Cliente Project Assignment Example | Topics and Well Written Essays - 1250 words

Cliente Project - Assignment Example As the patient is having obesity, so the physician has decided to suggest physical training facilities. It has been expected that the physical exercise will be suitable for restoring the patient’s condition. As the patient is having high blood pressure and diabetes, the clinical exercise testing is preferably suitable for the patient’s health condition. The cardiorespiratory testing is considered to be one of the important diagnoses for those patients who are suggested for Clinical Exercise Testing. Cardiorespiratory testing is important for those patients affected by hypertension or high blood pressure, diabetes, smoking and obesity. Thus, the client is suitable for the cardiorespiratory testing. 4. GXT test includes HR rates, BP level and physical description such as height and weight of the clients. The test diagnoses the vulnerability of the heart dieses. GXT termination is helpful to identify the VO2max of the client by the exercised prescription. The 1 RM (repetition maximum) is the test of gold standard test which is concerning with the group mussels. For the upper body, the 1 RM is 300 lb barbell weight. The 1 RM upper body is 80% of 1 RM x 300 lbs barbell = 240 lb barbell. Adult patients are facing several changes on their health. The changes majorly affect the psychology of the patients. Adults of age group within 60 face problems related to obesity, blood pressure, blood sugar or diabetics and hypertension. The heath condition of the client is estimated based on the strength and weakness of the client’s profile. The client is of 60 years of age and does not have any major injury or major health related issues. The height of the patients is ascertained to be 6’0†. Though the client is little obese, but he does not want to make so much effort to lose the weight. Additionally, the patient is having regular exercise, which may have a good impact on

What defines developmental apraxia of speech How and why does it Essay - 1

What defines developmental apraxia of speech How and why does it differ from acquired apraxia of speech - Essay Example Given the nature of this disorder, it is difficult to define it. Guyette and Diedrich doubt it is possible to define DAS in the normal sense as â€Å"there is little reported agreement on which symptoms the behaviors are important in the diagnosis of this disorder. Second, there is paucity of data to support claims even when agreement is found† (as cited in Bishop & Rosenbloom, 1987, p. 30). This view notwithstanding, various definitions have been propounded for DAS. Hegde (2001) states that it is a â€Å"disorder in children characterized by sensorimotor problems in positioning and sequentially moving muscles for the volitional production of speech, associated with prosodic problems† (p. 184). Caruso and Strand (1999), state that most definitions of developmental apraxia of speech â€Å"focus on the inability or difficulty with the ability to perform purposeful voluntary movements for speech, in the absence of paralysis or weakness of the speech musculature† (p. 14). Despite lack of evidence and consensus regarding the symptoms and characteristic features of DAS, certain diagnostic symptoms have generally been agreed upon. â€Å"These comprise a high number of consonant errors, especially substitution in place of articulation, inconsistency in repeated productions, difficulty in sequencing phonemes, especially in diadochokinetic tasks (/pataka/), groping, and resistance to therapy† (Nijland & Maassen, 2005, p. 138). Other diagnostic criteria include errors in articulation, use of vowels, lack of comprehensive skills, faulty sequencing and rhythm of speech. However it cannot be said with any degree of certainty that these symptoms are exclusive to DAS. Shriberg, Aram and Kwiatkowski (1997b) attempted to find one diagnostic marker that was exclusive to DAS and that served to differentiate it from children with delayed speech and found â€Å"inappropriate stress the only characteristic significantly differentiating the two

