however, is not just about coming up with a topic and writing about it. A student faced with the task of writing a dissertation must balance two things: theoretical research and practical activity. The theoretical aspect simply refers to reading, research, analysis and evaluation. The practical aspect involves personal and time management, setting deadlines and meeting them. It is important to address the practical aspects of writing your English language dissertation as soon as possible, by doing the following: Develop a draft title for your dissertation Write up an initial reading list Write an outline of the dissertation Set a date for completion of initial reading list Set a date for a first draft Set dates for subsequent research deadlines Set dates for subsequent drafts How to write an English language dissertation with effective structure. Learning how to write an English language dissertation also includes learning about structure. Individual universities and supervisors have their own expectations of how a dissertation should be structured, so in all cases it is best to refer to your supervisor and to your departmental handbook for writing an English language dissertation. In general, however, your dissertation should be structured like this: Title page: Include the title of your dissertation, your name, your supervisors name, and department and course information. Abstract: Summarise the introduction, body and conclusion of your dissertation in around 125 words. Acknowledgements: Thank the people who have been instrumental to you during the writing of your English language dissertation. Table of contents: List the chapters and sections of your dissertation with page numbers. Introduction: Introduce your thesis, outline the scope and structure of your dissertation and anticipate your conclusion. Main body: Present in complete detail your research and reading, respond with your analysis and evaluation of the research, and argue your new and significant perspective. Conclusion: State your response to the original thesis of your English language dissertation and conclude your argument. Remember that your conclusion must present something completely new in the field of English language studies. You may also make recommendations for further research along the lines of your topic. Bibliography: List your sources according to the style preferred by your university. Consult the style guides before doing this. Because this is an English language dissertation you will most likely use the styles preferred by the Humanities, such as CMS, MLA, Harvard or Oxford. Acknowledging your sources is as important as writing and researching, because it shows the breadth of your background reading and accumulated knowledge and avoids accusations of plagiarism. Appendices: Add information that is not necessary to your central argument but may be of interest to your reader for further exploration and research. How to write an English language dissertation with effective style. When writing an English language dissertation it is important to remember that this is a significant piece of academic work, no less than an intellectual and critical achievement. As such, your work must not only be original and give evidence of superior research skills and critical thinking and analysis, but it must also be written with style and quality that is indicative of your flair for academic reasoning. The purpose of writing an English language dissertation is to present your ideas in a clear and concise fashion, using vocabulary that is suitable to your purpose, and executed in an appropriate style to your subject. It is important to write well at both the sentence level and the overall level. Sentences should be grammatically correct and linked together to effectively present your analysis and argument. At the larger level, paragraphs should be organised in a way that allows the argument to flow naturally and logically to its conclusion. The style and quality of your writing is the main tool that will help you showcase your research and critical thinking skills. Learning how to write an English language dissertation in the style appropriate to the field is the best way to exhibit the desired academic ideals of critical thinking and and significant research at the culmination of your studies. 2/ 4

Milton Friedmans Economic Theories Essays -- Economics

History and Background Before the introduction of Keynesian economics and Milton Friedman’s Monetarism theory, there was classical economics. These economists believed in self-adjusting market mechanisms, however with that the market needs perfect competition. Wages and prices in the market must be flexible. These economists believe that supply and demand pulls would always help the economy reach full employment. Full employment could be achieved by the market forces and with that changes the level of employment resulting in a fixed income and aggregate output. They believed that fixed income was a result of full employment and the price level was established by the supply of money in the economy. Since classical economist believed that it was the market that leads to full employment in the economy, they thought the market could do without any government intervention. Government spending and taxes cause overall harm to economy because it would decrease individual spending and private consumption. Raising taxes on private consumption would only help fund public consumption and pay for government spending. Classical economist’s theory of monetary policy was thought to only affect prices and wouldn’t affect truly important factors such as employment. It was a major concern that if the government was to finance its’ spending only by increasing how much money was produced then it would have the same out come as expansionary monetary policy. Classical economists found that their original theories were problematic when the Great Depression hit the United States. They originally argued that the market was self-adjusting so with no government intervention they thought it would automatically correct itself. They thought tha... ...://www.econtalk.org/archives/2010/02/phelps_on_unemp.html 3. Kevin D. Hoover. "Phillips Curve." The Concise Encyclopedia of Economics. 2008. Library of Economics and Liberty. Retrieved May 25, 2010 from the World Wide Web: http://www.econlib.org/library/Enc/PhillipsCurve.html 4. Krugman, P. (2007, February 15). Who was Milton Friedman. Retrieved May 22, 2010, from http://www.nybooks.com/articles/archives/2007/feb/15/who-was-milton-friedman/?pagination=false 5. Friedman, M., & Schwartz, A. (1963). A Monetary History of the United States 1865-1960. National Bureau of Economic Research. Retrieved April 21, 2010, from GoogleBooks 6. Alan S. Blinder. "Keynesian Economics." The Concise Encyclopedia of Economics. 2008. Library of Economics and Liberty. Retrieved May 28, 2010 from the World Wide Web: http://www.econlib.org/library/Enc/KeynesianEconomics.html

