Modern Educational System Essay Example for Free

Modern Educational System Essay I decided to write about education system in Ukraine because I think it is very common problem and because I’m a student as well. Educational system in Ukraine at the present stage is sufficiently complex and hard-to-reach for citizens. Despite the fact that officially education is considered to be free of charges on all levels for children, in reality parents confront series of problems that are not so easy to deal with, unless they have certain savings of money. So for example, parents are obliged to reserve places in kindergartens even before the children are born. Because if you do not do this by the time your child is three years old there will be no more vacant place left. And of course we must not forget that all institutions of preschool educations under one reason or another demand financial contribution for various needs. The same range of problems is applied to school education with distinction that parents are forced to purchase different teaching material on their own in many cases. Another very important subject matter is related to the field of physical activity for children and teenagers. It is well known that for everyone, who is nearly six or seven years old, immovable pastime on the lessons for forty five minutes is nearly a torture and fifteen minutes of break are not enough for proper progress and harmony of such a young and growing organism. But even in spite of this it makes no difference to us and we continue to insist on such unnatural methods â€Å"doctrine of torment† for our children. The question is why? Against the background of this day’s schedule we are confronting the constant cases of children’s overwork and fatal outcomes. The structure of higher education in Ukraine according to its ideology and goals corresponds to the structure of education in most developed countries of the world. It is very important that in March, 2005 Ukraine has joined the Bologna system and became an active participant of development of the all-European space in the sphere of higher education. For today there are 951 higher educational institutions of different levels of accreditation in Ukraine which conduct preparation of qualified experts of more than 500 specialties. But even more difficult tasks are in prospect to be solved in the system of higher education, so as to adjust proximate planed dependence from demand and offer of experts in different spheres of activity. Nowadays in our country we experience luck of teachers, medical workers, and profile engineers in various sectors and in the same time we have overabundance of such professions as economists, lawyers and others. It’s not a secret that education is not an exception, as well as other â€Å"systems† in our country, where we confront corruption. This issue is one of the most problematic and hard-to-solve for Ukrainian population. For example, Prime Minister of Ukraine N. Azarov has signed a decree of the Cabinet of Ministers aimed at improving the quality of IT professionals, strengthening cooperation between business and education, bringing education to the needs of industry and labor market. One of the key barriers of IT industry development is lack of human resources. The level of IT graduates rarely meets the requirements of the labor market today. Lack of practical training, insufficient level of English proficiency, miss of skills working in the team – all lead to the fact that only 25% of graduates are to work in IT industry and this is very low index. Most likely that we lost true value of the word â€Å"education† – is educating, that means to create and give new image or character to people but not impose them with unlimited amount of knowledge and information that sometimes is not only interesting but unnecessary. English word â€Å"education† or Latin word â€Å"educo† in comparison with the Russian equivalent, expose more precise definition of the notion we putting in this concept by nurturing. It is the purpose of education in every country – rising new spiritual and moral generation – this is our ultimate aim. One of the most vivid examples of such a high-quality education were times of imperial Russia in the middle of XVIII century, where upbringing of high level ecclesiastical and ethical patriots was not restricted by place of birth or nationality of the person. The biggest delusion in our times is the false idea of scientific and technical progress. Under the pretence of it specialization of each tendency narrows with every day. Workers of such a limited in profile become easy-to-handle manipulators and with their help it is possible to comply almost every conception without their understanding and â€Å"thinking into the truth†. Integration to another educational system, like most of European countries, the tests structure, leads to these consequences. As specialists themselves say, one of the most serious problems of integration of the Ukrainian system of education in the Bologna process – is unawareness of officials of the current situation in the Ukrainian and European education, as well as the objectives of the Bologna process. The system of education in the former USSR was considered to be one of the best in the world. It was not declared by other countries by variety of reasons; some of the main ones were political convictions and disinclination to recognize its effectiveness in every way.