Role of the Political Parties and the Military in China

Role of the Political Parties and the Military in China Sun Yat-sens views On The Role Of The Political Parties And The Military In China To what extent were Sun Yat-sens views on the role of the political parties and the military in China simply copied from the Soviet Union? The ideas of Sun Yat-sen have been crucial to the development of China in the twentieth century. Often referred to as the father of the nation (Mackerras 1998, p23), Sun Yat-sen was the instigator of the revolution that overthrew the monarchy in China and later formed the basis of the ideology within the Nationalist Party. Certainly following the 1911 revolution Sun Yat-sen developed links with the Communist Party in Russia and continued to forge close links with Russia for more than a decade, yet much of this was in a pragmatic attempt to gain aid and support from the Soviet government, rather than inspired by the policies of the Soviet state. Some of his views were influenced by the Soviet Union, yet to states that his ideas were simply copied from the Soviet Union would be an exaggeration. Sun Yat-sen was widely travelled and educated his ideas came from a variety of sources and his aims were to develop principles specific to China rather than to attempt to implement a political system from another nation and another culture. In his later years, Soviet advisers did gain a greater influence over SunYat-sen but it would be fairer to say that he took on board ideas that he felt suited his cause, rather than simply copied them. Born to a poor family near Canton, Sun Yat-sen was largely educated in Hawaii. As a young man he was certainly at home as much abroad as in China and was comfortable conversing in English (Fitzgerald 1971, p24). Having learnt of the power and development of the West, he quickly became convinced of the corruption of the Manchu dynasty and made up his mind that only revolutionary change could save China. He was willing to engage radical ideas that had been impressed upon him by Western democracies. He saw a republic as favourable as monarchies had gone out of fashion in Europe and was impressed by the relative success of democracy in the more advanced Western nations. Su Yat-sens earliest revolutionary ideas preceded the Soviet Union, and his much of his early thinking was done abroad. He spent time in Britain, collating ideas in the reading room of the British library and seeking out a variety of sources. Schiffrin reports that: Sun wasted no moments in gaieties; he was forever at work, reading books on all subjects which appertained to political, diplomatic, legal, military and naval matters; mines and mining, agriculture, cattle rearing, engineering, political economy etc; occupied his attention and were studied closely and persistently. The range of his opportunities for acquiring knowledge has been such as few men have ever had (Schiffrin 1968, p134). As early as 1897, Sun Yat-sen came into contact with Russian revolutionaries, meeting on several occasions in London with Felix Volhovsky, the editor of the English Society of Friends of Russian Freedom. The basis of Sun Yat-sens political philosophy is his Three Peoples Principles which detailed his ideal of a government that would serve the people of China. The principles were named nationalism, democracy and the peoples livelihood and were devised by SunYat-sen with the aim of restoring the nation as a powerful and successful democracy. Throughout his political life he came into contact with Russian revolutionaries and certainly at different stages they have contributed to his basic principles. Russian influence was notable not only to SunYat-sen but to many education Chinese, particularly in the period following the 4th May uprising in 1919. This period saw the beginnings of nationalism in China, with many in the country becoming increasingly angered at the corrupt minister that they saw as having sold the country to Japan (Fitzgerald 1971, p24). The educated class in China gradually came to realise the state of the nation both internally and on the international stage and thus look abroad for ideas on how to make the nation strong again. Fitzgerald writes of this period Nationalism as opposed to Republican idealism, was born. he new enthusiasts did not much care what form it took as long as it did something to restore China (Fitzgerald 1971, p41). The Russian Revolution was an appealing alternative to young Chinese. Many were nationalists, and if some were lacking in understanding of communism, many others were attracted intellectually to the doctrines of Marx and Lenin. Above all else, many, and this undoubtedly includes Sun Yat-sen, were highly impressed by the transformation of Russia from a decaying monarchy to a socialist republic. It was apparent that other foreign powers were unable to stop the Russian revolution and feared the new Soviet state this strength on the world stage was also appealing to Chinese nationalists. Sun Yat-sen who had been living in Shanghai at the time was one of many Chinese who admired the Revolution and had few qualms about the violent means to carry it out; in China the idea of woe to the conquered was a fact of political life (Fitzgerald 1971, p46). In examining the influence of the Soviet Union over Sun Yat-sens thinking, one has to appreciate that as a revolutionary and a socialist, it is only natural that he would have an interest in Soviet Russia. The Russian Revolution was one of the major political developments of his age and Soviet policies on political parties and the military would have been of interest to any revolutionary thinker at the time. Between 1920 and 1922 he was actively courted by emissaries from Russia and representatives from Comintern. Wilbur writes that Sun Yat-sen remained keen to be kept informed of developments in the Soviet Union and suggests that he showed much sympathy for the Russian Revolution, and his words suggest that he made a psychological identification between the Russian Revolution and his own efforts, and between himself and Lenin (Wilbur 1976, p112). As early as 1918, Sun Yat-sen had telegraphed Lenin on behalf of the South China Parliament and the Chinese Revolutionary Party, congratulating him on the ongoing struggle in Russia and expressing the hope that the Soviet and Chinese parties might one day join forces in a common struggle. At this stage, his words have to be seen as a gesture of comradeship rather than an expression of any serious intent the chaotic state of Russia at the time would have given Sun little basis for ideas on political and military organisation. An American journalist, George Sokolsky, became a part of Sun Yat-sens entourage in Shanghai in early 1919 and facilitated discussion around possible military cooperation. However, Suns position in terms of the military differed at the tame from that of the Soviets the Russian wanted an end to seemingly endless fighting whilst SunYat-sen remained, in the words of a Russian colonel an old-fashioned militarist who saw no way of saving his country except through arms (Wilbur 1976, p116). In years to come, the Soviets would consistently attempt to covert Sun Yat-sen from his reliance on military force to achieve political goals. The period 1920-22 saw Sun Yat-sen eager to win financial aid from other nations. As a result he made some form of contact with practically all of the major power the USA, Great Britain, France, Japan and Germany. As much as there was a warm relationship with Russia, it is likely that SunYat-sen would have happily taken aid from other powers had it been available. His correspondence and talks with Soviet envoy Adolf Joffe give some idea as to the somewhat confused nature of Suns relationship with the Soviets. Whilst stating to Joffe that the Soviet system was not suitable for China, Sun Yat-sen allowed Joffes influence to help regulate the roles of the Communist and Nationalist parties in preparation for the coming revolution. In 1923, he agreed to communists joining the Nationalist Party as individuals and it was advisors such as Joffe who helped Sun Yat-sen to organise his armies and free himself from the dominance of Chinese warlords (Fitzgerald 1971, p47). A joint statement issu ed with Joffe had been unequivocal on the issue of the political system that SunYat-sen was aiming for and summarises accurately his ideas about any future relationship that China would have with the Soviets.. It stated: Dr SunYat-sen holds that the Communistic order or even the Soviet system cannot actually be introduced into China, because there do not exist here the conditions for the successful establishment of either communism of Sovietism. This view is shared entirely by Dr Joffe, who is further of the opinion that Chinas paramount and most pressing problem is to achieve national unification and attain full national independence, and regarding this task, he has assured Dr SunYat-sen that China has the warmest sympathy of the Russian people and can count ton the support of Russia (Wilbur 1976, p137). SunYat-sens priorities at the beginning of the 1920s were simply to build a peaceful, united China operating within some form of constitutional order. He believed that foreign aid was vital for him to do this and utilise a number of tactics to do this. He wrote to foreign heads of state, had allies abroad campaign on his behalf and used military, economic and diplomatic strategies to try and achieve his goals. In terms of military aid and advice, he attempted to arrange for military advisers from Russia, amongst other nations. His correspondence with Joffe led to a reorganisation of Suns Kuomintang Party. Whilst the Communist Party had advocated a revolutionary alliance with the Kuomintang, Sun rejected this idea, insisting instead that all Chinese revolutionaries join his organisation. By October 1922,Sun had inducted some Communist Party leaders into his party, and appointed their lead, Chen Tu-hsiu as a member of a nine man committee to plan for the reorganisation of the party (Wilbur 1976, p131). 1923 saw Sun Yat-sen established in Canton, attempting to build up his power base. It was the arrival of Michael Borodin in this period that began the most concerted period of Soviet influence of Sun Yat-sens ideas. Borodins role was to act as Soviet Russias instrument through which aid and guidance should be given to the revolutionary movement and it was he who instigated the reorganisation of the Kuomintang along Bolshevist lines. Borodin took little time in outlining his plans for a reorganisation of the Kuomintang, based around creating a provisional national committee of twenty-one under the chairmanship of SunYat-sen and consisting of the most prominent members of the Kuomintang, the Communist Party, the Socialist Youth Corps and workers unions. Sun Yat-sen took some of Borodins ideas on board and he began to plan a reorganisation of the Kuomintang. He appointed a nine-man Provisional Central Executive Committee to draft a new party platform and constitution and to prepare for the partys first national congress, appointing Borodin as an adviser to the committee. Sun Yat-sen made it clear to his own followers, that whilst following some of the advice from the Soviets over party organisation, he would not blindly follow them. He stated, The present reorganisation should preserve our partys original à ©lan but adopt the Soviet Russian organisation, thus acquiring its benefits while rejecting its evils. We may merely yoke up Soviet Russia and mount it (Wilbur 1976, p175). A military crisis shortly after Borodins arrival in Canton gave the Russian adviser an opportunity to have some influence over SunYat-sens military policies. His forces in the city were very much on the back foot against LinHus forces, with both army and navy troops deserting. Borodins plan was to play on the nationalism and economic aspirations of the Canton population. He issued decrees promising land to the peasants through the confiscation and distribution of landlord holdings, along with encouraging an eight-hour day and a minimum wage for workers. The plan worked to inspire a greater military effort at the front and the crisis was averted. Shortly afterward, Sun made a speech discussing past party failures and explaining that the ongoing reorganisation was intended to spread the parts influence across all of China and release it from an exclusive dependence on military force this had been very much a soviet idea. Sun Yat-sen, at this particular time, was keen to base his Three Principles of the People on a Soviet model. He stated: Now a good friend, Mr Borodin, has come from Russia.If we hope for victory in revolution, we should study the Russian methods of organisation and training (Wilbur 1976, p179). Sun argued the Soviet position that Communism had been chosen by the Russian people and that nationalism and popular support had enable it to defeat both internal enemies and external powers. His view was that that the Russian people were no longer the salves of foreign powers and that Chinas revolution had failed to succeeded to date as it had not fully embraced nationalism in either its party organisation or within the military. There was some opposition to what was seen by some as too much dependence on Soviet ideas on party organisation by Sun Yat-sen, yet1923 was the year when Soviet ideas held the most influence over Sun. In speeches he praised the discipline of Soviet party organisation and spoke positively on how a united party could take the movement away from such a dependence on armed force. Nonetheless, leaders with the Kuomintang remained concerned at the influence of the Communist International and the policies of admitting communists and allying with Soviet Russia. Petitions to SunYat-sen however met simply with denial of allegations and assurances about the Soviets. Sun increasingly had begun to argue the point that there was little difference between his Principles of Peoples Livelihood and Communism. The first National Congress of the Kuomintang met in Canton in January 1924 and confirmed a plan of party reorganisation based largely along the lines of Borodins advice. A new leadership was established to create a mass party with a wider influence across China. Sun Yat-sen saw his name written into the constitution as leader, with power of veto. Sun again spoke glowingly of the Soviet system, stating that its system of placing party above government was the most modern in the world (Wilbur 1976,p191). Speeches given by SunYat-sen in 1924 formed the basis for what is understood as his basic philosophy, contained in his Three Principles. The lectures were largely based around his ideas on nationalism and give the clearest indication as to the effect that Soviet ideas had on his thinking in the latter years of his life. He saw the military future as one not of wars between races but between social classes or of oppressed against oppressor. He also talked more openly of empire and of recovering some of Chinas territorial losses to other colonial powers. He spoke of the military dangers caused by Chinas small military capability. He argued that Japan would be able to conquer China within two weeks, the United States within a month. Sun also move away from his earlier democratic tendencies in his later speeches, suggested that the Soviet style dictatorship of the people was the most effective form of government. Borodins influence on SunYat-sens lectures was clear, as was some of the ideas in terms of the military taken on board by Sun whilst Borodin was based in Canton. One of the roles of Borodins team was to establish a Kuomintang military academy, to be assisted with Russian advice and funds. The idea behind the Whampoa Military Academy was to produce, Soviet style, a politically indoctrinated and reliable corps of junior officers to form the basis for an army first and foremost loyal to the party. Russian officers instructed at the academy and Suns military capability was further enhanced in October 1924 by the arrival of a shipment of Russian arms, including several thousand rifles and ammunition, accompanied by a further nine Russian officers to continue training at the military academy. Sun Yat-sen was not a confirmed Marxist and differed from the Soviet Union in this respect. He was never of the belief that Marxism could genuinely work in China. In other areas however, in particular party organisation, he was undoubtedly attracted to Soviet ideas Above all else Sun was a patriot who most of all wanted to make his nation great again. He saw the Soviet as a good example for China to follow through revolution and the embracing of nationalism, a nation that had suffered under corrupt rule and at the hands of established colonial powers could once again reassert itself. The Soviet Union was also an ally. Whilst Sun Yat-sen may well have allied closer to other nations who offered help, the fact is that it was the Soviet Union that offered help to him and his movement. Sun Yat-sen was educated enough to form his own opinions about the best methods of party and military organisation. He may have come under some pressure from the likes of Joffe and Borodin to adopt Soviet methods but the Soviet ideas that he use were ones that he genuinely believed would best help his cause. In many ways, SunYat-sen was a pragmatist he used the Soviet Union for his own benefit and would have acted similarly with other allies. Others within his party had concerns about the way he was influenced by Soviet ideas, but Sun was making a active choice to take on board these ideas he was not simply copying them Bibliography Esterer Arnulf Esterer Louise, Sun Yat-sen Chinas Great Champion, Julian Messner, New York 1970 Fitzgerald CP, Communism Takes China How the Revolution went Red, American Heritage Press, New York 1971 Gray Jack, Rebellions and Revolutions, China from the 1800s to 2000, Oxford University Press, Oxford 2002 Mackerras Colin, China in Transformation 1900-1949, Addison Wesley Longman Ltd, Harlow 1998 Wilbur Martin, Sun Yat-sen Frustrated Patriot, Columbia University Press, New York 1976 Schiffrin Harold, Sun Yat-sen and the Origins of the Chinese Revolution, University of California Press, California 1968

The Civil War Essays -- American History Essays

The Civil War The Civil War is acknowledged as the greatest war in American history. Known as "The War that Never Ended". Nearly three million fought, and 600,000 died. It was the only war fought on American soil by Americans, and for that reason we have always been fascinated with The Civil War. On April 12, 1861, at 4:30 AM, Confederates under General Pierre Beauregard opened fire upon Fort Sumter in Charleston, South Carolina with the use of 50 cannons. The Civil War began. The Civil War lasted 4 years, from 1861 until 1865. The Civil War has been called the first modern war by many historians. The Civil War was caused by an endless amount of conflicting forces, principles, and prejudices, instigated by sectional differences and pride, and set into motion by a most unlikely set o...