Morals of Euthanasia

Dena Furey Euthanasia March 8, 2013 Euthanasia Euthanasia is the act of purposely making or helping someone die, instead of allowing nature to take its course. Basically, euthanasia means killing in the name of compassion. Often surrounded by heated arguments from both those in favor of and those against the practice, human euthanasia spurs the most conflict within political circles, differing cultural and religious attitudes, and the health care system. I will be defending Tom L. Beauchamp’s theory that euthanasia is ethically moral and sometimes permissible.Beauchamp’s theory states that if voluntary passive euthanasia is sometimes permissible, then voluntary active euthanasia is sometimes permissible. Voluntary passive euthanasia is when a patient refuses treatment, such as a do not resuscitate (DNR) order. Voluntary active euthanasia is when a patient requests treatment, such a lethal dose. Beauchamp has a negative and positive thesis to his theory. They are: * Nega tive thesis-you cannot condemn physician assisted suicide by merely invoking the position of letting die and killing. Positive thesis-physician assisted suicide is permissible when you’re not only not doing any harm but also have a valid authorization from the patient. The first part of Beauchamp’s thesis deals with the distinction between letting die and killing. Opposers of Beauchamp’s thesis state that voluntary passive euthanasia (DNR) is permissible because you are letting the patient die, whereas voluntary active euthanasia (lethal dose) is killing the patient. Beauchamp thinks there is a problem with the definition of letting die and killing and that we need to make a clear distinction between them.Beauchamp presents a few ways we might be able to make that distinction. They are as follows: * Intentions-an act is a killing if and only if it is an intended death, you can foresee the consequences of your actions. Beauchamp presents a challenge to this. A DN R can be seen as an intended killing because the health care practitioner can foresee the consequences, and it could be interpreted as killing the patient if they do not revive him. Another example could be a drunken driving case. When a person drives drunk they do not intend to kill someone, is that now not considered a killing.So, Beauchamp thinks this definition of killing is wrong. * Wrongfulness-an act is a killing if and only if it is a wrongful death. Beauchamp presents a challenge to this. A DNR is considered not wrongful, but a lethal dose is wrongful, but going against a patient’s wishes could be considered wrongful in the lethal dose case. What is considered wrongful, that is what we are trying to answer. So, our conclusion is in our question, it makes a circular argument. Beauchamp thinks this definition of killing is wrong. Causation-an act is a killing if and only if an agent as opposed to an underlying condition causes death. Beauchamp offers an example to show the problem with the causal theory. A policeman is hurt in the line of duty and placed on life support. A mafia guy who wants the policemen dead comes in and pulls the plug, which in turn causes the policeman to die. In this case, what the mafia guy did was not wrong because the policeman died of natural causes. It was the underlying condition that caused the policeman’s death, not the mafia guy.Is this acceptable? One opponent to Beauchamp, Bernard Gert, says he wants to hold onto the causal theory. He thinks the mafia guy did wrong because he did not have a valid refusal of treatment from the policeman, such as a DNR. Beauchamp offers an answer to Gert showing how the causal theory is still a wrong definition of killing and letting die. It was not really the letting die of the policeman that was important to Gert; it was the refusal of valid authorization to pull the plug which made it a killing.So, if what Gert thinks is pivotal is what the patient wants, then why is a le thal dose request by the patient considered a killing and not a letting die. Beauchamp thinks the causal theory does not work. The conclusion to all these theories is that even if you can make a distinction between letting die and killing it still will not make a difference morally. The positive part of Beauchamp’s thesis states that physician assisted suicide is permissible when you’re not only not doing any harm but also have a valid authorization from the patient.Let’s establish what a valid authorization is. Beauchamp says a valid authorization is a request from someone with the authority to make a decision and it needs to be done freely and autonomous. I feel as though in the case of a lethal dose a little more needs to be added to the valid authorization. I think it should also include that the diagnosis given be terminal, the decision should not be made at the time of the diagnosis but after thinking everything over and it should be an enduring, voluntary , and competent informed decision, not co-erced in any way.The patient’s suffering should be unbearable, that there is no way of making that suffering bearable that is acceptable to the patient, and the physician’s judgments as to the diagnosis and prognosis were confirmed after consultation with another physician. Beauchamp’s position on the moral ethics of a lethal dose say that 1) we should abandon the letting die and killing distinction, 2) when it is wrong to cause death, what makes it wrong?. 3) The answer to that question is unjustified harm. For instance in the mafia example, the mafia guy did wrong because he did unjustified harm and did not act in the will of the patient.In conclusion, when voluntary active euthanasia would do no harm and there is a valid authorization, it is not wrong. There are, however, some well-known objections to human euthanasia. The oath a health care practitioner takes in one objection. I feel as though the oath needs to be ch anged to reflect modern society and medical practice. The world has changed since the oath was first written, as have ethical codes of conduct. Another objection is the slippery slope argument. People think that once the government steps in and starts killing its citizens, a dangerous precedent has been set.The concern is that a society that allows voluntary euthanasia will gradually change its attitudes to include non-voluntary euthanasia and involuntary euthanasia. Although this does present the need for more regulation and control of euthanasia, history has clearly demonstrated that any law or system can be abused. Also, what reason is there to believe that someone’s support for voluntary euthanasia be psychologically driven to practice non-voluntary euthanasia. Palliative care has been a favored alternative to euthanasia but thus still presents the issue of quality of life.When choosing palliative care