Relationship Between Nutrition And Hiv Essay - 1251 Words

RELATIONSHIP BETWEEN NUTRITION AND HIV EDNA GICHERO BIOLOGICAL FOUNDATIONS OF PUBLIC HEALTH-PUBH - 6128 – 3 18TH OCTOBER, 2015 Relationship between HIV and Nutrition. Pathophysiology of malnutrition. Nutrition and HIV have a strong correlation. Any immune deficiency as a result of HIV leads to malnutrition which deteriorates the effect of HIV and contributes to a more hasty progression of AIDS.A person who is malnourished and then acquires this disease is more likely to see a faster progression of this disease because his/her body cannot fight any infection because of its weak state. Having good nutrition leads to a person being more productive and stronger because their body is stronger to resist infections. Nutrients are divided into macronutrients which are proteins, carbohydrates and fats and micronutrients which are vitamins and minerals. An insufficiency in macronutrients shows itself in weight loss and wasting which is the norm in AIDS patients, while a deficiency in micronutrients leads to a weak immune system which cannot fight off infections. A person who has HIV is at risk of malnutrition because they have reduced their food intake; there is poor absorption of food bec ause of the effects of this disease, changes in metabolism and chronic infections and illnesses. Lack or inadequate supply of these nutrients to the body lead to anorexia, thrush, fever, nausea, anemia and diarrhea. According to the WHO â€Å"an HIV infected adult requiresShow MoreRelatedThe Importance Of Protein Energy Malnutrition776 Words   |  4 Pagesmalnutrition (37). Nutritional immunology and HIV/AIDS A link has also been established between abnormalities in immune function and early stages of Human Immunodeficiency Virus (HIV) infection (38). The relationship between HIV/AIDS and nutrition has sparked scientific interest for a number of reasons. First, diet is an essential factor of human health. Second, there is abundance of scientific evidence associating function of the immune system to nutrition. Third, diet options affords people with HIVIAIDSRead MoreOur Nutrition And Food We Eat1251 Words   |  6 Pagesbasic instincts of our lives without proper health. Our nutrition and food we eat plays a significant role in developing our health and energizing our bodies to face the daily physical challenges that we encounter. The parts of wellbeing are distinctive and their associations are quite complex. The wellbeing of an individual is unequivocally influenced by innate make-up, stimulating status, access to social protection, monetary status, relationship with relatives, and part icipation in gathering lifeRead MoreHigh Rate of HIV/AIDS In Florida2642 Words   |  11 PagesFlorida has the 3rd largest population of individuals infected with HIV in the United States, with Miami-Dade County having the largest population in the State of Florida.1 As of January of 2014, there were an estimated 12,803 HIV positive individuals and 14,143 individuals with AIDS living in Miami-Dade County.1,2 Malnutrition is a common health concern in individuals with HIV. Multiple factors foster malnutrition in individuals with HIV including inadequate dietary intake, food insecurity, chronicRead MoreIron Deficiency Anemia From Poor Dietary Intake And Or Absorption Of Iron Causes1830 Words   |  8 Pagesdietary intake and/ or absorption of iron causes approximately 50% of global anemia. The relationship between HIV and anemia is not known though at times it is a side effect of some ARVs (Kenyan National Guidelines on Nutrition and HIV/AIDS, 2007). Persons with HIV who are an emic progress faster to AIDS than those without. 2.4.1 Weight loss and wasting in HIV/AIDS The relationship between nutrition and HIV/AIDS is best understood by considering the effect of the disease on body size and compositionRead MoreWhy I Want to Be a Dietitian640 Words   |  3 PagesWhen I was thirteen years old , my mother suffered hypotension . She did not realise the importance of nutrition when she was young due to they were poor last time so they already felt satisfied if they were not starving . After a body health check claimed that she suffered hypotension is because she did not absorb adequate amounts of nutrients.This is so called malnutrition. Definitely , if I were a dietitian at that time , this tragic event would not have happened.When I turned fifteen years oldRead MoreHealth, Social, And Nutrition Survey1052 Words   |  5 Pages(Choudhury, Arjumand Piwoo, 1997). The observe patterns in health-seeking behaviors related to HIV/AIDS among MSM examined in the studies include engagement in risky sexual behavior, voluntary HIV testing, condom use, and the utilization of HIV treatment and related health services if HIV positive. In their study, Cheng, Gipson, Perez Cochran (2014) used data from the 2005 Cebu Longitudinal Health and Nutrition Survey (CLHNS), a longitudinal study conducted in metro Cebu, to compare sexually experiencedRead MoreAcquired Immunodeficiency Syndrome in Africa922 Words   |  4 Pagesit has reverse expected population growth to a net decrease (Oxford Analytica Ltd). Africa is the number one countries with the highest rate of HIV and AIDS among the other fifteen countries (Patel). HIV and AIDS spread among adults, teens, and even to children who know nothing. Around 35 to 42 million people are living with Human Immunodeficiency Virus (HIV) and AIDS all over the world. However, about 25.5 million of the 35 to 42 million people live in Africa. So far in 2003 alone, there has beenRead MoreReligion And Africa By Jenny Trinitapoli And Alexander Wienreb1414 Words   |  6 Pagesinterpreting, preventing, and coping with HIV/AIDS in sub-Saharan Africa. In my view, the variation across cou ntries in Sub-Saharan Africa (SSA) is due, in part, to different health care and political/government systems. The variation that is seen in healthcare across SSA, where Botswana where programs and access to antiretroviral therapy compared to Zambia. The other variation seen in government influence is that there is a lack of involvement in address HIV/AIDS in South Africa government due to politicalRead MoreA Brief Note On Drug Injection Migrant Workers1359 Words   |  6 Pagesworkers in Russia have been shown to be especially vulnerable to HIV due to social marginalization, lack of information on HIV, and lack of access to medical care (Beyrer et al 2009; Amirkhanian et al 2011). Dual marginalization of IDU migrant workers can exacerbate social isolation and consequent greater drug use through increased allegiance with fellow IDUs (Makhbat and Levy, 2013). This therefore places them at increased of HIV acquisition. Circular migration may also lead to periods of high infectivityRe ad MoreThe Human Immunodeficiency Virus ( Hiv )1459 Words   |  6 PagesThe human immunodeficiency virus (HIV) that causes AIDS (auto immunodeficiency syndrome – the final stage of HIV) can be classified as one of the most devastating epidemics in United States history (Centers for Disease Control and Prevention [CDC], 2015). Although still an alarming concern in public health, due to prevention strategies and medical advances, the disease is less fatal and is treated as a chronic disease (instead of a death sentence, as in the past). There are currently 1.2 million

Analysis Of Wuthering Heights - 1398 Words

Wuthering Heights is a fictional novel written by Emily Bronte. This book is very sexist with the females frequently being immature, overly dramatic and childish. The betrayal in this book come when Heathcliff feels that Catherine betrayed herself by not pursuing his love. Hindle also showed jealousy towards heathcliff. In the play Macbeth written by William Shakespeare, Lady Macbeth is the most famous woman character. She is stronger, more ambitious and ruthless than her husband. Lady Macbeth pushed her husband , Macbeth to betray and kill King Duncan of Scotland. The theme of destructive love within relationships in Shakespeare’s Macbeth and Bronte’ s Wuthering Heights is presented through sexism, jealousy , and betrayal. Sexism is†¦show more content†¦By wedding Edgar, Catherine kept away from Heathcliff s affection for her and basically avoided him in view of his social class. She sold out herself by disregarding her adoration for Heathcliff and denying her self satisfaction. This eventually eats her alive. Heathcliff also doles out some romantic betrayal to Isabella. He proves to be an abusive, mean, and cruel husband, not exactly what she signed up for Catherine betrays herself more than anyone by not marrying Heathcliff. She is denying herself love based completely on social structure. She represents betrayal both internally and externally by marrying Edgar. She knowingly breaks Heathcliff s and her own heart. Romantic love takes many forms in Wuthering Heights: the grand passion of Heathcliff and Catherine, the insipid sentimental languishing of Lockwood, the coupleism of Hindley and Frances, the tame indulgence of Edgar, the romantic infatuation of Isabella, the puppy love of Cathy and Linton, and the flirtatious seual attraction of Cathy and Hareton. These lovers. With the possible exception of Hareton and Cathy , are ultimately self-centered and ignore the needs feeling, and claims of others; what matters is the lover s own feel ing and needs. The Macbeths demonstrate their affection for each other for the most part in the initial two acts in light of the fact that from that point forward, they go their different ways inwardly. ByShow MoreRelatedAn Analysis Of Wuthering Heights 1432 Words   |  6 PagesLifelong Immaturity Wuthering Heights’s Catherine Earnshaw is infamous for her complex character, some arguing that she is egocentric and manipulative, others sympathizing with the difficult choices she is faced with. However, there is no doubt that she is innately childish. As Catherine grows older, her character is not changed; she remains juvenile and selfish, making everything a game that revolves around her and not empathizing with other characters and their needs - subconsciously orRead MoreWuthering heights analysis1170 Words   |  5 Pagesâ€Å"Terror made me cruel†(30). In Emily Bronte’s novel of Gothic fiction, Wuthering Heights, Bronte presents an almost convoluted idea of a supernatural role which would begin to play a significant part in aiding readers to unravel and appreciate the delicate plot of her story. Beginning in chapter three with the dreams explained by Mr. Lockwood, and dispersing amongst the remainder of the book through to the the end, the conce pts of ghosts and the supernatural provide us with pivotal information thatRead MoreWuthering Heights Gothic Analysis1048 Words   |  5 PagesThis passage belongs to the novel Wuthering Heights, published in December 1847. It is the only novel written by Emily Brontà « and it became popular after her death. She was born in Thornton, Yorkshire in 1818. She was raised along her brother and her two sisters by her father, a smart clergyman, due to the fact that her mother died when she was very young. She lived a very quiet life whilst she went occasionally to Haworth in order to expand her knowledge and imagination. She also wrote poems asRead MoreAn Analysis Of Wuthering Heights 1688 Words   |  7 Pages The role of women in the world of literature has typically taken a back seat to that of men. However, the women in the stories of Wuthering Heights by Emily Bronte and Medea by Euripides don’t easily compromise to the bidding of their male counterparts. In both stori es, before any female took the initiative to go against a male individual, women were oppressed, influenced, and culturally subjected by the actions of the male populace. There is a clear and distinct mistreatment of women in theRead MoreAnalysis Of The Book Wuthering Heights 1447 Words   |  6 PagesThroughout Wuthering Heights, there are multiple symbols employed to enrich the overall narrative, many of which have a multitude of meanings in order to elevate the text to a higher literary standard. One of the less obvious motifs is books. However, when reviewing their role in both Catherine and Cathy’s lives it is not clear to what degree it would be fair to claim they have a central role in the overall narrative, especially because of the â€Å"plurality† and â€Å"ambiguity† of each individual instanceRead MoreAnalysis Of Wuthering Heights And Dracula 1417 Words   |  6 PagesThe Thrilling Expedition to the Art of Gothic Novel in particular and literature in general is more than just a work of fiction but in fact the hidden reflection of a specific historical era. Although, Frankenstein, Wuthering Heights and Dracula were written in different times and each leaves its readers with different emotion and contemplation stages, they all share an affinity: the presence of Gothic elements. Indeed, these novels are designed to lead their reader into thrilling journeys throughRead MoreWuthering Heights Character Analysis831 Words   |  4 PagesEvery person has a background story that makes them who they are today. In Emily Bronte’s novel, Wuthering Heights, she demonstrates how anger, hatred, and revenge all create enemies and eventually the character’s downfall. Being an outsider to the Earnshaw family from the very beginning, Heathcliff’s heritage and peculiar disappearance within the book shape his relationships throughout the novel why he might despise the residents of both estates . Heathcliff is introduced at the beginning of theRead MoreAnalysis Of Nelly In Wuthering Heights1577 Words   |  7 Pagesteacher’s selection of her, would you agree she is the most reliable? Now how about in terms of Wuthering Heights, do you think Heathcliff (one of the fighters), Catherine (the other fighter), or Nelly (Jessica) would be more reliable? Nelly would undoubtedly be the most reliable because, just like Jessica, she is impartial. Love and hate is a subjective topic and although it is the theme of Wuthering Heights, Nelly plays an impartial role when the characters to reveal information to her, resulting inRead MoreAnalysis Of `` Wuthering Heights `` By Emily Bronte2258 Words   |  10 Pages Terry Eagleton once stated that Wuthering Heights by Emily Brontà « â€Å"is ideological because it represents a ‘world view’- it represents conflicts without being fragmented by conflict itself† (Wuthering Heights: AS A2 York Notes). This quote perfe ctly embodies Wuthering Heights from a deconstructive perspective, which involves a very thorough reading of texts in an effort to demonstrate that every text has contradictory meanings, rather than having one pleasant and rational meaning as in most literaryRead MoreAnalysis Of Emily Bronte s Wuthering Heights 1589 Words   |  7 PagesVictoria Embry Outside Reading Analysis Wuthering Heights Tramel – 2nd period November 4, 2016 Introduction The self-consuming nature of passion is mutually destructive and tragic. The gothic Victorian novel, Wuthering Heights, was written by Emily Bronte and published in 1847 where Bronte challenges ideas of religious hypocrisy, social classes, gender inequality and mortality. Wuthering Heights was first ill received being too much removed from the ordinary reality in the mid-nineteenth-century;