Adult Education Philosophy

One of the philosophies that is important to adult education is the liberal philosophy.     The liberal philosophy, which Socrates is known for, aims to develop intellectual powers of the mind.   Having a strong intellectual ability was vitally important to the Greeks.   Socrates was a classical Greek philosopher who helped found Western Philosophy.He was very much interested in ethics and logic.   Interestingly, Socrates himself did not write any philosophical texts.   All the current knowledge of Socrates’ life and study comes from the writings of others, such as Plato.   Socrates was very much in favor of oral arguments, and loved debate.   He felt that much insight was to be gained from hearing others giving their views on a topic.  Socrates spent much of his life trying to prove that he was not the smartest person.   He would debate people over and over again, but he always seemed to have the best and most original ideas.   To him, intellectual capac ity and prowess was the most valuable quality a person could possess.Socrates made a huge contribution to the field of education.   The Socratic Method, named for Socrates, is a style of debate that is used often in classrooms today.   Everyone gathers together and a question and answer type discussion takes place.As Seiferth (1997) states, the teacher does not give answers, but asks questions.   The teacher directs the session of debate by giving each student time to give opinions.   As each person puts forth an opinion, it is debated and critiqued by others.   This way, everyone can learn from everyone else.Therefore, it is the students’ own brain power that is shaping the lesson.   This is a good philosophy for adult students, because they have formed solid opinions and positions on issues.   The students’ life experiences can greatly influence their ideas.   The debate among adult students is often very thorough and can also contain a number of diff ering opinions based on what the students have gone through in their lives.Another scholar who was important in education was Skinner.   Skinner was a psychologist who made a huge impact on the psychological world with his idea of operant conditioning.   He also influenced the educational world because he thought teachers could be taught how to manipulate and motivate students to produce better results.   Skinner’s behaviorism is still utilized today.While a graduate student at Harvard, Skinner invented the operant conditioning chamber which studied the rate of response given when reinforcers were present.   His findings led to experimental, data-driven research.   The associations between an environmental stimulus, and a natural, recurring response, were found to be predictable.According to Boeree (1997) Skinner found that behavior could be shaped.   By giving positive reinforcers every time a desired behavior was exhibited, the behavior could become consistent.à ‚   A desired behavior became shaped when the behavior began to happen on its own without the needed reinforcer.Skinner’s behaviorism affected not only the field of psychology, but also education.   Skinner believed that every student could be motivated, and that behavior follows a predictable pattern.   If a teacher gave students a positive result for a particular behavior, they would repeat that behavior.   This is great for teachers because they can use a number of things to motivate students to do their work.This philosophy works well with adult students because they understand their own motivators.   Many adults are back in school to better themselves in their careers, so they are intrinsically motivated to do well.   The teachers need only to reinforce those pre-existing ideas that education will lead to a better job, and the students will respond accordingly.   The teacher directs and manipulates the outcomes desired by motivating the students with positive reinforcement.The progressive philosophy aims to promote social change through practical knowledge and problem-solving skills.   Active participation by all members of a class is key for the progressive philosophy to work.   Class members use their own experiences to learn and draw insight from, as well as a coming up with and testing hypotheses.   The teacher acts as a facilitator, guiding them through their experiences and evaluating their learning outcomes.A key scholar of the progressive philosophy is Dewey.   His model of learning included five stages: first, the student had to become aware of the problem; next they had to be able to define the problem; then they needed to propose a hypothesis to try to solve the problem; next they had to evaluate the consequences of the hypothesis based on their own experience; and finally they had to test the most likely solution.According to Zilversmit (2005) Dewey thought the classroom should be a model for the democratic society a t large.   He felt that teachers should use the classroom to show students how real-world issues happened, and let them work them out as a true society would.Dewey believed that real-life experiences were the best experiences for learning.   Setting up real-work simulations, actually going out into the world to test a hypothesis and learn about an idea, were the best ways to get a solid foundation of knowledge about a subject.   The environment is also very important to the progressive philosophy, because the environment shapes behavior, just as behaviors also creates a particular environment.Progressive philosophy works well with adult students because most often they are already working and living independently in the world.   Learning theory from books is useful, but they also need the real-world component to understand the concepts.   They need practical applications for the learning they are doing in the classroom that can translate into work experience.The humanistic philosophy takes the real-world experience of progressive philosophy one step further.   In humanistic philosophy, personal growth and development are the most important factors to consider.   The students are self-motivated, and the teachers act as guides and aides.   They do not facilitate learning; rather, they are a sounding board or advice givers.   Humanistic theory focuses on the person more than the subject.One scholar of humanistic philosophy was Maslow.   Maslow’s Hierarchy of Needs were very significant in the psychological world, and also have implications in the educational world. Maslow found that each person had a number of different types of needs.   If a person’s most basic needs were not met, he would have trouble being well-rounded and meeting other needs.The needs in Maslow’s hierarchy are as follows: basic needs for survival, such as food, shelter, clothing; safety needs, which include the ideas that one’s home and family are safe, and that she has enough resources to live comfortably on.   The next level is the need for love and a sense of belonging.   After love comes self-esteem, which includes confidence and respect for oneself and others.   Finally, the last stage is the self-actualization stage.   This includes morality, creativity, and problem-solving.As stated by Simons, Irwin, and Drinnian, (1987), Maslow argued that if the basic lower levels of need are not met, a person cannot begin to complete the higher levels, and that educators should help students move from one level to the next. Following his theory, someone who is constantly hungry will not be very confident.   This is important for adult learners because there may be some students whose basic needs have never been met. These needs should be dealt with before venturing into the higher levels.   Conversely, many adult students will already have their basic levels of needs met, so the class time can be spent on working to ward the higher levels and reaching the self-actualization stage.A final philosophy of education is the radical philosophy.   This philosophy puts forth the idea that change is desirable and necessary.   The learner and teacher are considered equals as they discuss their own actions and reflect on the consequences of those actions.   Much time is spent in discussions when teachers are employing this philosophy.   Students’ own ideas and thoughts on how to promote change are highly valued, and the group tries to come up with some ways of affecting change on their environment.A scholar who has been instrumental to this philosophy is Freire.   His emphasis on dialog and praxis were very significant to the radical movement.   Many scholars have felt that education needs to be the basis on which change is made.   Students have always had ideas that would help them, school, or community.   The best way to bring about change is to talk about it.   He also felt dial og was just words without action, so he believed in praxis, which is putting ideas into action.Freire believed that the key to change was dialog.   According to Smith (2002), Freire felt that through dialog, ideas could be expressed and evaluated in order to deem their possibility.   Since dialog is a cooperative activity that involves some basic level of respect, it can be used to great effect.   When dialog produces useful ideas that lead to specific plans, great and significant changes can be made.   Once dialog has is done and action begins, change takes place.The radical movement would appeal to adult learners because as adults, they probably view themselves more as equals with the instructors than younger students.   Adult students also feel that they have the life experiences to know that some changes would make a great difference in their environment.Talking about issues that they themselves have had problems with in their lives would lead to great dialog about wha t could be done to make things better.   Adults are also often quite practical; they would be able to come up with plans for action that would be effective and efficient as well.The liberal philosophy works well in a workplace environment where there is a need to promote higher level thinking.   Colleges often use the Socratic Method to get students to think deeply about and debate and issue.   In a business, the managers might get together and debate the merits of shorter work weeks.It is not often used on a daily basis in many workplaces.   It can be used in certain situations, but since this philosophy can take time to employ, it is not practical in many areas of work.   It is not used much in the military, where ideas are given down from the chain of command, and no debate is allowed.The behaviorist philosophy can work well in certain aspects of many types of environment.   The basic stimulus-response behavior associated with this philosophy can be used to promote go od work output.   A factory with assembly lines would be a good place for the behaviorist philosophy because workers work as quickly as possible doing repeated behaviors.This philosophy would also be useful in other organizations where certain behaviors need to be repeated.   Employers could use basic conditioning to ensure that all hospital workers washed their hands after entering each patient’s room.   An appropriate practice and reinforcement would be well-served in this environment.   The military is also a great place to see the behaviorist philosophy at work.Soldiers constantly perform certain behaviors because of the known responses and consequences associated with those behaviors.   Behaviorist philosophy does not work well when ideas need to flow freely.   An advertising company thrives on new and unique ideas, so the behaviorist philosophy of producing repeated behaviors would not work well there.The progressive philosophy works well when there are envi ronmental aspects to the workplace.   When workers need to find specific ways of solving problems, or developing step by step procedures for operations, this philosophy is often utilized.The scientific and project nature Thinking outside the box instead of just taking in information is an important aspect of this philosophy, so creative workplaces will get a lot of use out of it.   Hospitals can utilize this philosophy because there are always unique real-life situations taking place in the emergency room.   This philosophy promotes that kind of thinking.The military does not use this philosophy.   There is no need for creative thinking is when learning how to walk in formation or assemble a weapon.   Workplaces where specific results are needed do not use this philosophy.Humanistic philosophy is best employed where individual ideas and creativity are valued.   Medical research is one area where this philosophy is used to great effect.   Group discussion and discovery are highly valued, and that is key to coming up with new ideas to try for new medicines.Almost every department of a college has a research department, and the people who work there are self-directed, motivated workers whose main objective is discovery.   Human Resources departments often use this philosophy as it takes into account feelings and emotional responses.   This philosophy would not work well when direct results are needed.A factory that produces cars does not need to use group discussions very much, as radiators need to be assembled in a certain way to work properly.   The military does not use this philosophy very much; the need for personal growth and independence is not as important as the unit.The radical philosophy would be best used in workplaces where the status quo is not what they are looking for.   Government agencies designed to improve or change relations between citizens and police could utilize the dialog and action of this philosophy to great effec t.   A lot of talking goes into party planning as well.A party planner would never be able to pull off a successful event without a productive dialog to find out what the client wants, combined with action that produces those desired results.   This philosophy does not work well in workplaces where the desired results are already being produced.   The military and assembly lines are already producing their desired results, so they have little need for dialog about change.It has been very difficult to pinpoint my own philosophy of adult education.   Each philosophy has pros and cons, and I can see how each would be beneficial in the workplace. However, my own experience has led me more toward the humanistic philosophy.   I feel most productive in a group environment where ideas are being shared, and I feel I have skills that would make me a good facilitator of other groups.I like to listen to other ideas and evaluate their merits.   I like to hear what others have to say on a topic that I am passionate about.   Therefore, I think the humanistic philosophy fits my personality the best.   I am also self-motivated, and could work well on a project on my own.   I have a hard time separating my experiences and feelings from my work, and this philosophy allows me to combine them both to produce good results.I also see value in the behaviorist philosophy, because I believe that all people have internal motivators, and if I could understand what those are, I could encourage a lot of productivity in the people who worked for me.I love incentive based projects and reward systems, and think everyone should be rewarded for a job well done.   I work well when given a task that I know has a reward at the end, and I think I could also plan appropriate rewards for people who worked for me.   Therefore, I think my own philosophy is a combination of the humanistic and behaviorist philosophies.All five of these philosophies have great value when it comes to adult learners.   It is important to understand the scholars who promoted these philosophies, as well as what the philosophies themselves are about.   Knowing what practices are employed in each of the philosophies would help any educator understand which one would be best suited to a lesson, as well as the unique group that is adult learners.ReferencesBoeree, C. (1998). B.F. Skinner 1904-1990. Personality theories. Retrieved May 28, 2009 fromhttp://webspace.ship.edu/cgboer/skinner.htmlSeiferth, M. (1997). Socratic teaching. Palo Alto College critical thinking resource page.Retrieved May 28, 2009 from http://lonestar.texas.net/~mseifert/crit3.htmlSimons, J. Irwin, D. Drinian, B. (1987). Maslow’s hierarchy of needs. from Psychology, TheSearch for Understanding. New York: West Publishing Company. Retrieved May 29,2009 from http://honolulu.hawaii.edu/intranet/committees/FacDevCom/guidebk/Teachtip/maslow.htmSmith, M. (2002). Paulo Freire and informal education. The encyclopae dia of informaleducation.   Retrieved May 29,2009 from www.infed.org/thinkers/et-freir.htmZilversmit, A. (2005). Progressive education. Retrieved may 29, 2009 fromhttp://www.encyclopedia.chicagohistory.org/pages/1012.html

