The Author of Her Book by Anne Bradstreet Essay Example for Free

The Author of Her Book by Anne Bradstreet Essay The debate starts with an argument among two people, DeSean and Sole. Sole was trying to help DeSean through a spiritual crisis and trying to answer the question in such a way that it would have been treated if it were posed before Jesus, hence focusing on what Jesus might have done when found in the same situation. The theological debate for this argument is: â€Å"How do we reconcile the fact that Jesus Christ was fully God with the fact that Jesus was fully human? Christians believe that Jesus was fully man and God at the same time, formalized by the Council of Chalcedon in AD 451. Arianism believed by the Jehovah witness is that Jesus was the first and greatest creation of God. Muslims on the other hand simply believe Jesus is just a prophet of God, but in all most people believe in Jesus Christ’s divinity and humanity at the same time. A group holds Kenotic Christology which explains God had to empty himself to become fully human, thus God laid is omniscience and became fully man. Two essays which offered defense of the classical Christological position and defense of the kenotic Christological position The Classical view where some Theologians agreed that Jesus was at and the same time omnipresent yet spatially located omnipotent but limited in power. Some evangelicals believe that Jesus was fully God and fully human, and insist that he laid aside the use of is divine attributes in order to become a human, whiles retaining his divine holiness and love temporarily whiles slowly releasing his divine attributes. While the Paradoxical concluded that Christ God was not only God and human but, but he also exercised his divine and human attributes. The Kenotic View is such that God became a human being. This view holds the point that God the father laid down his heavenly powers and made himself available hence making himself human like us. Thus, Jesus did not cease to be the Second person in the Trinity but put aside his power to be able to serve his purpose on earth. This argument was supported by (2:5-8),explaining that even though Jesus was in the Likeness of God he did not take advantage and make himself equal with him. And as such should be our mindset that even though Jesus came on earth us a human being, we should make ourselves equal with him as his spiritual attributes is still in place. Jesus did not have an idea about what was going to happen as in when he was going to return but still kept his duties on earth. As he left his riches, thus he who once rich became poor so we could become rich, the kenotic View gives believers a logical reason for Jesus being human and God as compared to Christology. It also makes believers take Jesus humanity on a more serious level. Even with tis view there were objection made about the Kenotic view such the undermining of Christ’s divinity, how Jesus did his miraculous deeds if it’s said he did not have his divine power and Paul’s interest in metaphysical.

Evolution of Community Kitchens

Evolution of Community Kitchens Abstract Community kitchen, as a concept is critical for ensuring the food security of the vulnerable population. It is a gathering point where groups of people come together to pool their resources to cook large quantities of food. The main focus of this research thesis is to understand the concept of community kitchens and their operation in different social settings. This research also aims to understand the role of the government agencies (if any) in ensuring the food security for the communities (which is their primary responsibility). In the changing context of state relegating to a secondary position, initiatives by such private actors assume significance. By highlighting on two different case studies of organizations, we tend to unravel the process of community kitchens in separate social environments. With the help of participant observation, focus group discussions and in-depth individual interviews, this research is an exploration of the possibilities of food security through the c oncept of community kitchens. Introduction Community kitchen is an institution where food is prepared by the members of a community in a collective manner. There are different models of community kitchens that exist around the social space. Generally it is observed that members of a community who prepare food are also the consumers of the same meals cooked collectively. However there are other models like Akshay Patra (our case study in the present study) where food is collectively prepared but distributed among the non preparers of the food cooked. Community kitchens aid the community in preparing affordable meals through a self sustaining institution. The purchase, preparation and consumption are more often than not done in a collective manner which makes the enterprise a cost effective and time efficient in nature. While meeting a communitys social needs, collective kitchens are a mechanism which provide financial, social and food security to the community members. Community kitchens are socially rooted institutions, they help in increasing the solidarity among the members of the community. Grace Campbell states The formation and operation of community kitchens varies widely across communities and cultures and is largely dependent on the membership, yet each organization requires a well-equipped kitchen, willing participants, and initial capital. Food security is a modern day challenge, which needs to be addressed at all levels of society. Community kitchens at local level provide access to affordable and nutrition rich food to the members of a community, which goes a long way in ensuring food security. Globalization, inflation, increasing gap between the haves and have nots, are the major reasons which are keeping an average man food insecure. In such a scenario, this research aims to explore food security through the concept of community kitchens. Food security Food security is a condition in which all people at all times can acquire safe, nutritionally adequate and personally acceptable foods that are accessible in a manner that maintains human dignity.[1] The four components of food security, as described in the literature, are the quantitative, the qualitative, the social, and the psychological. The quantitative component describes what is traditionally known as hunger, not having enough to eat at the individual level, or not having food in the house at the household level. The qualitative component concerns the quality of the available food (its nutritional adequacy, safety, and variety). Individuals often compromise on food quality to cope with a lack of funds to purchase suitable foods. The psychological component includes the fears and decreased feelings of self-worth associated with dealing with the lack of funds to purchase sufficient, quality food, whereas the social component describes many of the coping strategies used to acquir e food when funding has run out, such as charity, stealing, and buying on credit. [2] In the 21st century disparities in economic growth have questioned the socio-economic and environmental sustainability. The issue of food security has now become a global concern. Notwithstanding the technological and scientific developments in the area of agricultural productivity, hunger and malnutrition continue to be a threat to the humanity. Access to food is still perceived by many as a privilege, rather than a basic human right, and it is estimated that about 35 000 people around the world die each day from hunger. An even larger number of people suffer from malnutrition. [3] UNFAO (United Nations Food and Agriculture Organization) defines food security as Food security is food available at all times; that all persons have means of access to it; that it is nutritionally adequate in terms of quantity, quality and variety; and that it is acceptable within the given culture. Only when all these conditions are in place can a population be considered food secure. Based on the UN definition research world over emphasizes on four main components of the issue of food security those being availability to provide sufficient food to all, equal accessibility to nutritious food, acceptability of food based on local traditions and cultures and lastly adequacy which emphasizes on sustainability of production and distribution of food. Food security in India Food security has been a major development objective in India since the beginning of planning. The achievements of green revolution have somehow failed to reach the bottom of the pyramid. Chronic food insecurity remains at an all time high. Over 225 million Indians remain chronically under nourished. The state of Indias food security is worsening by the year.[4]The cost of food items is increasing rapidly, making them unaffordable to a majority of the people. In recent years, there has been a state policy focus towards household level food security and per capita food energy intake is taken as a measure of food security. The Indian government has been implementing a wide range of nutrition intervention programmes for achieving food security at the household and individual levels. The Public Distribution System (PDS) supplies food items, such as food grains and sugar, at administered prices through a network of fair price shops. There have been a range of food-for-work and other wage employment programmes. Another approach adopted by the government is to target women and children directly. This includes the mid-day meal programme for school going children, supplementary nutrition programme for children and women and Right to Food bill. [5] The Right to Food Bill introduced in the parliament in 2009 insists on the physical, economic and social right of all citizens to have access to safe and nutritious food, consistent with an adequate diet necessary to lead an active and healthy life with dignityWith the Right to Food campaign, hunger and food insecurity have come in the center of development discourse in India. Notwithstanding all these developments, our country is a habitat of people with unconscionable level of malnutrition and hunger. Malnutrition levels among the children and women are even higher than the overall average. Institute of Nutrition, Indian Council for Medical Research) estimates that nearly 40% of the adult population in India has a Body Mass Index of less than 18.5, which implies chronic energy deficiency of epic proportions, bordering on a national humanitarian crisis. [6] Since food security of the vast majority in the region is at stake, addressing such a wide range of issues demands community value-system based participatory approaches to ensure involvement of all the stakeholders. The various government schemes may serve as immediate means for dealing with food insecurity but shall be of ultimate irrelevance, until we work on developing our local community based food systems strong.