Task Performance Of Persons With Disabilities - 2364 Words

TASK PERFORMANCE OF PERSONS WITH DISABILITIES: A RESEARCH TOOL DEVELOPMENT Madhulaa R Dr. R. Arjunan Abstract Our country’s development in terms of economy is contributed majorly by different industrial sectors which increases the financial situation of the nation. The industries before several decades retain employees still the age of their retirement, but now-a-days labour turn over in organisations are increasing due to increased growth of job openings in organisations and higher rate of qualified personnel’s. Hence organizations rely upon the best suitable candidates irrespective of their nature leads the persons with disabilities to get job in a considerable manner. To obtain a job it is necessary for an individual to perform effectively in the assigned work. Performance is a kind of process that consists of the phases like goal setting, measurement, assessment, feedback, rewarding for good results, improvement for bad results and applying sanction in case of necessity (Kazan, 2013). The behaviours that contribute to organizational effectiveness through technical processes and activities that result in the production of goods and services are termed as task performance (Borman, 1993). To identify the factors responsible for effective task performance among the persons with disabilities items were generated and model was developed for the purpose of further studies. The researcher adopted descriptive research design for the study. The study was conducted among theShow MoreRelatedFrames of Reference In Occupational Therapy1317 Words   |  7 Pagessequential and none can be skipped. As a person proceeds through the life cycle, he encounters life events and changing internal and external conditions that necessitate reappraisal and change. As in life, during treatment the patient has responsibility for his own development. FunctionAbility of the person to respond to external expectations as well as ones own feelings in a process called adaptation together with the accomplishments of developmental tasks for each life stage. DysfunctionOccursRead MoreThe Americans With Disabilities Act1277 Words   |  6 Pageshaving a disability was seen as a physical imperfection. People with disabilities were treated as moral and social subordinates. We were trained that if a person had a disability they were not able to perform a task with the same ability as a normal person. They have been denied jobs for which they are highly qualified because they have been considered incompetent, or because employers were not comfortable with their presence in the workplace. Occasionally people with certain disabilities have beenRead MoreSocial and Traditional Models of Disability.1168 Words   |  5 Pagesstairs, brushing one s teeth. The list is endless really. This assignment made me realize just how difficult some of these simple tasks are for many people in our society. The first task of this assignment was to visit the library and sign out some books related to disability. For most people this doesn t present any problems. But for a wheelchair bound person or one with limited mobility, there are huge obstacles to overcome. Personally I had little trouble maneuvering from place to placeRead More Special Education Essay1616 Words   |  7 Pages Since the passing of The Individuals with Disabilities Education Act (IDEA), schools are required to serve all students regardless of their disability in a least restrictive environment. Due to increase in the number of students being identified and placed in general education classrooms, educators can expect to serve students with disabilities. It is important to understand the different types of disabilities, the characteristics of these disabilities, and causes; in order to ensure the successRead MoreEssay Maintain an Environment to Empower People with Disabilities1188 Words   |  5 PagesMAINTAIN AN ENVIRONMENT TO EMPOWER PEOPLE WITH DISABILITIES Assessment 21382/01 Task 1 Answer the following questions and exercises: 1. Detail five (5) ways that you can support and encourage the independence and self determination of a person with a disability. * Assist people to maintain their dignity by maintaining existing valued social roles and by finding ways for them to gain more valued roles. * Respect the individual’s right to self-esteem and self-determination. It’sRead MoreDifferent Treatment Methods For Children With Learning Disabilities1310 Words   |  6 Pages The purpose of this paper is to define, diagnose, and explore different treatment methods for children with learning disabilities. By considering various empirical studies conducted by researchers, the neurologically based processing disorder will be explored. Children diagnosed with learning disabilities can achieve academic success when they receive overall support from medical professionals, educators, parents, and society. Quite simply, children learn in different ways despite factors associatedRead MoreThe Human Resources Department Is A Critical Component Of The Health Care Workforce1478 Words   |  6 PagesDisability Discrimination in Health Care The Human Resources Department is a critical component in the health care workforce. They are in many ways the backbone of an organization as they handle a variety of issue that employee have. Some of the most complicated issues that Human Resources has to deal with is disability discrimination. The reason this subject is very difficult is because of the acts that protect the disabled from discrimination. First there is the Rehabilitation Act of 1973 andRead MoreMy Learning Skills And Knowledge That I Have Acquired1306 Words   |  6 Pagesadvocacy organisation that has been providing advocacy to people with learning disability or autism since the mid-1990s. Professionals such as social workers, housing officer and support workers make referrals for individuals who require advocacy services. Individuals can also make self-referrals by contacting the organisation. In addition the organisation runs groups that help service users with mild to severe learning disability to be able to d o self-advocacy by offering them courses. Organisation StructureRead MoreInternational Classification Of Functioning, Disability And Health1285 Words   |  6 PagesIntroduction The International Classification of Functioning, Disability and Health, also know more commonly as ICF was originally proposed by the World Health Organization (WHO) for trial purposes in 1980 and was known as the International Classification of Impairment, Disability and Handicap (ICIDH) (reference). The ICIDH aimed to provide a cohesive and consistent language tool for the classification of the consequences of disease and the implications for the individuals involved (reference). HoweverRead MoreCase Study Applying the Model of Human Occupation Essay755 Words   |  4 PagesThe Model of Human Occupation The Model of Human Occupation is an occupation-focused theoretical model that is categorized into concepts that examine the person’s volition, habituation, and performance capacity when participating in an occupation (Forsyth et al, 2014, p. 506). By applying MOHO to my community partner Sunshine, the dynamics of how his personal factors and environmental factors influence his overall occupational participation are analyzed. Volition According to Forsyth et al. (2014)

The School Of Marxist Criticism - 1703 Words

A Strange American Approach In this particular assignment I want to focus in the school of Marxist criticism. And the reason why is because I find it very interesting to learn every concept of its background and the ways it is used in many literature works. Which this specific lens implies that those point of views are not the way to go. In other words it targets that there should not be an upper nor lower class or division of society rather there should only be one with equal opportunities, equal means for everyone, equal social level, no leader, and no one ranking above anyone else. Which it opposes capitalism, which is the economic system that we have here in the United States of America, which is based in individual opportunity where people make their own wealth and causes upper classes and lower classes. The basic tenets of this approach are creating the idea that the history of society is a history of class struggle. Which basically means the struggle of upper class and lower class is the root of everything and in this point in history, this was the point of time when a lot of societies had a small percent of their population as the upper class and everyone else in the lower class. Which this is very important to remember because there were really not an idea of a working class in this point of time. To make this whole process into smaller detailed approaches I will break it down to six small key vocabulary words, which I will hopefully use in my analysis. One ofShow MoreRelatedMarxist Criticism In Jane Eyre And Mansfield Park By Jane Austen1088 Words   |  5 PagesJane Austen have many things in common but also contrast in many different ways. Marxist criticism shows how they relate and differ. Jane Eyre is about a young girl who lives with an abusive family and is sent away because she is unliked. Mansfield Park also similar to Jane Eyre, with Fanny Price living with an abusive family after her true family sends her away because they are so poor. When applying Marxist criticism how they are treated, where they stand in life, what power they have, and how theyRead MoreThe Functionalist Explanation of the Role of Education in Modern Society621 Words   |  3 PagesThe Functionalist Explanation of the Role of Education in Modern Society I will discuss the functionalists theories in comparison to those of the Marxist and Interactionists. Functionalists believe that all in society serves a purpose and its a positive function. They also believe that education is a way of achieving in society; it develops people so that it gives them the opportunities in society (workplace). Durkheim believed that in order for children to feelRead MoreTwo Different Approaches To Literary Criticism Are Marxist1546 Words   |  7 PagesTwo different approaches to literary criticism are Marxist criticism and feminist criticism. The Marxist approach looks at the hierarchy of the classes. â€Å"One form of historical criticism is Marxist criticism, name for Karl Marx (1818-1883). Actually, to say â€Å"one form† is misleading, since Marxist criticism today is varied, but essentially it sees history primarily as a struggle between socioeconomic classes, and it sees literature (and everything else) as the product of economic forces of theRead MoreComparing the Marxist and Functionalist Views on the Role of Education in Industrial Society1300 Words   |  6 Pages Comparing the Marxist and Functionalist Views on the Role of Education in Industrial Society The functionalists and the Marxists both believe that the education system benefits everyone, but both have different views on society. The Marxist views of the education system are that there are conflicts because there is an inequality between the working class and the higher classes. They believe that there are two different classes which education produces, and that is theRead MoreFunctionalist View Of The School As Secondary Socialisation And Acts As A Bridge Between The Family And Wider Society Essay1744 Words   |  7 Pagesfunction of the school as being secondary socialisation and acts as a bridge between the family and wider society. In the family we gain ascribed status and are judged on particularistic terms, this means that we are seen as a particular person, i.e. son/daughter, and as such receive specific treatment. When we move into wider society we are judged in terms of our achieved status, that which we have gained through our own merits, and are treated with universalistic values. Schools help to bridge theRead MoreAdorno Horkheimers Traditional And Critical Theory Of Society1199 Words   |  5 Pagestotal individuals† ( Ingram,p246). The Frankfurt school of thought is avowedly the group of neo Marxists who developed their critical theory basing on the tenets of Marxism. The group formed by the German American theorists is divided into three generations at different periods of time to explain, understand and formalize a social analysis. In this essay, I will discuss the first-generation Frankfurt School theorists who were the first Neo Marxists to analyze and examine the effects of emerging massRead MoreLevels and Spheres of Business Power1726 Words   |  7 PagesCompare and Contrast Marxist, Elite and Democratic Pluralist Theories of Power. Classical Elite theories were developed by Pareto and Mosca, to some extent as a critical response to Marxism, but have also been very significantly modified by theorists such as C.W. Mills. Marx’s theory of the ruling class states that, basically, the Bourgeoisie are an economically dominant class in that their ownership of the means of production in capitalist society gives them power over decisions affecting productionRead MoreMarxism Is A Method Of Socioeconomic Analysis1495 Words   |  6 Pagesclass relations and societal conflict using a materialist interpretation of historical development and a dialectical view of social transformation. Marxist methodology originally used economic and sociopolitical inquiry to analyze and critique the development of capitalism and the role of class struggle in systemic economic change. According to Marxist analysis, class conflict within capitalism arises due to intensifying contradictions between highly productive mechanized and socialized productionRead MoreEssay on Diversity and Society and Diversity in the Meda789 Words   |  4 Pagesgroups like The BBC Asian Network for the asian community, and offering coverage of variation of sports. The media relies on its customers, they have to give them what they want or they simply wont buy their product or service. Marxists have a very different outlook on the media to Pluralists. They believe that the media is used as a method of ideological control and that it is used to transmit capitalist ideas to us. It has come to the point where we ourselves do notRead MoreShakespeare Writes About Issues That Are Still Relevant Today1303 Words   |  6 Pagesremade and there are various schools of thought who argue about his plays. His universal themes of vaulting and corrupting ambition, a reliance on superstition and gender tell us that the play Macbeth explored themes that are still seen in today’s society. The updated and remade film versions of Macbeth (also known as The Tragedy of Macbeth) and Macbeth (BBC’s Shakespeare’s Retold Series) tell us that people still enjoy watching the issues in Macbeth. And the various schools of thought Psychoanalytical