Historical Background of Rural Finance of Bangladesh

Historical background of rural finance The non-institutional or informal rural finance Informal rural finance markets enable flow of funds and transfer of rural financial assets through relatively localised transactions in money, and real goods and services among friends, relatives, kin-members, landlords, neighbours, shopkeepers, farmers, artisans, itinerant traders, marketing intermediaries, village mahajans (moneylenders), and other local income groups.Informal financial markets do exist in urban areas, but are more prominent in rural areas where institutional sources of finance are either absent or insufficient to cater to the needs of funds of local professionals of different categories. The sources of informal rural finance in most developing countries include (a) professional moneylenders; (b) agricultural moneylenders; (c) commission agents; (d) relatives and friends, and different associations of rural professionals/self-help groups; (e) well-to-do rural people; and (f) shop -keepers, and marketing intermediaries and proprietors.Contrary to formal rural finance, the informal segment of rural financial markets is not subject to regulation. The institutional or formal rural finance The sources of funds in the formal part of rural finance markets are mainly: (a) co-operatives that meet the needs of short, medium and long-term credit; (b) commercial, cooperative and specialised banks; (c) micro-finance institutions (MFIs) and NGOs conducting micro-finance operations; (d) agri-product marketing associations; and (e) land mortgage banks, and various government agencies including those established for agricultural development.The operations of financial institutions in formal rural financial markets are typically heavily regulated, and the nature and extent of formalities, as well as the interest rate structure, usually make access to credit from this market restricted to limited segments of the rural population. . Before (1971) Formal financing through instit utional sources evolved in Bengal during the British period. The Hindustan Bank was established in Calcutta in 1700. The Bengal Bank, established in 1784, is considered to be the first British-patronised modern bank in India to start trading in credit and money.The 14 prominent banks operating in Bengal during the British period were located in Dhaka, Chittagong, Rangpur, Chandpur, Mymensingh, Pabna, Dinajpur, Comilla, and Narayanganj. In addition to these bank offices, 17 loan offices were established which operated throughout the Bangladesh region between 1850 and 1894. These were at Faridpur (1865), Bogra (1872), Barisal (1873), Mymensingh (1873), Nasirabad (1875), Jessore (1876), Munshiganj (1876), Dhaka (1878), Sylhet (1881), Pabna (1882), Kishoreganj (1883), Noakhali (1885), Khulna (1887), Madaripur (1887), Tangail (1887), Nilphamari (1894), and Rangpur (1894).These loan offices extended their lending activity to the rural areas and gave short, medium and long-term credits. Pr ovincial co-operative banks were established in 1912 under the Co-operative Society Act that was passed and enacted in the same year. The Bengal Co-operative Societies Act 1940 was enacted to allow the formation of co-operative societies. Following the Partition in 1947, Pakistan inherited a banking and credit structure from the British regime consisting of 631 bank offices belonging to both local and foreign banks.Of these offices, only 159 were in rural areas. The State Bank of Pakistan, the central bank of the country, came into being in 1948 and attempted to strengthen the country's credit system through setting up new branches of commercial banks and other types of credit institutions in rural areas. In addition to the progress achieved in commercial banking, other credit institutions had also been established to satisfy the need for medium and long-term credits for rural trade, agriculture, industry, and housing in the 24 years between 1947 and 1971.Among credit institutions, the Agricultural Development Bank of Pakistan had its branches in the rural areas of both the provinces. The East Pakistan Provincial Government's loan for agriculture in East Pakistan was Rs 28 million in 1956 and Rs 25 million in 1961-62. takavi loans for West Pakistan and Agricultural loans for East Pakistan constituted the operations of the government as a direct lender with no intermediate link between it and the agriculturists. Co-operative societies and organisations played a significant role in providing agricultural credit.Total credit disbursed by East Pakistan credit societies for agriculture was Rs 27. 5 million in 1948-49 and Rs 4 million in 1959-60. Non-credit co-operative societies provided Rs 1. 6 million in 1948-49 and Rs 0. 5 million in 1959-60. There were 8 land mortgage banks in East Pakistan at the end of 1959-60. These banks advanced Rs 0. 63 million to farmers for redemption of old debts and permanent improvement of land. There were 83 central co-operative ban ks in East Pakistan in 1948-49. Together, they provided Rs 17. million in 1948-49, Rs 10. 64 million in1955-65 and Rs 28. 8 million in 1959-60 to the agricultural sector. The Central Multipurpose Societies that existed in East Pakistan at that time often resorted to credit business in order to fulfil the requirements of areas which were not served by central co-operative banks. There were 62 societies in operation in 1959-60. Their total outstanding credit was Rs 6. 02 million. After (1971) After independence in 1971, Bangladesh inherited a weak banking system, which had 1,130 branches of 12 banks.Between 1971 and 1976, Bangladesh Krishi Bank (formerly the Agricultural Development Bank) and the co-operatives were the two institutions that were meeting the need of agricultural credit. To increase the flow of credit for agriculture, the government inducted the NCBs in the field of agricultural credit in 1976 under a new programme called Special Agricultural Credit Programme (SACP) whi ch was designed to cater to all seasonal crop loans. Rural branches of NCBs are now engaged in agricultural credit.As against a total disbursement of Tk 860 million by the banking system in 1976-77, the agricultural loans rose to Tk 3. 75 billion in 1980-81, Tk 11. 5 billion in 1984-85 and Tk 76. 3 billion in 1999-2000. The 844 branches of bangladesh krishi bank (BKB) and 301 branches of rajshahi krishi unnayan bank (RKUB) are engaged in providing agricultural credit. At present, BKB has set its target to distribute a total credit of Tk 14. 5 billion for agriculture in 1999-2000. Previously, the bank disbursed total agricultural credit of Tk 4. 897 billion in 1997-98, Tk 11. 69 billion in 1998-99, and Tk 9. 175 billion in 1999-2000. RKUB distributed agricultural credit amounting to Tk 1. 517 billion in 1997-98, Tk 2. 50 billion in 1998-99, and Tk 2. 636 billion in 1999-2000. Other major institutions providing rural finance in Bangladesh are the Bangladesh Samabaya Bank Ltd (BSBL), t he apex institution of all central co-operative societies, co-operative land mortgage banks, central sugarcane growers associations and thana co-operative societies. Any of the above societies can be a member of the Samabaya Bank Ltd, which had 511 members on 30 June 1999.Total loans and advances of the BSBL as of 30 June 2000 was Tk 27. 43 million, of which Tk 25. 94 million was distributed to the agricultural sector. The rate of interest charged by the institutions of the country's banking systems engaged in agricultural credit varied from 9. 75 to 15. 50% on 30 April 2000. Despite the significant increase in the amount of total agricultural credit in the country during the last two and a half decades, NCBs, BKB and the RKUB together cater to only 50% of the total agricultural credit at present. The rest is being provided by the informal money market.A Lead Bank Scheme is in operation for co-ordinated distribution of agricultural credit throughout the country. Under this scheme, e ach of the branches of NCBs, and BKB was allocated one or more of the Unions for servicing agricultural credit so that the NCBs, together with BKB and RKUB, could cover the entire country. For each financial year, the central bank of the country (bangladesh bank) formulates and promulgates the agricultural credit policy according to which banks and other institutions operate their agricultural credit-giving activities.The agricultural credit market in the country is highly vulnerable as most part of the credit is non-performing and eaten up by big farmers, the rural rich elite, and touts. On the other hand, a large portion of institutional agricultural credit goes to the informal market and for re-lending to needy farmers and the rural poor at exorbitant interest rates. A huge amount is also diverted for consumption and other purposes. Moreover, the recovery rate of agricultural credit in the country is now only around 42%, which is a heavy barrier to its expansion.The NGOs operatin g in the country with microcredit programmes also constitute a major group of formal institutions providing rural finance. They work with the rural poor who are largely bypassed by the banking system and other credit-giving agencies. A few NGOs are also working with the urban poor. One statistical report on 369 NGOs, the grameen bank, Palli Karmasahayak Foundation (PKSF), and the Ministry of Youth and Sports reveals that these institutions distributed Tk 535. 9 million to their 4,926,427 borrower-members in 1998. .