The Frankenstein & novel Essay Example for Free

The Frankenstein novel Essay The novel became the most famous work of Mary Shelley and since it was published, its popularity in the scholarly and lay audiences has been increasing among readers. This can be attributed to Mary Shelley’s ability to keep the story interesting through the narration of the story by Victor Frankenstein and the use of science fiction and horror in the story. This paper will explore how these elements/themes have been used in the novel to keep the story interesting and intriguing. Discussion The fact that the author uses Victor Frankenstein who is the victim of the monster’s horrific actions makes the story very interesting and easy for the reader to follow the events that unfold in the story. Shelley allows Victor Frankenstein to narrate his personal life experience in the novel and how his interest and obsession in science turned tragic when he became the target of horrific actions of the monster he created. In the beginning of the story, the novel explains how Frankenstein ended up in a ship that was being used by an English explorer Robert Walton. Walton’s ship became a refuge for Frankenstein who was ill. Though Frankenstein was in a poor health condition when he was taken into Walton’s ship, he was able to recover and narrate his personal life story and experience with the monster he had created. This element allows the readers to understand how and why the events that are described in the story occurred. The narration brings out the emotions and feelings of the characters that were triggered by the events that unfold in the story . For example, the anger, sadness, pain, disappointment and fear felt by the characters are well expressed. Furthermore, the narration enables the readers to have a clear understanding of the feelings and the emotions felt by Frankenstein throughout the story. Victor Frankenstein tells Robert Walton about his place of birth, family, education and his interest in natural philosophy and sciences which resulted to his obsession and discovery of how he could bestow life in a lifeless matter. In addition, Frankenstein’s narration of how his life changed after the creation of the monster allows the reader to understand his desperation, hopelessness and anger . For example, he narrates how the monster kills his family members and the execution of a family friend who was accused of killing Frankenstein’s brother. Hopelessness in this case emanated from the fact that he could not save the life of his friend . His heart was tortured his heart hence he left to wander in the Alpine valleys. The suffering that the monster caused to Frankenstein’s family members and friends is well explained in the story. Frankestein’s narration about the suffering that his family was going through as a result of the monstrous acts of the creature that he created is a clear indication of how the close relation between Frankenstein and victims of the acts affected the tragic events and horrific events that befell them. For instance, his father’s health was greatly affected by what was happening to the family members and friends. He was greatly affected by the deaths of Justine and William. Elizabeth who later married Frankenstein on the other hand became very sad. She failed to take delight in her ordinary occupation and was in tears. Her happiness vanished and the sorrow created by the horrific deeds of the monster removed her dearest smiles from the face. According to Frankestein,Elizabeth could no longer see the world as it was because of the miserable death of Justine Moritz whom she was convinced was innocent. Frankestein points out that he listened to Elizabeth’s opinion about what was happening with great agony. He considered Elizabeth to be a gift of fortune and was worried that the monster could take her away from him. When the monster eventually killed Elizabeth, Frankinstien was devastated. And through the story explains how he chose to deal with despair and sought relief through change of place as well as bodily exercise. For example, he explains how he sought to forget himself and the sorrow he felt by visiting the Alpine and the valley of Chamounix. His feelings due to the interaction with nature brings out his desire to go back to old world where there was no sorrow and despair. Another element that maintains the interest of the reader in the story is the incorporation of science fiction. The novel Frankenstein marked the pioneer work of science fiction (Stableford, pg. 48). At a time when Shelley wrote the story, industrial revolution was being witnessed in Europe. This novel introduced science fiction in literature, an element that was not common in many literature sources. The story introduces science fiction when a monster is created from lifeless matter. The novel provides an account of how â€Å"monstrousness† can arise and Victor Frankenstein in the novel is portrayed as an archetypal man who is destroyed by his own creation (Stableford, pg. 46). Shelley as a writer wrote according to gothic fiction hence her employment of the concept of science and the theme of science versus nature was not popular. For some readers, they consider the novel to be a lesson to the modern world how a scientist can be punished for trying to interfere with the divine prerogative of creation. Furthermore, the merging of the art of fiction and the academic study of science gave Shelley’s story of Frankenstein interesting to many readers. The emotional reaction of the readers to the creation of the monster gives the novel some permanence while the emotional investment in the characters by the writer makes this science fiction book a novel rather than a speculative essay on what can happen in future. This makes it interesting for the readers. Over the years, the novel has inspired other writers publish science fiction work. For instance, the novel explains how Victor Frankenstein was able to give life to lifeless body parts he collected from slaughterhouses, graveyards and dissecting rooms. The coming into life of the creature which is referred to as â€Å"monster† in the novel turns Frankenstein’s life into a nightmare. The monster manages to kill his family members and Elizabeth whom Frankenstein had married. There is no doubt that the incorporation of science fiction in the Frankenstein arouses the interest of the writer in science, a concept that has become popular in contemporary literature and film industry. To Frankenstein, creating the monster had been his desire and dream that turned tragic. Science fiction provides literature and film makers to become creative and arouses the interest of the readers in science-related issues. The story makes clear the consequences of science-related innovations and in this case, the consequences of