[7] One of such means is through the institution of community kitchens. Community kitchens in their historic perspective Community kitchen as a concept is old, dating back to the late 15th century, which has undergone change over the years and the current form seems to be involving the community to address larger social issues like food security. In India, Sikhs have a history of providing food along with every worship service, ceremony, or event, and when Gurus gained popularity, people traveled from far of distances and gathered in groups to hear them preach the principles of equality and humanity. It was in the late 15th century that Guru Nanak dev ji, the founder of Sikhism, started the institution of Langar (community kitchens). Langar is a Persian word meaning an alms house, an asylum for the poor and the destitute.[8]Langar upheld and reinforced the Sikh principles of service to mankind, equality of all and humility. Although the institution was begun under aegis od Guru Nanak, it was institutionalized by Guru Amar Das, who sought to encourage a tradition of eating together that had begun with Nanak, the founder of Sikhism. Langar is the collective kitchen which is run in the Gurudwara. The institution feeds all who come, regardless of their religion, caste, gender or creed. Sikh devotes are involved in each stage from the food preparation, to feeding and to cleaning of the utensils. Today, this institution of Langar is cornerstone of Sikh religion, encouraging the discipline of service and a spirit of co-operation, philanthropy, equality, the ideas and practices deeply imbedded in the community kitchen movement. The practice and its origin must be seen in the light of its contradiction to the Hindu and Muslim custom at the time, which separated people on basis of caste (social ranking) or purdah (seclusion of women). In the recent past various moments around the concept of community kitchens can be seen across the world. In the nineties of the last century community kitchen was seen as a movement in Nicaragua, when Sandinista government lost power. The fall of the government put the nations food security policy in turmoil. It was then that community kitchens were set up all across the country to address the issues of hunger and deprivation. Similarly in Abkhazia, after the end of war between Georgia and Abkhazia (1994) community kitchens were established to provide food to the vulnerable populations of the country. The focus of the state sponsored community kitchens were women, children and elderly. Self sufficiency and sustainability were attained by purchase at local level and secondly by employing the local community. In America too, we see the moment of community kitchens. A not for profit body called Second Harvest was a pioneer to work in the area of food security in USA. Extensive community kitchens were set up to create hunger free America. The programme was unique as it involved students in the food preparation and distribution process. This led to skill enhancement and job training for the unemployed youth. History also holds evidence of collective kitchens operating in San Francisco. Community kitchens were set up there to meet the need of the immigrants and other discriminated sections of the population. These kitchens continue to encourage community unity through resource pooling, cultural exchange, and social interaction. Although in most of the cases the community and collective meal programmes were primarily organized to address financial challenges, many kitchens now focus on expanding social circles, multicultural interaction, address the challenges of hunger, dealing with food insecurity, and building community capacity. Food security and community kitchens Collaborative solutions that will make our communities resilient in the 21st century dont need to be at vast scales alone. Efforts at local community, household and individual levels play an important role to deal with the issue of food insecurity. One such model of community kitchens is a smart, practical program that has the ability to promote local food security. This model not only ensures that the participants have access to affordable food, but also in a sustainable and cost efficient manner. These are resilience building institutions, and work on principles of shared equality and mutual benefit. This local level initiative has the ability to grow across a wide range and make an impact on the global food security level. Community kitchens as alternate means of livelihood Community kitchens can serve as means of alternate livelihood to women of the marginalized sections, unemployed youth, local unskilled labor and other marginalized communities like sex workers. Community kitchen has the ability to provide the financial means whereby a group or a community can live a dignified and sustainable life. Sex workers face continuous social exclusion and are in a constant search for a stigma free means of livelihood as a pre-requisite for a dignified and better tomorrow. Initiation of community kitchens provides as a means of employment for many unskilled and semi-skilled workers thus ensuring a livelihood to the community. Collective kitchens serve to reduce vulnerability of marginalized sections of the society. It provides source of income as well as a sense of ownership and possession to the members of the community. Sex works lead a life of stigma and discrimination. The degree of stigma is higher among male and transgender sex workers. As members of the society it is their right to be a part of the normal social life, without any marginalization. Especially sex workers facing stigma of HIV Aids have a natural right to live in supporting environments free from social stigmas. United Nations Community based programs like community kitchens have a crucial role in assisting communities to identify and change stigmatizing attitudes and behaviors related to HIV and sex work and to foster a spirit of tolerance and inclusion. Community kitchens provide meaningful and comprehensive set of alternatives and meaningful economic options to sex work. Hunger, food productivity and illiteracy: establishing the link While talking about building community capacity the children of the community must remain the central focus. Children, who come from remote rural areas, work so hard at the household level that going to school remains no priority for them. It is a well established fact that knowledge has the ability to transform society. Education to these children can serve as a force which can liberate the coming generations from the clutches of abject poverty. Children living in vicious circle of hunger and illiteracy require special attention by the government and society, in form of new schools, better learning facilities, learned teaches, and locally relevant syllabus taught in their local language. Have we ever wondered why the hungry are always also illiterate? A study by World Bank states that the people who are undernourished and the adults who are illiterate are mostly the same people, mainly the poor in rural areas. Illiteracy and hunger thus are cause and effect of one another, making it a vicious cycle of poverty. Collaborating the solution of the issues of education and hunger represents an important step forward, it has led to the creation of a new partnership initiative called mid day meal scheme in India. Hunger among children leaves them with very little energy to attend school and learn effectively. Medical research proves that hunger impairs both mental and physical growth of children. If millions of hungry children cannot learn, or are forced to work instead of attending school we will not reach the Millennium Development Goal of universal primary education. Offering incentives like noon meal encourages children to attend and their parents to send them to school and such initiatives could have a major impact on child nutrition, school attendance and social equity. Universal and nutritious mid-day meals would be a significant step towards realization of the right to food.