20 Economics Research Paper Topics and Ideas

20 Economics Research Paper Topics and Ideas Nowadays, economics is one of the most developed social sciences that has a straightforward relation to almost all the spheres of modern life. This science studies statistics, different types of calculations, and various data types related to production and distribution of products and services, and their consumption by people from all over the world. Therefore, economics provides a significant number of topics to research, including a prediction of different economic processes, statistical observations, and generally developed analyses on the point. Because the economy is usually known as a system of manufacturing and distributing a great range of products and services, you may also discover the basic rules of production and chains of distribution, changes in production trends, basic requirements of the customers, business cycles, and even sophisticated business strategies. You should remember that the economic research paper must be written according to the requirements of the professor and provide valuable claims supported by facts and pieces of evidence. In order to develop a good paper, use only reliable sources that may be found in libraries, specialized books, and peer-reviewed articles on economics. Topic and Ideas for Economics Research Paper Below you can find examples of topics for economics research paper: 1. The History of Economics and Its Development Today The social science of economics has a long and rich history that dates back to the times of Ancient Greece, China, and India. At those times, people were interested in defining basic rules of economics and wrote numerous works on economic thoughts and principles. Therefore, the history of economics is a great topic to research, as it allows evaluating early economic policies and exploring their development to modern times. All the supporting materials on the point may be found in historical libraries and books on the history of economics. 2. Twentieth-Century Economic Methodology In this research paper, you may provide an overview of the methodology applied for economics, social sciences, and political economy, evaluate it thoroughly, and discuss the main representatives and significant economists of that time. In addition, you may discuss the hegemony of neoclassical economics, explore valuable suggestions of Paul Samuelson, and make valuable conclusions about the economic methodology of the last century. The information on the topic may be found in related books and scholarly articles on economic methodology. 3. Main Factors that Influence Consumer Behavior in Developing Countries Nowadays, there is a significant difference between consumer behavior in developed and developing countries as the residents of these countries are motivated by various factors that usually include prices and quality. Because the markets and manufacturing facilities in such countries like Albania, Argentina, and others develop rapidly, it is necessary to research main factors that influence consumer behavior in these countries and evaluate the perspectives of their domestic markets. The supporting material on the point may be found in official reports provided by the governments of the developing countries and previous research on consumer behavior. 4. Labor Markets in Developed Countries In this research paper, you may evaluate labor markets in such countries like the USA, Australia, Canada, and many other applying a theory of labor market allocation, research labor demand in different regions and their relation to economic development within these regions, define main labor supply trends, and explore difference in salaries across various occupations. The information on labor markets in developed countries may be found in official reports provided by the special departments of the developed countries and peer-reviewed articles about labor demand within the discussed regions. 5. The Influence of Labor Unions on Labor Markets in European Countries Researching this captivating topic, you may define the reasons for the formation of labor unions by employees and their main functions. Thus, because these unions help workers to obtain various compensations, provide them with benefits, and allow improving working conditions, in this way, protecting the interests of employees considerably. For that reason, the influence of Labor Unions on Labor markets in European countries is significant, as it helps to increase labor demand and protects the interests of ordinary workers. The supporting information on the point may be obtained from articles in specialized journals and books on Labor markets. 6. Macroeconomic Models, Their Advantages and Disadvantages In this research paper, you may discuss different macroeconomic models and their distinguishing features that distinguish them from the other models. You may start from the critique of traditional economic approaches by Keynes, evaluate Keynesian Economics, explore the development of Macroeconomics from the 1960s until the 2010s, and mention peculiarities of Monetarism, Real Business Cycle Theory, and other widespread models. The valuable information to support the provided claims may be obtained from specialized databases and journals on macroeconomics. 7. The Influence of Macroeconomic Policies on Economic Instability To research this topic properly, you may discuss different elements of the business cycle and evaluate the influence of inflation rates, changes in GDP, and unemployment rates on Economic Instability. Besides, you may research the great inflation in the 1970s, stagflation, recession in 2007, and possible future perspectives of macroeconomic policies. Finally, you may provide a valuable conclusion on the influence of macroeconomic policies on economic stability and define cyclical features of economic instability. The related information may be found in books on macroeconomic policies and peer-reviewed articles on economics. 8. International Trade and Its Main Restrictions International trade and its main restrictions may be researched from the point of economic theories and models as each of them may explain challenging economic and trading relations between world states. To discuss sophisticated trade relations, you may apply the Ricardian Model of Comparative Advantage, Ricardo-Viner Model, Heckscher-Ohlin Model, and others, in this way, explaining major patterns and rules of the international trade relations. The supporting facts and pieces of evidence may be found in books on international trade, articles on trade relations between particular world states, and official economic reports of these countries. 9. Monetary Union and Its Main Advantages A monetary union means the involvement of two or more countries in sharing the same currency. This approach is usually applied to obtain a range of particular advantages that include the reduction of transaction costs, the creation of a single developed market, the prevention of currency devaluation, and many others. The valuable information to support the claims on the point may be found in scholarly articles on monetary union and related books. 10. Racial Identity and Its Relation to Economics in the USA In this research paper, you may discuss some statistical facts on wages, level of education, occupation on white people and African Americans in the USA. To explain the significant differences between whites and people of color, you may apply theories of discrimination, evaluate recent research on discrimination of people of color, and provide a conclusion on how racial identity influences people of color and their economic status in the USA, explore their employment opportunities and analyze differences in wages. The paper may be grounded in previous research on the topic and peer-reviewed articles on racial and economic discrimination. 11. Peculiarities of East Asian Economies Recently, the economies of East Asian countries have developed significantly. Therefore, peculiarities of East Asian economies is a great topic to research, as it allows to define the most important features of economic development in China, South Korea, and other East Asian countries that include the reformation of production and labor markets. The information on the point may be found in scholarly articles on East Asian economies and books on the economic development in Asia. 12. Agricultural Economics in the USA Agricultural economics in the USA is another interesting topic to research. You may evaluate the economics in the food sector and discuss fiber manufacturing as well, providing theoretical explanations on the point and outlining quantitative tools applied. The information may be found in books and peer-reviewed articles on agricultural economics in the USA. 13. Migration and its Influence on Economics In this research paper, you may research the impact of migration on the economies of the USA, Canada, the UK, and other countries popular among immigrants. Here, you can apply various micro and macroeconomic models to define the impact of inner and international migration on the economies of these countries. The supporting information may be found in official reports provided by the International Organization of migration and in peer-reviewed articles on migration in developed and developing countries. 14. Ethics and Modern Economics Nowadays, market relations and market interactions between different countries usually cannot be distinguished as ethical. Because modern market approaches limit opportunities of customers to choose from a variety of goods and services and struggle to maintain a monopoly, it is important to discuss ethical decisions in modern economics, as well as ethical decisions of the customers in different countries. The information about ethics and its relation to modern economics may be found in numerous articles in scientific journals and books on modern economics. 15. The Importance of Neuroeconomics in Approaching International Markets Neuroeconomics deals with theoretical and methodological approaches to economics, customer behavior, and decision theory, having a straightforward relation to customer approaches. By researching neuroeconomics and its efficiency in approaching international markets, you may predict the decisions of the customers in different countries and define how they make their choices and decisions. The information on the point may be found in peer-reviewed articles on neuroeconomics and previous research on approaching international markets. 16. Experimental Economics Today In this research paper, you may evaluate new economic theories and examine their influence on scientific progress and economic development. Here, you can discuss game theory, new macroeconomic approaches, and other subjects. The supporting information on the point may be found in articles on experimental economics and previous research on game theory. 17. Purchasing Capacity and Its Influence on Prices Purchasing capacity of the average customer is one of the most important features for traders, as it allows defining the target audience, setting affordable prices, and attracting new customers. Therefore, purchasing capacity and its influence on prices is a great topic to research and evaluate modern markets and their basic principles. The information about prices and their relation to the purchasing capacity of customers may be found in official economic reports and strategies of different trading companies and articles on economics. 18. Globalization and Its Effects on the Development of International Economics Nowadays, globalization provides a range of opportunities for manufacturers, traders, and customers. To research this topic, it is necessary to define theadvantages and disadvantages of globalization, evaluate its positive features and their impact on the international economy, and provide a thorough examination of possible future trends. The information on the topic may be found in articles on international economics and previous research on globalization and its positive and negative features. 19. Level of Unemployment in the Different World States Unemployment rates have a significant influence on the economic development of particular countries and their certain regions. Therefore, this topic provides a great chance to conduct research on the level of unemployment in different world states and define the relation of employment rates to economic development in particular regions. 20. Recent Trends in Marketing and Sales This topic allows researching the recent trends in marketing and their influence on sales. The paper may be based on previous research on the latest trends and their comparison to the new approaches to the customers. The supporting information may be found in official reports of trading companies and articles on trends in marketing and sales. Conclusion Today, economics appears to be one of the most developed sciences that continues to introduce innovative approaches and has a significant impact on different spheres of human lives in different countries. It has a relation to statistics, various types of calculations, production, distribution, and other vast fields. Thus, a range of economic processes, numerous statistical observations, and analyses of markets and economic approaches are the inherent part of everyday life, allowing people to buy and sell different goods and provide various services. Therefore, you may choose from many different topics to research, exploring and evaluating challenging and captivating subjects on the point. However, ensure to focus on the requirements of the professor and arrange the researched information according to the provided instructions. All your claims should be supported with facts and pieces of evidence found in reliable sources and cited according to the required format of the paper. In this way, your paper will obtain the highest possible grade, providing the ground for numerous researches in the future.

Antarctic Icefish Characteristics and Facts

Antarctic Icefish Characteristics and Facts True to their name, the Antarctic Icefish lives in the icy cold waters of the Arctic - and has icy-looking blood to match. Their cold habitat has given them some interesting features.   Most animals, like people, have red blood. The red of our blood is caused by hemoglobin, which carries oxygen throughout our body. Icefishes dont have hemoglobin, thus they have a whitish, nearly transparent blood. Their gills are also white. Despite this lack of hemoglobin, icefish can still get enough oxygen, although scientists arent sure quite how - it could be because they live in already oxygen-rich waters and might be able to absorb oxygen through their skin, or because they have large hearts and plasma which may help transport oxygen more easily. The first icefish was discovered in 1927 by zoologist Ditlef Rustad, who pulled up a strange, pale fish during an expedition to Antarctic waters. The fish he pulled up was eventually named the blackfin icefish (Chaenocephalus aceratus).   Description There are many species (33, according to WoRMS) of icefish in the Family Channichthyidae. These fish all have heads that look a little like a crocodile - so they are sometimes called crocodile icefishes. They have grayish, black or brown bodies, wide pectoral fins, and two dorsal fins that are supported by long, flexible spines. They can grow to a maximum length of about 30 inches.   Another fairly unique trait for icefish is that they dont have scales. This can aid in their ability to absorb oxygen through the ocean water.   Classification Kingdom: AnimaliaPhylum: ChordataSubphylum: VertebrataSuperclass: GnathostomataSuperclass: PiscesClass: ActinopterygiiOrder: PerciformesFamily: Channichthyidae Habitat, Distribution, and Feeding Icefish inhabit Antarctic and subantarctic waters in the Southern Ocean off Antarctica and southern South America. Even though they can live in waters that are only 28 degrees, these fish have antifreeze proteins that circulate through their bodies to keep them from freezing.   Icefish dont have swim bladders, so they spend much of their lives on the ocean bottom, although they also have a lighter skeleton than some other fish, which allows them to swim up into the water column at night to capture prey. They may be found in schools. Icefish eat plankton, small fish, and krill.   Conservation and Human Uses The lighter skeleton of icefish has a low mineral density. Humans with a low mineral density in their bone have a condition called osteopenia, which may be a precursor to osteoporosis. Scientists study icefish to learn more about osteoporosis in humans. Icefish blood also provides insights into other conditions, such as anemia, and how bones develop. The ability of icefish to live in freezing water without freezing can also help scientists learn about the formation of ice crystals and storage of frozen foods and even organs used for transplant.   Mackerel icefish are harvested, and the harvest is considered sustainable. A threat to icefish, however, is climate change - warming ocean temperatures could reduce the habitat that is suitable for this extreme cold water fish.