bringing into life a new creature by Frankenstien. In Frankenstien,the process of creating a monster by the scientist began when his interest and obsession with human nature had him embark on a mission with the sole purpose of giving life to an lifeless body. This deprived him good health conditions and adequate time for good rest. However,Frankestein failed to celebrate the success of his creation because not long after he gave life to the creature, the beauty of his dream vanished and only disgust and breathless horror filled his heart(Shelley,pg. 69). Frankenstein asserts that he had created a miserable monster. This had him experience great bitterness, disappointment and horror. Despite his obsession and interests to provide life to a lifeless creature, Frankestein came to admit and realize that the creation of a monster was a misfortune. As a result of his discontent with the creation of a new monster, Frankestein suffered from a nervous fever. The fever had him confined for several months. Henry became his only nurse and throughout the period of his illness, the form of the creature that Frankenstein had given life was always before his eyes and mind. Frankenstein lacked happiness and his life was filled with sadness after he created the monster . The impact of Frankenstein’s actions and desires had grave consequences in his life and the lives of the loved ones. For example, after Justine was convicted for a murder that was committed by the monster, Frankenstein was filled with remorse and despair. Although he had began his life with benevolent intentions and looked forward to the moment when he would successfully put his intentions into practice and become useful to the other human beings, he was convinced that he had committed deeds of mischief and an error after he managed to create the monster. Unfortunately, rather than bring him self satisfaction, the creation of a monster brought him hopelessness, fear and remorse for all the horrific deeds it got involved in. The creation of a monster in the novel and the need to learn more about the creature makes the story interesting for the readers. For example, the desire to know the consequences of the actions of the monster on Victor Frankenstein and his family increases one’s interest in the book. Whenever Frankenstein thought about the monster and its revenge against him, he gnashed his teeth and his eyes would become inflamed. He wished that he could extinguish that life he had bestowed on the creature. Because of the malice and crimes, Frankenstein developed anger and hatred towards the monster and the desire to revenge the monster’s crimes. He wished he could see the monster in order to avenge the deaths of Justine and William and because he became remorseful of unalterable evils of the creature, he feared that the monster he had created could perpetrate new wickedness in the society. It is a lesson to the readers on how scientific innovation and development can have detrimental effects of the lives of many people. Horror in the novel story Frankenstein is created by the presence of a monster that is on a revenge mission. The horror is connected to the theme of science fiction because horrific acts are perpetrated by the monster that was created by Frankenstein. Frankenstein’s interest in electricity, natural philosophy, mathematics and chemistry resulted to an obsession and fascination with the principle of life and human frame. Fanatical studying assisted him to bestow life on lifeless matter to create a monster. Rejection by its creator, Victor Frankenstein together with the society angered the monster who went on a revenge mission by killing family members and close friends of Frankenstein. The monster killed a family member, had a close wrongfully executed and murdered Elizabeth who was the woman that Frankenstein loved . The revenge mission of the monster becomes a horrifying experience for the Frankenstein and his family. The interest of many readers emanates from the fact that Frankenstein creates introduces a monsters who is created by the man’s attempts to integrate nature into his untamed desire to create as well as to application of knowledge. Some readers and scholars assert that this story can be considered to be a modern myth that applies science to create the ‘monster†. The prolific fictional and scientific research of Victor Frankenstein resulted to the creation of a monster which made life difficult for him. The story explains the horrifying deeds of this monster which contributed to the ill health of Frankenstein. From the beginning, Frankenstein’s view of his creation brings out the horror aspect. He regrets instantly of his work when he brings the creature into life. His disappointment is expressed in â€Å"I had worked hard for nearly two years, for the sole purpose of infusing life into an inanimate body, but now that I had finished, the beauty of the dream vanished (Shelley, pg. 56). The creature is described as horrifying and full of rage because of being abandoned by its creator. Mary Shelley’s story brings out intrigue, creativity and imagination which make clear the horror that the story creates. Tension and horror in this story maintains the interest of the reader when the monster that is created using gothic motive is subjected to the earthly life styles. The horrific actions of the monster resulted to numerous misfortunes for Frankenstein’s family and friends. After creating the monster, Frankenstein experiences great fear, regret and develops hatred for his deeds and actions. For example, the suffering that the creation of the monster caused Justine who was convicted and executed for a murder she did not commit is expressed in chapter eight of the novel. Frankestein states that he was in despair when Justine was suffering for the consequences of a creature that he had created. He says that he was torn by remorse, horror and despair as he witnessed the people whom he loved mourn for the deaths of Justine and William. It was the thirst of a man for knowledge that resulted to the monstrous creation that defied both natural order and nature. The description of the night when Frankenstein created the monster symbolizes horror. For example, the night Frankenstein gave life to the monster is described as â€Å"the dreary night of November† (Shelley, pg. 42). The events that are described in the whole story bring out the element of horror. To begin with, Victor Frankenstein confirms that he was horrified after looking at the monster he had created and this made him flee from his laboratory to abandon the creature. This creature had a horrifying appearance that made the society reject its efforts to become part of the society. Frankenstein describes and expresses how horrified he became after creating the monster â€Å"unable to endure