[9] National Programme of Nutritional Support to Primary Education National Programme of Nutritional Support to Primary Education (NP-NSPE), popularly known as the Mid Day Meal Scheme, was launched as a Centrally Sponsored Scheme on 15th August 1995, initially in 2408 blocks in the country. The mid day meal scheme aims to ensure food security among the school going children in India. Under the aegis of the scheme the school going children in all government schools are to be provided with free lunch. Midday meal scheme began as a strategic program to address two most pressing problems in India: hunger and education. The government of India had made education for children between the age group of 6-14. Hunger obstructs the process of holistic education, as children are forced to leave schools and take up menial jobs. Lack of education curtails opportunities for development and leads to vicious circle of poverty and hunger. Midday meal programs (school lunch) emerged to address the multiple challenges of poverty, hunger, and access to education. Rationale behind the mid day meal scheme is firstly, to protect school going children from chronic hunger. Secondly to attain advancement in school attendance and enrollment rates. Thirdly, enhance socialization and feeling of oneness among students, thus breaking the schakels of gender, race, class and caste. Supreme Court of India passed an order on November 28, 2001, which mandated Cooked midday meal is to be provided in all the government and government-aided primary schools in all the states. This order expedited the implementation of the scheme. Mid day meal scheme was soon extended across the nation and across all government schools, government aided schools and for children in anganwari centers. The allocation and off take of food grains under the scheme during the 10th Plan and the first two years of the 11th Plan 2007-08 2008-09is presented in Table 1. The table 1 summarizes the allocation of funds in terms of food grains each year, from 2002-03 to the last financial year. The allocations have risen considerably over the years, both in terms of the rice and wheat food grains. It is seen from the table that allocations from the central government have been more than the off take or utilization of the food grains in the implementation of the scheme. The summary of subsidies in different states, as on November 2009, is listed below: The table 2 shows a comparative analysis of how the central government is contributing in terms of money and food grains for the smooth running of the mid-day meal scheme. It can be seen that in Karnataka the subsidy varies with three grade levels. Subsidy in terms of money is same for the level 1 to 5 and from 6 to 7, however it increases from 1.80 rupees to 2.20 per child per day when students reach grade 10. The grains available for children below grade 5 are 100 grams per child per day, which increases to 150 grams of grains per child per day from grade 6 onwards. On an average all states are providing 100 grams of grains per child per day in lower primary level and 150 grams per child per day in the upper primary level. Chhattisgarh and Uttar Pradesh provide highest amount of monetary subsidy per child per day that is 3.00 rupees. Karnataka state shows the lowest figures (1.80 rupees) in terms of monetary subsidy. It must also be borne in mind that higher subsidy does not necess arily correspond to better performances. We shall look into the state of Karnataka in detail in section three. The scheme has a long history especially in the state of Tamil Nadu, where it was introduced by K. Kamraj government in 1960s and expanded by M.G Ramachandran in 1982. Ever since it has been adopted by most of the states in India after the landmark directions by the Supreme Court of India. The purpose behind the judgment was to enhance enrolment, retention, and participation of children in primary schools, simultaneously improving their nutritional status. The judgment aims to cater to the nutritional needs of low-income groups in both rural and urban areas (Planning Commission, 2007).[10] As per the programme the Government of India provides grains free of cost and the States will provide the costs of other ingredients, salaries and infrastructure. By January 2004, nearly 50 million children received midday meals provided either by the Government or by NGOs working in partnership with the government.[11] However, inconsistent food quality, occasional food poisoning, poor hygiene, and operational concerns were among the complications to the provision of government-sponsored midday meals. The meals were prepared by teachers, who cooked the same meal every day: ghoogri, gruel made of boiled wheat. Children reported that that they grew tired of eating the same food daily, they did not like the taste, and it often made them feel sick. In 2004, a fire accidentally started by a teacher cooking the midday meal killed 90 children in Tamil Nadu, an event which underscored the safety issues inherent in meals prepared in makeshift kitchens based on school sites. Given the scope of hunger in India and the difficulties faced by the government programs, the task of feeding school children was still a significant challenge. Public private partnership implementation As the research is based on two organizations located in the state of Maharashtra, the following section analyses the public private partnership model used to implement the mid day meal scheme in the state. The State of Karnataka introduced the provision of cooked meals in June 2002 which saw a successful private sector participation in the programme. One such initiative was Akshaya Patra, which started with leadership from ISKCON (International Society for Krishna Consciousness). The programme has evolved into a movement where by children in the government schools are provided with cooked lunch on all working days. The state and the central government support the Foundation in the execution of the programme. Hence the programme runs a collective kitchen based on a public-private partnership. The Akshay Patra program is conducted in partnership with the various State Governments and Central Government. All of these governments provide a subsidy to support about 55% of the running cos t of the Akshay Patra program. The Central Government support is routed through the respective State Governments. The meal includes a nutritious mix such as sambar, rice, vegetables and some curd on most days. Since the success of this programme there has been an in the private sector participation in India. The partnerships in execution of the programme are not limited to rural areas but also major urban centers like Delhi, and Hyderabad.[12] About the study Statement of the problem In the Indian context both GDP and food grain production have risen at a faster growth rate than growth in population over the past 50 years. Yet our country faces chronic hunger and starvation among large sections of our population. There has been declining calorie consumption especially in the bottom 30% of the pyramid. Attempting policy reforms in an era of overall weakening governance and state commitment in social sectors seems a challenge. In this background, concept of collective and community kitchens have evolved and grown acquiring various dimensions in the past few years. This research aims to explore the possible link between community kitchens and food security. The research revolves around the idea of community kitchens being the possible means to attain an end of food insecurity examining the models of Ashodaya Samiti and Akshay Patra in the Indian scenario. Ashodaya Samiti is a sex workers organization working for HIV prevention since January 2004 in Mysore district of Karnataka. In 2004 University of Manitoba was directly implementing the HIV prevention project ably supported by the Bill and Melinda Gates Foundations Avahan project.[13] The organizations collectivization and formal registering as Ashodaya Samithi was done in December 2005. Community mobilization since then has today resulted in the formation of the community based organization to take ownership of HIV awareness, prevention care, support activities and beginning of an entrepreneurial venture in the form of community kitchens. The second organization under study is Akshay Patra. Children from economically weaker sections are forced to seek work in place of education. Some of those who do manage to attend the school drop out to feed themselves and their families while others are known to perform poorly because of short attention spans and extreme hunger. Realizing that a nutritious school meal is an effective means of gettingunderprivileged childrencome to school and complete their education, Akshay Patra was formed as a not-for-profit organization in June 2000. The purpose of the organization in their words is to provide unlimited food for education, through modern community kitchens, thus freeing children from the vicious cycle of poverty and ensuring them an education.[14] Objectives of the study The main objectives of the current study are to Understand the evolution of the concept of community kitchens in India Provide a socio-economic profile of the respondents who are engaged in community kitchen in both settings (of the cases undertaken) Analyze the implementation of community kitchen undertaken by different organizations namely Ashodaya Samiti and Akshaya Patra Study how community kitchen is serving as a means to break social barriers (as demonstrated by Ashodaya Samiti). Understand how community kitchen could be a potential mechanism for eradicating hunger among school going children in the context of mid-day meal programme of Akshay Patra. Analyse the constraints in mobilizing the resources to keep the community kitchen a sustainable enterprise. Methodology Data collection for the research was done in two major organizations, Ashodaya Samiti in Mysore and Akshay Patra in Bangalore. The period of data collection was from 10.02.2010 to 22.02.2010. The data collection involved personal visits to both the organizations, interviews, focus group discussions and -participant observations. The current exploratory study attempts to understand the functioning of the community kitchens. Both primary and secondary sources of data have been collected for the study. The secondary data for the study came from annual reports of the organizations, websites, documentaries and media reports that have been provided by the organizations. The primary data for the study was collected from a diverse group of individuals engaged with both the organizations. In Ashodaya Samiti focus group discussions were carried out with the 20 sex workers who are the key in managing and operating the community kitchen. Individual in dept interviews were also carried out with 2 senior officials of the organization. The interview schedule consisted of open ended questions to