Roman Family and the Exposure of Infants

Roman Family and the Exposure of Infants One aspect of Roman society that tends to horrify modern people, an aspect that isnt limited to the Romans, but was practiced by many others, excluding the ancient Jews* and Etruscans, is the practice of abandoning their infants. This is generally known as exposure because the infants were exposed to the elements. Not all infants so exposed died. Some Roman infants were picked up by families in need of a slave. In contrast, the most famous case of exposure of a Roman child ended not with slavery, but the crown. The Most Famous Roman Exposure of Infants The most famous exposure occurred when the Vestal Virgin Rhea gave birth to twins whom we know as Romulus and Remus; however, the babies did not then have those names: the father of the family (paterfamilias) formally had to accept a child as his and give it a name, which wasnt the case when an infant was tossed aside shortly after birth. A Vestal Virgin had to remain chaste. Giving birth was proof of her failure. That the god Mars was the father of Rheas children made little difference, so the boys were exposed, but they were lucky. A wolf suckled, a woodpecker fed, and a rustic family took them in. When the twins grew up, they got back what was rightfully theirs and one of them became the first king of Rome. Practical Reasons for Exposure of Infants in Rome If infant exposure was suitable for their legendary founders, who were the Roman people to say it was wrong for their offspring? Exposure allowed poor people to get rid of extra mouths to feed, especially the mouths of baby girls who were also a dowry liability.Children who were imperfect in some way were also exposed, supposedly, according to the dictates of the Twelve Tablets.Exposure was also used to get rid of children whose paternity was unclear or undesirable, but the exposure wasnt the only method that was available. Roman women employed contraceptives and received abortions, as well.The paterfamilias technically had the right to get rid of any infant under his power. Christianity Helps End Exposure of Infants Around the time Christianity was taking hold, attitudes towards this method of destroying unwanted life were changing. The poor had to get rid of their unwanted children because they couldnt afford them, but they had not been allowed to sell them formally, so instead, they were leaving them to die or to be used to economic advantage by other families. The first Christian emperor, Constantine, in A.D. 313, authorized the sale of the infants [Child-Exposure in the Roman Empire, by W. V. Harris. The Journal of Roman Studies, Vol. 84. (1994), pp. 1-22.]. While selling ones children seems horrible to us, the alternative had been death or slavery: in the one case, worse, and in the other, the same, so the sale of infants offered some hope, especially since in Roman society some slaves could hope to buy their freedom. Even with legal permission to sell ones offspring, exposure didnt end overnight, but by about 374, it had been legally forbidden. See: Child-Exposure in the Roman Empire, by W. V. Harris. The Journal of Roman Studies, Vol. 84. (1994). Did the Ancients Care When Their Children Died?, by Mark Golden Greece Rome 1988. The Exposure of Infants in Roman Law and Practice, by Max Radin The Classical Journal, Vol. 20, No. 6. (Mar., 1925). Exposure comes up in Greek and Roman mythology in a slightly different context. When Perseus rescues Andromeda and Hercules Hermione, the princesses, both of an age to marry, had been left or exposed to avert local disaster. Presumably the sea monster was going to eat the young women. In the Roman story of Cupid and Psyche, Psyche is also exposed to avert local disaster. *

Academic Environment in the United States Essay Example | Topics and Well Written Essays - 500 words

Academic Environment in the United States - Essay Example The three groups: the Woodson Foundation, a nonprofit organization; the Washington D.C. public schools system; and the National Coalition for Parent Involvement in Education (NCPIE), which act as a representative for parents on behalf of the PTA; concurrently enjoin to achieve the ultimate objective of improving academic outcome. The structure of the case study is clear-cut and straight forward. The discourse would initially present a brief summary of the background information crucial for greater understanding of the triumvirate’s thrusts. The roles and each organization were emphasized to give credence in supporting their commitment and interest in achieving a unified goal. In addition, a development team with selected team members or candidates to oversee the progress of achieving the defined goal was presented. The team is composed of representatives from the three associations: two from the Washington D.C. public school system, two from Woodson Foundation, two parents and one social worker to provide balance representation. A summary of problems was eventually determined with effective methods recommended for resolving conflicts that would likely arise.

Last Assignment Example | Topics and Well Written Essays - 1500 words

Last - Assignment Example This type of media is one where by the audience actively participate in gathering, passing and analyzing information. Their source and power derived from many people participating by contributing towards the media. Some examples of participatory media are YouTube, wiki, blogs, social sites and music or photos sharing Medias (Burgess & Harley, 2013). 3. Is peer to peer sharing of digital material illegal? Why or why not? Peer to peer sharing becomes illegal when copyrighted information shared without consent of the owner. Risks in sharing these materials may include, if you share protected materials by laws, one might download a virus or enhance a security breach. Violation of these rules has their consequences (University of Washington, 2010). 4. Name three societal impacts resulting from increase of digital media. Increase of digital media have changed the way people converse, study, and spend their free time. There has been increase in internet obsessions and many other cybercrimes through the internet. Digital media has also enhanced interconnectivity between people within various regions through social media and mobile phones easily (Healey, 2011). 5. What is the difference between usability and accessibility? Give an example of each. Usability refers to the friendliness, efficiency, and satisfaction of the user and how easy for one to remember how to use something. Example of a website, it should have visible navigations, which users are familiar with and followed with ease. Accessibility is an attribute in which everyone including the disabled can use, understand, and perceive the media with ease. Example is the use of audio, speech recognition, visual to cater for all types of people (Mifsud, 2011). Part 2: ESSAY ITEMS Answer ALL QUESTIONS in this section. Each response must be at least 200 words in length and must follow APA guidelines. Type your responses immediately below the questions. All responses must be supported by reference to the literature an d references must be APA formatted. 1. What is Web Technology? Define and provide two examples of web technology and where it has been implemented. Web technologies used in the web to create an interface for the interaction between servers and clients in through the internet. Some of these technologies include HTML, CSS, JavaScript, and XML. Many other emerging technologies that ease the way clients interact with information and other clients through the internet. HTML is an abbreviation for hypertext mark-up language, which is a language that enhances the production of material on the internet. Browsers interpret these HTML codes to visible information when viewed through the web. Cascading style sheets (CSS) is a styling language that defines layout of HTML documents. CSS covers all layout attributes in a website that HTML does. CSS provides web designers with all layout styles in the web and supported by most web browsers. Use of both CSS and HTML makes the content separate from the styling and this makes maintenance of websites easy and faster. Benefits of CSS that HTML are that, with CSS one can many documents layout is controllable from one style sheet and a more detailed layout control. In addition, different designs of materials are different with many advanced techniques. CSS and HTML are the basics of any website in that; all websites designed use these two web technologies (Bangia, 2006). 2. How has digitization changed the manner in which society consumes information? Digitization has brought about many changes

Stimulate speech Essay Example | Topics and Well Written Essays - 1500 words

Stimulate speech - Essay Example I will be discussing these in detail further. One of the major mistakes that a number of us make is to try and choose the easy way of doing things in a way to avoid hard work. This is not the right attitude and the exact opposite needs to be done to be successful in life. In life the best is for the ones who are willing to work to attain the best. An excellent example of this is the African Gold mines. These mines are quite deep and often range up to two miles deep. People who are willing to invest and put in hard work to construct the mines turn out to be winners in the end. There are a number of challenges that the person might face in the construction of the Gold Mines, however, these mines are so lucrative that in the end, only the people who put in the hard work and commitment will see the fruits. Quoting the words of Oprah Winfrey, â€Å"The big secret in life is that there is no big secret. Whatever your goal, you can get there if you’re willing to work†. This I believe is an excellent saying and is the perfect to express the importance of Hard Work. I believe that there are two main reasons why a person needs to work hard. Firstly, I believe, hard work is essential to be able to get through the hard and trying times. As very rightly said by Napoleon Hill, â€Å"Do not wait; the time will never be "just right. Start where you stand, and work with whatever tools you may have at your command, and better tools will be found as you go along† (Khurana). A person who focuses on what they have and what they can do with it prove to be more successful and in control of their lives than others who complain and don’t try to put in efforts to get a job done. An excellent example, although a fiction, is seen in the movie Iron Man. Tony Stake the hero of the movie, builds Iron Man from scrap and hard work to get out of the place of the enemy. Although I know this is a fiction, but it is a positive aspect to be learnt from the film.

Organzion and behaviour Essay Example | Topics and Well Written Essays - 2500 words

Organzion and behaviour - Essay Example s, the management relies on motivation to acquire the objectives, but adapts to the most appropriate motivational approach, which coheres to the factors prevailing circumstances and the nature of activities performed therein. Therefore, a survey on the most appropriate motivational theory to apply on the three organizations integrates to the mode of conducting business among the organizations and the goals pursued (Griffin, and Gregory 33). The Microsoft international, Dubai municipality, and Rinac India Pvt ltd, are the organizations to consider. The three organizations conduct profitable approaches to enhance the value and development in the endeavor to accrue the set plans. For instance, the Microsoft Company ensures a continuous development of software programs, computers, and other technologically advanced electronic devices with an aim of enhancing communication and making relevant profits, with a desired degree competence than the competitors (French, 34). On the other hand, Dubai Municipal, under the leadership of His Highness Hamdan Bin Maktoum emphasizes on continued projects to ensure positive development. The city is acknowledged as the world’s leading trading center, which further incorporates tourists’ attraction sites. With the desire to uphold the superiority, the authorities fin d it a necessity to ensure that all projects are innovative and aim at development. Thirdly, Rinac India Ltd, a producer of cold rooms and refrigerators based in India, remains vulnerable to competition and other organizational threats (Griffin, and Gregory 35). Therefore the company’s management ensures that all the internal factors of production cohesively perform goal oriented activities. The three organizations focus on success and competence against their competitors in their specific fields of delivering value to society. With the increased need of development and sustainability, the organizations find the necessity to establish a motivational factor. A review

Philosophy Ethics Research Paper Example | Topics and Well Written Essays - 1250 words

Philosophy Ethics - Research Paper Example 1). On the other hand, Confucius’s The Analects – a post-mortem compilation of his thoughts and written works (Walsh, 2006, p. 11), according to Van Norden (2002), illustrates the combined influential power of Jesus and Socrates (p. 3), essentially implying that it is at par with Plato’s. Suffice it to say: If Plato is the Socrates of the West; then Confucius is the â€Å"Socrates of China† (Walsh, 2006, p. 11). Plato’s definition of the meaning of life can be understood from his view of reality, which to him is divided into two worlds: ‘becoming’ and ‘being’. The world of becoming is the ever-changing material world we deal with everyday with our five senses, that we mistaken it to be what true life is. In reality however, everything in this world is mere unsatisfactory and substandard copies of the original form, which is the unchanging world of being that though abstract is nevertheless the true world – the perfect world; that is why it is unchanging. (Young, 2003, p. 10) Essentially so, ‘being’ is essentially what defines each of us; this is our reason of existence; it is this world that truly defines the meaning of life. Yet since it is the invisible reality, we have to strive hard to see it beyond the visible world. But to be able to do so, we ought to know first the forms of perfections that we have to seek. As such, the meaning of life rests in our pursuit for what is good; because it is only through this that we can attain perfection. Yet, perfection is impossible to the fallible man. Nevertheless, striving hard to get closer to perfection is what matters, as this would differentiate us from the rest. (Walsh, 2007, p. 25) Truly so, it is easy to become a man but it is difficult to attain one’s being. Confucius’s definition of the meaning of life can be understood from his belief of the influences of fate and