the aspect of the being I had created, I rushed out of the room and continued for a long time traversing my bed chamber, unable to compose my mend to sleep. Furthermore,he expresses his conviction that the creature he had created had the power to effect purposes of horror as indicated in the statement â€Å"I considered the being who I have cast among mankind and endowed with the will and power to effect purposes of horror(Shelley,pg. 92). The monster managed to learn language and become a civilized person. The fact that the monster had been considered by the society members to have murderous intentions increased its anger towards Victor Frankenstein who had not only created him but also abandoned him. This triggered monstrous actions of the creature which sought revenge against its creator and marked the beginning of a cycle of destruction whereby both the monster and Frankenstein pursued each other and hatred between the two continued to grow (Mellor, pg. 73). Conclusion The Frankestein, written by Mary Shelley is one of the most famous novels written by the author. As a result, the book has succeeded in attracting many readers to read the book. There are various key elements/themes in the book that have made the book very popular for both scholarly and lay audiences . These elements include the narration of the story by Victor Frankenstein who became the victim of the monsters’ revenge actions, the horrifying experiences expressed in the book and the use of science fiction. Some readers have asserted that contemporary issues in the novel themes include the moral implications of scientific discovery and one’s personal zeal for success can have detrimental impact on others. Works Cited Knoepflmacher, U. C. and Levine, George. The Endurance of Frankenstein: Essays on Mary Shelleys Novel. Berkeley: University of California Press, 1979 Mellor, Anne. Mary Shelley; Her Life, Her Fiction, Her Monsters. Routledge, 1989 Shelley, Mary. Frankestein. Collector’s Library, 2004 Stableford, Brian. Frankenstein and the Origins of Science Fiction. Anticipations: Essays on Early Science Fiction and Its Precursors. Ed. David Seed. Syracuse: Syracuse University Press, 1995

Communication for Health Promotion

Communication for Health Promotion The purpose of this assignment is to strongly critique an interaction between a health professional and a service user in a video clip titled â€Å"Sexual Health Advice Role-play† (Nice (National Institute for Health and Care Excellence) Media, 2012). In the video clip, an adolescent male is seen using the C card scheme to obtain free condom from a pharmacy. The health professional in the pharmacy takes this as an opportunity to offer the adolescent service user a free chlamydia test. The type of health promotion and communication seen in the video clip will be discussed including the health promotion models observed in the clip and the strategies that could have been used to enhance the opportunity will be highlighted. In order to promote health, heath professionals must understand the definition of health. Health is commonly defined by two definitions; one of which is a negative definition and the other positive. The negative definition of health defines health as the absence of disease or illness (Naidoo and Wills, 2009), whereas the positive definition looks at holistic health and defines health as not just the absence of disease and infirmity but as a state of complete physical mental and social well-being (World Health Organisation (WHO), 1946). Health is holistic and consists of different dimensions which all need to be considered (Naidoo and Wills, 2009). Health promotion is a practice of empowering people to improve control over their health, and to also better it. It encourages people to improve their mental, physical and social well-being and to do so individuals and groups should have the knowledge of interventions that are in place in order to help people satisfy their needs, and change or cope with the environment (WHO), 1986). Nutbeam (1998) suggested that a comprehensive social and political process is represented by Health Promotion. It does not just look at strategies used to strengthen people’s skills and capabilities but it also looks at the strategies used to change social, environmental and economic conditions in order to improve their impact on individuals and public health. It moves beyond a focus on individual behaviour towards a wide range of social and environmental interventions (WHO) 1986). There is a variety of health promotion approaches which all have different objectives. These approaches are medical, behaviour change, educational, empowerment and social change (Naidoo and Wills 2009). The medical approach concentrates on strategies used to decrease morbidity and premature mortality. The approach is also concerned with disease prevention among high-risk groups. This approach is usually linked with the three levels of health promotion, which are primary, secondary and tertiary (Leddy, 2006). Primary health promotion consists of strategies that prevent ill health before it occurs. Strategies may include immunisation or encouraging people to live healthier lifestyles (Hubley et al, 2013). The C card is a form of Primary health promotion because it aims to help young people protect themselves from sexually transmitted diseases by issuing free condoms.[g1] Condoms are an effective way of preventing sexually transmitted diseases (National Health Service (NHS) choices, 201 3) therefore the C Card scheme is a good example of primary health promotion because it prevents disease before it occurs. Secondary health promotion consists of actions taken to identify and prevent the progression of disease at an early stage (Scriven,2005). Secondary health promotion strategies may include health screening programmes. Secondary health promotion is seen in the video clip when the health professional encourages the service user to get screened for chlamydia. Every young person under the age of 25 is entitled to a free and confidential chlamydia test through the National Chlamydia Screening Programme (NCSP). The NCSP is an NHS sexual health programme which was put into place by the Department of Health (DOH) in 2003 (NCSP 2003). In 2012 206,912 people in England tested positive for chlamydia and 64% of these were under 25 (NHS Choice, 2013). The NCSP targets young people under 25 because they are a high risk group where chlamydia is concerned. The programme’s aims are to make sure that young people under the age of 25 who are sexually active are aware of the effects of chlamydia and have access to free and confidential chlamydia screening (NCSP, 2013). According to Public Health England (PHE) (2013), since the NCSP was introduced there has been a 40% increase of chlamydia diagnoses