include more information, their feelings, attitudes and understanding of the subject of community kitchen. In Akshay Patra data was collected through participant observation and interview schedules. Interviews were carried out with the workers in the kitchen to understand the mechanization of the operations. In-debt interviews were also carried out with the media spokesperson of the organization and the programme director. Visits to the kitchen on daily basis allowed an in-depth investigation of the process of food preparation and its distribution among the schools across the city. In this study in depth interview was useful in understanding the concepts related to community kitchens. The tool was helpful as it ensured that I received detailed information which helped me in exploring the idea to its depth. Focus group discussions were used as a form of qualitative research in which a group of people which included male, female and transgender sex workers of Ashodaya Samiti were asked about their perceptions, opinions, beliefs and attitudes towards sex work as their livelihood, need to collaborate at community level, evolution of the organization from heath interventions to community kitchen, empowerment through community kitchens and their future expectations from the project. Questions are asked in an interactive group setting where participants were free to talk with other group members. Participant observation which has its roots in the traditional ethnographic research was used a qualitative research strategy. Participation and observations were carried to varying degrees to study the communitys daily activities in both the cases (Ashodaya Samiti and Akshay Patra). Participant observation took place in the community settings, in locations like the sex workers day care centers, the Ashodaya hotel, community kitchen of Akshay patra which had direct relevance to the research questions. Engagement was done in such a manner such data could be collected by observing what life is like for an insider while remaining, inevitably, an outsider. While in these community settings, careful, field notes were made to record all observations. Data Analysis The current section provides an overview of both the organizations included in the study i.e. Ashodaya Samiti and Akshaya Patra. Ashodaya Samiti: Community kitchen used to break social barriers The first case that is presented in this section is the Ashodaya Samiti. The history of Ashodaya Samiti has to be seen in the backdrop of project Avahan. In the year 2003 Bill and Melinda Gates Foundation funded an India Aids initiative to reduce the spread of HIV in India under the project AVAHAN. Avahan was set up as a far ranging Aids prevention project, and has been a success story since its inception. Under the aegis of the project aids prevention work is carried out in six major sates in India. Within these states, it provides, prevention services to nearly 200,000 female sex workers, 60,000 high-risk men who have sex with men, and 20,000 injecting drug users, together with 5 million men at risk. [15] In 2003, UNAIDS studies reported that Asia presented the greatest risk of expansion of the global epidemic. The HIV cases have been on a continuous rise since the past decade. The major reasons for that are high prevalence of unsafe sex work and injecting drug users. Initial inter ventions by Avahan indicated that HIV transmission in south India was primarily sexual, and in the north-east mainly related to injecting drug use.[16] The Indian national response had a sound strategy for addressing high-risk groups. However, coverage of these groups was variable across the states and national average strikingly low.[17] [18] The Bill and Melinda Gates Foundation designed a programme with help of technical experts to look into the HIV and aids prevention strategies. The project began with full co-operation from the Indian government. Avahans aim was to help slow the transmission of HIV to the general population by raising prevention coverage of high-risk and bridge groups to scale by achieving saturation levels (over 80 percent) across large geographic areas. Considering the scale of the country the project was magnanimous in its objectives. To avoid any complications the project began with local level involvement in operations and planning. Avahan in Karnataka As mentioned earlier, the project was started in six high prevalence states namely Karnataka, Maharashtra, Andhra Pradesh, Tamil Nadu, Manipur and Nagaland. The prevalence in the first four states was predominantly due to male, female and transgender sex workers. In the other two states there were high incidences of the spread of virus due to injecting of drugs among the people. In Karnataka, University of Manitoba took the initiative to take up the project in the 18 of the 30 districts. Among the 18 districts, in 16 districts the i

Birth Control: History, Methods and Issues

Birth Control: History, Methods and Issues David Birth Control Introduction How amazing would it be if we lived in a utopia where people can choose whether or not to get pregnant after unprotected sex and have no Sexual Transmitted Diseases(STD). Sexual Transmitted Diseases(STD) are diseases that has a high chance to be transmitted between humans by sexual intercourse, such as but not limited to: â€Å"vaginal intercourse, anal sex, oral sex, etc.†[1] Well unfortunately there is no utopia. But we have birth control methods that can prevent pregnancy and Sexual Transmitted Diseases(STD). Birth control is the practice of preventing a woman from getting pregnant.[2] Birth control is an issue in society that needs more attention, simply because it leads to more problems such as: â€Å"teen pregnancy, abortion, overpopulation, STD, etc.† History of Birth Control Birth control was first used in the 1550 B.C by an Egyptian manuscript called the Ebers Papyrus. It gives women directions on how to mix dates, acacia and honey into a paste, spread it over the vagina and use it to prevent pregnancy. [3] In the 1700s, the first condoms were being experimented. It ranged from sheep-bladder condoms to the use of half a lemon as a makeshift cervical cap. [4] The first ever rubber condoms were invented in 1839 by Charles Goodyear. In 1873, United States of America is the only Western nation to criminalize contraception. During the 1800s a large cervical cap in developed.[5] In 1954, John Rock conducted the first ever birth control pill and tested it on 50 women. In 1960 the FDA approved the use of birth control pills but little do they know that almost half a million U.S women are already using it.[6] Now we have more advanced birth control methods. More and more people are using birth control to prevent unwanted pregnancy. Methods of Birth Control In the world today there are various ways to prevent pregnancy and a lot of them are very effective and safe. From sheep bladder condoms to super thin latex condoms. We see that as ass technology is improving, birth control methods are getting more and more advanced at the same time. There are birth control methods that are â€Å"natural† and do not involve any pills, condoms, and etc. Abstinence is a natural birth control method, this is a method that doesn’t involve having sex with a partner. Couples may enjoy other types of sexual activities that do not lead to the female getting pregnant.[7] This method is 100% effective and safe because there is no interaction between a penis and a vagina. Similarly to abstinence outercourse is also a natural birth control method. Outercourse includes any kind of sexual activity that doesn’t involve vaginal intercourse and penetration.[8] It is also 100% effective and safe because it doesn’t involve any interaction between a penis and a vagina. The withdrawal (pull out) method in the other hand is a natural birth control method that involve sexual intercourse. A man will pull his penis out of the vagina before ejaculation. Ejaculation is when the semen spurts out of the penis.[9] This method can prevent pregnancy but has the risk to be diagnosed with Sexual Transmitted Diseases(STD). There are various birth control methods that involve the use of pills, substances, and objects. Birth control pills are well known throughout the world. There are many types of birth control pills, some are effective and some are not. A birth control pill prevents the egg from leaving the ovaries. It makes the cervical mucus thicker so the sperm is blocked and can’t make contact with the egg.[10] There is another kind of birth control pill but this one is for emergency use. It is called the morning after pill. After having unprotected sex, within this 5 days taking this emergency birth control pill will prevent pregnancy. It can take up to six days for the sperm and egg to meet after having sex so this pill can prevent pregnancy. This pill keeps the woman’s ovary from releasing egg for longer than usual.[11] Condoms are made of thin latex or plastic that has been shaped like a penis. During sexual intercourse it is worn on the penis. Condoms can prevent pregnancy and lower the risk of getting Sexual Transmitted Diseases(STD). When a man ejaculates the condom collects the semen so it prevents the sperm entering the vagina.[12] There are also condoms for women. It works exactly the same as the condom worn by men, it collects the semen and prevents it entering the vagina. The female condom is inserted deep inside the vagina. The ring at the closed end holds the pouch in the vagina to block the semen entering the vagina. The ring at the open end stays outside the vaginal opening during intercourse where the man inserts his penis in.[13] There are objects that is inserted into the women’s vagina to prevent pregnancy when no condom is used during sexual intercourse. They all have similarities in use. Some of them contain spermicide. Spermicide has chemicals that can stop a sperm from moving to prevent it from joining with the egg.