Michele de Montaigne on Making Decisions free essay sample

Michel de Montaigne on Making Opinions In his three books of essays, Michel de Montaigne reflects upon his life to uncover some of the stable truths that will help to guide a man’s opinions. He claims that man is â€Å"miraculously vain, various and wavering. It is difficult to found a judgement [sic] on him which is steady and uniform† meaning that man and his opinions are unstable and fluid. It is possible for a reader of the essays to see how Montaigne employs his theories within his own life as he searches for the truth the natural world can provide. A flaw of humanity, according to Montaigne, is a lack of healthy doubt. Man takes facts and â€Å"ignore[s] the whats and expatiate[s] on the whys. † Instead of questioning facts from outside sources, man takes them as being the truth and blindly follows them. Humanity looks to tradition and history the way things have always been done and assumes them to be correct instead of being skeptical of the fluidity of events. We will write a custom essay sample on Michele de Montaigne on Making Decisions or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page In traditions of old, the â€Å"wavering† quality is found in Alexander the Great and causes him to change paths. He was considered â€Å" the most generous toward the vanquished† yet, unpredictably, had Betis brutally dismembered. Montaigne suggests that in order to enter the realm of well-considered judgment, one must first begin to reject commonly accepted traditions and historical ideas and instead look within for the beginnings of truth. Humanity, and everything in life is unstable and changing. Making sound judgments is difficult because the man and what is being judged are constantly in states of flux. Montaigne says to be â€Å"suspicious of the things discovered by our minds†¦of which we have abandoned Nature and her rules†¦Ã¢â‚¬  Through saying this, Montaigne declares that one needs to be faithful to his unchanging nature in order to find truth. As an example in his own life, Montaigne relates that he considers his actions as â€Å"ruled by what I am and are in harmony with how I was made. † Montaigne believes that the first step to good judgment is finding stability in one’s self. Humans believe that experience is the key to understanding things. If one experiences, he can better form opinions. However, according to Montaigne, reasoning and judgment based on experience is just as unstable as reasoning based on thoughts. If experience could uncover the truth, why is it still that doctors all have different opinions? Years and years of experience do not improve the authority of the doctors because they still cannot come to a common judgment. What Montaigne appears to say is that the path to well-considered opinions comes from the search for truth in all aspects of life. And this search for truth requires man to take a skeptical view on everything and to turn away from the â€Å"truth† found in science and scholarship in favor of the power of nature—to look to what is unchangeable, his own nature, rather than what is constantly in flux. Not only must man experience things, he must look at them skeptically and reject commonplace ideas and traditions to look within and to nature in order to uncover the truth in all things. Man needs to create an internal model of himself in order to find stability. In order to find certainty, one must discover stable truths, which can only happen through the questioning of everything and the doubting of all things, because this doubt will allow one to be constantly aware of the changing of the world. In Montaigne’s essays, it is possible to see the effects of this â€Å"healthy skepticism† in his experiences, especially in his continued reflection on life. Montaigne questions all things that can change in order to make sound judgments. He lives a life of skepticism and reflection because he sees it as a â€Å"mighty endeavor and a full one† and this reflection helps him to better consider his opinions. However, it is also possible to see that this search for truth is a lifelong process. Montaigne says clearly that â€Å"I speak as an ignorant questioning man: for solutions I purely and simply abide by the common lawful [Church] beliefs† and he makes no effort to prove that he has succeeded in finding pure stability of ideas in anything but Christian doctrine. Montaigne shows that skepticism must be a way of life in order for one to develop meaningful opinions.