in young people. This shows that more young people are being tested and getting treatment for chlamydia. The last level of health promotion is tertiary health promotion which looks at improving the health of individuals who are already affected by a disease. It consists of actions to avoid deterioration and aims to reduce complications (Fertman and Allensworth, 2010). An example of tertiary health promotion is when an HIV infected person takes antiretroviral drugs to help slow down the spread of virus in the body (NHS choice, 2012). The educational approach aims to enable individuals to make informed choices about their health behaviours by educating and assi sting them in developing skills (Trapani 2007). The educational approach is applied in the interaction when the health professional firstly provides the service user with information about chlamydia before performing the chlamydia test. The behaviour change approach aims to change individual’s unhealthy behaviours, by encouraging them to adopt healthy behaviours (Dixey, 2013). An element of the behaviour change approach is seen in the video clip; by providing free condoms to young people, the C card scheme is trying to change their behaviours by encouraging them to stop engaging in unprotected sex. The C-Card scheme is a service for young people which provides free condoms, advice and information. [g2]The service is free and confidential. The aims of the scheme are to help young people have more access to condoms, support them, educate them on sexual heath and how to correctly use condoms (Burtney, 2008). The initial reason why the service user went to the pharmacy was to obtain free condoms but the health professional takes this as an opportunity to promote health. The promotion of health and wellbeing is a fundamental part of being a health professional (Scriven, 2005). All health care professionals are encouraged to make every contact count. They are encouraged to use every interaction with an individual as an opportunity to promote health, whatever their profession or the reason of the interaction (Department of Health, 2012). Good communication skills are essential when health professional are attempting to promote good sexual health to young people. Effective communication enables health professionals to maximise the success of the interaction and this enhances the associated health promotion throughout the consultation (Barnes, 2009). The communication process begins at point of greeting and introduction (French, 2006). Williams and Davies (2005) suggest that communication with adolescents should begin with the development of trust. They further on elaborate that rapport with the adolescent should be built by health professionals and they are also are advised to be non judgemental and straight forward. Throughout the interaction, the health professional did not introduce herself to the service user. The health professional could have presented the idea of a chlamydia screening more effectively by firstly introducing herself. According to NICE (2012) health and social care professionals must always make it a priority to introduce themselves to service users and clearly explain their role and responsibilities. If the health professional had introduced herself to the service user, the service user would have felt more comfortable and would have had more trust in the health professional. Introducing herself could have helped her build rapport between herself and the service user. Establishing rapport and building a relationship between a service user and health professional are considered as foundations to good communication (Mitchell and Welling, 1998). Building a relationship is fundamental when working with young people because if a young person does not trust you, they may not disclose personal information (Royal College of Nursing (RCN), 2013). Throughout the consultation the health professional maintained excellent professionalism. The language used by the health professional was that of a professional manor and not over technical. The service user used clinical language that could be understood by the service user, she did not speak in way that could have been patronising to the service user. When interacting with adolescents, some health professionals resort to using patronising language because they believe an adolescent would not be capable of understanding professional language (Berry, 2006) The health professional maintained good eye contact throughout the interaction. When interacting with a service user, health professionals are advised to maintain eye contact if it is culturally acceptable for the service user because it shows honest, confidence and helps build a more therapeutic relationship (Eisenberge, 2012). According to Bateman (2000), a health professional’s advice may not be absorbed if there is a la ck of eye contact. Appropriate body language was used by the health professional throughout the interaction. The body language used by the service user was also that of a professional manor. Allen (2013) suggests that body language can be used as a foundation of building rapport between service user and health professional. She also goes on to say that trust can be established through mirroring and matching the body movements of a person. The health professional is seen mirroring the service user’s body movement throughout the interaction. Maintained good communication skill, eye contact, body language Good environment no noise, privacy, no interruptions When service user asked if it could be transmitted through kissing professional asked as if she didn’t know. No information. Did not ask for consent She did not give him a chance to ask questions Gave information before test References Burtney, E (2008) Guidelines for Setting Up a C-Card Condom Distribution Scheme For Young People. Available at: http://www.phru.net/shin/Condom%20Distribution%20Review/Brook%20guidelines%20FINAL%2029%20Oct.doc (Accessed: 23 April 2014) Department of Health (2012) The NHSs role in the publics health: a report from the NHS Future Forum. Available at: https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/216423/dh_132114.pdf (Accessed: 23 April 2014) Public Health England (2013) Chlamydia screening intervention proves infectious in general practice. Available at: https://www.gov.uk/government/news/chlamydia-screening-intervention-proves-infectious-in-general-practice (Accessed: 24 April 2014) Fertman, C. and Allensworth, D. (ed.) (2010) Health Promotion Programs: From Theory to Practice. London: Jossey-Bass Hubley, H., Copeman, J. and Woodall, J. (2013) Practical Health Promotion. 2nd edn. Cambridge: Polity Press Leddy, S. (2006) Integrative Health Promotion: Conceptual Bases for Nursing Practice. 2nd edn. London: Jones and Bartlett Naidoo, J. and Wills, J. (2009) Foundations For Health Promotion. 