Digestion Of Cheetos Essay Example For Students

Digestion Of Cheetos Essay It’s a typical day. After school you get home and you are starving, but you just want a snack. â€Å"What should I eat?,† you ask yourself. Then, after looking through the cabinets for a few minutes, you find Cheetos and decide to eat a few. With just the presence of those Cheetos in your sight, the digestion process begins in your 9 meter long digestive tract. Crunch, Crunch, Crunch. As you munch on those first few Cheetos the digestion process begins in your mouth. Here, mechanical digestion begins to reduce the size of the Cheeto and mixes the food particles with saliva. The tongue helps mix and move the pieces of Cheeto throughout the mouth. The salivary glands in the mouth also contribute to the breakdown of the Cheetos in the mouth. They secrete amylase and mucus. The parotid glands begin chemical digestion on the Cheetos. It secretes a clear, watery fluid that is high in amylase. The enzyme, amylase, begins to breakdown carbohydrates into disaccharides. The other two salivary glands, the submandibular and the sublingual, secrete saliva containing mucus, which binds and lubricates the Cheeto particles for easy swallowing. Now the food has been formed into a bolus with the help of saliva, the tongue, and teeth. Next the bolus travels into the pharynx, where the epiglottis closes off the top of the trachea so no food can enter. Then it moves on to the esophagus, where peristaltic waves push the food toward the stomach. The food enters the stomach through the cardiac sphincter at the end of the esophagus. Now the Cheetos have entered the stomach. The process of breaking down carbohydrates has already begun in the mouth and now more chemicaland mechanical digestion will take place in the stomach. Once the bolus has entered the stomach, it mixes with gastric juice, starts protein digestion, and absorbs a limited amount. Here the chief cells secrete the inactive enzyme pepsinogen and the parietal calls secrete hydrochloric acid. When mixed together, they create pepsin. The pepsin works to breakdown the two grams of protein present in the Cheetos. Hormones are also present in the stomach and aid in the digestion process. The hormone, gastrin, increases the secretory activity of gastric glands. In the stomach, some salt from the Cheetos is absorbed through the wall. The Cheetos that entered the stomach has now been transformed into a semifluid paste called chyme. Peristaltic waves push the chyme out of the stomach through the pyloric sphincter into the duodenum of the small intestine. Now in the duodenum, accessory organs add their secretions to the chyme. First is the pancreas. It adds pancreatic juice to the chyme, which contains many enzymes that digest carbohydrates, fats, nucleic acids, and proteins. Pancreatic amylase begins to split the last of the fifteen grams of carbohydrates into double sugars. The pancreatic lipase breaks down the ten grams of fat into fatty acids and glycerol. There are three other protein-splitting enzymes called trypsin, chymotrypsin, and carboxypeptidase. These break the bonds between particular combinations of amino acids in proteins. The hormone, secretin, controls the secretion of pancreatic juices. When CCK and secretin join together, they slow down the activity of the stomach. The liver is another important accessory organ. It stores many substances, glycogen, iron, and vitamins A, D, and B12. It also helps maintain the normal concentration of blood glucose. The liver produces bile, which is important to digestion. The gall bladd er stores, strengthens, and secretes the bile. CCK stimulates the gall bladder to secrete bile. Bile salts aid digestive enzymes. They break down fat globules into smaller droplets and enhance absorption. The Cheetos, in the form of chyme, are now traveling through the small intestine. In the small intestine, sucrase, maltase, and lactase split the double sugars into simple sugars, and intestinal lipase splits fats into fatty acids and glycerol. The villi, lining the small intestine, absorb monosaccharides, fatty acids, glycerol, electrolytes, and water along with the products of carbohydrate, protein, and fat digestion. Digestion of the Cheetos is completed in the small intestine by the accessory organs and the intestinal mucosa. After traveling through the duodenum, jejunum, and ileum of the small intestine, the remaining bits of the Cheetos exit through the ileocecal valve into the large intestine’s cecum. Once in the cecum, the Cheetos continue on its path throughout the large intestine. In the first half of the large intestine, water and electrolytes are absorbed from what was left. The Cheetos travel through the ascending colon, transverse colon, descending colon, and the sigmoid colon. After this, it’s then stored as feces in the rectum. Throughout the entire digestive process all sorts of materials were absorbed in all areas of the alimentary canal. The calories from the Cheetos are used as energy along with the carbohydrates that were broken down in the mouth and small intestine. The calcium from the Cheetos helps make bones and teeth healthy and strong, and iron is used in the blood. The two grams of protein were broken down in the stomach and small intestine by different enzymes. Fats were also broken down in the small intestine and used as energy or stored for later use. The pancreas and the small intestine played large roles in the breakdown of the Cheetos. About five hours later, you feel the need to relieve yourself. You excuse you rself from the table and go to the bathroom. The waste left over from the Cheetos is mainly made of the little fiber the Cheetos contained, water, mucus, and bacteria. The feces are released from your body through the anal canal and out the anus. After several hours of traveling through your body, the waste products of the Cheetos finally exit the digestive track. Those fifteen Cheetos, you ate at three o’clock, went through a long journey through your body and later that night, at eight o’clock, were released from your body in a completely new form lacking much of the components they had before. Anatomy and Physiology

Teenage Substance Abuse free essay sample

This paper discusses teenage substance abuse and proposes a method for treatment specifically for teens. This paper states that to understand and prevent substance abuse, one must treat both the medical and the social aspects of the problem. The author believes there is a need for substance abuse programs specifically aimed at teenagers. He designs a treatment program that uses the observation and interview elements of the traditional anthropological ethnography to determine the reasons that teens drink and then individualizes the treatment by using the psychology of persuasion. The first of these is that their emotional problems seem to be insurmountable on their own and drugs offer the quickest possible route to feeling better. Of course, drugs only mask symptoms and the drugs themselves (especially when combined with certain behaviors like driving) are often extremely dangerous. But to the person in emotional distress, sometimes the short-term lure of drugs is more than enough to get them to use whatever drug is handy. We will write a custom essay sample on Teenage Substance Abuse or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

How to Make Colored Fire Pinecones

How to Make Colored Fire Pinecones How can you make your fire more festive? Toss on a few colored fire pinecones! Colored fire pinecones are extremely easy to make. All you need is one common household chemical. Colored Fire Pinecone Materials dry pineconesboric acid (usually sold as a disinfectant in the pharmacy section of stores)alcohol (optional) Alcohol is not necessary for this project, but it is a good accelerant if you are having trouble getting your pinecones to burn, which is possible if they are still a little green. Also, alcohol burns with a blue flame, so it will add another color to the fire yet wont overpower the other flame colors in your pinecone. Methanol is sold as Heetâ„ ¢ fuel treatment (avoid contact with skin). Isopropyl alcohol (rubbing alcohol) or ethanol (e.g., from rum or vodka) work well, too. Methods of Preparing Colored Fire Pinecones Method #1: This is the quick-and-easy method of getting pinecones to burn in colors. Sprinkle a little boric acid powder onto the pinecone. Squirt a small amount of alcohol onto the pinecone. Light the pinecone. Method #2: Dissolve the boric acid in a small amount of water or alcohol. Soak the pinecones in the colorant solution and allow them to dry. Boric acid is a good chemical for this project because its easily obtained, safe, and can give you a full spectrum of flame colors. However, any of the safe colorants for making colored fire can be used to make colored fire pinecones, so dont be afraid to experiment with other chemicals. You can prepare colored pinecones in advance to give as gifts or to burn throughout the season. If you like, you can scent the pinecones by adding a small amount of cinnamon oil or potpourri fragrance. Disclaimer: Please be advised that the content provided by our website is for EDUCATIONAL PURPOSES ONLY. Fireworks and the chemicals contained within them are dangerous and should always be handled with care and used with common sense. By using this website you acknowledge that ThoughtCo., its parent About, Inc. (a/k/a Dotdash), and IAC/InterActive Corp. shall have no liability for any damages, injuries, or other legal matters caused by your use of fireworks or the knowledge or application of the information on this website. The providers of this content specifically do not condone using fireworks for disruptive, unsafe, illegal, or destructive purposes. You are responsible for following all applicable laws before using or applying the information provided on this website.