Written Speech on Teen Suicide Essay Example For Students

Written Speech on Teen Suicide Essay Imagine youre standing atop a high bridge, you take a deep breath, say one last silent goodbye to your friends and family, and you leap to your death. By doing this, youre making a permanent solution to a temporary problem. You may be solving your own personal problem, but imagine the pain, suffering, and anguish that your friends, family, and peers go through. The people around you are wondering what was going through your mind and why you did it. Maybe you even told some of your friends that you were going to do it, and they didnt believe you, thinking it were a joke. We will write a custom essay on Written Speech on Teen Suicide specifically for you for only $16.38 $13.9/page Order now You may have told your friends about your plans, but apparently your parents had no clue as to why you would choose to take your life, but this is the case with most teenage suicides. A lot of the time the parents dont have any clue that there was anything wrong in their childrens lives, and also the teens friends might have had some kind of clue, but they didnt do anything about it. Overall, they are left grieving their dead child or friend who took their own life away without any explanation. Sadly, teen suicide occurs nearly 5,000 times each year. Even more amazing is that 400,000 to 2 million teens attempt to commit suicide each year. Psychologists and therapists, teachers and school couslers, leaders of youth groups, and researchers who study society and young people have come up with a list of reasons as to why the teen decided to kill themselves. The list of culprits is long: too much divorce, too little religion, too much television, and too little communication between parents and children have been blamed. Absent parents, too much sexual freedom, widespread use of drugs and alcohol, too many guns, not enough love, and a world that seems hostile has also been blamed for pushing young people to their deaths. All these reasons have probably contributed to the suicides of teens, but none of them provide the final explanation as to what pushes the kids over the edge and why they choose to die. Maybe its the peer pressure, or the painful reality of growing up in a time in your life where its important to be accepted by your peers. Or maybe the teen is in a condition of extreme guilt or shame, they could be pregnant or might think they are pregnant and are ashamed to tell their parents. But the most concrete reason Psychologists say there is, is the severe depression some teens go through. They might have an extremely bad day or week when nothing seems to go right. Psychiatrists cite certain factors that often lead to depression; they include new surroundings, family problems, failure, the ending of a relationship, or death. And in some cases there seem to be no reasons at all. Just like the case of an African-American male named Todd Robinson, who was in the lower risk category for suicide. According to statistics, on any given day, only five African-American men can be expected to take their lives. On July 7, 1987 Todd became one of those men. He shot himself in the head in his room. His parents didnt expect anything. He just graduated from high school, had a bright future ahead of him, and didnt really have any physical or emotional problems. Even after they looked through his journal there wasnt really any clue, but his last entry read Lately the thought of suicide has crossed my mind. I dont know why. I have a wonderful family and friends. .uba232a7241cb6e60ad3651c61bd31e36 , .uba232a7241cb6e60ad3651c61bd31e36 .postImageUrl , .uba232a7241cb6e60ad3651c61bd31e36 .centered-text-area { min-height: 80px; position: relative; } .uba232a7241cb6e60ad3651c61bd31e36 , .uba232a7241cb6e60ad3651c61bd31e36:hover , .uba232a7241cb6e60ad3651c61bd31e36:visited , .uba232a7241cb6e60ad3651c61bd31e36:active { border:0!important; } .uba232a7241cb6e60ad3651c61bd31e36 .clearfix:after { content: ""; display: table; clear: both; } .uba232a7241cb6e60ad3651c61bd31e36 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uba232a7241cb6e60ad3651c61bd31e36:active , .uba232a7241cb6e60ad3651c61bd31e36:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uba232a7241cb6e60ad3651c61bd31e36 .centered-text-area { width: 100%; position: relative ; } .uba232a7241cb6e60ad3651c61bd31e36 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uba232a7241cb6e60ad3651c61bd31e36 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uba232a7241cb6e60ad3651c61bd31e36 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uba232a7241cb6e60ad3651c61bd31e36:hover .ctaButton { background-color: #34495E!important; } .uba232a7241cb6e60ad3651c61bd31e36 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uba232a7241cb6e60ad3651c61bd31e36 .uba232a7241cb6e60ad3651c61bd31e36-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uba232a7241cb6e60ad3651c61bd31e36:after { content: ""; display: block; clear: both; } READ: A good man is hard to find 2 Essay I have an excellent future ahead of me. But Im going to do it. Mom, Dad, dont fall apart. Sometimes there is just no explanation, again there really is no telling what goes on in kids minds as they contemplate taking their lives. The Centers for Disease Control report that between 1980 and 1993 the suicide rate has risen 120% for 10-14 year olds, and for 15-19 year olds it has risen almost 30%. Also, between 1970 and 1980 one out of every six Americans who committed suicide was a young person between the ages of 15 and 24. Studies in California and Kansas report that about one out of every ten teens questioned admitted to having attempted suicide. Right now you are probably wondering WHO could be stupid enough to try and commit suicide? Psychologists say that there is no such thing as a typical . Written Speech on Teen Suicide Essay Example For Students Written Speech on Teen Suicide Essay Imagine youre standing atop a high bridge, you take a deep breath, say one last silent goodbye to your friends and family, and you leap to your death. By doing this, youre making a permanent solution to a temporary problem. You may be solving your own personal problem, but imagine the pain, suffering, and anguish that your friends, family, and peers go through. The people around you are wondering what was going through your mind and why you did it. Maybe you even told some of your friends that you were going to do it, and they didnt believe you, thinking it were a joke. We will write a custom essay on Written Speech on Teen Suicide specifically for you for only $16.38 $13.9/page Order now You may have told your friends about your plans, but apparently your parents had no clue as to why you would choose to take your life, but this is the case with most teenage suicides. A lot of the time the parents dont have any clue that there was anything wrong in their childrens lives, and also the teens friends might have had some kind of clue, but they didnt do anything about it. Overall, they are left grieving their dead child or friend who took their own life away without any explanation. Sadly, teen suicide occurs nearly 5,000 times each year. Even more amazing is that 400,000 to 2 million teens attempt to commit suicide each year. Psychologists and therapists, teachers and school couslers, leaders of youth groups, and researchers who study society and young people have come up with a list of reasons as to why the teen decided to kill themselves. The list of culprits is long: too much divorce, too little religion, too much television, and too little communication between parents and children have been blamed. Absent parents, too much sexual freedom, widespread use of drugs and alcohol, too many guns, not enough love, and a world that seems hostile has also been blamed for pushing young people to their deaths. All these reasons have probably contributed to the suicides of teens, but none of them provide the final explanation as to what pushes the kids over the edge and why they choose to die. Maybe its the peer pressure, or the painful reality of growing up in a time in your life where its important to be accepted by your peers. Or maybe the teen is in a condition of extreme guilt or shame, they could be pregnant or might think they are pregnant and are ashamed to tell their parents. But the most concrete reason Psychologists say there is, is the severe depression some teens go through. They might have an extremely bad day or week when nothing seems to go right. Psychiatrists cite certain factors that often lead to depression; they include new surroundings, family problems, failure, the ending of a relationship, or death. And in some cases there seem to be no reasons at all. Just like the case of an African-American male named Todd Robinson, who was in the lower risk category for suicide. According to statistics, on any given day, only five African-American men can be expected to take their lives. On July 7, 1987 Todd became one of those men. He shot himself in the head in his room. His parents didnt expect anything. He just graduated from high school, had a bright future ahead of him, and didnt really have any physical or emotional problems. Even after they looked through his journal there wasnt really any clue, but his last entry read Lately the thought of suicide has crossed my mind. I dont know why. I have a wonderful family and friends. .ue07efa2ca3431cba148e658ba07a6f12 , .ue07efa2ca3431cba148e658ba07a6f12 .postImageUrl , .ue07efa2ca3431cba148e658ba07a6f12 .centered-text-area { min-height: 80px; position: relative; } .ue07efa2ca3431cba148e658ba07a6f12 , .ue07efa2ca3431cba148e658ba07a6f12:hover , .ue07efa2ca3431cba148e658ba07a6f12:visited , .ue07efa2ca3431cba148e658ba07a6f12:active { border:0!important; } .ue07efa2ca3431cba148e658ba07a6f12 .clearfix:after { content: ""; display: table; clear: both; } .ue07efa2ca3431cba148e658ba07a6f12 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue07efa2ca3431cba148e658ba07a6f12:active , .ue07efa2ca3431cba148e658ba07a6f12:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue07efa2ca3431cba148e658ba07a6f12 .centered-text-area { width: 100%; position: relative ; } .ue07efa2ca3431cba148e658ba07a6f12 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue07efa2ca3431cba148e658ba07a6f12 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue07efa2ca3431cba148e658ba07a6f12 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue07efa2ca3431cba148e658ba07a6f12:hover .ctaButton { background-color: #34495E!important; } .ue07efa2ca3431cba148e658ba07a6f12 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue07efa2ca3431cba148e658ba07a6f12 .ue07efa2ca3431cba148e658ba07a6f12-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue07efa2ca3431cba148e658ba07a6f12:after { content: ""; display: block; clear: both; } READ: The Relationship Between Accounting And Bookkeeping Accounting Essay I have an excellent future ahead of me. But Im going to do it. Mom, Dad, dont fall apart. Sometimes there is just no explanation, again there really is no telling what goes on in kids minds as they contemplate taking their lives. The Centers for Disease Control report that between 1980 and 1993 the suicide rate has risen 120% for 10-14 year olds, and for 15-19 year olds it has risen almost 30%. Also, between 1970 and 1980 one out of every six Americans who committed suicide was a young person between the ages of 15 and 24. Studies in California and Kansas report that . Written Speech on Teen Suicide Essay Example For Students Written Speech on Teen Suicide Essay Imagine youre standing atop a high bridge, you take a deep breath, say one last silent goodbye to your friends and family, and you leap to your death. By doing this, youre making a permanent solution to a temporary problem. You may be solving your own personal problem, but imagine the pain, suffering, and anguish that your friends, family, and peers go through. The people around you are wondering what was going through your mind and why you did it. Maybe you even told some of your friends that you were going to do it, and they didnt believe you, thinking it were a joke. We will write a custom essay on Written Speech on Teen Suicide specifically for you for only $16.38 $13.9/page Order now You may have told your friends about your plans, but apparently your parents had no clue as to why you would choose to take your life, but this is the case with most teenage suicides. A lot of the time the parents dont have any clue that there was anything wrong in their childrens lives, and also the teens friends might have had some kind of clue, but they didnt do anything about it. Overall, they are left grieving their dead child or friend who took their own life away without any explanation. Sadly, teen suicide occurs nearly 5,000 times each year. Even more amazing is that 400,000 to 2 million teens attempt to commit suicide each year. Psychologists and therapists, teachers and school couslers, leaders of youth groups, and researchers who study society and young people have come up with a list of reasons as to why the teen decided to kill themselves. The list of culprits is long: too much divorce, too little religion, too much television, and too little communication between parents and children have been blamed. Absent parents, too much sexual freedom, widespread use of drugs and alcohol, too many guns, not enough love, and a world that seems hostile has also been blamed for pushing young people to their deaths. All these reasons have probably contributed to the suicides of teens, but none of them provide the final explanation as to what pushes the kids over the edge and why they choose to die. Maybe its the peer pressure, or the painful reality of growing up in a time in your life where its important to be accepted by your peers. Or maybe the teen is in a condition of extreme guilt or shame, they could be pregnant or might think they are pregnant and are ashamed to tell their parents. But the most concrete reason Psychologists say there is, is the severe depression some teens go through. They might have an extremely bad day or week when nothing seems to go right. Psychiatrists cite certain factors that often lead to depression; they include new surroundings, family problems, failure, the ending of a relationship, or death. And in some cases there seem to be no reasons at all. Just like the case of an African-American male named Todd Robinson, who was in the lower risk category for suicide. According to statistics, on any given day, only five African-American men can be expected to take their lives. On July 7, 1987 Todd became one of those men. He shot himself in the head in his room. His parents didnt expect anything. He just graduated from high school, had a bright future ahead of him, and didnt really have any physical or emotional problems. Even after they looked through his journal there wasnt really any clue, but his last entry read Lately the thought of suicide has crossed my mind. I dont know why. I have a wonderful family and friends. .uc4ec10349f463ae17dd941187e05bb50 , .uc4ec10349f463ae17dd941187e05bb50 .postImageUrl , .uc4ec10349f463ae17dd941187e05bb50 .centered-text-area { min-height: 80px; position: relative; } .uc4ec10349f463ae17dd941187e05bb50 , .uc4ec10349f463ae17dd941187e05bb50:hover , .uc4ec10349f463ae17dd941187e05bb50:visited , .uc4ec10349f463ae17dd941187e05bb50:active { border:0!important; } .uc4ec10349f463ae17dd941187e05bb50 .clearfix:after { content: ""; display: table; clear: both; } .uc4ec10349f463ae17dd941187e05bb50 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc4ec10349f463ae17dd941187e05bb50:active , .uc4ec10349f463ae17dd941187e05bb50:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc4ec10349f463ae17dd941187e05bb50 .centered-text-area { width: 100%; position: relative ; } .uc4ec10349f463ae17dd941187e05bb50 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc4ec10349f463ae17dd941187e05bb50 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc4ec10349f463ae17dd941187e05bb50 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc4ec10349f463ae17dd941187e05bb50:hover .ctaButton { background-color: #34495E!important; } .uc4ec10349f463ae17dd941187e05bb50 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc4ec10349f463ae17dd941187e05bb50 .uc4ec10349f463ae17dd941187e05bb50-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc4ec10349f463ae17dd941187e05bb50:after { content: ""; display: block; clear: both; } READ: A lesson before dying2 Essay I have an excellent future ahead of me. But Im going to do it. Mom, Dad, dont fall apart. Sometimes there is just no explanation, again there really is no telling what goes on in kids minds as they contemplate taking their lives. The Centers for Disease Control report that between 1980 and 1993 the suicide rate has risen 120% for 10-14 year olds, and for 15-19 year olds it has risen almost 30%. Also, between 1970 and 1980 one out of every six Americans who committed suicide was a young person between the ages of 15 and 24. Studies in California and Kansas report that about one out of every ten teens questioned admitted to having attempted suicide. Right now you are probably wondering WHO could be stupid enough to try and commit suicide? Psychologists say that there is no such thing as a .