[14] For example, the birth control sponge contains spermicide. It is soft, round, and two inch in diameter. It is made out of plastic foam.[15] Before sexaul intercourse, the birth control sponge is inserted deep inside the woman’s vagina. When the man ejaculates in the vagina, the sperm will be blocked by the birth control sponge.[16] And will be absorbed by the sponge. The diaphragm is a dome-shaped cup with a flexible rim.[17] It is made out of silicone and it is placed on the cervix to block the opening of the uterus.[18] The spermicide stops the sperm from moving so fertilization is not going to happen. There are some that don’t have spermicide. For example, the cervical cap. The cervical cap is a silicone cup that has a shape of a sailors hat.[19] Woman inserts it into their vagina and over their cervix. [20]The cervical cap blocks the uterus from opening so the sperm is unable to fertilize the egg.[21] There are birth control methods where hormones (Estrogen) are released into the body that prevents pregnancy. The birth control implant is a thin, flexible plastic implant about the size of a matchstick.[22] It is inserted under the skin of the upper arm. [23]It can prevent pregnancy for 3 three years. [24]Estrogen is released which prevents pregnancy. The birth control patch is similar to the birth control implant. It also releases estrogen into the body. But the birth control patch is a thin plastic patch that sticks to the skin like a bandage.[25] Once a week the patch has to be replaced by a new patch for three weeks then there will be a patch free week.[26] The birth control shot is an injection of hormones (Progestin) into the body to prevent pregnancy. Each shot prevents pregnancy for three months.[27] We see that there are mostly birth control methods for females. Males only wear condoms to prevent pregnancy. So now people are starting to develop male birth controls. A new male birth control method is being developed. It is called Vasalgel; it is an injection not a pill. It blocks the tube where the sperm swim through from the testicle.[28] A man can have unprotected sex and won’t ejaculate. However, the injection has to be taken just above the testicles.[29] The Vasalgel is still in its early stages of development, it has only been tested on baboons and rabbits.[30] No human being has ever tried it yet. The price is not yet set, but the Foundation noted that Vasalgel is not more than $800. In other words, if you can afford an iPhone 6, you can definitely afford this new male birth control.[31] Birth control comes with side effects too. Mainly the hormone-based birth control often comes with side effects that can range from little annoying to the point where you get fired up.[32] The birth control that involves inserting objects into a woman’s vagina has side effects such as vaginal infection.[33] The birth control pill can cause headaches, dizziness, and breast tenderness. According to Hilda Hutcherson, MD, an ob-gyn professor at Columbia University.[34] These side effects will go away after taking the pill for a while.[35] Nausea is mainly caused by the birth control patch.[36] According to Hilda Hutcherson, MD, an ob-gyn professor at Columbia University. Switching to oral birth control methods can help decrease nausea.[37] Decreased sexual desire is caused by the birth control pill.[38] According to Hilda Hutcherson, MD, an ob-gyn professor at Columbia University. Switching to other types of birth control pills may help but if not change to other methods.[39] Mood swings are caused by hormonal birth control methods.[40] Changing to nonhormal methods will help decrease mood swings.[41] All hormonal methods are likely to cause mood swings.[42] Family Planning in Thailand Since Thailand is a buddhist country birth control pills and condoms are the more preferable and acceptable methods.[43] Condoms are favourites among Thais. Because condoms don’t just prevent pregnancy but also prevents STDs.[44] According to Mechai Viravaidya, a politician in Thailand, the Buddhist scriptures say that many births cause suffering, so Buddhism is not against birth control. And we even end up with monks sprinkling holy water on pills and condoms for the sanctity of the family before products went out into the villages.[45] Mechai has been known as â€Å"Mr.Condom† in Thailand.[46] He brought awareness to condoms, birth control, and AIDS. Before he would giveaway condoms every valentines day.[47]From the time he began his campaign, the average number of children in Thai families has decreased from 7 to 1.5.[48] We can see that the number decreased dramatically. This is one of the reasons why Thailand is not overpopulated. Birth Control in China China has the most population in the world 1,366,990,000.[49] It takes up 19% of the world’s total population.[50] In the 1970s China’s population was growing tremendously. Chinese leader Deng Xiaoping established a policy called One Child policy in 1979 to limit China’s population growth.[51] This policy limits couples to one child. It is well known that those who violate the policy have sometimes been subjected to abortions.[52] If they already gave birth, they are forced to pay fines and have been sterilized.[53] Which means they are unable to give birth for the rest of their lives. A lot of people have been questioning whether or not this policy can reduce the growth of China’s population. A study taken by the University of California in April 2007, found that the policy is very effective and reduces the fertility rate in China. After the announcement of the one-child policy, the fertility rate in China dropped from 2.63 births per woman in 1980 (already a sharp reduction from more than five births per woman in the early 1970s) to 1.61 in 2009. The Chinese government didn’t directly inform people to use birth control. By having the one-child policy, the Chinese people are very well aware that they must use birth control to prevent breaking the law. Different Views on Birth Control Different religions have different views on birth control. Some are against it and some support it. Even some religion changed their view on birth control over time. Until the 20th century birth control was not approved by Christianity. It was seen as a barrier to God’s procreative purpose of marriage.[54] In Judaism, Orthodox rabbis believe that making babies is a male duty. But many rabbis allow birth control cases because pregnancy can seriously harm the woman.[55] Conservative and Reform Jews however feel that birth control have benefits, such as family stability, disease prevention, and less stress, etc.[56] Hinduism encourages reproduction within marriage, but there is appeal against birth control.[57] Most Hindus accept that there is a duty to have a family during a persons lifetime. So they are unlikely to use birth control to prevent having children.[58] In Hinduism people are encouraged to make more babies. In Islam, birth control is encouraged to youngsters and marr ied couples. Birth control is supported because of economic reasons and the health of the woman. Also it will make the marriage more fun.[59] UDHR Birth control is related to article 16: Marriage and Family in the United Declaration of Human Rights. Every adult has the right to marry and have kids if they want to[60]. Every single person has the right to use birth control or not. It’s their own decision whether or not to want to have a baby and how many babies they want. Nothing can stop you from preventing pregnancy or getting pregnant. Conclusion Birth control is an issue that hasn’t really been recognized by the society. Birth control is a very serious issue since it can lead to more problems such as: â€Å"teen pregnancy, abortion, overpopulation, STD, etc.† As we can see India’s population is growing tremendously quick. By 2030, India will surpass China and be the world’s most populated country.[61] India does not have the One-Child policy and poor people do not have access to birth control pills or other kind of methods. I think that right now there are too less male birth control methods. Vasalgel is being developed but seeing that it is an injection right above the testicals scares a lot of men. Also it hasn’t been tested on a human yet. In my opinion researchers should develop some type of pill that can stop the tube that the sperm swims through from the testicle. More people will buy it because it is safer than an injection. I think condoms are the safest and most effective method. It can definitely prevent pregnancy and also prevent STDs. No direct contact is being made between the penis and vagina so no STDs can be transferred. People complain that it doesn’t feel as good as unprotected sex. But unprotected sex can kill you, on the other hand condom is there to prevent you from dying. The One-Child policy helped China stabilize their population growth. I believe India should have this policy too because the population of India is increasing dramatically. If it is not stopped it can affect India’s economy and their will be a high demand of goods and not enough supply. By limiting one child per family the population growth will slow down a lot and the country can improve different things. I truly believe that birth control should be paid more attention to. Because it leads to series of other issues in society that we want to avoid. Such as: â€Å"teen pregnancy, Sexual Transmitted Diseases(STDs), abortion, overpopulation, etc.