Should You Come Clean About Lying on Your Resume [INFOGRAPHIC]

Should You Come Clean About Lying on Your Resume [INFOGRAPHIC] We’ve all embellished our resumes from time to time. We’ve put down Excel proficiency knowing full well that the only thing we know how to do is copy and paste into a spreadsheet. We’ve listed ourselves as fluent in Spanish even though we barely passed high school Spanish (don’t judge me). But where do we draw the line between stretching the truth and lying? And when do you we come clean about lying on our resumes? If lying on your resume gets you the job but also gets you fired, is it really worth risking your professional reputation? Let’s take a gander at this infographic to get a better idea of when you should come clean about lying on your resume:Â   Source: [GQ]

Network Security and Growing Problems Protecting your Privacy Research Paper

Network Security and Growing Problems Protecting your Privacy - Research Paper Example In the last decade, federal governments like the FBI and other organizations have supported the Cyber command battling computer intrusions to fend of attacks network systems. The problem with network systems security is how easy a hacker can access your system to gain what the criminal is targeting. The methods can be done from across the globe being sent thru an email to millions of people to entice them to open or allow access from them to the network. This method can be done thru a link posted in the email or it aggressively uploads a file once opened and once opened the malicious software penetrates into the network system loading or unloading data to its requester. Another method used by hackers is to use devices that passively listen to networks by accessing the broadcast being sent between the networks. When the hackers are trying to monitor the nodes or access points in the network the equipment typically used are network hardware typically found in electronic stores. The hardware that is typically used is Wi-Fi modem, laptop and a network analyzing software. The hardware listed can be then used to pick up Wi-Fi signals used in networks and then be managed in the software that is able to interpret its meaning. In Wi-Fi signals, the information being broadcasted is usually "open" since you cannot see what is being sent over the stream. With the information being free a hacker with bad intentions can collect a surplus of information without being detected. The typical hacker that finds ways to steal private information are not industry IT or IS professionals but enthusiast that are technically savvy enough to understand the inner workings of a computer and software language to control them. In current days in the tech industry, it's not out of the normality to hack to jailbreak a smartphone so you don't have to pay the manufactures prices but  instead get it for free. With the same concept, hackers can access networks.

MSc Product Design Analysis Assignment Example | Topics and Well Written Essays - 3250 words

MSc Product Design Analysis - Assignment Example 1441). In its broadest sense, remote control systems also include those systems that rely on the use of extended physical control links (i.e., using a physical link such as cables or wires and other similar conductors). More typically, however, the phrase is used to refer to wireless connections. There are four important kinds of remote control systems in common use: radio control, infrared remote control, remote-handling equipment, and telemetry (Cavendish, 2006). Radio control technology Radio control is the most common type of remote control, and at times the two terms are used interchangeably. As the term implies, this is a way of directing the operation of one or several devices from some distance away, through the use of radio waves. There are single-channel and multichannel control equipment. Single channel equipment are designed to control only one function, while multichannel equipment can control several functions (Cavendish, 2006). The single-channel radio control is compr ised of a transmitter, a relay, and an actuator or escapement. The transmitter is the device that sends a constant-frequency radio signal when its keying switch is moved. The signal is detected by the receiver and then amplified, triggering the relay which activates the actuator. It is the actuator that executes the single function command which the operator desires to be done. Because the single channel control can only operate one function, it is rather limited and operates basically by switching the function on and off (Cavendish, 2006). The multichannel radio control system, on the other hand, is designed to handle more than one function. Early models used tone transmitters that produced up to 12 ultrasonic tones; today, however, multichannel RC systems use digital pulsing systems which are more reliable and precise and therefore provide for finer control than tone transmitters. When the transmitter is switched on, it produces a series of pulses continuously. The message is enco ded in the spaces between pulses; the signal containing the pulses is received and amplified by the receiver, after which it is passed on to a decoder (Cavendish, 2006). Infrared remote control On the other hand, infrared remote control is probably the most familiar because it is widely used in a home setting, for operating electrical entertainment systems and similar devices. Infrared RC uses pulses of invisible infrared light as the medium of control; unlike radio control, it is important that infrared transmitters have a line-of-sight path to the sensor on the device being controlled. One characteristic of infrared is that it may bounce off walls, but not penetrate them (Cavendish, 2006). Upon depressing a button on an infrared remote-control handset, a microchip in it activates a signal to which the button relates. The signal is amplified by transistors and sent to a light-emitting diode (LED) that translates the signal to infrared light. The LED is located at the handsetâ€℠¢s front, so the light that is generated is sent to the device where a sensor detects it and prompts the desired action (Cavendish, 2006). Other forms of remote control devices There are devices that are

Factors affecting participation in certain sports Essay Example for Free

Factors affecting participation in certain sports Essay Peer group Your peers are the people you mix with who have similar interests and backgrounds and are roughly your age. Your peer group has a big influence on the way you behave and the things that you do. This is not always expressed words. If you wear the wrong clothes or do the wrong things you can very quickly feel left out. If you peers approve of an activity, you will feel encouraged to do it. Sadly, peer-group pressure can also force people to give up sports even though they enjoy them. Family Your family can have a similar effect on you as your friends can. We pick up many of our habits and values from home. If your family enjoys sport and gives you the opportunities to participate, then it is likely that you will. Most young people depend upon parents and family for kit and help with travel to sports events. The opposite is again true. If your Family has a negative attitude to physical activity it is likely you will to. Gender There is a mistaken believe held by some people that sports is a mans world. There certainly seem to be few barriers put up to prevent men from participating in physical activity. Far more men Participate in physical activity than women. Race People from minority ethic groups can be discriminated against when it comes to physical activity. Many people have the mistaken belief that they are physiologically different because they are a different colour, and this means they will be good at some activities and not others. For example some people believe that all black people are fast runners and they can not swim very well. This belief could be the reason why we see so many black runners and so very little black swimmers. Socio-Economic The activity you participate in may be determined to a large extent by what you can afford. Activities like sailing, golf and riding can be very expensive so many people from lower socio-economic groups are excluded from them. There are also many activities that cost very little. A kick around in the park with a group of friends, for example, and sport at school are mostly free. Unemployed people are in a difficult situation: plenty of time to fill but not much money. To encourage them, sports facilities often charge less, especially at quiet times of the day. Age Young people are encouraged to participate at school and have plenty of free time to take up sport. It also depends on the activity. To be a good gymnast you need to be young and flexible. Today, however, with computer technology not all youngsters want to spend their free time playing sports and not all sports are open to very young people. People tend to take part less in physical recreation as they get older as they often have more responsibilities and less free time to spend on sport. Stereotyping can mean that older people are discouraged from being physically active. Some older people stereotype themselves and believe that they are too old to take part in physically activity. However, there are many sports that you can enjoy into your old age. All you need is motivation to do it, the right facilities and no barriers to prevent you. Disability A disability may restrict your activities and other peoples prejudice can be a barrier to your participation. But disabled sport has received a much higher profile since the Paralympics games in Sydney, and the efforts of disabled athletes like Tanni Grey-Thompson have provided disabled people with excellent role models. Many sports have charged their rules to suit the needs of disabled people and have set up coaching and competitions for them. Facilities must now include ramps and lifts and special changing rooms so that disabled people can have full access. Access If there is a sports facility near where you live, and there is a good road system and public transport in place, then getting there is made easy. However, many people do not live within easy reach of sports facilities, and the public transport system is poor, so participation is made more difficult. Popularity, Promotion and Role models Participation in many sports varies. Because of media coverage during Wimbledon fortnight, tennis courts across the country are heavily used as seeing role models perform on TV encourages people to play the sport themselves. Not all sports attract media attention, however, and not all media coverage is positive. Some sports have increased in popularity by operating national schemes. Basketball, for example, is much more popular since the Basketball Outdoors Initiative of the 1990s. Thousands of free facilities began to appear in parks and school playgrounds across the country encouraging more people to play. Environment and climate Participation in some activities also depends upon the environment and climate. It is very hard to become a top skier if you live in a very hot country and, if you want to practise mountaineering and you live in Holland, you have got to travel. So it is not hard to understand why countries like Switzerland and Canada produce very good skiers. Britain is traditionally good at sailing because it is an island and surrounded by water, Tradition and Culture Tradition and Culture also affect participation. For examples some cultures disapprove of women taking part in physical recreation in public or in mixed company. This is one reason why many sports centres operate women only sessions. Most sports (like rugby) have had a tradition of being male only. Women have had to work hard to be allowed to participate. Education Your education has a big effect on your attitude to sport physical recreation. If your school is keen on sport you will be encouraged to participate and if you enjoy it, you are likely to continue after you leave. The opposite is also true, however, for those who dislike PE. It is know that there is a drop in participation at the age of 16 when youngsters leave school. This is know as the post school gap and is perhaps caused by the desire to leave all school based activities behind you when you leave. Thankfully, many young people then see the benefits of physical activity and return to it later on in life. Politics The extent to which people take part in a physical activity also depends on their politicians. All governments get involved in sport for one reason or another. For example, facilities cost so much to build that the government usually has to pay at least something towards them. A government may promote sport for all in an attempt to cut the cost of the health service or cut crime. It may promote excellence in sport so as to bring a sense of pride to the country and raise its standing in the outside world. Sponsorship Sponsorship also has an effect on participation, as it is this that brings money into sport. Even local level, small businesses often sponsor teams and help them financially, allowing people to play. How ever sponsors can decide to pull out of the deal very easily and leaves the team needing to find another one or stop playing.

Shakespeares Star Crossed Lovers :: essays research papers

In Shakespeare’s play Romeo and Juliet, set in Verona, Italy, Juliet’s own happiness is put on hold due to her parents authority and the lack of control children had in the sixteenth century. John W. Draper’s excerpt â€Å"Shakespeare’s Star-Crossed Lovers† also supports my outlook on how Juliet’s life is being controlled by her parents. Juliet is a thirteen year old Capulet who’s family is in a lifelong feud with her love interest’s family, Romeo, a Montague.   Ã‚  Ã‚  Ã‚  Ã‚  In Act three, Scene five, Juliet is forced with a dilemma. Her parents have arranged for her to partake in the marriage of Country Paris. They told Juliet that she shall be wed on Thursday. â€Å"I will not marry yet; and when I do, I swear it shall be Romeo, whom you know I hate, rather than Paris† said Juliet to Lady Capulet (her mother). What her parents didn’t know was that she was secretly married to Romeo already. In her bedroom they argue about marriage. The Capulet’s don’t let her live her own life the way she wants. It’s like they are living through her or for her. Her opinion and happiness doesn’t seem to mean anything to her family. They are forcing her into a marriage with a man she has no affection towards whatsoever. She claims to love Romeo. Weather it’s real or not, we will never know, but if it’s what she wants and it will make her happy, I think they should back off of their daughter and let her live her life. If she makes a mistake it would be considered her mistake and misfortune. NOT her parents.   Ã‚  Ã‚  Ã‚  Ã‚  Draper explains how Juliet feels about her and Romeo’s fate of being together. â€Å"Nevertheless, over the play hangs a tragic fate....her ‘all-diving soul’ sees Romeo ‘As one dead in the bottom of a tomb.’ She described her case as ‘past hope, past cure, past help’ says Draper. He further explains in greater detail how Juliet feels about being put into this situation. He thoroughly explains how Juliet feels she has no control over her own life In this sixteenth century way of life. Although in Juliet’s decision since it is in fact her life, but considering the circumstances she was stuck with the awful fate her parents were controlling. Just think if Juliet’s parents only listened and didn’t push her, maybe Romeo and Juliet’s lives could have been spared.