Compare and contrast leadership and management styles of the United Research Proposal

Compare and contrast leadership and management styles of the United States Air Force and Cephalon, Inc. and how it impacts the c - Research Proposal Example This study would discuss the leadership skills they have taken for their country. Management controls or directs people/resources in a group according to principles or values that have already been established. A set of understandings or meanings shared by a group of people that are largely tacit among members and are clearly relevant and distinctive to the particular group which are also passed on to new members. â€Å"A set of common understandings around which action is organized†¦finding expression in language whose nuances are peculiar to the group† (Becker and Geer 1960). (Strategic Leadership and Decision Making: Organizational Culture, n.d). Purpose of study: This research is done to compare and contrast leadership and management styles of the United States Air Force and Cephalon, Inc. This research is done for finding the leadership styles and management styles of the USAF and Cephalon, Inc. This study includes the history, mission, vision, core values, raining p rocess, and opportunity of the organizations. Body: The most important responsibility of the USAF is national security, and their primary focus remained or strategic bombing, and plans for aerial release of nuclear bombs against the Soviet Union close air support to the Army to the delivery of tactical nuclear weapons on the combat zones. I’m retired Air Force and now an Air Force civilian at Pope AFB NC. Airman Raymond Losano and Tech .Sgt. John A.

Philosophy Ethics Research Paper Example | Topics and Well Written Essays - 1250 words

Philosophy Ethics - Research Paper Example 1). On the other hand, Confucius’s The Analects – a post-mortem compilation of his thoughts and written works (Walsh, 2006, p. 11), according to Van Norden (2002), illustrates the combined influential power of Jesus and Socrates (p. 3), essentially implying that it is at par with Plato’s. Suffice it to say: If Plato is the Socrates of the West; then Confucius is the â€Å"Socrates of China† (Walsh, 2006, p. 11). Plato’s definition of the meaning of life can be understood from his view of reality, which to him is divided into two worlds: ‘becoming’ and ‘being’. The world of becoming is the ever-changing material world we deal with everyday with our five senses, that we mistaken it to be what true life is. In reality however, everything in this world is mere unsatisfactory and substandard copies of the original form, which is the unchanging world of being that though abstract is nevertheless the true world – the perfect world; that is why it is unchanging. (Young, 2003, p. 10) Essentially so, ‘being’ is essentially what defines each of us; this is our reason of existence; it is this world that truly defines the meaning of life. Yet since it is the invisible reality, we have to strive hard to see it beyond the visible world. But to be able to do so, we ought to know first the forms of perfections that we have to seek. As such, the meaning of life rests in our pursuit for what is good; because it is only through this that we can attain perfection. Yet, perfection is impossible to the fallible man. Nevertheless, striving hard to get closer to perfection is what matters, as this would differentiate us from the rest. (Walsh, 2007, p. 25) Truly so, it is easy to become a man but it is difficult to attain one’s being. Confucius’s definition of the meaning of life can be understood from his belief of the influences of fate and

Explore the reasons why Othello orders the death of Desdemona Essay Example for Free

Explore the reasons why Othello orders the death of Desdemona Essay Othello is a play about love, hatred, death and deception. Othello is partly betrayed by flaw in his own character. He orders the death of Cassio (his friend and ensign) and Desdemona (his wife) for a number of reasons. Chief among these are is that he is rash, violent and aggressive. He is an angry man who believes whatever Iago tells him with blind faith. He is confused by Iagos tricks and does as he is told without thinking about its consequences. He is impulsive. He is acting like a true moore (or as what people consider him to be) in Shakespeare days. Othello has the tendency to believe whatever Iago tells him. Even before he is shown any evidence to prove that Desdemona is cheating on him. He starts to hate her Now do I see tis true. He turns a blind eye on the fact that he has not seen what the proof is yet. The proof could have been so insignificant that Othello would not trusted it, however in this case the evidence have been planted to mislead Othello. Othello is impulsive. He is rash as fire for numerous reasons. He doesnt trust his wife (who he married with his happiness) or trust his friend, Iago, Who is his enemy. He believes that his wife is cheating on him and becomes enraged very easily. Ill tear her whole to pieces. It tells us that his intentions arent very good. Rather than killing her he could Shake he off to beggarly divorcement and let her live her life. Furthermore, after Iago has completely misled him, Othello finds no other way other than thinking and ordering the death of Cassio. Let me hear thee say that Cassios not alive. He acts hastily without letting Cassio stand trail nor defend himself. He is sure that Desdemona and Cassio have become disloyal to him. The audience that Othello is an angry man and rash as fire by his behaviour towards Iago. If thou dost slander her and torture me then thou hast, better been born a dog than answer my wakd wrath. This show that Othello cant comprehend it that his wife might be cheating on him so he is taking his anger out on others. An example of that is he takes his anger out on Iago, who he believes to be his friend. However, he is not rash as fire because he resists the urges. He shows this when he is in conversation with Iago. Ill not believe it. Here Othello is trying to imply that he doesnt believe Iago fully until he sees the evidence in the form of the handkerchief. This shows that he still trust s his wife. He is saying she is as pure as a goddess and if she isnt then heaven isnt so perfect when he says if she be false then heaven mock itself. He also proves he trusts his wife. Ill se before I doubt. He still wants evidence before doing anything. When I doubt, prove. This shows that Othello doesnt have complete faith in Iago. The audience cannot really blame Othello for being rash as fire as Iago keeps provoking his temper. Iago convinces Othello of Desdemonas and Cassios guilt by using different techniques. To convince Othello, Iago plants circumstantial evidences in order to make Othello think that something is really going on between Cassio and Desdemona. He steals Desdemonas handkerchief and leaves it in Cassios bedroom. Such a handkerchief did I see Cassio wipe his beard with. This helps Iago prove Desdemonas infidelity as it will give Othello evidence. Trifleare to the jealous confirmation strong as proofs of holy writ. Furthermore, Iago is reticence and implies he is withholding information. He acts like he doesnt want to say anything. Should you do sospeech should fall in vile success. This entices Othello to say I pray thee speak to me as to thy thinking. This makes it seem like Iago is trustworthy because he seems to want to protect his friend, when really he wants to get Othello to hate him. Oft my jealousy shapes faults that are not. Iago start to lie outright. However he only does this after he has largely convinced Othello. He says that he heard Cassio talking to Desdemona in his sleep. Sweet Desdemona let us hide our love. This is a blatant lie but Othello is fooled and believes him. He falls into Iagos trap. It works as he creates hideous images of Cassio and Desdemona. This is when Othello for the first time concludes that Desdemona is gone. His trust and faith in his marital happiness fades into the belief he has been rejected by Desdemona. A technique that works very well with Othello is when Iago implies he knows more than he does, making leading statements. He first introduces the topic by deliberately leading a question for Othello to ask rather than stating the full facts thus playing on Othellos paranoia. Did Michael Cassio, when you wood my lady know of your love? This makes Othello wonder why he would want to know that. He later serves to make Othello think of Desdemona. Iago is clever and subtle in his tricks; Othello cannot be blamed for believing him. Later, when Othello is convinced, he reinforces his honesty by saying perhaps you mind might change. He does this because he knows Othello wont. Another skill which works well is making Othello angry on purpose. Iago uses graphical language to make Othello picture Desdemona and Cassio in compromising situation. Wouldst thou grossily grape on behold her topped? This gets Othello worked up. He uses shocking and profane language such as prime as goat, hot as monkey by saying this Othello believes Iago and becomes all senseless and wrathful. Thou hadst better been born a dog than answer my wakd rath. This makes Othello irrational and witless. The audience may also consider the social and historical background to be a reason. During the time when the play was written, many events were taking place (we can see hints of this in the play). When Othello was convinced that Desdemona was cheating him, he decided he would kill her. Divorce was not an option for him as the pope, who was at time was the most important man in Europe, would not allow Othello to divorce Desdemona without a trial. Othello didnt want to do this as he would have to prove Desdemona guilty of infidelity. Othello didnt want to do this as he still loved Desdemona with all his heart and thought Desdemona cheated him. Another point we must consider is that when the play was written there was a good deal of racism and mis-trust for non-Christians. Shakespeares audience may have seen moors as barbarous heathens. This would explain his propensity for violence. Consequently coloured people such as Venetians were given fewer rights as they were regarded as barbarians. Such barbarians would react violently, because they were uncivilised. O blood, blood, blood! Othellos Moorish heritage may also have influenced his anger at the loss of the handkerchief as he actually believed in its magic. Tis true. There is a magic in the web of it. Othello having been a soldier since he was 7 and then a general, meaning he spent his life in the army and therefore he didnt know women well. He was also an outsider to the Venetian society and so it made it easier for Iago to convince Othello. In Venice they do let god see the pranks they do not show their husbands. A number of factors contribute to the killing of Desdemona and Cassio. One of the major reasons influencing Othellos decision is Iagos numerous lies and his way of manipulating and confusing Othello. These play a major part as, if Iago hadnt lied to Othello, he wouldnt have thought his wife betrayed him. Another factor that led to Desdemonas and Cassios killing is that the fact that in his personal life he knew nothing about women. Iago took advantage of this and lies outright. Iagos lies wouldnt have worked if Othello had trust in him. If divorce was an option he probably would have considered it letting Desdemona live her life. Another reason that Othello was harsh was because thats what moors were considered to be.