† There are so many ways to prevent pregnancy, you can choose the one you feel is good. Some people support birth control and some don’t. But no one should ever tell you what to do because according to article 16: Marriage and Family says that every person has the right to choose whether they want a family or kids. [1] Sexually Transmitted Disease. Wikipedia. Wikimedia Foundation, 22 Sept. 2014. Web. 22 Sept. 2014. http://en.wikipedia.org/wiki/Sexually_transmitted_disease>. [2] Birth Control Definition. Merriam-Webster. Merriam-Webster, n.d. Web. www.merriam-webster.com%2Fdictionary%2Fbirth%2520control>. [3] A Brief History of Birth Control. Time. Time Inc., 03 May 2010. Web. 17 Sept. 2014. http://content.time.com/time/magazine/article/0%2C9171%2C1983970%2C00.html>. [4] A Brief History of Birth Control. Time. Time Inc., 03 May 2010. Web. 17 Sept. 2014. http://content.time.com/time/magazine/article/0%2C9171%2C1983970%2C00.html>. [5] A Brief History of Birth Control. Time. Time Inc., 03 May 2010. Web. 17 Sept. 2014. http://content.time.com/time/magazine/article/0%2C9171%2C1983970%2C00.html>. [6]A Brief History of Birth Control. Time. Time Inc., 03 May 2010. Web. 17 Sept. 2014. http://content.time.com/time/magazine/article/0%2C9171%2C1983970%2C00.html>. [7] Collins. Abstinence Facts. Abstinence Facts. Planned Parenthood, n.d. Web. 17 Sept. 2014. http://www.plannedparenthood.org/health-info/birth-control/abstinence>. [8] Outercourse as Birth Control. Outercourse as Birth Control. Planned Parenthood, n.d. Web. 17 Sept. 2014. http://www.plannedparenthood.org/health-info/birth-control/outercourse>. [9] Pull Out Method. Pull Out Method Withdrawal Method. Planned Parenthood, n.d. Web. 17 Sept. 2014. http://www.plannedparenthood.org/health-info/birth-control/withdrawal-pull-out-method>. [10] Birth Control Pills Birth Control Pill The Pill. Birth Control Pills Birth Control Pill The Pill. Planned Parenthood, n.d. Web. 21 Sept. 2014. http://www.plannedparenthood.org/health-info/birth-control/birth-control-pill>. [11] The Morning-After Pill Emergency Contraception Cost Info. The Morning-After Pill Emergency Contraception Cost Info. Planned Parenthood, n.d. Web. 22 Sept. 2014. http://www.plannedparenthood.org/health-info/birth-control/morning-after-pill-emergency-contraception>. [12] Condoms How to Put On a Condom Video. Condoms How to Put On a Condom Video. Planned Parenthood, n.d. Web. 21 Sept. 2014. http://www.plannedparenthood.org/health-info/birth-control/condom>. [13] Female Condoms How to Use a Female Condom. Female Condoms How to Use a Female Condom. Planned Parenthood, n.d. Web. 21 Sept. 2014. http://www.plannedparenthood.org/health-info/birth-control/female-condom>. [14]Spermicide Effectiveness Spermicides. Spermicide Effectiveness Spermicides. Planned Parenthood, n.d. Web. 25 Sept. 2014. http://www.plannedparenthood.org/health-info/birth-control/spermicide>. [15] Birth Control Sponge. Birth Control Sponge. Planned Parenthood, n.d. Web. 27 Sept. 2014. http://www.plannedparenthood.org/health-info/birth-control/birth-control-sponge-today-sponge>. [16] Birth Control Sponge. Birth Control Sponge. Planned Parenthood, n.d. Web. 27 Sept. 2014. http://www.plannedparenthood.org/health-info/birth-control/birth-control-sponge-today-sponge>. [17] Diaphragm :: Planned Parenthood. Diaphragm :: Planned Parenthood. Planned Parenthood, n.d. Web. 28 Sept. 2014. http://www.plannedparenthood.org/health-info/birth-control/diaphragm>. [18] Diaphragm :: Planned Parenthood. Diaphragm :: Planned Parenthood. Planned Parenthood, n.d. Web. 28 Sept. 2014. http://www.plannedparenthood.org/health-info/birth-control/diaphragm>. [19] Cervical Cap. Cervical Cap. Planned Parenthood, n.d. Web. 23 Sept. 2014. www.plannedparenthood.org%2Fhealth-info%2Fbirth-control%2Fcervical-cap%23>. [20] Cervical Cap. Cervical Cap. Planned Parenthood, n.d. Web. 23 Sept. 2014. www.plannedparenthood.org%2Fhealth-info%2Fbirth-control%2Fcervical-cap%23>. [21] Cervical Cap. Cervical Cap. Planned Parenthood, n.d. Web. 23 Sept. 2014. www.plannedparenthood.org%2Fhealth-info%2Fbirth-control%2Fcervical-cap%23>. [22] Implanon Side Effects Birth Control Implant. Implanon Side Effects Birth Control Implant. Planned Parenthood, n.d. Web. 26 Sept. 2014. http://www.plannedparenthood.org/health-info/birth-control/birth-control-implant-implanon>. [23] Implanon Side Effects Birth Control Implant. Implanon Side Effects Birth Control Implant. Planned Parenthood, n.d. Web. 26 Sept. 2014. http://www.plannedparenthood.org/health-info/birth-control/birth-control-implant-implanon>. [24] Implanon Side Effects Birth Control Implant. Implanon Side Effects Birth Control Implant. Planned Parenthood, n.d. Web. 26 Sept. 2014. http://www.plannedparenthood.org/health-info/birth-control/birth-control-implant-implanon>. [25] Birth Control Patch. Birth Control Patch. Planned Parenthood, n.d. Web. 26 Sept. 2014. http://www.plannedparenthood.org/health-info/birth-control/birth-control-patch-ortho-evra>. [26] Birth Control Patch. Birth Control Patch. Planned Parenthood, n.d. Web. 26 Sept. 2014. http://www.plannedparenthood.org/health-info/birth-control/birth-control-patch-ortho-evra>. [27] Birth Control Shot. Birth Control Shot. Planned Parenthood, n.d. Web. 27

Herman Melvilles Billy Budd - Innocence is More Important that Wisdom :: Billy Budd Essays

Herman Melville's Billy Budd - Innocence is More Important that Wisdom  Ã‚  Ã‚  Ã‚  Ã‚   In Billy Budd, the author, Herman Melville, presents a question that stems directly from the original sin of ouAdam and Eve: Is it better to be innocent and ignorant, but good and righteous, or is it better to be experienced and knowledgeable?   Through this work, Billy Budd,Melville is telling us that we need to strike some kind of balance between these two ideas; we need to have morality and virtue; we need to be in the world, but not of the world.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To illustrate his theme, Melville uses a few characters who are all very different, the most important of which is Billy Budd.   Billy is the focal point of the book and the single person whom we are meant to learn the most from.   On the ship, the Rights-of-Man, Billy is a cynosure among his shipmates; a leader, not by authority, but by example.   All the members of the crew look up to him and love him.   He is "strength and beauty.   Tales of his prowess [are] recited.   Ashore he [is] the champion, afloat the spokesman; on every suitable occasion always foremost"(9).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Despite his popularity among the crew and his hardworking attitude, Billy is transferred to another British ship, the Indomitable.   And while he is accepted for his looks and happy personality, "...hardly here [is] he that cynosure he had previously been among those minor ship's companies of the merchant marine"(14).   It is here, on the Indomitable that Billy says good-bye to his rights.   It is here, also, that Billy meets John Claggart, the master-at-arms.   A man "in whom was the mania of an evil nature, not engendered by vicious training or corrupting books or licentious living but born with him and innate, in short 'a depravity according to nature'"(38).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Here then, is presented a man with a personality and character to contrast and conflict with Billy's.   Sweet, innocent Billy immediately realizes that this man is someone he does not wish to cross and so after seeing Claggart whip another crew-member for neglecting his responsibilities, Billy "resolved that never through remissness would he make himself liable to such a visitation or do or omit aught that might merit even verbal reproof"(31).   Billy is so good and so innocent that he tries his hardest to stay out of trouble.   "What then was his surprise and concern when ultimately he found himself getting into petty trouble occasionally about such matters as the stowage of his bag.

Essay --

Introduction: X-ray tubes are a critical aspect of all x-ray imaging systems and the central site of x-ray production. They are a part of the imaging system that radiologic technologists do not interact with, as it is located in protective housing and out of reach. Despite the tube’s location, it is a radiographer’s responsibility to understand its construction and operation. While not all x-ray tubes are the same, there are critical parts that all tubes must contain in order to create x-rays, such as the cathode an anode. Both the cathode and anode are considered electrodes, or conductors through which electricity enters or exits an object. X-ray tubes contain two electrodes and can be further classified as diodes. Diodes are semiconductor devices with two terminals that allow for the flow of current in only one direction. In the x-ray tube this flow is directed from cathode to anode. The purpose of this paper is to describe the different parts that make up an x-ray tube, both internally & externally, and briefly describe the role that each part of the tube plays in the in the process of x-ray production. Literature Review: X-ray tube structure can be divided into the external components, and internal components. The external components consist of the protective housing, an envelope and insulating oil. The internal components include the negatively charged cathode, and positively charged anode. External components: The components necessary for the production of x-ray are housed in a glass or metal envelope. The envelope’s primary purpose is to provide a vacuum for the x-ray tube, allowing the improved flow of electrons from cathode to anode. The envelope also provides insulation from heat and electricity given off. Dielec... ...production, while the angle of the anode interacts with x-ray photons. An anode’s angle affects both the effective focal spot size as well as the intensity of the x-ray beam that exits the tube. X-ray tubes containing rotating anodes possess an assembly of induction-motor electromagnets known as the stator and rotor, mechanisms necessary to turn the target. The stator is the only section of the cathode that is located outside of the tube envelope. It is made up of electromagnets that surround the neck of the x-ray tube. The rotor is a positively charged hollow copper cylinder attached to the anode by a molybdenum shaft. It is located within the stator and inside of the tube envelope. The rotor rotates at high speeds due to the current that runs through each stator, which induces a magnetic field that surrounds the rotor and interacts with the ferromagnetic copper.