College Education Essay

Assignment: Should a college education focus on cultivating and encouraging the imagination of students or on teaching basic facts and standards so that we all share a certain amount of common knowledge? Katherine Paterson once stated in The Spying Heart, â€Å"Our fundamental task as human beings is to seek out connections—to exercise our imaginations. It follows, then, that the basic task of education is the care and feeding of the imagination. Our task as teachers and writers, artists and parents is to  nourish the imagination—our own and that of the children entrusted to our care. † This means that our goal as human beings is to build their imagination. The the job for education is to feed the imagination. An adults job is to help the children to build their imagination. A college education should focus on cultivating and encouraging the imagination of students instead of on teaching basic facts and standards so that we all share a certain amount of common knowledge. One reason why a college education should focus on building imagination is because dreams  are stronger than facts. Albert Einstien once said, â€Å"The true sign of intelligence is not knowledge but imagination. † Also Robert Fulghum states in his book, All I Really Need to Know I Learned in Kindergarten: Uncommon Thoughts On Common Things, â€Å"I believe that imagination is stronger than knowledge. That myth is more potent than history. That dreams are more powerful than facts. That hope always triumphs over experience. That laughter is the only cure for grief. And I believe that love is stronger than death. † If Dr. Martin Luther King Jr. Did not dream and was based only on facts, I don’t think the United States would have been the same. This is why colleges should focus on the imagination of their students and not how much they know. Some people believe that college should solely be based off facts and knowledge. Aristotle once said, â€Å"All men desire knowledge†. But is that knowledge needed to live life. The students should learn what they are majoring in, but should also use imagination to a class or two. Remember â€Å"education is the most powerful weapon which you can use to change the world†.