Metal Health Support for Youth Depression

Metal Health Support for Youth Depression Introduction Feeling sad, unhappy, or down in the dumps occasionally is not unusual, however when these feelings outweigh a youths happiness or excitement it is concerning. Depression is a common and severe disorder amongst adolescences. Depression has lasting effects on an individuals feelings, thoughts, self-worth, behaviors, social relationships, physical functioning, biological developments, work productivity, and life fulfillment. It is a common psychiatric disorder that often affects adolescences and has been ranked as the fourth leading cause of disability and early death worldwide. Depression not only affects emotions but is a serious condition which makes coping difficult and leaves a person feeling sad most of the time. Feelings of sadness and low self-worth are overwhelming and can last for weeks, months or even longer for individuals (Beyondblue, n.d.).   Incorporating mental health programs into the lives of youth is valuable to send a message to individuals that depression is treatable, people can help, and that things can improve. Children and adolescents spend a considerable amount of time at school, and it is necessary for schools to offer mental health programs that include prevention and intervention services targeted at youth suffering from depression (Stallard, 2013). This paper will discuss the causation of adolescent depression, physical manifestations, educational supports, and professional supports.   Causation Everyone experiences depression differently and there is not an easy answer for why youth develop the condition, but there is a combination of reasons. It is a mental illness that significantly affects youth. Depression is more common amongst girls than boys but boys often find it hard to share their feelings (Beyondblue, n.d.). Some of the common causes of youth depression are the same as adults such as biological causes, stress, and trying life events. Other causes of youth depression include parenting, substance abuse, and low self-worth (Coleman, Walker, Lee, Friesen, & Squire, 2009). According to Mental Health America, depressed youth can have too much or too little of certain brain chemicals which also causes depression. Other sources of depression are having a family history of depression, side-effects from medications, and persistent negative thought patterns (Depression in Teens, 2016,).  Ã‚   It is normal for people to feel sad or discouraged at times because we all feel these emotions at some point due to various life events. Such life events like fighting with a friend, a breakup happening, getting a poor grade on an assignment or test, or the death of someone can all create feelings of sadness or disappointment. Non-depressed individuals experiencing these events and feelings manage to deal with the emotions and get past them with a little time and care. However, depressed people experience these events differently because the feelings last longer and affects not only the persons mood but their thinking too (Lyness, 2016,). Many things can change how we think, feel, and behave; however stressful life events can cause youth to develop depression. Symptoms might present with feelings of sadness, distress, and anxiety, however over time they become more intense and overwhelming. Prevalent causes of depression in youth are loss and grief, bullying, alcohol and drug use, low self-esteem and body image, discrimination, physical health problems, life events, family breakups, and loneliness. Stress is another common factor in an adolescent’s life and when young people are under stress, it can increase their likely hood of developing depression. At times problems can seem too big and overwhelming to solve, but the best thing adolescents can do is talk to someone. Youth who take steps and recognize how they feel are on their way to recovery (Andersen, & Teicher, 2008; Beyondblue, n.d.).  Ã‚  Ã‚   Physical Manifestations One in five youth suffer from clinical depression, and more than 25% of adolescents will experience a major depressive disorder by age nineteen. Depression is also prevalent amongst 1% of the population under age twelve, but between age fifteen to eighteen is dominant amongst 17% to 25% of youth. Depression is not an easy diagnosis amongst youth because they have different signs compared to adults. Moodiness amongst youth is common, but when it lasts for more than two weeks help should be sought. Adolescents are likely to be irritable without visible signs of sadness. On the other hand, depressed youth will have low school performance, withdraw from friends and activities, feel hopeless, lack enthusiasm and energy, overreact to criticism, have low self-esteem, lack concentration, feel restless and on edge, have a change in eating and sleeping patterns, develop problems with authority, and exhibit suicidal thoughts or actions. Young people feeling depressed have increased feelings of irritability, sadness, stress, anger, restless, and over analyze what is on their mind. Other feelings youth might experience are guilt, worthlessness, frustration, unhappiness, indecisiveness, and disappointment (Depression in Teens, 2016).   Adolescents experience more emotional and behavioral problems than do non-depressed youth. Young people who are depressed can have co-occurring disorders such as anxiety, difficulties paying attention and hyperactivity, aggression, substance use, and Post Traumatic Stress Disorder (PTSD) symptoms. Youth who are experiencing depression not only have personal issues, but their social relationships are affected too. Depressed adolescents feel unsupported by friends and adults. Youth also show more signs of a lack of interest in activities they find enjoyable, feel extremely sleepy throughout the day, have a decreased ability to think and focus, feel deeply saddened, and suicidal. Suicide unfolds with age, therefore before the age of ten it is rare for children to have suicidal thoughts or actions, but increases between the age of ten and fourteen, and rises ten times higher in youth ages fifteen to nineteen (Andersen, & Teicher, 2008).   Educational Support Implications Since depression is a common mental health diagnosis amongst youth, it is important to know depression screening is one possible method for managing depression. Then again, there are risk factors for screening youth. A few risk factors are testing is costly, it can cause harm to some people due to misdiagnoses and in proper treatment, and there could be false positive results if screening tools are not administered properly. Across the United States, screening programs have been implemented in some schools and medical settings. Screening is an early intervention to help detect signs and symptoms amongst youth who otherwise show none. Depression symptom questionnaires and small sets of questions are used for testing to identify individuals who may have current depression that has not been recognized (Thombs, Roseman, & Kloda, 2012).   Depression is not easy to determine amongst youth due to the different symptoms, on the other hand few children are identified and referred for treatment. Schools are natural and convenient setting for mental health prevention programs to be offered. Youth regularly spend a substantial majority of their time at school. Many adolescents who have depression have no contact with mental health services. Schools can provide universal programs to target all youth regardless of risk, or they can provide selective interventions which target selected groups with an increased risk. When providing a global approach schools can cover a larger population and mental health is less stigmatizing; however, the programs can result in smaller treatment effects. Programs can be appealing and have a significant impact on mental health if supported and implemented correctly (Stallard, 2013).  Ã‚  Ã‚   At school youth also need to be able to talk with a counselor or social worker about their feelings. They also need to be provided with adequate daily exercise, exposure to daylight, and healthier eating options. School personnel can teach relaxation skills to help increase sleep and decrease feelings of worry. Many adolescents find it beneficial to confide in and talk to a trusting adult. Educators can listen and show empathy, remind the youth that things can get better and that they are there for them, help them see things that are already good in their life, find enjoyable things to do, and give honest compliments and smiles. Youth need to be educated on how to manage sad feelings. In order to help youth gain positive coping skills, schools need to provide educational curriculum on eating healthy foods, getting the right amount of sleep, exercising, taking time to relax, and taking time to notice the good things in life (Lyness, 2016, August). Schools can be a common place for stu dents to see a mental health professional; therefore, it is important for schools to have effective school-based programs to address mental health issues in the schools. It is vital for schools to provide school personnel opportunities for training in recognizing youth depression. Classroom teachers have contact with students throughout the school day and are likely to see changes in students behaviors. Not only is it important to recognize depression in youth, but it is necessary to evaluate and treat depressed adolescents. School counselors, school nurses, school psychologist, and school social workers can help students experiencing depression, especially if youth are not receiving professional outside counseling. These school personnel are trained to recognize and plan for mental health issues in students and should be utilized to help students with depression. School mental health professionals can screen students for mental health, develop interventions and plans, provide prevention programs, and provide individual or group counseling. Although schools have resources, to be most helpful, schools should connect with resources outside of school (B eyondblue, n.d.; Stallard, 2013).  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Professional Supports Youth struggling with depression need immediate treatment because if left untreated it can lead to death. Some adolescents may refuse treatment; however significant adults in their life can seek professional help. Depressed youth should see a therapist to assist them in understanding why they feel the way they do and to learn how to use coping skills to handle stressful situations. There are individual counseling options available along with group and family counseling opportunities. When working with a mental health professional, youth may be presented with the possibility of medication to help feel better. Several factors contribute to youth depression, but prompt and appropriate treatment are critical in helping youth cope with depression. When working with a therapist young people can do psychotherapy, cognitive-behavioral therapy, interpersonal therapy, and medication (Depression in Teens, 2016). With the right care and treatment, depression can get better and easier to manage. Individuals who are depressed should not wait to get help because things can only get worse. Youth who feel depressed should talk to a parent or an adult and get the right help. A medical doctor can provide a checkup and look for symptoms causing depression. Different medical conditions that might cause depression include hypothyroidism and mono. Another resource for youth is to utilize a therapist or counselor to talk about his/her emotional state. Speaking to a counselor or therapist allows individuals to understand emotions, put feelings into words, feel understood and supported, builds confidence, increases problem-solving skills, helps change negative thinking, increases self-worth, and increases experiencing positive emotions (Lyness, 2016). Conclusion Youth depression is growing at a fast rate. When young people are feeling down, they can try to make new healthy friendships, participate in sports, a job, other school activities, or hobbies, join an organization, and ask a trusted adult for help. However, sometimes these will not help an individual, and they become depressed (Depression in Teens, 2016, December 08). Even though schools provide mental health programs for youth at risk, many students with mental health diagnoses are being untreated. In schools, it is common for school counselors, school nurses, school psychologist, and school social workers to provide mental health services to students. Schools are a safe place for youth to become educated positive, healthy ways to cope with stressful life circumstances. Depression can go unrecognized because people do not realize they are depressed, it might be misunderstood as a bad mood, or some people with depression have co-occurring mental health issues. Without recognition of a change in mood, thoughts, and behaviors many depressed adolescents will turn to unhealthy coping mechanisms such as alcohol, tobacco, and drugs; therefore, depression education for all individuals is essential (Depression in Teens, 2016).   References Andersen, S. L., & Teicher, M. H. (2008). Stress, sensitive periods and maturational events in adolescent depression.  Trends in Neurosciences,31(4), 183-191. doi:10.1016/j.tins.2008.01.004 Beyondblue. (n.d.). Retrieved July 6, 2017, from https://www.youthbeyondblue.com/understand what%27s-going-on/depression Coleman, D., Walker, J., Lee, J., Friesen, B., & Squire, P. (2009). Childrens Beliefs About Causes of Childhood Depression and ADHD: A Study of Stigmatization.  Psychiatric Services,60(7). doi:10.1176/appi.ps.60.7.950 Depression in Teens. (2016, December 08). Retrieved July 07, 2017, from http://www.mentalhealthamerica.net/conditions/depression-teens Lyness, D. (Ed.). (2016, August). Depression. Retrieved July 06, 2017, from http://kidshealth.org/en/teens/depression.html# Stallard, P. (2013). School-based interventions for depression and anxiety in children and adolescents.  Evidence Based Mental Health,16(3), 60-61. doi:10.1136/eb-2013-101242 Thombs, B. D., Roseman, M., & Kloda, L. A. (2012). Depression screening and mental health outcomes in children and adolescents: a systematic review protocol.  Systematic Reviews,1(1). doi:10.1186/2046-4053-1-58