Literacy essay Essay

The curriculum for excellence is organised into eight subject areas: Expressive Arts, Health and Wellbeing, Languages, Mathematics, Religious and Moral Education, Sciences, Social Studies, and Technologies. The Scottish primary curriculum recognises the importance of each of these subjects . However, literacy is seen as fundamental as it â€Å"unlocks access to the wider curriculum† ( Curriculum for excellence: Literacy across learning principles and practice). Literacy is organised into three strands: reading , writing and talking and listening. From my school placement experience, and personal reading I will discuss how grounding in each of these literacy strands can help facilitate children in their knowledge acquisition, and understanding of other curriculum areas. The curriculum for excellence defines literacy as a â€Å"set of skills which allows an individual to engage fully in society and in learning through the different forms of language, and the range of texts which society values and finds useful† Within the curriculum literacy is organised into three strands: reading, writing and talking and listening. Reading is a skill which can greatly help children in all curriculum areas. However, it is essential that children foster a positive attitude towards reading from the early stages, in order for this to occur. â€Å"For the youngest children, well before the age of five, sharing and enjoying favourite books regularly with trusted adults, be they parents, carers, practitioners or teachers, is at the heart of this activity. †(Rose, 2006). While on placement in a nursery school I witnessed how an interest in reading can be promoted which was having a library for the children to go to. â€Å" â€Å"library equips students with lifelong learning skills and develops their imagination, thereby enabling them to live as responsible citizens†. (Premars and Willars, 2002) Before home time the teacher would select a book to read to the children in the library, and would involve the children by asking a question like â€Å"what do you think will happen next? † â€Å"The very hungry caterpillar† was one book the teacher read to the children, which helped the children with their knowledge of the subject Health and Well-being, as from it the children learned about the importance of eating healthily in order to grow big and strong. The children also developed their Numeracy skills from the reading, when they counted the number of fruits the caterpillar eat each day. I could see that the children were all developing an interest in reading which encouraged them to go to the reading area by themselves a pick a book to look at. This was also helping them to establish an interest in other curriculum areas. One girl pick up a book on shapes, and she was pointing at a triangle, and she asked me â€Å"what is that? † with great curiosity. Another boy asked me to read a book about earthquakes to him, and as I was reading the book to the boy more children came over when they heard the excitement in my voice. After the reading. I asked the students to stand up and shake as though there was an earthquake, in order to encourage physical activity among the children. As children progress through the primary curriculum collaboration between teachers and Parents is vital for children‘s reading skills. â€Å"Children whose parents said they heard them read at home had markedly higher reading attainments at age 7 and 8 than children who did not receive this kind of help from their parents. †. While on placement with Primary 4 the teacher assigned the book Fantastic Mr Fox for the children to read at home. The children would then go over their assigned reading with the teacher each day. I remember one student in particular who struggled with her reading so the teacher used the strategy of two stars and a wish to ensure that her enthusiasm for reading remained high, while also tasking her with something to work on. â€Å"Look for positive things to say about a student’s work, even when pointing out problems or mistakes with the work. Some might receive praise for bigger accomplishments than others, but even the lower performers need a regular pat on the back. † (Adams, 2000) This is essential so that no student is left with a negative association towards reading. After the story the teacher assigned the students with a number of tasks which linked to a number of curriculum areas. The children had to work in groups of four to design a healthy for Mr. Boggis, which helped with their understanding of the subject health and well-being.. The children also improved their numeracy skills from the reading Another by having to plan a feast for a number of people, and given the cost of a variety of food the children had to work out how much of each food they would need and then how much it would cost. Furthermore, while on placement with a primary 4 class, the children were encouraged to read up on any topic that they were confused about. I witnessed this occurring dozens of times during my time at the school. I remember one child was very confused about a particular aspect of volcanoes after a lesson on the topic, but the teacher had no time to go over it again with the boy, so she handed him a book on volcanoes. At the end of the day the teacher asked him a question on volcanoes and from his reading he was able to answer. On another occasion the teacher divided the class up into four groups and handed each group a book on the solar system along with a question sheet relating to volcanoes. The following day the teacher asked the students what they had learned from their reading about the solar system, and I was amazed with the amount of information the students had learned from independent reading. Children’s motivation to read can significantly help to facilitate with their learning of other subject areas, because if a student enjoys something they will read it. This was the case with the solar system lesson. In some instances students may become so engaged with a book that they are in a state of flow. Flow is a concept coined by psychologist Mihaly Csikszentmihalyi, and it occurs when a person is immersed on a task, giving it their attention, energy and focus. This is essential for learning as â€Å"to pursue mental operations to any depth, a person has to learn to concentrate attention. Without focus, consciousness is in a state of chaos. †¦ Unless one learns to concentrate, and is able to invest the effort, thoughts will scatter without reaching any conclusion. † (Csikszentmihalyi, 1998) To help promote this  From my readings, I have discovered the crucial role writing plays in helping children to learn new concepts, words and ideas. â€Å"Through writing, they organise thoughts, remember important information, solve problems and reflect. They learn how to communicate for specific purposes and audiences. ( Queensland Authority Studies). Writing is necessary in terms of assessment for most subjects. Therefore if a child, even one with an exceptional level of knowledge in the subject area, struggles to gets their meaning across, due to poor writing skills can end up with a poor assessment mark. Therefore it is vital that students have good written English in order for them to express their subject knowledge. To help students with this issue teachers often use writing maps, these â€Å"include generic reminders to ensure that students consider issues such as: presentation; the purpose for writing; structure and paragraphing; accurate use of punctuation and spelling; and relevant subject-specific vocabulary† Literacy across the curriculum). This would prove very beneficial to all students even those who have a high writing standard as they would still be learning to organise new thoughts and ideas in an effective manner. Teachers may also wish to apply Vygotskys scaffolding concept by pairing up a student who has poor literacy skills but good subject/ topic knowledge with a student who has good literacy skills but poor subject/ topic area, in order for them to learn from one another. Furthermore, from helping one another both children should reach their next level in their Zone of proximal development, (the difference between what a students can do by themselves and what they can do with assistance), in literacy and the given subject area. The last stand of literacy is literacy and talking. From my school experience placement I got the opportunity to see at first-hand how listening and talking can help with the delivery of a multitude of subject area. Listening and talking occurs naturally within the classroom, and it is an essential. After the book â€Å"fantastic Mr fox† was finished the teacher had a discussion about the book with the children, but first she ensured that the children were all sitting comfortably and were all paying attention. â€Å"To be effective, teachers have to try to minimise barriers to communication. We do this in a number of ways – for example by making sure that the room is quiet and well lit; by speaking slowly and clearly; by only using words which the students should be able to understand. However the most important way to overcome the barriers is two-way communication. This means getting regular feedback from the receivers (the students): Do they really understand what we are trying to put across? (Prozesky, 2000) The class discussion helped with the children’s knowledge of Science. As the teacher talked about the different senses the fox used to avoid being caught, and then she asked students about the different type of senses that people have. (Warner, 2012). Another task the teacher assigned the students based on the book â€Å" Fantastic Mr Fox† was to design a poster to show the farms, the wood and the underground tunnels that Mr fox digs. (Warner, 2012) This was assigned to promote the children’s knowledge of Geography and I. C. T. Before the children took up the task, the teacher gave the students the opportunity to ask questions. â€Å"students asking questions is a vital part of the learning process†(Petty, 2009) From having an open question time it also gave students the opportunity to learn from one another, and understand something they may not have thought of asking. The children’s RME was facilitated from listening also. One example of this occurring was after break time and two of the children were arguing with one another. The teacher sat both of the students down and it was discovered that they were arguing because one of the boys did not get an opportunity to play football because of the other boy. So the teacher turned to the offending boy and asked him â€Å" how would you like it if you were left out? † After giving the boy time to think about it, he soon realised he was in the wrong and apologised. From the above it is clear that the Scottish primary curriculum values literacy as being essential in helping to facilitate students understanding of other curriculum areas, â€Å"competence and confidence in Literacy are essential for progress in all areas of the curriculum. † Furthermore literacy skills is essential for students after their school years as â€Å" they will need advanced levels of literacy to perform their jobs, run their households, act as citizens and conduct their professional lives† (Clark and Rumbold, 2006) References Adams, B. (2000). Helping Students Become Motivated Learners. NDT Resource Center. Online article available at: http://www. ndt-ed. org/TeachingResources/ClassroomTips/Motivating_Students. htm [Accessed on 9th March 2013] Clark, C. and Rumbold, K. (2006) Reading for.