Night World : Soulmate Chapter 7

It was like being struck by lightning. Hannah felt the current through her body, but it was her mind that was most affected. I know you! It was as if she had been standing in a dark landscape, lost and blind, when suddenly a brilliant flash illuminated everything, allowing her to see farther than she'd ever seen before. She was trembling violently, pitching forward even as he fell toward her. Electricity was running through every nerve in her body and she was shaking and shaking, overcome by waves of the purest emotion she'd ever felt. Fury. â€Å"You were supposed to be there!† She got out in a choked gasp. â€Å"Where were you?† You were supposed to be with me-for so long! You're part of me, the part I've always vaguely missed. You were supposed to be around, helping out, picking me up when I fell down. Watching my back, listening to my stories. Understanding things that I wouldn't want to tell other people. Loving me when I'm stupid. Giving me something to take care of and be good to, the way the Goddess meant women to do. Hannah- It was the closest thing to a mental gasp Hannah could imagine, and with it she realized that somehow they were directly connected now. He could hear her thoughts, just as she could hear his. Good! she thought, not wasting time to marvel over this. Her mind was raging on. You were my flying companion! My playmate! You were my other half of the mysteries! We were supposed to be sacred to each other-and you haven't been there! This last thought she sent squarely toward him. And she felt it hit him, and felt his reaction. â€Å"I've tried!† He was horrified†¦ guilt-stricken. But then, Hannah could sense that this was pretty much the usual state for him, so it didn't affect him quite as much as it might have someone else. And beneath the horror was an astonishment and burgeoning joy that sent a different kind of tingle through her. â€Å"You do know me, don't you?† he said quietly. He pushed her back to look at her, as if he still couldn't believe it. â€Å"You remember†¦ Hannah, how much do you remember?† Hannah was looking at him, studying him†¦. Yes, I know that bone structure. And the eyes, especially the eyes. It was like an adopted child discovering a brother or sister and seeing familiar features in an unfamiliar face, tracing each one with wonder and recognition. â€Å"I remember†¦ that we were meant for each other. That we're†-she came up with the word slowly-‘ ‘soulmates.† â€Å"Yes,† he whispered. Awe was softening his features, changing his eyes. The desperate sadness that seemed so much a part of them was lightening. â€Å"Soulmates. We were destined for each other. We should have been together down the ages.† They were supporting each other now, Hannah kneeling on the porch and Thierry holding her with one knee on a step. Their faces were inches apart. Hannah found herself watching his mouth. â€Å"So what happened?† she whispered. In the same tone, without moving back, he whispered, â€Å"I screwed up.† â€Å"Oh.† Her initial fury had faded. She could feel him, feel his emotions, sense his thoughts. He was as anguished at their separation as she was. He wanted her. He loved her†¦ adored her. He thought of her the way poets think of the moon and the stars-in ridiculous hyperbole. He actually saw her surrounded by a sort of silvery halo. Which was completely silly, but if he wanted to think of her that way-well, Hannah wouldn't object. It made her want to be very gentle with him. And right now she could feel his warm breath. If she leaned forward just an inch her top lip would touch his bottom lip. Hannah leaned forward. â€Å"Wait-† he said. That was a mistake, saying it out loud. It moved his lips against hers, turning it from a touch into a kiss. And then, for a while, neither of them could resist. They needed each other so desperately, and the kiss was warm and sweet. Hannah was flooded with love and comfort and joy. This was meant to be. Hannah was dizzy but still capable of thought. I knew life had something wonderful and mysterious to give me. Something I could sense but not see, something that was always just out of reach. And here it is. I'm one of the lucky ones-I've found it. Thierry wasn't as articulate. All she could hear him think was, Yes. Hannah had never been so filled with gratitude. Love spilled from her and into Thierry and back again. The more she gave, the more she got back. It was a cycle, taking them higher and higher. Like flying, Hannah thought. She wasn't dizzy anymore. She was strangely dear and calm, as if she were standing on a mountaintop. Infinite tenderness †¦ infinite belonging. It was so good it hurt. And it made her want to give more. She knew what she wanted. It was what she'd tried to give him the first time, when she knew he would die without her. She'd wanted to give him what all women could give. Life. She was only a girl now, not ready for the responsibilities that would come with making new life from her body. But she could give Thierry life another way. She pulled back to look at him, to see bruised dark eyes filled with aching tenderness. Then she touched his mouth with her fingertips. He kissed them. Hannah ignored the kiss and poked a finger in. Shock flared in Thierry's eyes. There. That was it. The long canine tooth, just barely sharp. Not yet the tooth of a predator, of a fox or a lynx or wolf. She ran her finger against it. The shock turned to something else. A glazed look. Need mixed with pure terror. Thierry whispered, â€Å"Don't-Hannah, please. You don't know-â€Å" Hannah tested the tip of the tooth with her thumb. Yes, it was sharper now. Longer, more delicate. It would look like the tooth of an arctic fox in her palm-milky-white, translucent, elegantly curved. Thierry's chest was heaving. â€Å"Please stop. I-I can't-â€Å" Hannah was enthralled. I don't know why people are afraid of vampires, she thought. A human could tease or torture a vampire this way, driving him insane-if she were cruel. Or she could choose to be kind. Very gently, Hannah reached with her other hand. She touched the back of Thierry's neck, bringing just the slightest pressure to bear. But he was so obedient to her touch-it was easy to guide his mouth to her throat. Hannah†¦ She could feel him trembling. Don't be afraid, she told him silently. And she pulled him closer. He grabbed her shoulders to push her away-and then just hung on. Clinging desperately, helplessly. Kissing her neck over and over. She felt his control break†¦ and then felt the sharpness of teeth. It wasn't like pain. It was like the tenderness, a hurting that was good. And then†¦ devastating bliss. Not a physical feeling. It was emotional. They were completely together, and light poured through them. How many lives together have we missed? How many times have I had to say, Maybe in the next life? How did we ever manage to come apart? It was as if her question went searching through both their minds, soaring and diving, looking for an answer on its own. And Thierry didn't put up any resistance. She knew that he couldn't; he was as caught up as she was in what was happening between them, as overwhelmed. There was nothing to stop her from finding the answer. This revelation didn't come all in one blinding illumination. Instead it came in small flashes, each almost too brief to understand. Flash. Thierry's face above her. Not the gentle face she had seen by the porch. A savage face with an animal light in the eyes. A snarling mouth †¦ and teeth red with blood. No †¦ Flash. Pain. Teeth that tore her throat. The feel of her blood spilling warm over her neck. Darkness coming. Oh, God, no†¦ Flash. A different face. A woman with black hair and eyes full of concern. â€Å"Don't you know? He's evil. How many times does he have to kill you before you realize that?† No, no, no, no†¦ But saying no didn't change anything. It was the truth. She was seeing her own memories-seeing things that had really happened. She knew that. He'd killed her. Hannah, no- It was a cry of anguish. Hannah wrenched herself away. She could see the shock in Thierry's eyes, she could feel him shaking. â€Å"You really did it,† she whispered. â€Å"Hannah-â€Å" â€Å"That's why you woke me up from the hypnosis! You didn't want me to remember! You knew I'd find out the truth!† Hannah was beside herself with grief and anger. If she hadn't trusted him, if everything hadn't been so perfect, she wouldn't have felt so betrayed. As it was, it was the greatest betrayal of her life-of all her lives. It had all been a lie-everything she'd just been feeling. The togetherness, the love, the joy †¦ all false. â€Å"Hannah, that wasn't the reason†¦.† â€Å"You're evil! You're a killer!† She told me, Hannah thought. The woman with black hair; she told me the truth. Why didn't I remember her? Why didn't I listen this time? She could remember other things now, other things the woman had said. â€Å"He's unbelievably cunning†¦ he'll try to trick you. He'll try to use mind control †¦Ã¢â‚¬  Mind control. Influencing her. He'd admitted that. And what she'd been feeling tonight was some sort of trick. He'd managed to play on her emotions †¦ God, he'd even gotten her to offer him her blood. She'd let him bite her, drink from her like some parasite†¦. â€Å"I hate you,† she whispered. She saw how that hurt him; he flinched and looked away, stricken. Then he gripped her shoulders again, his voice soft. â€Å"Hannah, I wanted to explain to you. Please. You don't understand everything †¦Ã¢â‚¬  â€Å"Yes, I do! I do! I remember everything! And I understand what you really are.† Her voice was as quiet as his, but much more intense. She shrugged her shoulders and shifted backward to get away from him. She didn't want to feel his hands on her. He looked jolted. Unbelieving. â€Å"You remember . .. everything?† â€Å"Everything.† Hannah was proud and cold now. â€Å"So you can just go away, because whatever you've got planned won't work. Whatever-tricks-you were going to use†¦Ã¢â‚¬  She shook her head. â€Å"Just go.† For just a second, a strange expression crossed Thierry's face. An expression so tragic and lonely that Hannah's throat closed. But she couldn't let herself soften. She couldn't give him a chance to trick her again. â€Å"Just stay away from me,† she said. With all the confusion and turmoil inside her, that was the only thing she could keep clear in her mind. â€Å"I never want to see you again.† He had gotten control of himself. He looked shell-shocked but his eyes were steady. â€Å"I've never wanted to hurt you,† he said quietly. â€Å"And all I want to do now is protect you. But if that's what you want, I'll go away.† How could he claim he'd never wanted to hurt her? Didn't killing her count? â€Å"That is what I want. And I don't need your protection.† â€Å"You have it anyway,† he said. And then he moved, faster than she could ever hope to move, almost faster than thought. In an instant, he was close to her. His fingers touched her left cheek, light as a moth's wings. And then he was taking her hand, slipping something on her finger. â€Å"Wear this,† he said, no louder than a breath. â€Å"It has spells to protect you. And even without the spells, there aren't many Night People who'll harm you if they see it.† Hannah opened her mouth to say she wasn't afraid of any Night People except him, but he was still speaking. â€Å"Try not to go out alone, especially at night.† And then he was gone. Like that. He was off her porch and out somewhere in the darkness, not even a shadow, just gone. If she hadn't had a fleeting impression of movement toward the prairie, she would have thought he had the ability to become invisible at a moment's notice. And her heart was pounding, hurting, filling her throat so she couldn't breathe. Why had he touched her cheek? Most people didn't touch the birthmark; they treated it like a bruise that might still hurt. But his fingers hadn't avoided it. The caress had been gentle, almost sad, but not frightened. And why was she still standing here, staring into the darkness as if she expected him to reappear? Go inside, idiot. Hannah turned and fumbled with the back door, pulling at the knob as if she'd never opened it before. She shut the door and locked it, and again she found' herself as clumsy as if she'd never worked a lock or seen this one in her life. She was beyond screaming or crying, in a state of shock that was almost dreamlike. The house was too bright. The dock on the kitchen wall was too loud. She had the distracted feeling that it wasn't either night or daytime. It was like coming out of a theater and being surprised to find that it's still light outside. She felt that this couldn't be the same house she'd left an hour ago. She wasn't the same person who had left. Everything around her seemed like some carefully staged movie set that was supposed to be real, but wasn't, and only she could tell the difference. I feel like a stranger here, she thought, putting one hand to her neck where she could just detect two little puncture marks. Oh, God, how am I ever going to know what's real again? But I should be happy; I should be grateful. I probably just saved my own life out there. I was alone with a vicious, evil, murderous monster, and†¦ Somehow the thought died away. She couldn't be happy and she didn't want to think about how evil Thierry was. She felt hollow and aching. It wasn't until she stumbled into her own bedroom that she remembered to look down at her right hand. On the fourth finger was a ring. It was made of gold and either white gold or silver. It was shaped like a rose, with the stem twining around the finger and back on itself in an intricate knot. The blossom was inset with tiny stones-black transparent stones. Black diamonds? Hannah wondered. It was beautiful. The craftsmanship was exquisite. Every delicate leaf and tiny thorn was perfect. But a black flower? It's a symbol of the Night World, her mind told her. A symbol of people who've been made into vampires. It was the cool wind voice back again. At least she understood what it was saying this time-the last time, when it had given her advice about silver and wolves, she had been completely confused. Thierry wanted her to wear the ring; he claimed it would protect her. But knowing him, it was probably another trick. If it had any spells on it, they were probably spells to help him control her mind. It took nearly an hour to get the ring off. Hannah used soap and butter and Vaseline, pulling and twisting until her finger was red, aching, and swollen. She used a dental pick from her fossil-collecting kit to try to pry the coils of the stem apart. Nothing worked, until at last the pick slipped and blood welled up from a shallow cut. When the blood touched the ring it seemed to loosen, and Hannah quickly wrenched it off. Then she stood panting. The struggle with the little band of metal had left her exhausted and unable to focus on anything else. She threw the ring in her bedroom wastebasket and stumbled toward bed. I'm tired†¦ I'm so tired. I'll think about everything tomorrow, try to sort out my life. But for now†¦ please just let me sleep. She could feel her body vibrating with adrenaline after she lay in bed, and she was afraid that sleep wouldn't come. But tense as she was, her mind was too foggy to stay awake. She turned over once and let go of consciousness. Hannah Snow fell asleep. Hana of the Three Rivers opened her eyes. Cold and desolate, Hana stood by the rushing river and felt the wind blow through her. So alone. That was when Arno burst out of the bushes on the riverbank. There were several hunters with him and they all had spears. They charged after the stranger at full speed. Hana screamed a warning, but she knew he didn't have a chance. She could hear a few minutes of chaos far away in the dark. And then she saw the stranger being driven back, surrounded by Arno's hunters. â€Å"Arno-don't hurt him! Please!† Hana was speaking desperately, trying to block the men's way back. â€Å"Don't you see? He could have hurt me and he didn't. He isn't a demon! He can't help being the way he is!† Arno shouldered her aside. â€Å"Don't think you're going to get away without being punished, either.† Hana followed them up to the cave, her stomach churning with fear. By the time everyone who'd been awakened by Arno's hunters understood what was happening, the sky outside had turned gray. It was almost dawn. â€Å"You said we should wait and see if the Earth Goddess would tell you something about the demon while you slept,† Arno said to Old Mother. â€Å"Has she?† Old Mother glanced at Hana sorrowfully, then back at Arno. She shook her head. Then she started to speak, but Arno was already talking loudly. â€Å"Then let's kill him and get it over with. Take him outside.† â€Å"No!† Hana screamed. It didn't do any good. She was caught and held back in strong hands. The stranger gave her one look as he was driven outside in a circle of spears. That was when the real horror began. Because of something that Hana had never imagined, something she was sure even the shamans had never heard of. The stranger was a creature that wouldn't die. Arno was the first to jab with his spear. The whitish-gray flint spearhead went into the stranger's side, drawing blood. Hana saw it; she had run out of the cave, still trying to find a way to stop this. She also saw the blood stop flowing as the wound in the boy's side closed. There were gasps from all around her. Arno, looking as if he couldn't believe his eyes, jabbed again. And watched, mouth falling open, as the second wound bled and then closed. He kept trying. Only the wounds where a spear was driven into the wooden shaft stayed open. One of the women whispered, â€Å"He is a demon.† Everyone was frightened. But nobody moved away from â€Å"the stranger. He was too dangerous to let go. And there were lots of them, and only one of him. Hana saw something happening in the faces of her clan. Something new and horrible. Fear of the unknown was changing them, making them cruel. They were turning from basically good people, people who would never torture an animal by prolonging its death, into people who would torture a man. â€Å"He may be a demon, but he still bleeds,† one of the hunters said breathlessly, after a jab. â€Å"He feels pain.†, â€Å"Get a torch,† somebody else said. â€Å"See if he burns!† And then it was terrible. Hana felt as if she were in the middle of a storm, able to see things but buffeted this way and that, unable to do anything about it. People were running. People were getting torches, stone axes, different kinds of flint knives. The dam had turned into a huge entity feeding off its own violence. It was mindless and unstoppable. Hana cast a desperate look toward the cave, where Old Mother lay confined to her pallet. There was no help from that direction. People were screaming, burning the stranger, throwing stones at him. The stranger was falling, bloody, smoke rising from his burns. He was lying on the ground, unable to fight back. But still, he didn't die. He kept trying to crawl away. Hana was screaming herself, screaming and crying, beating at the shoulders of a hunter who pulled her back. And it went on and on. Even the young boys were brave enough now to run forward and throw stones at the stranger. And he still wouldn't die. Hana was in a nightmare. Her throat was raw from screaming. Her vision was going gray. She couldn't stand to watch this anymore; she couldn't stand the smell of blood and burning flesh or the sound of blows. But there was nowhere to go. There was no way to get out. This was her life. She had to stay here and go insane†¦.