over physician assisted suicide I think it would be important to ask w hether life will be enjoyed and not simply tolerable. To get the best palliative care requires trial and error with some suffering in the process. Even high quality palliative care comes with side effects such as nausea, loss of awareness because of drowsiness, and so on. Where voluntary euthanasia is not tolerated, giving large doses of opioids to relieve pain in the knowledge that this will also end life is tolerable.In situations where palliative care can only guarantee a life that is tolerable, I think euthanasia is a legitimate option. Opponents to euthanasia state that everyone has the right to life, liberty, and security of person. Every person has these rights; however, if a person has the right to life, then they should have the right to die. Everyone should have the same control in choosing the way they die as they do in which they live. It is unfair to decide whether one should live with pain and agony, knowing full well that they have a terminal illness from which there is no known recovery.In the past, the doctor was a person who was a friend. Now a doctor is a stranger who combats diseases, but she is not always your friend. What will never change is their struggle against death. However, they’re job is not only to prevent death but to improve they’re patient’s quality of life. Many times there is nothing a doctor can do to prevent a patient from dying if the patient has a terminal disease; all she can do is wait for death to arrive. I think and believe that it is everyone’s right to determine the amount of suffering they can endure in their lifetime.It should not be up to fellow society members to decide what they must endure because of differing viewpoints on who is responsible for their life. I do not tell anyone how to live, so do not tell me how to die. Death could be a choice that you might not make, but a choice that someone else can have. Dena Furey Euthanasia March 8, 2013 Bibliography Page Beauchamp, Tom L. à ¢â‚¬Å"Justifying Physician-Assisted Suicide†, Ethics in Practice. 3rd ed. Ed. Hugh LaFollette. Blackwell Publishing Ltd. , 2007. 72-79. Print.

Article Critique #1 Essays - Abuse, Social Psychology, Persecution

Article Critique #1 Essays - Abuse, Social Psychology, Persecution SED 578 Article Critique #1 Bullying behaviors in school remains a major issue even today. Behaviors such as physical aggression, taunting, teasing, name-calling, threatening, social exclusion, and harassment have negative effects both socially and academically for students engaging in the behaviors and those targeted. They may become anxious and depressed, isolate themselves from peer groups, or even avoid school for fear of being bullied. Prevalence estimates suggest that bullying behavior is not limited to an isolated few students, but occurs across all strata and subgroups in most schools (Bradshaw & Waasdorp, 2011). Male students are more likely than female students to engage in these bullying activities and there is a rise in bullying during transition periods such as moving from middle school to high school. Children and youth who engage in bullying behavior may have a physical advantage, higher social status, or power in numbers, whereas those who are targeted by bullies are likely to be smaller in stat ure, poor or of different culture. There have been many programs suggested over the years to help prevent bullying behavior. One of these approaches to prevention is to build a positive environment for all students and to teach constructive responses. Holding school assemblies with speakers who highlight the harmful effects of bullying and to teach students how to identify bullies, then follow up with a focus on catching these students in the act and providing increasingly severe punishment. Additional programs may include conflict resolution, peer support systems, or working with individuals identified as bullies. Often, anti-bullying programs are implemented as a response to an already significant bullying problem. However, aggressive behavior developed at a young age tends to endure and escalate as the individual moves into late childhood and adolescence (Berthold Kellam, Rebok, Ialongo, & Mayer, 1994). Once these patterns of behavior become established in schools, intervention can be difficult. Schools respond to bullying by implementing more rules and applying more severe consequences, and if that does not work, the response is to make consequences more severe. Bullies often hold negative opinion of others, have difficulty resolving problems, and come from a hostile family associated with poor parental monitoring and authoritarian discipline styles. Bullies who observe these aggressive acts tend to view violence positively and model a need for power with enjoyment in hurting others. Thats why as teachers, beings a key influence in a students life, need to place a key focus on understanding the underlying problems of why these students are acting the way they are. Too often, school personnel focus on unwanted behaviors, and provide punitive consequences when these behaviors are observed. Rigby and Bagshaw (2003) found that approximately 50% of the adolescent participants perceived that teachers were more likely to yell at the bullies, a response that reinforces the same techniques used by the bully. When school policy is designed to punish unwanted behavior, students may not know what behavior is desired, and long-term behavioral change may not occur. Bullying often occurs when supervision is lacking, such as on the playground. Yet, even with greater attention to supervision and monitoring, teachers and other school personnel often do not recognize bullying incidents or the frequency of this behavior. Also, they do not always accurately identify the bully, often lack confidence in their ability to deal with a bullying situation, and tend to underreport these incidents. When educators dismiss bullying behaviors and do not intervene, it appears as if they support aggressive behaviors. Thus, when students believe that the school culture is one that ignores bullying, they are less likely to seek help. That is why we must pay close attention and make sure we have interventions ready to go when these kinds of issues arise. Bullying is a social concern and schools have an obligation to be active to prevent bullying behaviors. Collaborative approaches amongst teachers, school counselors, and families bring about a positive attitude in which the skills of educators support one another for the benefit of the students. We share school-wide considerations for bullying policies, and how school counselors, educators and parents can all lend their expertise to encourage and advance young adolescent development while also teaching and learning preventive strategies to reduce bullying behaviors in schools. Heinrichs, R. R. (2003).