L ocalization of functions in Psychology is a theo Essays

L ocalization of functions in Psychology is a theo Essays L ocalization of functions in Psychology is a theory that refers to the idea that different parts of the brain are responsible for specific behaviors, or that certain functions arelocalizedto certain areas in the brain. A study done by Robert Health (1950) clearly explained the theory of localization in which he tested the localization for pleasure. Another study demonstrated by James Olds (1950) in which he investigated the effect of stimulating the nucleus accumbens for rats. Robert health's aim from his study was to investigate the role of the nucleus accumbens (pleasure center of the brain).To do this, he used depressed patients . Depression is a great way to investigate this study as it is a common mental disorder that causes people to experience depressed mood, loss of interest or pleasure . The participants had electrodes attached to their head so that when they press the button it would electrically stimulates their nucleus accumbens and they would receive pleasure. The results indicated that over three hour session ,one participant known as b19 stimulated himself 1500 times. He experienced extreme euphoria and elation to a point where he had to be disconnected. A very similar study was conducted by James Olds but in his case, his aim was to understand the effect of activating the nucleus accumbens on rats. Olds began his procedure by having rats press on a lever in which it electrically stimulated their nucleus accumbens . The results indicated that rats were willing to walk across electrified grids to reach the pleasure lever and they were even willing to cross the electric rid and they preferred the stimulation over water and drinks. In conclusion, Robert health and James Old demonstrated localization of brain function since they found that pleasure is localizing nucleus accumbence . Although Health experimented his study on humans where as Olds experimented it on rats but they both were able to come up with the same conclusion. Evolutionis the change in the heritable characteristics of biological populations (species) over successive generation.Evolutionary processes give rise to biodiversity at every level of biological organisation , including the levels of species and i ndividual organisms and it mainly relies on the process of natural selection which basically means that organisms with the best characteristics and are adapted to their environment can pass down their genes to their offspring where as the ones that are not well adapted do not pass their genes to their offspring. Over time this results in significant changes in species. A behavior that can be explained by evolution is attraction. There are evolutionary explanation on why we find some people attractive and based on evolutionary benefits which yield for better offspring. This essay is going to discuss the theory of attraction with reference to Wedekind experiment that was conducted in 1995 Weekind's aim for his experiment was to investigate the role of genes (MHC) r elated to immune system in mate selection . MHC genes have a really huge benefits on the immune system as it helps it to identify foreign substances in the body and by having a huge amount of MHC this can lead for a better identification for harmful substances so by having a diverse MHC this can lead for a better immune system for the child therefore humans must have envolve system that can recognize potential mate s with different MHC genes,so t hey can reproduce together offspring with stronger immune systems. For this experiment they used 49 women and 44 men with a wide range of MHC genes. Each man received a clean T shirt and was asked to wear it for 2 nights, as each man was given odour free soup/aftershave and were asked to ensure they remain odour neutral (in order to induce the stronger body odour ) and they were forbidden to eat spicy food. After th e men returned the t shirts, each t shirt was placed in a plastic lined cardboard box with the sniffing hole on top. The women were returned to the study when they were in the middle of the cycle because of their smell was the strongest at that point and they received set of 7 boxes in which 3 of the

Christmas Math Word Problem Worksheets

Christmas Math Word Problem Worksheets Word problems can be perceived as the dreaded bane of your students existence, or they can be a walk in the park. The amount of practice your students have working with word problems affects their confidence level in this area.   Design Christmas word problem worksheets that are suitable for second and third-grade students. The sample questions adhere to math standards for those grades. Most of these word problems focus on number sense.   Heres some simple math for you. If word problems  are applied in real-world scenarios that children enjoy, the likelihood increases that they will find the problems easy to solve. Easy Christmas Math Word Problems In terms of fun word problem scenarios, you can incorporate Christmas  themes into the problems. Most children enjoy the Christmas season, even those who dont celebrate the holiday. Images of jolly snowmen and Rudolph the red-nosed reindeer delight children during this time. Now, pair Christmas-based situations with math word problems to delight young students. Students at a very young age need to practice solving problems when the unknown value is at the beginning, the middle, and the end of the word problem. Using this strategy will help children become better problem-solvers and critical thinkers. Before you assign word problems to your students, make sure that you vary the types of questions. The variety will help create good thinking habits among your students. Second Grade For second grade worksheets, you will note that addition and subtraction problems are the most appropriate. One strategy to help students in the younger grades to think critically is to consider changing where the unknown value is. For instance, look at the following question: For Christmas, you got 12 candy canes in your stocking and 7 from the tree. How many candy canes do you have? Now, look at this transposition of a word problem: You wrapped 17 presents and your brother wrapped 8 presents. How many more presents did you wrap? Third Grade By third grade, your students have started to get comfortable with fractions, multiplication, and division. Try incorporating some of these elements into your third-grade worksheets. For example, your string of Christmas lights has 12 bulbs on it, but 1/4 of the bulbs don’t work. How many bulbs do you have to buy to replace the ones that don’t work? The Value of Words Word problems take math understanding to the next level. By meshing reading comprehension skills with everything already learned in mathematics, your students are becoming critical problem solvers. Real-world scenarios show students why they need to learn math, and how to solve the real problems they will encounter. Help connect these dots for your students. Word problems are an important assessment tool for teachers. If your students are able to comprehend and solve word problems, it shows you that your students are grasping the math being taught to them. Kudos for the guidance you provide. Your hard work is paying off.

Locating Topics of Interests Research Paper Example | Topics and Well Written Essays - 1000 words

Locating Topics of Interests - Research Paper Example This paper will seek to develop eight topics based on virtual project management where it will locate peer-reviewed journals and annotate at least four of them. 2. The Journal of the American Medical Association A review of authors revealed that, conflicts of interests in matters concerning safety of vaccine research seem to have a place for authors withholding CO1s declaration. This journal modified part of its policies to make sure less transparency of CO1s investigations. This appeared so since the ties between the author and the manufacturers of the vaccine are pervasive. A review carried out by authors of vaccine safety articles shone light on this issue and published it on top journals making the claims as well as the ties invasive. In conclusion, this topic puts across that the safety of people should come before instilling experimentations in order to avoid side effects. 3. The scientific journal fall In this topic, the writer gave priority all editorial findings regarding di sputes between a vaccine produced by a particular vaccines manufacturer and the author who published the article. In this sense, professionals such as psychologists took this opportunity to clear any negative issues that could affect their profession. In conclusion, the topic describes the ties between the vaccine manufacturer and the author of the article as pervasive. 4. Virtual project management: The rise of internet The development of the internet and the rise of collaborative software as described in this except instilled a fresh dimension into management of projects. The recent literatures explored in this topic depict evaluation of virtual project management as well as virtual teams have received great influence from different technologies. Furthermore, the extent of development of technologies affect members in dispersed cites with their projects (Dunford, Doyle, & Doyle, 2011). This topic concludes by deducing that, besides the objective that communication channels have br ought about opportunities for members participation, it is still agreeable that it is hard to manage virtual teams than an on-site team. 5. Identification of virtual teams Definitions available in this literature explain that, a virtual project management involves systems whereby virtual teams join forces for a finite length of time with a specific goal. As this topic concludes, it explains that there is truth in the statement made by many that, with technology everything becomes new even it is old. Recently, technology led to enhanced possibility of enabling geographically dispersed employees to work on a similar project. Corporate structure within virtual enterprises and virtual companies weave the same related thread of thoughts into their telecommunication departments (Taylor, 2011). 6. Virtual teams in an organizational system Those promoting the concept of virtual teams assert that these teams are very advantageous. Upon conclusion, this topic makes it clear that, even though there no disputes, most of the literature expounding on such a topic focuses on team networking, and project teams either implicitly or explicitly. 7. Interests of virtual team management As opposed to just mere curiosity, virtual teams have drivers of leading interests in which they attract the best workers

Response Paper on On Being an Atheist, by H. J. McCloskey From a Essay

Response Paper on On Being an Atheist, by H. J. McCloskey From a Christian Viewpoint - Essay Example While to some this position on face value may seem to have credibility, a careful analysis of the theories from a Christian perspective shows his arguments lacking. The first thing that strikes is McCloskey’s choice of beginning his discourse with a usual and chronically pleading argument that would appear to make sense and put the entire onus of â€Å"believing† or of â€Å"faith† on a human need to want to believe, rather than a spiritual analysis of why we do. McCloskey puts forth that many theists take the position that â€Å"atheism is a cold, comfortless position,†1, and quotes one Christian as saying, â€Å"It’s harder if you don’t believe in God.† 2 McCloskey’s argument, which he extracts totally from this position, is a tired one at best, tied to a humanistic era [the 1960s] that overly promoted, at the exclusion of the spiritual founded in the intellectual, the concept of science, be it the science of human psychology or otherwise. â€Å"Proof† is the buzzword, a strange choice since proof of this overriding human need to feel comfortable in an uncomfortable world has neve r been proven, but is itself founded on the â€Å"discoveries† suggested by psychologists and sociologists and hardly based in solid scientific irrefutable fact. Much of McCloskey’s so called scientific approach falls far short of anything resembling proof. Consider McCloskey’s cosmological argument as examined by Privette (2009). â€Å"McCloskey argued that the cosmological argument was an argument from the existence of the world, as we know it.    He stated that believing in an uncaused first cause of the universe is a problem because nothing about our universe forces us to that conclusion.†3 I agree with Privette and would use the following argument, as she has, with a few of my own thoughts added on the concept of contingencies. If

The civil war Essay Example for Free

The civil war Essay The guidebook tells us that Rockingham followed the standard Norman pattern which consisted of an outer bailey, courtyard, drawbridge and a curtain wall. Rockingham was a place for important historical events for example in 1096 king William II held a debate there. Source 13 tells us that the Domesday book says Rockinham was built in 1066, source 15 says William built the castle and source 1 says Rockingam was a typical Motte and bailey castle both source 13 and 15 support the guide book but the guide book does not tell us that Rockingham having 2 baileys was out of the ordinary we know it was from the diagrams in the Bayeux tapestry. But I think that the guide book is a reliable source of information on when Rockingham was first built. The guide book tells us that Rockingham was regularly visited by kings. King John visited Rockingham in every year of his reign. During the reign of Edward I royal building climaxed at Rockingham, during this time windows and fireplaces were installed. The massive round towers were added to the gate house. The last king to use Rockingham as a royal residence was Henery V in 1422. Source 16 shows the changes Edward made to the castle, source 3 tells us Edward I built gatehouses for many of his castles and source 5 is a picture of Caerphilly castle showing an example of Edwards building, the basic shape and design is much like Rockingham. I think the evidence supports the guide book as both tell us that Edward made improvements. The guide book describes Rockingham as a royal fortress and palace. This is true but the drum towers were added because it was the fashion at the time. This suggests that Rockingham was not used for defence as Caerphilly was. This shows that the guide book exaggerates slightly to tell us about the golden age of Rockingham. So i think that the guide book is reliable on this subject. The guide book tells us that Rockingham was subject to massive changes after it was bought by Edward Watson in 1544. The majority of the guide book tells us about the changes made from 1544 to make rockingham into a stately home. Source 15 tells us that most of the building work at Rockingham is Tudor not Norman, the 1st paragraph of source 17 tells us about Edward Watson. Source 22 is a 19th century plan but it shows the changes that were made and source 20 shows an engraving by Lavinia Watson showing Rockingham as a home. I think the guide book is reliable as the sources support the impression given by the guide book. Source 15 is reliable as Derek Avery in his book states basic facts which agree with the guide book. The guide book tells us that Lewis Watson bought the house from James I and it tells us about damage the castle suffered during the civil war. Source 17 tells us about the disgrace of Lewis Watson. He was a Royalist and lost the castle to the Parliamentarians. It tells us that the Parliamenntarians destroyed the keep, source 18 shows the keep before it was destroyed and source 12 tells us about how the Parliamentarians destroyed castles. I dont think the guide book is reliable as it dosent go into detail about the civil war. This could be because Lewis Watson was disgraced by Oliver Cromwell and put into prison. Source 17 is written by a descendent who had no reason to lie. This might not have been in the guide book because it does not make Lewis watson look good. My conclusion is that te guide book makes Rockingham look like it was and still is a stately home. The guide book was produced to tell us about how good Rockingham was and to show all of the high points in Rockinghams history. I think the guide book is reliable about when Rockingham was first built, improvements in the middle ages and Rockingham as a stately home but I dont think it is reliable about Rockingham during the civil war because it wants to show Rockingham in a good light and not the weaknesses it had during the civil war.