To what extent did the Liberal Reforms (1906-1914) improve the lives of the British people Essay Example

To what extent did the Liberal Reforms (1906 To what extent did the Liberal Reforms (1906-1914) improve the lives of the British people Essay To what extent did the Liberal Reforms (1906-1914) improve the lives of the British people Essay Prior to the Liberal Reforms between 1906 and 1914 British people in and out of poverty had had to take care of themselves. The Conservatives had been running the country for almost 20 years and many people were in desperate need of change. In 1906 the liberals were elected and were led by Campbell Bannerman, however he made little attempt to solve the problems facing Britain, with the exception of that Education (Administrative provisions) act and the Education (Provision of meals) act. A short while later Asquith became prime minister and with his appointments David Lloyd George and Winston Churchill, they began to battle against poverty and introduce effective reforms. The five most vulnerable groups in society which suffered were: the young, the old, the sick, the employed and the unemployed of Britain at the time. Children hadnt received good education and were unable to find good jobs and earn decent wages because of their poor education. They often died of malnutrition and they had very poor diets as schools rarely provided school meals and medicine to protect them. They were also extremely unclean. The only way that children could hope to stay alive was through their beggars income, which even then covered very little of the basic necessities. The old suffered as they were on fixed pensions and as the prices rose through recession their money became worthless and they couldnt afford basic necessities anymore. The old desperately needed money to keep them above the poverty line. The sick were suffering from poverty as they werent able to find decent, well paying jobs because they werent fit enough to work. The unemployed suffered from terrible poverty as they werent able to maintain a good job, or find a new one. They never had money coming into their household and therefore never managed to keep above the poverty line. The employed managed to earn money that supplied the basic necessities however they had to endure terrible working conditions and didnt receive the money they were entitled to for the work they did. Liberal Reforms were introduced to help solve the problems facing these five different groups. The acts were successful to a certain extent as they helped to solve some problems for the British public, however they werent completely successful as there were still many problems facing the British public and thousands more people still suffered greatly from poverty at the time. Acts were introduced to aid the young, the old, the sick, the unemployed and the employed. There were three important acts introduced to aid children through recession and British poverty among the lower and working classes. Children suffered at school as they had very poor diets and were extremely unclean. Some didnt attend school, however this was solved when secondary education became compulsory, and this allowed teachers to realise for the first time just how bad poverty for children was. The first act was the Education (Provision of Meals) Act of 1906. This act saw the government providing hundreds of British schools with free school meals to try and improve childrens diets and ensure they got at least one hot meal a day, depending on the familys level of poverty. The act saw a large increase in meals, from 3 million in 1906, to 9 million in 1910, to a huge 14 million in 1914. A big supporter in the introduction of this act was Margaret Bradford who one stated feed the stomach, then the mind. This was useful information as studies showed that children who ate properly and had good diets, learned better and achieved a higher success rate, than those who suffered from poor hygiene and poor diets. The act therefore was rather successful, as childrens success rates increased, and children didnt feel forced as the act was compulsory. However it showed flaws as 50% of local authorities didnt supply school meals for free and many children still died of malnutrition. The second act introduced to benefit children was the Education (Administrative Provisions) Act of 1907 which provided free medical inspections to schools. The government disliked this act as it would reveal how unhealthy and unstable the children of society were. Compared to the United States of America, British children were much shorter and much lighter. Between 80 and 90% of children in British society suffered from rotting teeth and many contracted lice. The act was successful as the problems with children were uncovered concerning hygiene and diet. Diseases and illnesses could now be identified on children, however it was flawed as the problems would be identified but didnt always need to be treated or attended to. This was until a grant was given in 1912 to set up school clinics. However the liberals took almost 3 years to fully establish them. The third act introduced was the Childrens Act of 1908 also known as the childrens charter. This act prevented children from smoking and drinking, as well as buying cigarettes and alcohol under the age of 16, also abuse to children was forbidden and parents, now by law werent allowed to neglect their children. Juvenile courts were set up, so that young offenders werent abused in adult prisons. Young offenders were sent to borstals were they would receive a proper education in a corrective school. Once young offenders had completed their jail or borstal sentence they would be given a probation officer to help them change their ways. The act was successful as children would be safe, and would be free from abuse from adult prisons and could grasp a better idea of a better and more fulfilling life from their detention centres and borstals. However the act was unsuccessful as the children lost their begging income and slipped further into poverty. The second large group that were vulnerable to British society were the old. There was one important act introduced to aid the old through recession and British poverty among the lower and working classes. Prior to this reform the old had been one of the worst suffering groups in the British society. They had next to nothing in the way of money, and often had to reply on their families for money, but they were often of a lower class aswel and struggled greatly. Any money that the old did receive would be through pensions, and even then they would be of a minimal amount and wouldnt be enough for them to afford the basic necessities. The act introduced to ease the stress and anxiety of the old was the 1908 old age pensions act. The act had been introduced by David Lloyd George who wanted to help the old greatly as he felt it was unfair for them to suffer with the British poverty crisis. He had been a member of the Chaplin committee which showed his compassion for the old. The act was based on the German pensions scheme, which Lloyd George had been impressed by on a visit to Germany. The act had several conditions: anyone applying had to fit with these conditions before they could be granted the pension scheme benefits. The individual had to have lived in Britain for over 20 years, not been arrested for 20 years, not been drunk and convicted within the last 10 years, they werent granted any money if they had been fired from their work either, Also they had to be over the age of 70. If they qualified for the pensions act then they would receive between 1 and 5 shillings a week, but according to the poverty reports compiled by Booth and Rowntree people needed a minimum of 7 shillings a week to remain above the poverty line. It was estimated that around 500,000 people would apply to the pensions scheme, but in fact a massive 650,000 applied in 1909 and 1 million in 1914. The elderly were benefited greatly from this reform and they were very grateful towards Lloyd George and often referred to him as Lord George as they though Mr. was an understatement. He was viewed as a saint. Overall we can see that the reform introduced to aid the old though poverty was very beneficial as older people now had a longer life expectancy as they were now able to afford more of their basic necessities and were more fulfilled because of it. However, the act showed some weakness as the scheme was only granted to over 70s and terms and conditions applied, which were very harsh. So the act helped ease stress and anxiety but wasnt very successful in the long run. The third large group that were vulnerable to British society were the sick. There was one important act introduced to aid the sick through recession and British poverty among the lower and working classes. Prior to this reform the sick had been viewed as perhaps the most vulnerable group in society during the times of the poverty crisis. The sick were affected greatly as the biggest cases of illness and disease occurred within the working classes and peasants, which meant that they couldnt afford proper health care or medicine to try and help them get better. Also, as they were sick they couldnt get good well paying jobs as employers werent willing to hire a sick person and risk the rest of his employees getting sick aswel. The act introduced to aid the sick from the poverty crisis was the National Insurance Act part I of 1911. This act saw the sick receive free medical inspections and treatment which were free, which would restore them to full health and they would be able to find decent jobs and earn some money to keep them above the poverty line. Lloyd George had been impressed with the Germans methods to helping the sick, on a trip to Germany and wanted to continue a similar idea in Britain. The act was very flawed and Lloyd George admitted this himself by saying that he thought the act needed more work, but this was all the liberals could do at that time. The insurance from the sick had to be taxed from their small wages and minimal income. This made the government feel guilty for taking what little money they had left to buy into an insurance scheme. Overall we can see that the act was successful as the free medical inspections and treatment insured that they received good and accurate prescriptions and were nursed back to full health, which meant they could find jobs and earn a decent income. However the act was very flawed as the orphan and widow benefits were dropped as the government couldnt afford the insurance scheme without this extra money. Also it showed unsuccessfulness as if the sick worker was insured then this reform wouldnt benefit them at all. The fourth large group that were vulnerable to British society were the unemployed. There were two important acts introduced to aid the unemployed through recession and British poverty among the lower and working classes. Prior to the reforms the unemployed had suffered greatly. They were unable to hold down decent jobs and therefore didnt receive a proper wage. Middle classes blamed poverty among the unemployed and their inability to find work on laziness and reluctance. Two acts were introduced to try and aid the unemployed from the poverty crisis. The first of these acts was the National Insurance act part II of 1911. This act made sure that the unemployed received unemployment insurance. Workers had to pay into a state scheme at 2 1/2 d a week to be able to receive payments. Employers had to pay 2 1/2 d a week aswel. Also, the state put 3d into the scheme. This insurance scheme was aimed mostly at shipbuilders and construction workers. The unemployed only received 15 weeks of payment a year at 7 shillings a week, but this wasnt enough to keep them out of poverty. More and more people found themselves being sacked which meant they wouldnt be eligible to receive the insurance scheme money. By 1915 around 2. 3 million people were insured under this scheme. This act was successful as hundreds of unemployed people now received and were introduced into the insurance scheme despite the fact they were unemployed, which insured that had at least some cover which they could easily afford. However the act showed flaw, as they only received 15 weeks of 7 shillings a year, and this wasnt quite enough to cover the basic necessities. Also, the scheme didnt accommodate family cover which meant that if another family member was injured or needed money for something then they would have to pay the full price, which would often be very expensive, and some couldnt afford it. The second act introduced to aid the unemployed from the poverty crisis was the 1909 Labour Exchanges act. This act was very popular with the British people. It provided a more efficient method of finding jobs. Almost 3000 jobs were now available a day. In 1910 there were around 83 labours and by 1913 it had increased to a massive 430. There was also a wider range of jobs which meant that people could find jobs more suited to the skills they had. This act was successful as there were many more jobs available for the unemployed and this meant they could earn decent wages to afford the basic necessities. Overall we can see that the reforms introduced to aid the unemployed from the poverty crisis helped to a certain extent. They were successful as people now had more help and a large push to find a job and earn wages. Also, the unemployed received and were introduced into an insurance scheme which paid them money for 15 weeks in the year. However, the act was unsuccessful as the insurance scheme didnt accommodate family cover and it only paid 15 weeks a year at 7 shillings of money which wasnt enough to cover the basic necessities. Also the Labour Exchanges act only opened up jobs for some trades which were very limiting for people who didnt have many skills. The fifth large group that were vulnerable to British society were the employed. There were four important acts introduced to aid the employed through recession and British poverty among the lower and working classes. Prior to the reforms the employed had suffered largely due to the conditions that they had to endure at work; Mostly because of the long working hours and poor working conditions that they worked with. The first act to be introduced to aid the employed from the poverty crisis was the Workmens Compensation act of 1906. This act provided compensation for injuries sustained at work. There were other acts like this introduced in 1897 and 1900 which failed, which led to people believing that this act would fail aswel. However, they were proved wrong. The act was very successful as employers took a giant step to improve the conditions of the workplace so that they wouldnt have to pay out compensation to injured workers. The second act to be introduced to aid the employed from the poverty crisis was the Coal Mines act of 1908 which granted coal mine workers an 8 hour day. This act had been protested for approximately 40 years before it was introduced. This was very beneficial as before coal mine workers had had to work for long hours in very poor and enclosed conditions. Many workers often died from toxic fumes and diseases contracted within such a close proximity. The act benefited millions of workers. The third act to be introduced to aid the employed from the poverty crisis was the Trades Board act of 1908. This act hoped to define a minimum wage for those who worked in the sweated industry such as the match stick makers and match stick box makers. This act involved over 200,000 people. However the act only affected some trades. Also, it concluded that no decision was actually made to define a minimum wage, therefore proving the act was very unsuccessful. The fourth act to be introduced to aid the employed from the poverty crisis was the Shops Act of 1911. This act insured that shop workers received a half day of from work. This act also gave shop workers a lunch break so that they could eat food and try to maintain a proper diet. Overall we can see that the reforms introduced to aid the employed from the poverty crisis were quite successful with the exception of the Trades Board act, as they insured that workers were granted compensation for injuries they sustained at work which meant that employers would have to improve their companies so that they wouldnt have to pay up. Also, the reforms meant that coal miners would be granted fewer working hours and wouldnt catch terrible diseases and suffer from toxic fumes. Also shop workers didnt have to work for long hours and even got a lunch break. However, the reforms showed flaws as the acts didnt apply to all trades and the Trades Board act was completely unsuccessful at defining a minimum wage. In conclusion it can be stated that the Liberal Reforms (1906-1914) helped improve the lives of the British people to a great extent. Children were benefited as they were granted at least one hot meal a day, they received free medical inspections and were protected from abuse and secondary education was compulsory. However, the lost their beggars income and the diseased that could be identified didnt have to be treated. The old were benefited as they received good pension which would support them and give them a relaxing future. However, it was a fixed pension that didnt keep them out of poverty, as not enough money was provided. The sick were benefited as they received free medical inspections and treatment and were covered under the insurance scheme, for a low cost. However, they found it hard to find work as employers were reluctant to employ the sick incase they infected the rest of the employees. The unemployed were helped to find work with the introduction of Labour Exchanges which were very beneficial. However it was flawed as they only received 15 weeks of payment a year which didnt cover the basic necessities. The employed were benefited as their working conditions were improved and their hours as well as their wages increased cut to keep them healthier. However the conditions only applied to some trades. Therefore it is apparent that the Liberal Reforms introduced between 1906 and 1914 helped improve the lives of the British people to a great extent.