Homelessness Among Youth In Canada Social Work Essay Essay Example

Homelessness Among Youth In Canada Social Work Essay Essay Example Homelessness Among Youth In Canada Social Work Essay Essay Homelessness Among Youth In Canada Social Work Essay Essay Homelessness among young person is a comprehensive, multi-faceted societal job in Canada. ( Roebuck.2008 ) . Harmonizing to public wellness bureau ( 2007 ) the estimated official figure of stateless people in Canada ranges from 150,000 to 300,000, one tierce of which are young person of age 15 to 24 old ages. ( Stewart et al.2010 ) . Homelessness means life in out-of-doorss and in abandoned edifice with insecure state of affairs. ( Kisely et.al, 2008 ) . The factors that leads youth into homelessness are household disfunction, school related jobs, need for more freedom and poorness ; this issue is being addressed by the services that are available for them in the country of lodging, income and support services. ( Kisely, 2008 ) . This survey besides includes the critical analysis of policies relevant to youth homelessness, anti oppressive organizational construction for the marginalised young person and recommendations and suggestions to forestall young person into homelessness. The apprehensions about the homelessness among young person in Canada The most important ground that leads the immature people into homelessness is household disfunction. The household struggle may take the immature people into homelessness. This starts when young person have gone through emotional and physical struggle with their parents and besides some childs leave their place due to deficiency of fiscal support from their parent. ( Miller et al, 2008 ) . On the other manus, deficiency of household operation and support leads some young person into homelessness. Similarly, the situational factors like parental divorce or separation and decease of the parents besides make young person into a phase of homeless. Sometimes parent s intoxicant and drug ingestion may take young person in to homelessness status. ( Duroff,2004 ) . The hapless school public presentation is another ground for the young person who leaves their place. The premature departure of the school added to household struggle and the combination of these two factors leads them to go forth place. Furthermore, neglecting a class in school, and jobs with instructors or pupils besides leads some young person into homelessness. Based on my understanding deficiency of instruction create them barrier in happening occupation. Subsequently on it leads to extreme poorness and unemployment among the young person homeless. ( Miller et al, 2008 ) . A strong sense of independency is the primary factor some of the young person leads to homelessness. In some instances youth are like to remain their ain household but due to household struggle they like to remain off from the place. The desire for the more freedom sometimes youth leads into homelessness. And besides, parents over intervention to the young person s personal affairs may go the another ground for the young person to populate their place. ( Miler et al,2008 ) The fiscal crisis of the household or poorness of the household leads to some young person into homelessness. The deficiency of available lodging, limited employment chance, and deficient rewards besides leads youth into homelessness. Furthermore, deficiency of instruction sometimes creates barriers to youth find employment. The deficient stuff demands of the money take them into poorness. ( Miler et al,2008 ) . Homelessness among young person is a turning concern in full Canada. ( Stewart et al. 2010 ) . Eventhough Canadian authorities is offering some service to the young person homeless ; their support demands and support intervention penchant ever non fit with services available to them. ( Stewart et al. 2010 ) . Furthermore, youth homelessness are considered as vulnerable due to shortage of low-cost lodging, deficiency of employment or income, poorness, hapless physical or mental wellness, decreased authorities support, and force or maltreatment in the place. Stewart et al.2010 ( as cited in Campaign, 2009 ; Laird, 2007 ) Furthermore, the form of life manner brings them exposure to force, disregard, chronic poorness, physical and sexual maltreatment, offense, drug and intoxicant usage, unemployment, and societal isolation. ( Stewart et al 2010 as cited in Naboss et al. , 2004 ; Reid, Berman, A ; Forchuk, 2005 ) . Apart from that, the homeless young person frequently reported with unequ al societal relationships, struggle within their households, and exposure to force, condemnable equals, and opprobrious state of affairss. ( Stewart et al 2010 as cited in Haber A ; Toro, 2004 ; Reid et al. , 2005 ) . Therefore, the personal and structural grounds that contribute to subjugation to happen equal lodging for the young person should be addressed by anti oppressive attack of societal work pattern. Harmonizing to Martin ( 2002 ) one of the major grounds that leads immature people into homelessness is lack of normal activities has to make with a deficiency of preparedness and ability to seek and happen paid employment. ( Klodawsky et al.2006 ) . The homelessness young person most of the clip does nt demo much involvement to make any sort of physical activity due to miss of cognition, accomplishment and involvement. The deficiency of formal support contributes major challenges among stateless young person. In the most of the clip homeless young person shows withdraw from the societal web. This creates them barriers to cognize about the services available for them. The homelessness young person barriers to seeking services include denial jobs, force per unit area to focal points on basic resources such as nutrient, vesture and shelter, fright of non been taken as earnestly, concerns about the confidentiality, and deficiency of cognition about available services. In malice of all available services still they face disagreements in available and needed service ( Stewart et al, 2010 ) . The lodging support helps the young person to remain in a safe state of affairs. The homelessness young person betterment needed in shelters including extra beads, a place like