Bolsheviks and Britain in World War One :: World History Regeneration Barker Essays

"Bolsheviks and Britain in World War One" During one of the therapy and wit sessions between Rivers and Prior at Craiglockhart, we discover that class struggle is an issue plaguing Prior. Pat Barker introduces the reference to Bolsheviks on page 135 in order to have her readers strictly denounce the caste system of British society, both for the soldiers returning home, and also the women who continued to be victims of the same system in Britain during World War One. Understanding the role Bolsheviks play in affecting Britain's soldiers and citizens during World War One first requires background information on both Russian interests and Russia's relationship to Germany. Russia entered World War One after Germany declared war against Russia due to an alliance system between Germany and Austria. The Russians had little success in repelling the Germans, illustrated by the disaster at Tannenberg where more than 30,000 Russians soldiers died (Sherow). Germany subsequently made large gains into Russian territories. Tsar Nicholas II had no choice but to abdicate the throne in March 1917, allowing the Bolsheviks to take power (Sherow). It is very important to note that the Germans allowed "prominent Bolsheviks like Lenin and Trotsky" to pass by rail through their country "to start a revolution and knock Russia out of the war" (Simpson). Due to the Bolshevik revolution not completely coming from a democratic mandate from the people, Britain shows extreme suspicion towards Russian motives henceforth. Distrust and skepticism within Britain toward the new Bolshevik government led to Britain's reluctance to support it and a hands off diplomatic approach to Russian problems. By 1917 it was evident that the "question of peace and war would be a bitter source of controversy within the Bolshevik party" (Kowalski 11). Lenin had uncompromisingly defended his position not to continue the war, a decision that was leading to a split in the upper ranks of the party (Kowalski 33). His reasoning was that any imperialist states should not be negotiated for peace, instead calling "for an international civil war against world capitalism" (Kowalski 11). Lenin’s statements are quite a shock for the newly opened spheres of investments that had led to a great interest in Eastern Europe industries (Sherow). France and even Britain had loaned out much money to facilitate the growth --and, hopefully, returns-- in Eastern Europe; any resort to war at this point would cost both countries dearly (She row).

Education on health promotion Essay

The statement of the problem of this research looks into the relationship that exists between education and the promotion of health. The researcher intends to identify how education can be used to promote health in communities and also how the health of the people can be affected by education. Furthermore, the researcher intends to fill the gaps left by other researchers on how the people relates directly with the education they get in other words what good or poor health does to the education sector. It also aims at looking at the various avenues put forward to solve the problem of health and education. Through this research, data that is important for the promotion of health will be unearthed to be used during policy making. The first sub-problem is to determine the extent of the influence that education has on the health of people. The researcher intends to analyze the changes that people make once they are educated on better health promoting habits. There is also an analysis of which are the best areas for this education to be provided. There is need to see whether schools are the most accessible places to the whole community and if the people value the information they get from there. Furthermore, there is need to look at the impact of health policies in schools which encourage healthy eating and physical exercise among the students. The second sub-problem is to come up with the most efficient strategy that will benefit the whole community. Since the community consists of all manner of people who exhibit different lifestyles and backgrounds, how will the health of all these people be promoted? The research will entail posing questions to the direct beneficiaries of health promotion and compare their suggestions with the policies that have already been advanced and get to establish the impact of those comments. This will then aid the policy makers’ once it comes to making policies that can be implemented and accepted by the people who the policy intends to benefit. How are the people to be educated? It has already been advocated that education is important, but how are the people to be educated and how will the education be implemented? Will the people change their lifestyles and who will make them use the knowledge gained? The research project to be tackled is valid in the sense that it will provide knowledge that other researchers have left. It is important to note that after the researcher conducted the literature review, some gaps were identified that needed to be addressed. Much as these previous researchers touched on all aspects of the topic, they failed to adequately show how the research problem could be solved. They failed to identify the avenues that can be used by the policy makers and the implementers that ensure that they benefit the people. The researcher has consulted with the course instructor who is a research expert and has actually gone further to involve the friends to get peer review of the topics relevance. The project aims at improving ways in which the health of the communities can be enhanced. In doing this they inadvertently aid in the national economy. It will aim at establishing the people’s views on the policies put in place and their feelings towards the information they get regarding their health status. Since the researcher has reviewed the literature available in this field and also done a reconnaissance visit to the areas targeted, there is ample knowledge of what has already been researched and there is little possibility of the research being a repeat of another one. Despite all these, there is need to acknowledge that there might be some problems encountered in the filed especially when dealing with people during data collection not everyone will provide the correct information and the researcher has to be careful to avoid recording inconsistent data that is not useful. After choosing the topic and identifying the problem statement, the researcher will go ahead to look for any literature that is related to the research topic. Once this has been done, the articles will be reviewed and understood getting the data already provided and identifying areas that can be improved on. After the literature review, the researcher needs to identify the data collection methods that will be used. The data collected will be both primary and secondary where the secondary has been found from the literature. The primary data will be gotten through observing using questionnaires both open and close ended, having structured and unstructured interviews and also the use of the Likert scale (http:// jan. ucc. nau. edu/~mezza/nur390/Mod4/collection/lesson. html). All these are useful data collection methods. In conducting such a research, it would be important to use both qualitative and quantitative research tools. The quantitative tools include questionnaires; measurements and statistics while the quantitative tools will include observation (http://www. dobney. com/Research/qualitative_research. htm). This is actually an ethnographic approach. By combining both tools of research, the researcher will get the best of data. The questionnaires will be scrutinized to reject the obviously unreliable ones and correct the answers that are obvious. Inconsistency will also lead to rejection of questionnaires. The taped interviews will be listened to again and also the written statements will be analyzed. After the analysis, there will be the coding of the data. This is the interpretation part of the data. The researcher has realized that regardless of the discipline that one is affiliated with, it is important to use both qualitative and quantitative data for the sake of getting useful information (http:// hej. sagepub. com/cgi/content/abstract/54/3/347). One has to look into how to use the methods available in each method of data collection and choose the most appropriate depending on the research topic and the use of research. The importance of peer review has been revealed to the researcher. An independent party is required in the development of a research project because they provide a fresh view into the research (http://ww. jmir. org/2004/3/e37). They provide opinions regarding the methods proposed to be used and also help the researcher improve on the research topic and the problem statement. By asking questions regarding time frame and the availability of tools to be used they help the researcher become realistic in the writing of the dissertation.

Influence of Nature and Nurture Developmental Research Essay

How many bald, six-foot-six, 250-pound volunteer firefighters in New Jersey wear droopy mustaches, aviator-style eyeglasses, and a the influence of nature versus key ring on the right side of the belt? nurture. The answer is two: Gerald Levey and Mark Newman. They are twins who were separated at birth. Each twin did not even know 25. 2 Describe developmental the other existed until they were reunited—in a fire station—by a research techniques. fellow firefighter. . . The lives of the twins, although separate, took remarkably similar 25.Discuss prenatal paths. Levey went to college, studying forestry; Newman planned to development. study forestry in college but instead took a job trimming trees. . . . Both men are unmarried and find the same kind of woman attractive: â€Å"tall, slender, long hair. † They share similar hobbies, enjoying hunting, fishing, going to the beach, and watching old John Wayne movies and professional wrestling. Both like Chinese food and d rink the same brand of beer. learning outcomes 25. 1 Compare and contrast The remarkable range of similarities we see in many pairs of identical twins raises one of the fundamental questions posed by developmental psychology, the study of the patterns of growth and change that occur throughout life. The question is this: How can we distinguish between the environmental causes of behavior (the influence of parents, siblings, family, friends, schooling, nutrition, and all the other experiences to which a child is exposed) and hereditary causes (those based on the genetic makeup of an individual that influence growth and development throughout life)? This question embodies the nature–nurture issue. In this context, nature refers to hereditary factors, and nurture to environmental influences. Although the question was first posed as a nature-versus-nurture issue, developmental psychologists today agree that both nature Gerald Levey and Mark Newman 282 Chapter 8 development and nurture interact to produce specific developmental patterns and outDevelopmental psychology The comes. Consequently, the question has evolved into How and to what degree branch of psychology that studies the do environment and heredity both produce their effects? No one grows up patterns of growth and change that free of environmental influences, nor does anyone develop without being occur throughout life. affected by his or her inherited genetic makeup. However, the debate over Nature–nurture issue The issue of the comparative influence of the two factors remains active, with different the degree to which environment and approaches and different theories of development emphasizing the environ- heredity influence behavior. ment or heredity to a greater or lesser degree (Pinker, 2002; Gottesman & Hanson, 2005; Rutter, 2006). For example, some developmental theories rely on basic psychological principles of learning and stress the role learning plays in producing changes in The nature–nurture issue behavior in a developing child. Such theories emphasize the role of the enviis a key question that is ronment in development. In contrast, other developmental theories emphasize pervasive throughout the the influence of one’s physiological makeup and functioning on development. field of psychology, asking Such theories stress the role of heredity and aturation—the unfolding of biohow and to what degree logically predetermined patterns of behavior—in producing developmental environment and heredity change. Maturation can be seen, for instance, in the development of sex characproduce their joint effects. teristics (such as breasts and body hair) that occurs at the start of adolescence. Despite their differences over theory, developmental psychologists concur on some points. They agree that genetic factors not only provide the potential for specific behaviors or traits to emerge, but also place limitations on the emergence of such behavior or traits. For instance, heredity defines people’s general level of intelligence, setting an upper limit that—regardless of the quality of the environment—people cannot exceed. Heredity also places limits on physical abilities; humans simply cannot run at a speed of 60 miles an hour, nor will they grow as tall as 10 feet, no matter what the quality of their environment (Dodge, 2004; Pinker, 2004). Figure 1 lists some of the characteristics most affected by heredity. As you consider these items, it is important to keep in mind that these characteristics are not entirely determined by heredity, for environmental factors also play a role. Developmental psychologists also agree that in most instances environmental factors play a critical role in enabling people to reach the potential capabilities that their genetic background makes possible. If Albert Einstein had received no intellectual stimulation as a child and had not been sent to s tudy aler t Height Weight Obesity Tone of voice Physical Characteristics Blood pressure Tooth decay Athletic ability Firmness of handshake Age of death Activity level Intellectual Characteristics