Compounds With Ionic and Covalent Bonds

Compounds With Ionic and Covalent Bonds An ionic bond is a chemical bond between two atoms in which one atom seems to donate its electron to another atom. Covalent bonds, on the other hand, appear to involve two atoms sharing electrons reach a more stable electron configuration. Some compounds contain both ​ionic and covalent bonds. These compounds contain polyatomic ions. Many of these compounds contain a metal, a nonmetal, and also hydrogen. However, other examples contain a metal joined via an ionic bond to covalently bonded nonmetals. Here are examples of compounds that exhibit both types of chemical bonding: NaNO3 - sodium nitrate(NH4)S - ammonium sulfideBa(CN)2 - barium cyanideCaCO3 - calcium carbonateKNO2 - potassium nitriteK2SO4 - potassium sulfate In ammonium sulfide, the ammonium cation and the sulfide anion are ionically bonded together, even though all of the atoms are nonmetals. The electronegativity difference between ammonium and the sulfur ion allows for an ionic bond. At the same time, the hydrogen atoms are covalently bonded to the nitrogen atom. Calcium carbonate is another example of a compound with both ionic and covalent bonds. Here calcium acts as the cation, with the carbonate species as the anion. These species share an ionic bond, while the carbon and oxygen atoms in carbonate are covalently bonded. How It Works The type of chemical bond formed between two atoms or between a metal and set of nonmetals depends on the electronegativity difference between them. Its important to remember the way bonds are classified is somewhat arbitrary. Unless two atoms entering a chemical bond have identical electronegativity values, the bond will always be somewhat polar. The only real difference between a polar covalent bond and an ionic bond is the degree of charge separation. Remember the electronegativity ranges, so youll be able to predict the types of bonds in a compound: nonpolar covalent bond - The electronegativity difference is less than 0.4.polar covalent bond - The electronegativity difference is between 0.4 and 1.7.ionic bond - The electronegativity difference between species forming a bond is greater than 1.7. The difference between ionic and covalent bonds is a bit ambiguous since the only truly nonpolar covalent bond occurs when two elements of the same atom bond with each other (e.g., H2, O3). Its probably better to think of chemical bonds as being more-covalent or more-polar, along a continuum. When both ionic and covalent bonding occurs in a compound, the ionic portion is almost always between the cation and anion of the compound. The covalent bonds could occur in a polyatomic ion in either the cation or the anion.

Microbiology class, answer for each question in 1 page Essay

Microbiology class, answer for each question in 1 page - Essay Example Since microbial pesticides are of biological origin, they do not harm the environment. Moreover, unlike chemical pesticides, microbial pesticides do not persist in the environment. b. recycling of elements Microorganisms are responsible for recycling of vital elements. They convert elements from one form to another, making them available for plants and other organisms. They are important constituents of the food chain as they degrade dead animals and plants. They recycle vital elements such as carbon, nitrogen and sulfur across the environment, between soil and the atmosphere. For example, nitrogen-fixing bacteria, nitrifying bacteria and denitrifying bacteria play an important role in the recycling of nitrogen via the nitrogen cycle. c. normal microbiota The term â€Å"normal microbiota† refers to those microorganisms that inhabit the body of a host without causing any harm. In fact, normal microbiota are found to be beneficial to their hosts. For example, some normal microbi ota produce B vitamins apart from vitamin K. They also protect their host from other harmful microorganisms by preventing their growth. d. sewage treatment Since microorganisms degrade organic matter, they are used for sewage treatment. Microorganisms grow on the organic matter present in sewage and degrade it into simpler by-products such as methane, carbon dioxide, nitrates, ammonia and other inorganic compounds. Thus by cleaning sewage, microbes help in the recycling of water. e. human insulin production Microorganisms such as Escherichia coli are used in recombinant DNA technology to produce human insulin and other products of human origin. Recombinant DNA is produced by inserting human insulin genes in the E. coli genome. This DNA is then transferred into the bacteria for the production of large amounts of human insulin from E. coli. f. vaccine production Vaccines are produced from microorganisms. Disease causing pathogens are rendered inactive and avirulent by chemical or othe r treatments. These are then injected into animals and humans to induce immunity against them. Apart from attenuated microorganisms, bacterial and viral proteins and polysaccharides are also used to induce immunity. Thus, microorganisms are also used for prophylactic purposes. g. biofilms Biofilms are formed when microorganisms interact with each other, forming layers on other surfaces. By developing biofilms, microorganisms create their own niches almost anywhere. Biofilms make it difficult to eliminate microorganisms as they protect microbial colonies from disinfectants and antibiotics. They are persistent in medical equipment, water pipes, contact lenses etc, and so, pose a threat to human health. 2. Compare and contrast among DNA, RNA and ATP. In your answer, include both structural and functional information. (10 points) Structural similarities between DNA, RNA and ATP: DNA, RNA and ATP have a nitrogenous base attached to a pentose sugar. Furthermore, in all these three molecul es, the sugar is linked to a phosphate group. Structural differences between DNA, RNA and ATP: DNA and RNA are polymers of many nucleotides while each ATP molecule is made of a single nucleotide. The pentose sugar in RNA is a ribose while the pentose sugar in DNA is a deoxyribose, lacking an oxygen atom at the 2’ position. The pentose sugar in ATP is also a ribose sugar. Another difference is that while both DNA and RNA contain many nucleotides that have single phosphate groups linked to the phosphate groups of other nucleotides

Nobel Prize in Medicine Essay Example | Topics and Well Written Essays - 500 words

Nobel Prize in Medicine - Essay Example He is considered to be the one of the pioneers and the key figures in the development of human immunology. The seven years, which Jules Bordet spent working at the Pasteur Institute became the turning point in the development of his career and paved the way for his scientific triumph. He was able to discover that â€Å"bacteriolytic effect of acquired antibody  is considerably increased  in vivo  by the existence of natural serum components† (FAQs). Soon after joining the Institute, Jules Bordet began exploring the basic problems of human immunology in order to find the ways to defend human organism form different infections. (FAQs). In 1894, one of Bordet’s colleagues discovered that a guinea pig immunized against cholera rapidly died when injected cholera bacteria (FAQs). The discovery of Bordet was outstanding: as he later found out, such problems did occur to guinea pigs only when the bacteria came from a non-immunized pig (FAQs). Moreover, the bacteriolysis did not take place when the antiserum and the bacteria were mixed in a test tube (FAQs). Finally, when Bordet heated the antiserum it immediately lost its power to kill the cholera bacteria (FAQs). In the series of the blood experiments that followed Jules Bordet by injecting red blood cells from one animal species into another species caused the rapid destruction of red cells of the first species by the serum of the second species (FAQs). Later on, Jules Bordet was able to systematize his knowledge of bacteriolysis and to create a general picture of how animal bodies defended themselves against foreign infections (FAQs). On the basis of his discoveries, Bordet created the first complement fixation test, which could determine the presence of various bacteria in an individual’s blood serum (FAQs). The discovery of the test itself and related discoveries in immunology led Bordet to the best reward: in 1919, Jules Bordet was awarded the