environment, less contending among themselves and caring staff. The income support helps them to derive fiscal support. Most of the young person needed fiscal demands is for the educational disbursal. Furthermore, most the homelessness young person needed information about the support services in the country of returning to school, accomplishment preparation, acquiring a occupation, budgeting, and seeking guidance. By and large, the support service for the homelessness helps the young person to get the better of the state of affairs they are populating now. ( Stewart et al, 2010 ) . The strength and restriction of the societal policy for young person homelessness The societal policies are necessary for the homeless young person to rectify systemic and historic inequalities they are confronting in the society. The societal policy is of import to homeless young person to get the better of the systemic barriers they are confronting in the low-cost and unafraid lodging, deficiency of income or income support services, and support services. ( Hulchanski et al, 2009 ) . In Canada the policies related to homelessness young person include lodging policies and plan which include tenant protection act and rent addendum units, exigency shelter policies, income aid, deinstitutionalisation, societal services and discharge of policies from correctional installations. ( Ministry of societal development and economic security,2001 ) . The societal hosing plans provide lodging for the persons and households who are unable to vie in the lodging market. ( Ministry of societal development and economic security,2001 ) . The societal lodging plan gives benefit to the homeless young person to happen better topographic point to populate but the deficient supply of lodging due to miss of new rental building and destruction of bing low-cost rental unit are make them less handiness to the societal hosing. The loss of important figure of low-cost rental units resulted to tenant protection act. In Canada the most of the renter and land Godheads are covered by this policy. Harmonizing to this act a rental unit can be an flat, a house, or a room in a rooming or embarkation house. And the act besides can use to care places and retirement places. ( Government of Ontario, 2010 ) . The chief review about this act is that most of the clip renter wants to pay foremost and last month wage and it create barrier to youth to use this chan ce because of deficient money. The lodging cooperation of Ontario has portfolio of rent addendum unit in a private edifice ; these units are available for the low income families. The rent addendum is a fiscal support straight paid to set down Godhead by probationary authorities. The chief review about this policy is eligibility standards of adjustment need the cogent evidence of Canadian residence and most of the homeless young person do nt hold any papers to turn out their residence. ( Ministry of societal development and economic security,2001 ) . In Canada, the absence of lasting lodging for the hazard population exigency shelter policies for the stateless population. Harmonizing to this act the constabulary can utilize force to oblige the homeless people to utilize shelters particularly extreme whether qui vive. The exigency lodging should non supply lasting lodging options for the homelessness young person. Harmonizing to homelessness action undertaking force in Toronto, some of stateless people are utilizing shelter as lasting lodging these creates the handiness of the beds less. Due to miss of privateness some homeless youth do nt prefer to remain in the shelter. The chief review about this act is the exigency shelters opposed to the development of lasting lodging solution for the young person. ( Ministry of societal development and economic security, 2001 ) . There are batch of income aid services are available for the individual who are populating in the street. The homelessness individual individual is eligible to have $ 195 per month, on a month by month footing. These services are available for the person who are populating in the most vulnerable state of affairs. Homeless young person who are remaining in a shelter would non be eligible for income aid because it is assumed that their demands would be fulfilled in the shelter. The chief review about this policy is that the eligibility standard for the income aid create barriers to the childs particularly the age group of 16 and 17. This makes many young persons to turn into illegal or uninvited beginning of income. ( Ministry of societal development and economic security, 2001 ) . The deinstitutionalisation policy offered by the probationary authorities after the dramatic diminution of mental wellness beds in the psychiatric infirmaries in Ontario. The deinstitutionalisation policy offers community based mental wellness services and dependence service for the homeless people. Deinstitutionalization is frequently credited with the lessening demand of medical attention and besides it is the new beginning of psychiatric attention. The deinstitutionalization procedure is together with the deficit of community-based attention and related to the seeable jobs ofA homelessness. The major review about this policy is that due to miss of social interaction most of the homeless people are non cognizant about the mental wellness issues they are holding and the services available for them. ( Ministry of societal development and economic security, 2001 ) . The societal service policies are assisting the persons, who are insecurely housed to maintain their lodging and give aid to the people who became homelessness. Normally these services are given by instance directors, lodging workers, and different type of people who are working in the societal and lodging sector. The societal service bureaus are giving referral service to the homelessness young person to happen appropriate services harmonizing to their immediate demands. Harmonizing to societal service strategy, the homelessness young person are acquiring employment accomplishment preparation and accomplishment development plan but due to budget cut many of these plans are cancelled by the societal service bureaus. The one of critical impact of this policy is