Japanese Verbs Conjugations

Japanese Verbs Conjugations Japanese verbs are roughly divided into three groups according to their dictionary form (basic form). The basic form of Group 1 verbs end with ~ u. The basic form of Group 2 verbs end with either ~iru or ~ eru. Group 3 verbs are irregular verbs. There are only two irregular verbs, kuru (to come) and suru (to do). Click here to learn more about Japanese verbs and hear their pronunciation (Audio Phrasaebook – verbs). Here are some common verbs from each group. The links lead to various conjugations of each verb. Group 1 aruku æ ­ ©Ã£   - to walk asobu é Å Ã£  ¶ - to play au ä ¼Å¡Ã£ â€  - to meet hairu å… ¥Ã£â€šâ€¹ - to enter hajimaru Ã¥ §â€¹Ã£  ¾Ã£â€šâ€¹ - to begin iku è ¡Å'㠁  - to go kaeru Ã¥ ¸ °Ã£â€šâ€¹ - to return kakaru 㠁‹ã â€¹Ã£â€šâ€¹ - to takekaku æ› ¸Ã£   - to writekau è ² ·Ã£ â€  - to buy kiku è Å¾Ã£   - to listen matsu Ã¥ ¾â€¦Ã£  ¤ - to wait motsu æÅ' Ã£  ¤ - to havenarau ç ¿â€™Ã£ â€  - to learnnomu é £ ²Ã£â€šâ‚¬ - to drinkokuru é€ Ã£â€šâ€¹ - to sendomou æ€ Ã£ â€  - to thinkoyogu æ ³ ³Ã£   - to swimshiru çŸ ¥Ã£â€šâ€¹ - to know suwaru Ã¥ º §Ã£â€šâ€¹ - to sit tatsu ç «â€¹Ã£  ¤ - to stand tomaru æ ­ ¢Ã£  ¾Ã£â€šâ€¹ - to stop tsuku ç â‚¬Ã£   - to arrive uru Ã¥ £ ²Ã£â€šâ€¹ - to sellutau æ ­Å'㠁† - to singwakaru 分㠁‹ã‚‹ - to understandwarau ç ¬â€˜Ã£ â€  - to laugh yomu è ª ­Ã£â€šâ‚¬ - to read Group 2 kangaeru è€Æ'㠁ˆã‚‹ - to thinkmiru è ¦â€¹Ã£â€šâ€¹ - to see; to lookneru Ã¥ ¯ Ã£â€šâ€¹ - to sleeposhieru 教㠁ˆã‚‹ - to teachtaberu é £Å¸Ã£  ¹Ã£â€šâ€¹ - to eat Group 3 kuru æ  ¥Ã£â€šâ€¹ - to come suru 㠁™ã‚‹ - to do

How to Get More RBG Color Values for Delphi

How to Get More RBG Color Values for Delphi In Delphi, the TColor type specifies the color of an object. It is used by the color property of many components and by other properties that specify color values. The Graphics unit contains definitions of useful constants for TColor. For example, clBlue maps to blue, clRed maps to red. More CL Values = More Colors You can specify TColor as a 4-byte hexadecimal number instead of using the constants defined in the Graphics unit. The low three bytes represent RGB (red, green, blue) color intensities for blue, green and red, respectively. Note the inversion from a typical hex color: For TColor, the sequence is blue-green-red. For example, red can be defined as TColor($0000FF). ConvertRBG to TColor If you have values for red, green and blue intensities (a number from 0 to 255 - byte type), heres how to get the TColor value: var   Ã‚   r,g,b : Byte;   Ã‚   color : TColor; begin   Ã‚   r : StrToInt(ledRed.Text) ;   Ã‚   g : StrToInt(ledGreen.Text) ;   Ã‚   b : StrToInt(ledBlue.Text) ;   Ã‚   color : RGB(r, g, b) ;   Ã‚   Shape1.Brush.Color : color; end; The ledRed, ledGreen and ledBlue are three edit controls used to specify the intensity of each color component. Shape1 is a TShape Delphi control. Delphi tips navigator: » How to Parse TAB Delimited Files in Delphi « IsDirectoryEmpty - Delphi function to Determine if a Directory is Empty (no files, no sub-folders)

An extended definition of belief Essay Example | Topics and Well Written Essays - 1000 words

An extended definition of belief - Essay Example An extended definition of belief can be derived from salvation, tolerance, and science phenomena depending on its use and application. Langston Hughes focuses the definition, use, and application of belief in salvation. Salvation is highly regarded as an individual choice. However, is it guided and informed by a supernatural force or being that in most cases is said to rescue the human race from their sins. Faith is a critical factor in salvation and religion in general. Believing in a supernatural being or force that one has not set eyes on provides the primary basis upon which salvation and religious practices are realized and undertaken. From one generation to another, the younger generations are introduced to religious matters by the older people. Basically, the beliefs of these people are passed from the old to the young, and the trend continues. Although there are myriad questions that underlie this practice, most of them end up unanswered over the years as salvation continues. Hughes presents a very personal encounter with salvation as a young boy. Hughes had an abstract idea of how salvation comes about, but when it happened to him at the Reed’s church, it was rather forced to him than an experience of what he actually expected (Hughes 225-226). In other words, salvation was not an actual experience of what the auntie or any other person had talked about. Belief in the salvation context is a group mind practice. Over the years, the congregation has adopted behaviors and routine of salvation. Praising, worshiping, mourning, weeping, praying, and celebrating a new child of God constitute the norm of salvation to the saved sinner. Although seeing the light and Jesus are essentially part of the salvation, they do not literally take place. This implies that once the sinner takes the stand for salvation, these things automatically happen, with or without necessarily seeing them. After all, the congregation and the sinners are introduced to what they

Marriage as Entrapment for Men and Women in Ibsens A Dolls House Essay

Marriage as Entrapment for Men and Women in Ibsens A Dolls House - Essay Example At first, she thinks that money is enough to have a happy life, until she realizes that she cannot be happy until she loves herself and she cannot love someone she does not know at all. She breaks all gender norms when she decides to leave her family and to turn over a new leaf. The play uses characters, symbolism, and irony to demonstrate the theme of marriage as a metaphor for imprisonment because it entraps both men and women into delimiting gender roles and expectations, which are particularly disadvantageous for women because once married, they have no freedom and autonomy to grow as human beings. The characters of the play demonstrate masculine and feminine roles and expectations that produce a marriage based on gender inequality. Torvald is the typical masculine stereotype who is expected to control his family’s affairs, including his wife’s. As a husband and a father, he sees himself as the dominant breadwinner and source of authority in his family. He highly va lues his role as a breadwinner because in his society, a successful man is someone who has a big income and high social status. He tells his wife: â€Å"It is splendid to feel that one has a perfectly safe appointment and a big enough income† (Ibsen Act 1). Society conditions men to think about money most of the time because money gives them power, and so Torvald wants to control the source of money in his household. Moreover, Torvald’s patriarchal attitudes can be seen in how he treats his wife, such as when he calls her a â€Å"little lark† or a â€Å"little squirrel† (Ibsen Act 1). He also believes that it is â€Å"like a woman† to not consider the consequences of their actions (Ibsen Act 1). Torvald sees his wife as a â€Å"little† object, someone who is inferior to him because she is a woman. Moreover, Torvald even thinks that immorality comes from women, not men. He tells Nora: â€Å"Almost everyone who has gone to the bad early in li fe has had a deceitful mother† (Ibsen Act 1). Nora is quite offended with this belief, but Torvald honestly thinks that bad people are generally products of bad mothers, which indicates his poor perceptions of women. With such a low opinion of women, he treats his wife as his doll, someone he can and must control for her own good. He does not allow Nora to have a social life, which Nora confirms for Mrs. Linde: â€Å"Torvald is so absurdly fond of me that he wants me absolutely to himself, as he says† (Ibsen Act 2). Torvald does not want Nora to grow as a person because she might be a threat to his authority. Instead, he keeps her locked up in their house and ensures that she depends on him for money and social relationship. Two women indicate the result of following socially-produced gender norms. Mrs. Linde represents women who are married to their gender roles and responsibilities. She does not marry for love, but for money because she wants to help her family. She i s practical, but in a way that pushed her to sacrifice her happiness, which is normal for her time because society expects women to have no autonomy and to be obligated in fulfilling the endless needs of their families. Like Mrs. Linde, Nora portrays the feminine stereotype. She is a woman who is married to her motherhood and spousal duties, while representing the feminine stereotype of a superficial spendthrift. Her sole responsibility is to ensure the happiness of her family, especially her husband, and to perform traditional middle-class feminine roles. She buys things needed in their house, supervises the welfare of her children, manages financial affairs, and stays inside their home as much as possible. In other words, she is glued to her roles as a wife and a mother. She is such a traditional woman that

Accounting Changes Assignment Example | Topics and Well Written Essays - 750 words