3rd edn. London: Elsevier NCSP (2013) What is the NCSP?. Available at: http://www.chlamydiascreening.nhs.uk/ys/about.html (Accessed: 23 April 2014) NHS Choices (2012) HIV and AIDS – Treatment. Available at: http://www.nhs.uk/Conditions/HIV/Pages/Treatmentpg.aspx (Accessed: 23 April 2014) NHS Choices (2013) Chlamydia. Available at: ttp://www.nhs.uk/Conditions/Chlamydia/Pages/Introduction.aspx (Accessed: 24 April 2014) http://www.nice.org.uk/guidance/qualitystandards/patientexperience/PatientAwarenessOfHealthcareProfessionals.jsp Nutbeam, D. (1998) ‘Evaluating Health Promotion – progress, problems and solutions’, Health Promotion international ; 13, pp. 27-44 Scriven, A. (2005) Health Promoting Practice: The contribution of nurses and allied health professional. 1st edn. Hampshire: Palgrave Macmillan World Health organisation (1986) The Ottawa Charter for Health Promotion. Available at: http://www.who.int/healthpromotion/Milestones_Health_Promotion_05022010.pdf?ua=1 (Accessed: 23 April 2014) World Health Organisation (1946) Constitution. World Health Organisation, Geneva http://books.google.co.uk/books?id=TjI1QMi3cnoCdq=medical+approach+in+health+promotionsource=gbs_navlinks_s http://books.google.co.uk/books?id=xwOd0PcEdtoCsource=gbs_navlinks_s http://www.nursingtimes.net/nursing-practice/clinical-zones/sexual-health/health-promotion-in-sexual-health-2-nurses-role-in-engaging-with-clients/5001424.article http://books.google.co.uk/books?id=yUTP2ioasf8Csource=gbs_navlinks_s http://books.google.co.uk/books?id=bkDjTmriEiYCdq=why+is+eye+contact+important+in+health+and+social+caresource=gbs_navlinks_s http://books.google.co.uk/books?id=AK_Mg2J5EhUCdq=language+used+by+health+professionalssource=gbs_navlinks_s http://www.naturalhealthcourses.com/Reading_Room/Body_Language.htm [g1]Reference [g2]Reference

Teen Crime :: essays research papers

How safe are teens wherever they go? Despite many people's attempts, teen violence is something that hasn't completely come to an end. Recently, 59% of students in grades six through twelve knew where to get a gun if they wanted one, according to the Harvard School of Public Health. The U.S. Surgeon General shows that each year, students spend $5.5 billion on alcohol, perhaps the cause of many violent crimes committed by them. Northeastern University's College of Criminal Justice reports that from 1985 to 1993, murders committed by people between the ages of 14-17 increased 165%. Certain adult crimes on the other hand, have decreased. There are many organizations out there that help prevent teen violence, some which include the National Alliance For Safe Schools, Mothers Against Teen Violence, The National Coalition Against Domestic Violence, and more. Is there anything else though, that we can do to prevent teen violence from escalating to an even higher level? The numbers are getting bigger and bigger. Since 1985, murder arrests of teens have jumped up 92%. In the year 2000, 2,369,400 youth arrests were made. Many which included violence towards others. In 2005, out of the 36,000,000+ inhabitants we have here in California, 2,503 were charged for murder, 9,392 for forcible rape, 114,661 for aggravated assault, and 692,467 for theft. Although crime here in California isn?t as high as it was around the ?90s, it is slowly increasing through the years. Statistics show that something needs to be done. Increasing crime varies on crime type. For instance, between 2000-2004, Larceny has increased. Also, from 1999-2005 vehicle theft and burglary have increased dramatically. On the other hand, forcible rape in recent years is slowly decreasing. This goes to show that crime is unpredictable. It can look as if it is being prevented for a while, and suddenly increase, touching lives everywhere in a negative way. By 1991, crime rate was 313% the 1960 crime rate. Chances of being a victim of crime in 1960 were 1.89%, where in 1996, the chances of being a victim raised to 5.079%. Overall, crime is increasing. It can be local, or even across the nation, but we know that it is there and is on the rise. Approximately 5% of the U.S. population are victims of crime each year. That?s around 13 million people and is unacceptable. But out of all these crimes committed, which ones are of adults and which ones are of teens? Teen Crime :: essays research papers How safe are teens wherever they go? Despite many people's attempts, teen violence is something that hasn't completely come to an end. Recently, 59% of students in grades six through twelve knew where to get a gun if they wanted one, according to the Harvard School of Public Health. The U.S. Surgeon General shows that each year, students spend $5.5 billion on alcohol, perhaps the cause of many violent crimes committed by them. Northeastern University's College of Criminal Justice reports that from 1985 to 1993, murders committed by people between the ages of 14-17 increased 165%. Certain adult crimes on the other hand, have decreased. There are many organizations out there that help prevent teen violence, some which include the National Alliance For Safe Schools, Mothers Against Teen Violence, The National Coalition Against Domestic Violence, and more. Is there anything else though, that we can do to prevent teen violence from escalating to an even higher level? The numbers are getting bigger and bigger. Since 1985, murder arrests of teens have jumped up 92%. In the year 2000, 2,369,400 youth arrests were made. Many which included violence towards others. In 2005, out of the 36,000,000+ inhabitants we have here in California, 2,503 were charged for murder, 9,392 for forcible rape, 114,661 for aggravated assault, and 692,467 for theft. Although crime here in California isn?t as high as it was around the ?90s, it is slowly increasing through the years. Statistics show that something needs to be done. Increasing crime varies on crime type. For instance, between 2000-2004, Larceny has increased. Also, from 1999-2005 vehicle theft and burglary have increased dramatically. On the other hand, forcible rape in recent years is slowly decreasing. This goes to show that crime is unpredictable. It can look as if it is being prevented for a while, and suddenly increase, touching lives everywhere in a negative way. By 1991, crime rate was 313% the 1960 crime rate. Chances of being a victim of crime in 1960 were 1.89%, where in 1996, the chances of being a victim raised to 5.079%. Overall, crime is increasing. It can be local, or even across the nation, but we know that it is there and is on the rise. Approximately 5% of the U.S. population are victims of crime each year. That?s around 13 million people and is unacceptable. But out of all these crimes committed, which ones are of adults and which ones are of teens?