Privacy Laws related to Information Technology use Research Paper

Privacy Laws related to Information Technology use - Research Paper Example In this regard, it is arguable that the privacy of individual data depends on the ability of organizations to employ security measures for the protection of individual information and private data (Kerr, 2004). The various online companies and websites such as Facebook, Google, LimkedIn, Yahoo and Skype are mandated by the law to protect the privacy of individuals. Regardless of the provisions of the law, it is notable that many online organizations and companies have disclosed private information to third parties such as advertisers who use it without the consent of the holders of the information. Sensitive information such as financial records, bank and credit card details are also protected by the legal framework. This is due to the need for the security of personal data and the consequent prevention of possible fraud (Gillmor, 1998). The modern computing and transactional environments are characterized by online shopping and banking. This means that the users of the online bankin g services are predisposed to the risk of disclosure of their private information to organizations (Messmer, 2001). Additionally, digital records of employees within various organization is at a risk f unauthorized access and use. ... that organizations and individuals are protected from unauthorized use of private information by internal or external intruders to information systems (Miller and Tucker, 2007). The law also protects individual information from misuse by government agencies and the media (Sullivan, 2005). According to the fourth amendment, individual data and information must be kept private and free from unauthorized access and use (Lock, Conger and Oz, 1998). This illustrates the role of the law in ensuring that organizations keep the information on their employees and clients as private as necessary (OConnor and Matthews, 2011). Infringement of the privacy of individual information is thus a legal felony (Thibodeau, 2001). Sometimes governing authorities such as the police perform thorough surveillance of a suspect’s private information and activities. Regardless of the justification that the governing authorities give for the infringement of individual privacy, such actions are legally wro ng (Lock, Conger and Oz, 1998). The emergency of creative, innovative and up to date technological tools represents the challenge which many individuals and organizations face in trying to achieve adherence to information privacy laws. Nonetheless, the application of information systems within organizations and institutions is attributed to the increased challenge of securing private information (Canoni, 2004). However, organizations have laid security policies which are geared at promoting the enforcement of legal framework on the privacy of private information (Bernstein, 2007). Information security policies play a significant role in defining the procedure of access, retrieval, modification and use of private information with a view of ensuring preservation of individual rights to privacy

Working With Sexual Abuse Victims Social Work Essay

Working With Sexual Abuse Victims Social Work Essay Sexual abuse has been a growing concern in our society. The statistics on sexual abuse in America are alarming. According to Finkelhor (1994) approximately 150,000 confirmed cases of child sexual abuse were reported to child welfare authorities in the United States during 1993 (p.31). Lucinda stated, I have worked with children who have been sexually abused and it is a devastating experience for the individual. Working with an individual who has a history of sexual abuse would be very difficult. The individual will likely be guarded and possibly closed off from the surrounding environment. He or she may not want to talk about what happened in their past, and want to shut it away so they never have to relive the horror that happened to them. Since this abuse is not as visible as physical abuse, it is harder for people outside the abuse to recognize it. The individual in the abuse may feel that it is their fault, or they are inviting the abuser into the relationship. The abused individual may also feel that when speaking about the abuse to another person, that person will judge them think it is the fault of the abused. Core Issues Some of the core issues in treatment while working with someone diagnosed with a history of sexual abuse is gaining the clients trust so that they may disclose their history of being sexually abused and feeling safe and not being judged. Lucinda stated, For me, the most important factor for the clinician is to gain the trust of the individual first before the client feels safe enough to share such an experience with a total stranger. Sexual abuse is a touchy subject to some and some individuals do not disclose having been sexually abused because they feel ashamed or guilty or they fear being judge has damaged goods. According to Levs post, 88% of cases of sexual abuse are never disclosed by the child. In agreement, Alaggia (2005) states, 50% to 80% of victims do not purposefully disclose childhood sexual abuse before adulthood (p.454). Another core issue is the ability to gain that initial trust between the client and the clinician. For someone that has had a history of sexual abuse this can be a hard aspect to have happen. This is understandable because at some point in that persons life they lost the ability to trust when someone took that opportunity away from them. Its like that individual had their bond of trust violated and that may carry over as an adult for the ability to trust their own feelings and judgment. Additional core issues noticed with those sexually abused would be placing the blame on themselves or taking the responsibility for what has occurred to that individual. Also, having a constant fear instilled in them that something is wrong with them. Perhaps even issues with power and control because one may feel that was stripped away from them. An abused child will not open up unless they can trust again (trust is obviously something that is tarnished and even lost through the abuse). Another core issue in treatment while working with someone diagnosed with a history of sexual abuse is using memory to work through the trauma. As Courtois (1992) points out, Therapy is geared not only to the retrieval of autobiographical memory, but towards the integration of affect with recall to achieve resolution of the trauma. Because so many feelings, emotions of the memories are difficult to deal with on a day to day basis, many victims of sexual abuse tend to dissociate and therefore can suffer from dissociative disorder and PTSD. I think it is extremely important to address sexual assault of males. So often is hard to come forward about the assault but as Hopper (2010) addresses, Approximately one in six boys is sexually abused before age 16. He goes on to talk about the long lasting affects of sexual abuse and how it can become a perpetuated cycle of being hurt: Avoiding getting close to people and trying to hide all of ones pain and vulnerabilities may creating a sense of safety. But this approach to relationships leads to a great deal of loneliness, prevents experiences and learning about developing true intimacy and trust, and makes one vulnerable to desperately and naively putting trust in the wrong people and being betrayed again. A core factor for many that are abused is that they are not alone. Many times knowing that others are dealing with a similar situation can make a huge difference. Therapeutic Models The types of therapeutic modality that works best for someone who has been abused should be determined based on the individual and the therapist preference. In the article by Courtois (1999) discusses that the resolution of sexual abuse trauma requiring retrieval of memory and the working through of the associated affect. This is important so the individual can heal by having fully acknowledged what has occurred to them in the past. The article further states, memory retrieval is an important component of the therapeutic process. As a therapist, an essential task when working with the client, would be having them acknowledge the abuse that has happened to them and be able to retrieve the full memory to proceed in the healing process. Courtois (1999) notes how memory deficits are quite characteristic of trauma response and are utilized in the interest of defense and protection. This is an essential point for the clinician to understand in working on trauma resolution in general and me mory retrieval in particular. The strengths perspective acknowledges the client as the expert, which allows the memory retrieval to be a lot easier, and to be more accurate from the client. It is crucial that clinicians be educated when working with individuals who have a history of childhood sexual abuse. Stearn (1988) states, to diagnostically assess and treat clients in the most effective manner, social workers need to discover how each sexual abused clients views himself or herself, significant others, and the world (p.466). Jennings (1994) examines ways of using a broad spectrum of creative approaches, such as art, play, dance, music and drama, and combinations of those, to work with people who have been traumatized by experiences of sexual abuse (p.471). Lucinda stated, In my opinion, the best therapeutic modality that would work best with clients who have a history of childhood sexual abuse is using the strengths perspective. The client is the expert on his or her own experience because only they know how they felt and what actually occurred during those moments. Bell (2003) believes the strengths perspective involves turning away from rational, empirical models that order and codify reality, toward a constructivist view, which holds that the identification of human problems reflects not objective reality, but the perspective of the one doing the looking. With this constructivist understanding, three assumptions emerge from the strengths perspective. First, clients have personal and environmental strengths and are more likely to act on those strengths when they are affirmed and supported. Second, the strengths perspective views the client as the expert on his or her own experience. Third, the roles of the social workers shift from expert and fixer to collaborator who respects and fosters the strengths of the client (p.513). Lucinda stated, I feel that being empathetic, understanding, and compassionate are important in working with these clients. According to Calof (1993) listening to their stories and helping them explore the truth of their experiences has enabled many to turn their lives around (p.45). Family therapy is also important. Acknowledging the important and loving family members and their role in the victims life can help. With their love and support, the abused can work with the family to form treatment plans and other means of support. As social workers, we have to not only listen to what our clients are saying but also read their body language as well as anything else they give us as clues. They are children who have been violated and are reluctant to speak because in their minds they did something wrong. We have to work collaboratively with the non-offending family (if that is obvious), schools, doctors, and other professionals so that we can get a full picture of the childs symptoms, behaviors, and problems. Once we establish there has been abuse and from whom, we must remove the abuser if that has not already been done. Only then will we be able to work with the child towards a state of healing. Healing cannot happen when someone is still being abused. However literature does state most do not disclose what has happened until they are adults. Sometimes, it is not possible to remove the abuser if nothing is said about the abuse. As social workers, we would have to take every incident as it comes and deal with it as soon as possible. Unfortunately and sadly, most sexual abusers get off with a slap in the hand while the children they abuse suffer for the rest of their lives. Essential Task for Therapists An essential task for the therapist is providing a safe environment. Ensuring that a victim of sexual abuse feels comfortable in their setting is a pertinent factor in providing treatment. Also, maybe the sex of the therapist will matter. If the victim is female and was sexually abuse by a male, she may only feel comfortable speaking with another female. Lana stated, The women in my placement have expressed many times their fears and anxieties when in groups with men after sexual assaults that they faced both as children and adults. As therapist we should not only be treating for sexual abuse, we should also be doing more about prevention and education to all young children. It should not take years for a person to disclose that they were abused as child without having the ability to address the abuse. They should not have to go through the feelings that it was their fault or the one to blame. Laura stated, I think it is very important for children to understand that it is often an adult that they know who becomes an abuser. Schools teach stranger-danger, and to fear the stranger, when often the threat comes from an individual close to or seen by the child. Children need to be aware that there are monsters who can appear as nice people, who are not only strangers, and the only way to make something bad go away they have to talk. Some ways to do this is by using examples of what is appropriate from different people is the best way to get things across. Also, using child-like language is very important as well. U sing characters from TV and books can be used as examples of love and family as long as the child can relate and understand in a certain way. A therapist of someone who has a history of sexual abuse would need to patient and empathetic, while urging the individual to share their story. The individual has likely lived many years of hiding the abuse and trying to act like it never happened, while trying to live a normal life. This is not possible, as the horrible history will present itself in varying disorders, such as borderline personality disorder, dissociative disorder, and posttraumatic stress disorder and create upset in their life. The therapist must create an era of trust and safety in which the individual can feel comfortable and able to speak about their past. I think the therapist needs to ease into the revelations in order to help the individual to feel more comfortable; with each small piece, followed by safety and reassurance, another may follow, allowing the individual to reveal their past. This is really the ideal, and the therapist will need to be able to help the person overcome the varying disorders and o ther issues in their life.