that most of the clip homelessness young person shows less involvement for the accomplishment development. ( Ministry of societal development and economic security, 2001 ) . The discharge policies from the correctional installations help the homelessness young person find exigency shelters upon their release. This policy is made available to the people who are being released from the probationary correctional installations. It ensured the people they have a topographic point to travel in the community. The discharge policy is authorised with the status of release of the individual from the gaol. However, the authorized individual could non oblige the individual who already finished their sentence to travel in an exigency inn. Furthermore, the discharge program is accessed by all wrongdoers who are about to return the community. The major review of this policy is that most of the clip the immature wrongdoers do nt prefer to populate once more in an institutionalized scene. ( Ministry of societal development and economic security, 2001 ) . The strength and restriction of the anti oppressive societal work pattern Anti oppressive attack is a signifier of societal work pattern to turn to the structural inequalities and societal division of the people who are populating in a peculiar societal system. It tries to alter organizational construction and people attitude about the peculiar issue. ( Mullaly, 2010 ) . An anti-oppressive model involves several cardinal overarching dogmas: consciousness of the mechanisms of subjugation, domination and unfairness ; recognition of the structural elements at drama in human behavior ; credence of diverseness and difference ; acknowledgment of the complexness of power ; and necessity for action. ( Karabanow, 2004 as cited in Campbell, 2000 ) . In the anti oppressive attack the homelessness among young person can be addressed by vicinity development, societal development, active engagement, structural definition of the state of affairs, consciousness elevation and societal action. ( Karabanow, 2004 ) . In the anti oppressive attack, the societal development helps the individual to turn to their demands in a corporate manner. The administration that works based on the anti oppressive attack do non look for the street young person s aberrant behavior such as condemnable behavior and drug nut on the contrary, it works for the holistic development of the individual. The holistic attack helps the young person to larn values and respect themselves and others. Furthermore, through the societal development attack an administration can do better understanding about the issues related to youth homelessness. The anti oppressive attack helps the young person to construct self individuality and strength to alter things in their life. ( Karabanow, 2004 ) The active engagement based on the anti oppressive attack helps the young person to plan and implement the shelter program which include youth resident represent the commissions responsible for shelter policy. Furthermore, there are several place available for street young person in the administration particularly the countries of ego aid, common assistance group, peer mentoring and cooking. Engagement within the administration helps the young person to understand mainstream civilization. The active engagement in the administration ever associated with the credence and regard which make the marginalised young person experiencing worthy and being needed. The active engagement represent both street young person and workers to fall in together to build a common vision and way for the administration. ( Karabanow, 2004 ) The anti oppressive administration s chief penetration is to do balance between the populations self constructed images about homelessness young person. The structural attack helps the administration to believe that the societal, political and economic factors of the young person force them into street life. The endurance of the most young person on the street is due to miss of low-cost and clean houses and equal employment. The anti oppressive administrations ever admit the street activities alternatively of knocking the street behavior because the administrations place them within the big context of development and exploitation. ( Karabanow, 2004 ) The witting raising aid the young person to portion past, present and future ends and experience in echt mode. Through the consciousness raising a young person can portion see to others and connect with deeper apprehension of peculiar issue. In the anti oppressive pattern, witting raising involve an confidant and in-depth geographic expedition of one s action through a procedure of cognition edifice, committedness and solidarity. ( Karabanow, 2004 p.56 ) . Furthermore, for the portion of consciousness raising a individual can critically self reflect about the state of affairs they are confronting now. Consciousness raising come out as an intimate procedure of researching, accepting and finally retracing the thoughts of one s yesteryear, present and future orientation. ( Karabanow, 2004 p.56 ) . The anti oppressive administrations promote safe community scenes where marginalised young person can construct and reconstruct a sense of individuality, worth, and understanding of their imme diate environments. ( Karabanow, 2004 p.56 ) . In the anti oppressive model an administration move a measure farther to protagonism for the anomic and stigmatised people. Social action involves a committedness to the cardinal alteration in the society on the signifier of equal intervention for the marginalised young person. The societal action enterprises includes when the street young person to petitioning in the probationary leaders to increase the figure of low-cost lodging and youth employment. Through the societal action motion, the service users and service suppliers try to accomplish specific ends based on the common demands of the population. Based on the anti oppressive attack societal action is sense of committedness and trust for the societal development. Through the societal action the marginalised group besides can take part in the social activities. ( Karabanow, 2004 ) The anti oppressive attacks help the administration to construct