Accounting Changes - Assignment Example Michael Ramos (2008) professional opined the primary reason for restatement is to present a more realistic picture of the company’s financial statement reports in compliance with the Sarbanes-Oxley Act of 2002 and accounting standards. The company’s plan to restate the financial statements generated a corresponding -35% decline in its sales figure. The company has been desperately using all its collection expertise to force one of its major clients, Sinovel Wind Group, to pay for its long overdue liabilities to American Superconductor. Sinovel is strategically located Chinese company. The financial statements were restated to reflect the adjustments on American Semiconductor’s results of business operations for the year 2010. The financial statement restatement precipitated to the reduction of the company’s revenues from U.S. $ 215.7 million to only U.S. $ 74.7 million for the year 2010. The restatement precipitated to the reduction of its 2011 1st quarter financial statement revenue from $360 million to only $307 million.... The restatement was overdue because the financial statements were originally prepared to present projected data that had to be adjusted. Specifically, American Superconductor had booked its sales before the revenues were received. Question 3. There are changes that American Superconductor is expected to introduce related to the company’s internal control and accounting principles as a result of the need to restate the company’s balance sheet, income statement, and statement of cash flows. Orice Williams (2007) reiterated the changes are needed to comply with the stock exchange policy of ensuring public confidence is not reduced. The change includes the implementation of the new accounting data as a basis for the preparation of the next accounting period’s financial statements. The next accounting period will no longer take into consideration data which had not been included in the restated financial statements. The auditing and accounting officers must adopt the restated financial statement accounts for all future financial statements accounts in compliance with the financial accounting principle of consistency and understanding. Consistently prepared financial statements enable the users of the financial statements to compare and contrast financial statement data between two accounting periods. Management must explain the reason for accounting change as well as the effects of the accounting change to dispel any doubts among the financial statement users. For example, the users can scrutinize the difference in the revenues for 2010 and 2011. Question 4. John Tracy emphasized (2009) the restatement of the company’s leadership will cast doubts on the need to restate the financial statements. The trustworthiness