The Industrial Revolution Essay -- Essays Papers

The Industrial Revolution Going to work for a full day isn’t much fun after working fifteen hours the day before! 60-70 hour work days are never pleasant in anybody’s mind. How is it that so many people did this during the Industrial Revolution? Was it because they wanted the extra money? Or was it because they wanted the high political or economic status? For some people these were the reasons, but for most it was because of one concern. Survival! The Industrial Revolution greatly changed the workplace and the proletarians. The Factory system was changed forever by the name of one man, Richard Arkwright. Even though Arkwright was not a great inventor, he used other peoples ideas to advocate his own ambitions to the next level. â€Å"He was the first who knew how to make something out of other men’s inventions, and who built them up into an industrial system.† (Mantoux 221) Arkwright personally dealt with John Kay’s flying shuttle. However, the invention he patented was not John Kay’s but a more sufficient and effective invention. He worked with the Spinning Jenny, which was invented by James Hargreaves. (Clare 10-13) Arkwrights use of the Spinning Jenny, became the basis on how to use inventions for producing max outputs (Mantoux 224). The Industrial Revolution was supported by the new and efficient inventions. Inventions were created by many and shaped the nations future. One of the most important inventions was the Steam Engine. The Steam Engine was initially created by Thomas Newcomen, but his invention was very clumsy and didn’t have a practical purpose (mantoux 225). However, James Watt managed to create a more efficient device, by creating rotary motion from inserting a crank and a flywheel (Claire 12-15). James Watt... ...he workplace gave rise to a new day and age. Without these necessary hardships then some might say we would be stuck in a world that wouldn’t know how to produce. In any regards the reason for the Industrial Revolution beginning and ending were because of one thing the will of the people wanted it. Works Cited Claire, John Industrial Revolution. China: Random House UK Limited, 1993 Eisenberg, Christiane. â€Å"Artisans† Socialization at Work: Workshop Life in Early Nineteenth-Century England and Germany.† Journal of Social History 1 May 1991: 45-57. King, Steven., and Geoffrey Timmins. Making Sense of the Industrial Revolution. Manchester: Manchester University Press, 2001. Mantoux Paul. The Industrial Revolution in the Eighteenth Century New York: Harper Row Publisher, 1961.