safe and respectful environment for the marginalised populations. Furthermore it helps the marginalised young person to place the grass root of the job and the structural inequalities they are confronting in the society. The anti oppressive pattern at the structural degree attempts to alter intuitional agreements, societal procedure and societal pattern that work together to profit the dominant group at the disbursal of low-level group. ( Mullay,2010 ) . The anti oppressive is utile to place systemic inequalities, favoritism, and force faced by marginalised young person based on their gender, age, race, poorness, disablement, sexual orientation, in-migration or Aboriginal position. Furthermore the anti oppressive attack is really utile to understand how these types of structural inequalities make possibility to youth become homeless. The anti oppressive societal work pattern is necessary for reconceptualise the thought of power. ( Mullaly, 2010 ) . This aid the marginalised young person to recognize that how age and poorness create them barrier to happen appropriate lodging. The anti oppressive patterns in the structural degree help the marginalised young person to happen alternate services and administration. Harmonizing to these services marginalised stateless young person can link stateless people in the mainstream administration. The mainstream administration helps them to happen equal solution to the job in a corporate response. The corporate response ever gives immediate response to the job. ( Mullaly, 2010. ) The recommendations and suggestions for the homelessness young person The four primary recommendation to cut downing the homelessness among young person of includes physique on the young persons optimism and finding through the development of equal webs ; mobilise and back up involvement in instruction and employment through contacts with employers ; support ties to household, including extended household or households of pick when available ; and utilize current life agreements or make life agreements which can ease instruction and employment. ( Miller etal, ,2008 ) The hopefulness is really of import for the young person to derive strength to mind.. Building strength is really of import among the homelessness young person because the surveies conducted by Millier et Al 2008 shows that to remain longer as homelessness made them stay as homelessness. The strength can construct among homelessness young person through guidance in the school, shelters and other and other societal service bureaus and besides to the young person support group and webs. The most of the homeless young person see their state of affairs is impermanent and expression for the hereafter development, this shows the clear demand of the edifice the sense of optimism and finding among young person particularly in the countries of instruction and happening a occupation. ( Miller etal, ,2008 ) The administration that works for the homelessness should back up and mobilise the young person to derive involvement in instruction and employment. The deficiency of instruction creates employment barriers to the young person but the portion clip work helps them to go on their instruction. The marginalised young person is looking to better their ability to work through instruction. This shows necessity of the guidelines for youth employment appropriate schooling and preparation. Furthermore, the alternate schooling option besides helps the young person to fulfill their expressed demands in the instruction. This shows the clear demand of more educational grants and subsidies for the marginalised young person. ( Miller etal, ,2008 ) A support tie with household is really of import for the marginalised young person. The household disfunctions are one of the major grounds for the young person to go forthing their place. Family and friends are able to supply aid in the adjustments, fiscal and emotional support. Generally youth has lots friends in the assortment of Fieldss. The household guidance is really of import to forestall homelessness among young person. Through the household reding the worker can forestall household systems break down in the first topographic point. ( Miller etal, ,2008 ) The life agreement and support service for instruction and employment is the most of import wanted thing for the young person homelessness. The current life agreement creates barriers to youth in instruction and finding employment. And some of the marginalised young person think that life or socializing with similar issue holding equals is non favorable for their development. They besides express similar concern in the shelter system. On the other manus, the marginalised young person express to populate in a both positive and supportive environment. This can carry through by the authorities through development of adolescent plan that offer alternate life agreement and positive equal groups through Foster or group places. ( Stewart et al, 2010 ) Hosing is the cardinal right of the human being. The chief recommendation of this survey is to better lodging installations for the young person. Homelessness sometimes leads to the offending and exploitation. The authorities besides should set up societal and income support services for the young person. Through the guidance service the worker can steer the homeless into proper path. Furthermore authorities should pass more money for the societal service who are giving services for the young person. The support cutbacks ever affect the service bureau to supply equal services for the young person. And besides federal authorities besides organise some support services for the young person homeless. ( Stewart et al, 2010 ) . Decision The community based attacks is necessary for the homeless young person to fulfill their demands particularly in the countries of lodging, income, and support. The positive attitude of the societal service bureau helps the young person to come out of the state of affairs they are populating now. Furthermore the alternate service of the bureau, particularly in the country of skill preparation and alternate schooling besides help the young person to get the better of the systemic barriers they are confronting in the society.