Counseling Youth in Times of Crisis

Counseling Youth in Times of Crisis â€Å"Teenagers can be like elephants. If youVe spent any time around them, this thought has probably crossed your mind, but hopefully wasn't said out loud. † We sometimes think teenagers aren't able to go far in life, or be anything but a problem. Living a carefree life not worried about anything or one around them. Some adults have no idea of all the struggles teenagers have to deal with. Just like adults they deal with stress, death, peer pressure, and lots more.It is sometimes hard to see past the shield these youth have put up around them. They will test you until they trust you, ut only once they trust you will the real test come. Youth struggle with crisis Just like everyone else, and need a counselor or caregiver to help them through it. Eating Disorder â€Å"Eight million people in the United States suffer from an eating disorder, the most common of which is bulimia nervosa. Eighty six percent of suffers report the onset of the dis order before the age of twenty; only half report being cured.Six percent of serious cases die of the disorder. † This is very serious and should never be taken lightly. It is getting harder and harder to be a youth in our culture. They have to deal ith constant scrutiny of their peers and coaches; often comparing themselves to the airbrushed, photo shopped models in todays' magazines. They try to be perfect while knowing they never can be. Some feel extremely guilty about what they are doing but the stress and guilt only leads to them doing it more.Here are some characteristics that are hints of Anorexia Nervosa: Looks not Just lean, but abnormally thin Extreme attraction/avoidance language and behavior regarding food Obsessive weighing Baggy clothes to hide shape Now here are some characteristics that are hints of Bulimia Nervosa: Abnormally requent trips to the bathroom abnormal fixation on exercise, no matter what Cuts and calluses on knuckles and backs of hands Car or clos et smells of vomit When dealing with this in teenagers the first thing you need to do is make sure they are going to get proper treatment and counseling for their disorder.They need help and telling you was probably very hard, so don't make them get other help by themselves and also help them inform their parents. Suicide If you are going to work with youth there is a chance that you will work with someone that has attempted suicide, contemplated suicide or had a friend commit uicide. â€Å"Suicide is the 3rd leading cause of death for 15- to 24-year-old Americans. An average ot one person dies by suicide every 16. 2 minutes. † A very good triend ot mine from high school committed suicide; although no one knows why he did it the last thing posted on his Facebook wall by a friend was the comment mfou're gay'.His friend who posted this goes to the school counselor once a week now; he blames himself for his friend's death; thinking it was Just an innocent Joke. Some of the signs that may alert a parent, teacher, youth leader, pastor or friend to a possible uicide attempt include: Previous suicide attempts Threats of suicide Talking about death Preparation of death (cleaning out locker, giving away possessions, etc. ) Depression Sudden change in behavior (acting out, violent behavior etc. Moodiness Withdrawal Somatic complaints (sleeplessness, sleeping all the time) Fatigue Increased risk-taking Drafting a suicide note We need to watch for these signs when dealing with youth and remember it is better to be safe in checking on a youth's life, than sorry if they take their life. If you ask a teenager about an issue like this, I think, they are more likely to be thankful than to hink you upset. And if they are upset about you asking those questions about their feelings and life the chances are they are trying to hide something from you or their parents.When someone comes to us about suicide it is vital that we listen to them and not throw the bible in their fa ce. â€Å"Be nonjudgmental. Statements such as mfou can't be thinking of suicide, it is against the teaching of your church† or â€Å"l had a similar problem when I was your age and I didn't consider suicide† are totally inappropriate during a crisis situation. † We as caregivers should never make the are receiver feel unworthy of your time or lower their self-esteem. There are a few different reasons that youth attempt suicide: for attention, depression, loss, manipulation, and lots more.In saying that my sister has attempted suicide three times; she has done it for attention and she has also threatened suicide for the purpose of manipulation. But we should always remember that while the person attempting suicide may be your first concern the family and friends are suffering Just as much if not more. One of the times she was threating to commit suicide she grabbed a kitchen knife and tried to run to her room. Her boyfriend saw her grab it and was attempting to t ake it from her when my then 9 year old brother walked into the house.He could not see the knife and didn't know what was going on; he only knew that his sister looked like she was being beaten up by her boyfriend. Naturally the first thing he did was try to get her boyfriend off of her. This led to the boyfriend yelling at my brother, â€Å"Go away! She is trying to kill herself. † When my brother heard this he ran to his room in tears. It was his snapping point after losing two of his grandparents and his Dad moving away. Now he is taking three medications and ees a counselor once a week. He has been diagnosed with depression, bipolar, and schizophrenic tendencies.He has never tried to attempt suicide but we a constantly watching for signs and praying for his health. I believe that he will never attempt suicide because we saw the signs as soon as they started to appear. But I believe that way too many times the siblings ot the suicide attempter are overlooked and not given the help that they may need. Always remember that suicide affects everyone around that person. Death I have never met someone who hasn't dealt with death in some way; whether that s a friend, a parent, a grandparent, a significant other, a sibling, or they themselves are dying.The five stages of grief are: Denial, Anger, Bargaining, Depression, and Acceptance. These steps may come in order, they may Jump around, or experience more than one at a time. There is no correct way to grieve it is a process that is different for everyone involved. Some youth may begin to act out when dealing with grief because; they don't know what else to do. For some students this may be their first experience with death. When dealing with death we must explain to the youth ho is dealing with it that grief is a process. â€Å"Listen.When a teenager is grieving, this isn't the time to view the conversation as a teachable moment. You don't need to correct his perceptions or theology, nor do you need to giv e advice. You need to quietly and attentively listen to him. † When a teenager losses a parent or parents, make sure they don't Just Jump into their new adult responsibilities before they are ready. Help them to realize the changes that have to be made in their daily life with the death of this person. Let them see what has to be changed and what kind of help they need to do that.Always make sure to be available to youth after a death. Be the one to text or call them they won't always take the initiative to ask for help. Some common mistakes youth workers make when helping a teenager deal with grief are: Being overbearing, looking for teachable moments, hiding their own grief, etc. We want to help but we need to still be aware that the youth has a whole lot to deal with and needs some space to process everything. One of the worse things you can do is try to teach a grieving youth theology; they have enough to worry about and don't need to have your opinions shoved at them too.