The Two Different Cases Regarding Capital Punishment :: essays research papers

The Two Different Cases Regarding Capital Punishment Thesis : In principle a case can be made on moral grounds both supporting and opposing capital punishment. Two different cases can be made. One is based on justice and the nature of a moral community. This leads to a defense of capital punishment. The second is based on love and the nature of an ideal spiritual community. This leads to a rejection of capital punishment. JUSTICE AND THE NATURE OF MORAL COMMUNITY A central principal of a just society is that every person has an equal right to "life, liberity, and happiness." Within that, an arguement for capital punishment forms along the following lines: some acts are so evil and so destructive of a community that they void the right of the perpetrator to life. A community founded on moral principals has specific requirements. The right to belong to a community is not unconditional. The privilege of living and pursuing the good life in society is not certain. The essential reason on which community is built requires each citizen to honor the rightful claims of others. The precious live in a moral community must be so highly honored that those who do not honor the life of others void their own right to membership. Those who violate the personhood of others, especially if this is done persistently as a habit must pay the ultimate price. This must be done for the sake of the community which was violated. We can debate whether some non-lethal alternative is a suitable substitute for the death penalty. But the standard of judgment is whether the punishment fits the crime and if it honors the nature of the moral community. LOVE AND AN IDEAL SPIRITUAL COMMUNITY Christian live, is unconditional. It does not depend on the worthiness or value of those to whom it is directed. It is persistent in seeking the good of others regardless of whether they return the favor or even deserve to be treated well on the basis of their own wrongdoing. An ideal community would be made up pf free and equal citizens devoted to a balance between individual needs and the advancement of common good. Communal life would be based on mutual love in which equality of giving and receiving was the social practise. Everyone would contribute to the best of ability. What would a community based on this kind of love do with those who committed brutal acts of terror, violence, and murder? Put negatively, it would not live by the philosophy of "an eye for an eye,a tooth for a tooth, and a life for a

Fast Food Restaurants Essay

The blame for obesity is almost always placed on fast food restaurants alone. However, the rise in obesity is contributed by several factors – a change in lifestyle, less exercise, bigger food portions and targeted marketing. To be fair, the presence of fast food industry is fueled by a major change in the lifestyle of today’s generation. The advancement of technology and modern appliances has changed the way we live, harming us in some ways. We drive to work or school instead of walking or cycling. We sit in front of the computer or television for long hours instead of running at the neighborhood with friends. The same goes with our choice in diet. Rather than preparing meals in the kitchen, we would opt for a convenient and time-saving meal at the fast food restaurant (Nutracheck. co. uk, n. d. , para. 9). Eating at fast food restaurants eventually becomes an acceptable trend in the current society even though most people are well aware that fast food is bad for them (Whatscookingamerica. net, 2002, On the Other Hand section, para. 2). This comes down to a matter of choice and individual’s responsibility. For our part, we decide on what we eat and we are responsible for our choice (Nutracheck. co. k, n. d. , para. 10). We are responsible for the choice we made, not the company that provides the food (Whatscookingamerica. net, 2002, On the Other Hand section, para. 2). In a typical family setting, one would discover that both husband and wife are working. Otherwise, they would not be able to afford to buy a house or even fund their children’s higher education. With more women joining the workforce, they no longer have the luxury of shopping for fresh grocery at the local market and preparing healthy meals for the family (Whatscookingamerica. net, 2004, How We Got So Fat section, para. ). In order to feed their families, these women have not much choice left but to opt for buying fast food. This is the easiest, most convenient and most affordable option for most families. The children from these families grew up eating processed food and this would have influenced their eating choices as they become adults. Furthermore, most people are just not getting enough exercise to burn off the extra calories ingested daily (Whatscookingamerica. net, 2004, How We Got So Fat section, para. 7). Thirty minutes of daily vigorous activity is good enough to w ard off heart diseases. However, at least one hour of physical exercise is necessary to burn off the extra calories gained daily (Protraineronline. com, 2011, para. 10). Insufficient exercise coupled with a less physical lifestyle and high-calories diet would only mean that the population grows fatter each day. On the individual level, we are responsible on the amount of calories ingested and burned on a daily basis (Protraineronline. com, 2011, para. 18). If we willingly choose to consume high-caloric fast food yet we do not bother to burn off the extra calories, then we can only have ourselves to blame if we become obese. Having said all that, fast food restaurants deserve to take in a huge part of the blame for obesity. They made unhealthy food so cheaply and readily available to the population (Nutracheck. co. uk, n. d. , para. 3) and yet most of them do not bother to warn their customers of the unhealthy food served (Whatscookingamerica. net, 2002, On One Hand section, para. 3). Most consumers do not know what is being served to them – they are ignorant of the hazardously high sodium, sugar and fat content in the food served. To make matters worse, fast food restaurants are also serving bigger portions compared to a decade ago. The fast food industry is facing a stiff competition. Since it costs just a little bit more to serve a large portion compared to a medium portion, â€Å"supersizing† became a common practice especially for fast food chains like McDonalds, Burger King and Wendy’s (Whatscookingamerica. net, 2004, How We Got So Fat section, para. 5). The burgers served are oversized, fries come in extra-large servings and the soda drinks are bottomless (Whatscookingamerica. net, 2002, para. 2). Then again, even if fast food restaurants offer â€Å"super-size† portions, customers are not forced to double their potion (Nutracheck. o. uk, n. d. , para. 8). They can still opt for the normal size serving. Fast food restaurants are also to be blamed for disseminating wrong messages about diet and nutrition in television advertisement targeted towards children (Nutracheck. co. uk, n. d. , para. 7). In these television advertisements, children are convinced to eat processed food that is really bad for them. Fast food restaurants take advantage of the fact that children are more susceptible to marketing campaigns and they cannot decide on what is best for them to eat since they are not as well informed as adult consumers (Nutracheck. o. uk, n. d. , para. 7). Hence, the fast food industry is clearly the culprit of the growing obesity problem among children. In conclusion, the responsibility of choosing healthy food and getting daily exercises lies in every individual to tackle the obesity problem. Meanwhile, fast food restaurants have to bear the blame of serving unhealthy food to their customers, â€Å"super-sizing† portions to retain loyal customers and making children the target of their sinister television advertisement.