Lesson Plan for Pain Management Assignment Example | Topics and Well Written Essays - 2000 words

Lesson Plan for Pain Management - Assignment Example The American Pain Society labeled it as the â€Å"5th Vital Sign† (Campbell, 1995, as cited in Smeltzer & Bare, 2003, p. 217). As with all vital signs, doctors and allied health personnel continuously strive to keep it within acceptable parameters to maintain homeostasis. Pain management â€Å"encompasses all interventions used to understand and ease pain, and, if possible, to alleviate the cause of pain† (Krapp, 2002, p. 1804). It means that pain management is not just the intervention but also the assessment, evaluation, and continuous monitoring of pain. To better understand and treat pain, it is important to know how it is produced and transmitted to the brain. Elaine Marieb and Katja Hoehn (2006) talk about â€Å"noxious stimuli – a term for anything that damages the body† (A closer look section, "Pain: Sound the Alarm, But Pain Me Not!", Pain reception, para. 1), and how it can start a whole avalanche of chemical and neurological reactions which, rea ching the brain, translate into pain. Different pain management techniques affect various body parts which may be involved in that reaction. Understanding specifically how an intervention works on pain is a key to choosing the best intervention for all kinds of pain. This lesson is geared to teaching students about different kinds of pain and how they affect the body; factors and barriers that may affect pain and pain management; proper and accurate pain assessment and the different tools used; different interventions, both pharmacologic and nonpharmacologic, and the formulation of nursing care plans used in the management of pain. We also tackle some specifics such as the World Health Organization's â€Å"three step ladder approach† to pain intervention. Objectives: - Given five minutes of the time, students will elaborate two of the four concepts of physiology of pain as discussed in class. -For fifteen minutes prior to the discussion proper, students will discuss common mi sconceptions about pain. - Given a situational example, students will describe three technological applications in pain management. - In an oral presentation, students will identify ten of the 12 discussed pharmacological and non-pharmacological interventions for pain. - Given a hospital scenario involving a child, students will discuss the role and responsibilities of the nurse in the pain management. - Given five minutes of the class time, students will identify and explain three out of the four components of pain assessment discussed in class. - Given a situation that involves a 65-year old woman with back pain and shortness of breath, students will develop a nursing care plan and evaluate the patient’s response to the pain management. -Without the aid of class notes, student will describe two out of the three identified barriers to effective pain management. Teaching/Learning theory: 1. Experiential Learning Theory – This is the learning theory developed by Carl Ro gers, applied primarily to adult learners. This learning theory designates the teacher as a facilitator of learning since everyone has the potential to learn (Zimring, 1994, pp. 411-422). Rationale: According to Zimring (1994), experiential learning contains a principle that involves doing, living, and acting out what you have learned to make it more meaningful (pp. 411-422). Pain management is an applied skill. Through its application (i.e. by role play activity), learning can be made more meaningful. Another principle of experiential lear

Women in Medieval Europe Essay Example | Topics and Well Written Essays - 750 words

Women in Medieval Europe - Essay Example Feminist medievalists many hundreds of them have an association, a journal, bibliographic projects, and even long-standing research collaborations (Susan, 1987). In some cases they are peculiarly handicapped, approaching distant past through incomplete and intransigent sources that were, with few exceptions, created and preserved by men. (Rosenthal, 1990). Few of the great examples of that time are Eleanor of Aquitaine organized a rebellion against her husband, King Henry 11 of England. Christine de Pisan, a Frenchwoman, was married at the age of 15 and became a widow at the age of 25. She then made her living as a writer. Although few women fought in battle, they often had to organize the defense of a castle. The Countess of Buchan defended Berwick Castle so fiercely against King Edward one of England that, when he finally overcame her soldiers, he hung her over the battlements in an iron cage. Women could become honorary members of certain knightly orders. A knight's wife looked af ter the children and organized tasks such as cooking and making clothes. She also hired the laborers, supervised the stewards, sold the produce and kept the accounts. Men often died before their wives so that a woman would often find herself managing an estate. Queen of England; she was Duchess of Aquitaine in her own right, which gave her significant power as a wife and mother. She served as regent in her husband's absence, helped ensure significant royal marriages for her daughters, and eventually helped her son's rebel against their father, Henry II of England, her husband. She was imprisoned by Henry, but outlived him and served, once again, as regent, this time when her sons were absent from England. When someone says the word marriage today we think about two people who are in love and who want to spend the rest of their lives with each other. Marriage is a serious commitment, one that isn't taken lightly for most people. One wouldn't likely marry a stranger they just met for instance. In the Medieval Times, however, marriage was quite different. Women didn't have a choice as to who they would marry. There were strict rules for whether or not a divorce was allowed. Despite the differences in various aspects of marriage, the marriage ceremony has stayed rather similar over the years. We also carry on some of the same traditions in today's society.