Examining The Impact Of Mentoring Desistance Among Prisoners Criminology Essay

Examining The Impact Of Mentoring Desistance Among Prisoners Criminology Essay This chapter seeks to situate the importance of the impact of mentoring in promoting desistance among ex-prisoners, and why effective interventions such as mentoring which aim to reduce reoffending are crucial for the wellbeing of society and should therefore be explored in order to discover which elements of such interventions do or do not promote desistance. A critical review of current relevant literature in the field of mentoring and how it impacts on desistance will be reported on and hopefully a gap within that literature will be identified which this research will attempt to address. The Problem of Reoffending The Social Exclusion Unit (SEU) has provided some of the most overwhelming statistics regarding reoffending ex-prisoners and has declared that Prison sentences are not succeeding in turning the majority of offenders away from crime (2002: 5). Fifty eight per cent of prisoners released in 1997 were reconvicted of another offence within 2 years of being released from custody, and of those, thirty six per cent also went on to receive an additional prison sentence (SEU, 2002: 5). Even though the Ministry of Justice (2010: 2) declare that the proportion of ex-prisoners reoffending is actually falling (noting a decrease in re-offences from forty three per cent in the year 2000 cohort, to forty one per cent in the 2008 equivalent), and The Home Office recent Five Year strategy for protecting the Public and reducing reoffending (2006: 9) claims Crime is going down. The risk of being a victim of crime is at the lowest level in 24 years, reoffending rates still remain persistently high. In conjunction with punishment, the reform of offenders is crucial to reducing reoffending and delivering justice to the public. But when these figures quoted from the above sources are combined they make for shocking reading and depending on how they are interpreted can imply that current rehabilitative interventions which aim to reform offenders and reduce reoffending, are thus failing. This raises questions about how current rehabilitative interventions can be improved to achieve their aims, or if new interventions, such as mentoring for example, should be researched further, and used more widely (and possibly in place of current strategies) if they show positive effects. Rehabilitation Criminal Justice theories of rehabilitation broadly take the stance that crime is best prevented by working directly with offenders to address the personal, social and economic factors most closely associated with their offending behaviour, which Canton and Edie term as their criminogenic needs (2008: 93). Millie and Erol (2006: 2) identify some examples of criminogenic needs as, substance misuse, poor educational and vocational skills, poor cognitive and interpersonal skills, and antisocial attitudes. By focussing on these risk factors it is more likely that an offender will successfully rehabilitate (Millie and Erol, 2006: 2) and desist from committing further crime. At the beginning of the 20th century, penal policy was strongly influenced by a theory of rehabilitation. Unfortunately rehabilitative strategies failed to live up to the claim that they would reduce recidivism according to Martinson, resulting in his gloomy conclusion that nothing works (1974) and provoking a loss of confidence in the rehabilitative ideal during the 1970s and 80s in Britain (Hollin, 2005: 7). However, through a series of meta-analytic reviews which developed the What Works agenda, and provided a compelling case against Martinsons (1974) declaration, Britain witnessed a remarkable resurgence of the rehabilitative ideal in the 1990s (Hollin, 2005: 8). The general message of the meta-analyses that took place during the What Works movement was that when rehabilitative treatment was used with offenders it could have small but noteworthy effects in terms of reducing reoffending. McGuire and Priestly (1995) outline their interpretation of these key areas through a set of guiding principles, concluding that if followed they could lead to greater effectiveness in program content and delivery. These guiding principles are; Risk Classification- effective risk assessment is said to be required for the accurate matching of the clients with the level of delivery of certain rehabilitative programmes Focus on criminogenic needs Responsivity- matching styles of learning between worker and service user Community based interventions Treatment modality- a combination of skills-orientated, cognitive behavioural and other methods Programme integrity- that ensures programme aims are reflected in the methods used (McGuire and Priestly, 1995). However, it would be wrong to assume that the case for treatment was established as it is difficult to derive the exact magnitude of this overall treatment effect (Hollin, 1999: 3) from the meta-analyses, and perhaps more significantly because not all interventions that were researched had the same effect on recidivism, making the findings unreliable to a certain degree. Like all research methods, the meta-analysis process also has limitations, with Sharpe (1997) noting that; mixing dissimilar studies into the analysis and only using published research (of which some might have involved poorly designed and conducted original studies), results in meaningless findings (cited in Hollin, 1999: 7). This research will attempt to overcome some of the ambiguities that arose from the findings of the What Works era that although provided evidence of what does work with offenders in tackling reoffending generally, provided little in-depth and substantial evidence regarding what aspects of certain programmes (such as mentoring) promoted desistance among offenders and will seek evidence of this from service users themselves who have not traditionally been asked to comment on the service they receive (Ford et al, 1997). Resettlement Another process which aims to reduce the likelihood of prisoners reoffending upon release into the community is known as resettlement which although does hold out hope for the rehabilitation of offenders, focuses most of its attention on the pressing practical problems faced by many ex-prisoners, which if solved or at least significantly improved can go some way to reducing the likelihood of reoffending. The charity User Voice which draws on insights from offenders in order to develop strategies to reduce reoffending (User Voice, n.d) highlighted in its report The User Voice of the criminal justice system that gaining treatment, accommodation and work are key factors in the journey toward successful resettlement (2008: 13). Likewise a report from the Home Office (Lewis et al, 2003: 8-9) which evaluated the findings from 7 pathfinder programmes placed an emphasis on providing a co-ordinated approach to practical resettlement problems and recommended that the gaps it identified in provision of services needed to facilitate reintegration of offenders prompt a need for; Improved partnership working with Employment Services, Benefits Agencies, local authorities and relevant voluntary/private sector agencies; and access to a wider range of suitable housing, among others. Recent legislation and policy has attempted to combine ideas from theories of Rehabilitation and Resettlement and recommendations from reports such as those detailed in order to combat the problem of reoffending through various new strategies and most importantly through the creation of the National Offender Management Service. This has generally meant increased levels of alternative interventions being used in criminal justice in order to reduce reoffending, such as mentoring. Current Policy The Governments Reducing Reoffending National Action Plan (Home Office, 2004) translated the Social Exclusion Units recommendations most specifically (2002) into policy, with its core focus on the resettlement of prisoners after release. This National Action Plan required the production of Reducing Re-offending Strategies and linking Action Plans for the delivery of key services which were divided into seven separate pathways including; accommodation, education, training and employment (ETE), mental and physical health; drugs and alcohol; finance, benefit and debt; children and families of offenders; and attitudes thinking and behaviour (Maguire and Raynor, 2006: 4). The delivery of these services enacted by the Home Office (2004) now takes place in a dramatically different organisational framework after the creation of NOMS which brought Probation and Prison under one management system and most importantly for purposes of rehabilitation and resettlement introduced end to end offender management, meaning an offender would now be under the supervision of one manager throughout the whole of their sentence. This new concept of end to end offender management implies the close involvement of partner agencies in service planning and provision (Maguire and Raynor, 2006: 5), and is an important move for third sector organisations such as mentoring projects, who are now increasingly seen to play an influential role in the resettlement of ex-prisoners and reducing reoffending. This optimism for third sector organisations is supported by the Ministry of Justice in reports such as Working with the third sector to reduce reoffending: securing effective partne rships 2008-2011 (2007) and by NOMs in its consultation paper Volunteers Can: Towards a volunteering strategy to reduce re-offending (2007). This newly found optimism for third sector organisations to be able to improve the chances of successful rehabilitation and resettlement thus reducing the likelihood of reoffending, has naturally lead to an increase in the prevalence and use of such organisations including mentoring projects, as part of criminal justice interventions. The Rise of Mentoring Joliffe and Farrington (2007: 2) note that mentoring is used in the criminal justice context to increase the life successes of individuals who are at risk of reoffending by providing direct practical assistance (for e.g. filling out housing applications, assisting in searching for employment) and indirect support (for e.g. by acting as a positive role model). By providing individuals with both of these forms of support, mentoring aims to assist in reducing reoffending and increase positive life outcomes (Joliffe and Farrington, 2007: 10). For the purpose of their systematic review Tolan et al identify the following 4 central characteristics of mentoring; Interaction of two individuals over an extended period of time. Inequality of experience or power between the mentor and the mentee (recipient) with the mentee possessing a greater share. The mentee is in a position to imitate and benefit from the knowledge, skill, ability, or experience of the mentor. The absence of the role inequality that typifies other helping relationships and is marked by professional training, certification, or predetermined status differences such as parent-child or teacher-student relationships (Tolan et al, 2008: 6). Mentoring is a relatively new concept to the UK, especially in the field of criminal justice. It is identified by Newburn and Shiner that mentoring originated as a formal response to social exclusion and social welfare problems in the US (2006: 1), with one of the earliest mentoring programmes being identified as the Big Brothers Big Sisters of America (BBBSA) which was established in 1904. The Big Brothers/Big Sisters programme has since expanded rapidly in the US and is used as a template by other mentoring organisations with similar visions elsewhere in the World including the UK (Big Brothers Big Sisters, n.d) through ventures such as The Dalston Youth Project (DYP) and Big Brothers Big Sisters UK (Newburn and Shiner, 2006: 2). Although, despite its increasing popularity mentoring continues to be associated with a number of difficulties. Defining mentoring becomes difficult due to the vast set of practises it can cover including one or all of the following; coaching, facilitating, counselling, befriending, tutoring, teaching, role-modelling, buddying or life-styling (Phillip, 1999; Clutterbuck, 2002). It is these definitional problems combined with the contemporary nature of the intervention that creates further difficulty in assessing the value of mentoring, which is why there is little empirical research evaluating its impact, particularly concerning how or why it is or is not of benefit in promoting desistance (i.e. what aspects of mentoring impact on desistance) and not simply does it reduce recidivism. The Effectiveness of Mentoring Most evaluations of mentoring schemes have originated from the US and report generally favourable findings in relation to reducing reoffending. For example, Becker (1994) studied delinquent youths who were involved in the Partners Inc. Mentoring programme and reported a 65-75% reduction in recidivism. In Joliffe and Farringtons rapid evidence assessment (2007) 18 studies were analysed in order to assess how successful mentoring is in reducing reoffending, with 7 of these showing a statistically significant positive impact on reoffending, demonstrating a 4 to 11 per cent reduction of subsequent offending for those involved in these mentoring schemes. It was noted though that this result was driven primarily by those studies with lower methodological value. The best studies that were designed to provide the most accurate assessment of the impact of mentoring actually suggested that mentoring did not cause a statistically significant reduction in reoffending. It was also noted that due to the restricted time-period that their study had to be completed in, it was unrealistic to be able to include unpublished studies, difficult to obtain materials and foreign language studies. This can reduce confidence in the findings and also results in publication biases due to there being a greater tendency for statistically significant findings to be published over studies that show non-statistically significant findings. However, there are other advantages to mentoring, which may impact on reducing reoffending but which cannot be directly measured (For e.g. improving chances of gaining employment). Most research into mentoring appears to focus significantly on quantitative measures of success rather than qualitative approaches, which might provide a better measure of its benefits. For example when Newburn and Shiner (2006) conducted a study of the Mentoring Plus scheme they did not find it impacted successfully on reducing re-offending per se, but they did find the impact of mentoring was strongest in relation to engagement with education, training and employment (a key pathway to aid reducing reoffending). But similarly to some other studies, they took a cautious approach in their conclusion of their evaluation by stating that mentoring faces an uncertain future (2006: 17) but it has real potential (2006: 16). Clancy and colleagues (2006) have associated through the gate work with lower reconviction rates due to the mentor having already established a positive relationship with the mentee in custody and this being continued after release ( See also; Hudson et al, 2007). This is supported by Hudson et al (2007) who highlight mentoring schemes as a promising strategy to assist ex-prisoners in settling in at their initial accommodation and assisting their progress afterwards. The structure of mentoring can also affect the success of mentoring schemes. Joliffe and Farrington (2007) found that the mentoring programmes that were most successful in reducing reoffending were those where the mentee and mentor met at least once a week and spent longer periods of time together when they met. St James-Roberts et al (2005) also identified that programmes lasting over ten months, including 15 meetings on average, and had a steering group, were recognised as most successful. They found that the characteristics of the mentee also had effects on outcomes too, reporting that mentees who were younger, had a lack of offending history and were female were most successful. Joliffe and Farrington (2007) noted that when mentoring occurred as part of a multi-modal programme, with a larger number of interventions involved, these programmes tended to be more successful in reducing reoffending. Pathfinder studies (Lewis et al, 2007) also provide support for the growth of interventions based around a combination of cognitive-motivational work and facilitating offenders access to service agencies. Other benefits of mentoring on reducing reoffending have come from Clancy et al who completed a review of the Transitional Support Scheme (TSS) which provided mentoring for offenders in Wales. The study concluded that the scheme produced statistically significant changes in offenders attitudes to crime and that offenders found assistance completing forms and managing finances the most useful aspect of mentoring (2004, as cited in Ministry of Justice, 2008: 10-12). Furthermore another vital factor in the effectiveness of the scheme was that the mentors were understood by offenders to be detached from the criminal justice system, therefore mentees were more likely to participate in a relationship with them. The most recent systematic review of mentoring schemes has come from the Campbell Collaboration in the US (Tolan et al, 2008). The study evaluated the effects of the mentoring interventions included in their study on delinquency outcomes for youthand key associated outcomes (2008: 5). The Review concluded that when the 39 included studies were analysed for outcomes measuring delinquency or closely related outcomes it suggests mentoring for high-risk youth has a modest positive effect for delinquency, aggression, drug use, and achievement (2008: 8). They noted that effects were strongest when emotional support was a key process in mentoring interventions (2008: 8). However, Tolan et al are wary not to make any sweeping conclusions about what elements of mentoring make it an effective intervention by stating that the valuable features and most promising approaches cannot be stated with any certainty, putting this down to the remarkable lack of description of key features or basic progr am organization in the studies included in their review (2008: 8). They finally call for more careful design and testing of mentoring effects to provide the needed specificity to guide effective practice of this popular approach (2008: 5). On the whole mentoring seems to be a promising intervention and the elements which have been identified as making it effective, have been highlighted, but there is still a lack of research into mentoring effectiveness from the UK, especially concerning its impact on adult rather than young offenders or at risk individuals. This implies that most mentoring projects in the UK have begun due to a leap of faith. Most studies that have been published into the effectiveness of mentoring so far have also been overly concerned with quantitative analyses of mentoring with the majority only being interested in reconviction rates, resulting in them only been able to provide some general and tentative statements about what specific elements of mentoring might impact on its ability to reduce reoffending. This ignores the possibility that qualitative approaches may provide a better measure of the benefits of mentoring, as they are able to assess the numerous indirect impacts mentoring may have on desistance in the long run. There is also a lack of studies focussing on the thoughts of the service user and as it is ultimately only the offenders themselves who can stop reoffending it is vital that their views on how this should be done are taken into account, this is reinforced by Matzas method of appreciation in which aim is to comprehend and illuminate the subjects view and to interpret the world as it appears to him (1969: 25). The Process of Desistance Farrall and Calverley describe desistance as the process of ending a period of involvement in offending behaviour (2006: 1). This definition recognises that the study of desistance is not primarily concerned with whether an individual has committed further crime or not but rather the journey towards becoming a non-offender. Maruna (1998) supports this by claiming desistance is not an event but a process (as cited in Farrall, 2002: 65) and Laub et al define desistance as a gradual movement away from criminal offending (1998: 3). It has been widely agreed that one of the most important influences on future offending patterns is a change in offenders thinking as well as their circumstances. For example Zamble and Quinsey who concluded from their study of released male prisoners in Ontario that habitual offending is best predicted by looking at an individuals acquired ways of reacting to common situations (1997: 147) and that pessimistic or negative reactions to common problems for many prisoners can lead them to give up on attempts to lead a crime free life. Similarly Marunas (2000) interview-based study lead to him conclude that what he terms different kinds of narrative (or the personal understandings or accounts of behaviours and situations) can either support desistance or continued offending. Maruna found that a key factor in narratives that promote desistance was the belief that the offender had begun to take control of their life, where as in comparison those still offending seemed to have little vision of what the future might hold, [but] desisting interviewees had a plan and were optimistic they could make it work (2000: 147). DiClemente and Prochaska (1982) identify a broad cycle of change with specific stages; Pre-contemplation Contemplation Action Maintenance, which people might pass through when attempting to change any previously habitual behaviours. A persons readiness can be affected by a range of factors which might include among others; major life events, age, physical and social circumstances and social bonds (Maguire and Raynor, 2006: 24). Burnett instead refers to a zig-zag path of desistance which involves reversals of decision, indecision, compromise and lapses, and suggests that if interventions are to facilitate the desistance process this ubiquitous state of ambivalence should be fully acknowledged and addressed (2004: 169). Another element which many writers agree is a central component in the process of desistance is the generation and maintenance of motivation (See Maruna, 2000; Maruna and Immarigeon, 2004). But however strong a persons narrative or motivation to change is, this can be seriously frustrated by a range of social problems, such as persistent accommodation problems or barriers to employment (Burnett and Maruna, 2004: 8). As people undergo a process of change and begin to desist they will also need new skills and capacities appropriate to their new lifestyle, and access to opportunities to use them (Maguire and Raynor, 2006: 8). They will need to acquire new social and human capital, with human capital referring to the skills and knowledge that an individual possesses and social capital being conceptualised as socially structured relationships between individuals, in families and in aggregations of individuals in neighbourhoods, churches, schools and so on (Hagan and McCarthy, 2007 as cited in Farrall, 2004: 60). It is suggested that if ex-offenders do not have access to these new appropriate social capital and human capital then the process of desistance could be slowed down (Farrall, 2004) which the use of a volunteer mentor would hopefully overcome. Maguire and Raynor (2006) suggest that many of the observations described above from desistance theorists have implications for interventions aiming to reduce recidivism and the following points should be taken into account by those involved in the resettlement of offenders, such as mentors or probation officers, in order to foster change and reduce reoffending; There is a need to respond to offenders individual needs rather than applying a one size fits all series of interventions. It is important that the offender takes the lead in the process of change or that it is understood as a shared effort between the offender and one attempting to foster change in them. Emphatic support required in order to maintain the motivation of the offender. It is imperative that assistance is given in taking advantage of opportunities to improve the lifestyle of the offender and in attaining relevant skills for them. Motivation of the offender can be maintained by overcoming social and practical problems. It should be expected that relapses will occur, whereby the offender falls back into previous patterns of behaviour, but this should not act as an indication that desistance has failed (Maguire and Raynor, 2006: 8). Like many of the studies of mentoring that have already been discussed Maguire and Raynor (1997) also highlight the importance of throughcare, suggesting this may increase the chances of interventions being effective, and the offenders involved desisting. They define throughcare as encompassing the following characteristics; Early preparation for release and planning. Creation of a close relationship with the offender before they are released from prison. A focus on continuity between work started with individuals whilst they are in custody with work taking place upon release. The provision of any required services (for example a drug treatment worker) as soon as is possible after their release (Maguire and Raynor, 1997). As has been proven through the evaluation of previous studies into the impact of mentoring on reoffending, as a rehabilitative intervention and one which aims to aid the resettlement process, it has huge potential to be able to curb offending behaviour. However little research has yet to be done into what impact mentoring can have as part of the whole process of desistance and what it is about mentoring that specifically encourages or discourages the mentees to desist in the long run. Maguire and Raynor (1997; 2006) have gone at least some way to link how interventions should be structured in order to promote desistance, and this dissertation will be exploring this process in relation to the specific intervention of mentoring.