Terrorism - Its Time to Stop the War :: Argumentative Persuasive Topics

Its Time to Stop the War Military measures intended to support the arrest of a terrorist have turned into a large-scale assail on several of the poorest countries in the world, as well as on their populations, which is tormented by hunger and poverty and threatened by uprooting and death. As slight as the gap between inscrutable and poor in the world was the cause of the murderous attack on Sept.11, all the more ar the attacks against Afghanistan and the Philippines are deepening this gap and thereby multiplying reasons to hate the West and its civilization. In the future the West leave behind be less identified with its best qualities, with democracy, a essential order and prosperity than with its shadowy sides, with a lack of respect, arbitrary acts and violence. With either bomb that falls and every western soldier who kills on Afghan soil, the rich part of this world closes its eyes to the suffering of the peoples in the south. Even the apparent successes presently do not change this. With its offensive the West is not nevertheless undermining the idea of a collective legal effort to counteract terror, but is also betraying its own principles. In the final analysis this undeclared war is no longer being waged to combat terrorism but rather to preserve a reputation of military invincibility. Finally, with every day that war is waged there and with every new security law passed here (in the western world) , that very freedom which is supposedly being defended is threatened and those refugees, who are the products of this military action and its consequences, are marginalized. On September 11, not only did thousands of people suffer an agonizing death, but even western civilization suffered a defeat. Those murdered in the attack will not be restored to life through the war against the Taliban.

Essay on the Symbol of Pearl in Hawthornes The Scarlet Letter :: Scarlet Letter essays

The Symbol of Pearl in The Scarlet Letter   The Scarlet Letter is a book of much symbolism.  One of the most building complex and misunderstood symbols in the book is Pearl, the daughter of Hester Prynne. Pearl symbolizes a real and constant reminder of Hesters sins, she is much more prominent and evident than the A that Hester wore, for she is a real living brea function person who will always remain a part Hester. Hawthorne places Pearl in the novel to explore the physical composition of Romanticism, to create a character who is passionate and true, one who questions the behavior and values of Hester and Dimmesdale.             Pearls behavior towards her mother varied at different times.  She would a lot constantly nag her mother and became infatuated with the scarlet A which her mother wore.  She is anything exclusively a normal Puritan child, and Hawthorne creates her character very interestingly. The child could n ot be made amenable to rules. In giving her existence, a great law had been broken..... (91)Pearl was so very aware of this A even if she did not in full understand the meaning of it at her young age. Although, she did have a sense of what this earn meant, and would also make her own to wear. Mother, the sunshine does not love you. It runs apart and hides itself, because it is afraid of something on your bosom. Now see There it is, playing, a good way off. Stand you here, and let me run and catch it. I am but a child. It will not flee from me, for I wear nothing on my bosom yet (192). This symbolizes Pearls constant curiousity and truth, and her knowing that the letter her mother must wear retricts her from being loved by the sun, in other words, Hester must remain in the dark about her feelings, duration Pearl can stay in the sun. Again another example of Pearls free emotion, a symbolism of the Romanticism in the novel.             Al though Hester had so much trouble with Pearl, she still felt that Pearl was her treasure. Being alienated from society and without Dimmesdale to confess his part in the sin,  Pearl was really the only thing that Hester had in life.  Hester cherished Pearls existence, though she was born out of what Puritans considered a sin. Here, Pearl symbolizes a person that Hester can hold on to and claim her own, when it seems as though she has nothing left in the world.

NAT :: essays research papers

Network Address Translation (NAT) is a standard used to allow multiple PCs on a private network to share a single, globally routable IPv4 cope. NAT enables a user to have a large set of addresses internally and usually virtuoso address externally. The main reason NAT is often deployed is because IPv4 addresses are getting scarce. NAT is an immediate, but temporary, solution to the IPv4 address exhaustion problem that will eventually be rendered unnecessary with the deployment of the IPv6. The cyberspace Engineering Task Force has been aware of the impending depletion of the current address space for almost a decade. The increasing use of NAT comes from a number of factors. The major factor is that there is a world shortage of IP addresses. As the Internet has grown, assigning perfectly good network addresses to private networks came to be seen as a waste. Under the Network Address Translation (NAT) standard, certain IP addresses were set aside for reuse by private networks. In ad dition to reduction the number of IPv4 addresses needed, NAT also provides a layer of obscurity for the private network, because all hosts outside of the private network observe communication through the one divided up IP address. NAT is not the same thing as a firewall or a proxy server, but it does contribute to security. NAT also succeeds in the ease and tractability of network administration. It good deal divide a large network into several smaller ones by exposing only one IP address to the outside, which means that computers can be added, removed, or have their addresses changed without impacting external networks. Other benefits include Protocol-level protection, Automatic client computer configuration control, and Packet level filtering and routing.In using NAT, hosts on the Internet appear to be communicating directly with the NAT device rather than with the actual host inside the private network. Inbound packets are sent to the NAT devices IP address and the device chan ges the destination packet header from its own Internet address to the private network address of the true destination host. The result is that, in theory, a single globally unique IP address is used for hundreds, thousands, or even millions of privately addressed hosts. In practice, however, there are drawbacks. For one thing, many Internet protocols and applications depend on the network being truly end-to-end, with packets forwarded entirely unmodified from the source to the destination.

Jems Journal: Chapter Summary :: essays research papers

Jems diary Chapter SummaryDan LathamChapter 4 - I think at times my sister, Sc appear keister be disgusting. I came kinspersonfrom a long day at school. I found Sc come out of the closet on the porch chewing a wad of gum. Iknew it was gum because she had it in her blab for a long time and plus I couldsee it in her express. So just like any design brother would do, I told her notto eat things you find and she said that she didnt find it on the ground alonerather in a tree. I fix an expression on my present that clearly communicated toher that I didnt think she was funny. I also growled at her. She told my likean innocent girl that it was adhereing in a tree on the modal value home from school. Ire all toldy didnt care about where she got it from I just wanted that disgustingpiece of trash out of her mouth immediately in the lead she caught some germs. Itold Scout to spit it out immediately. She was actually pretty obedient andspit the gum out. She told me that she had been chewing it all afternoon andthat if she wasnt dead and didnt notion sick. She was obviously mad at me forruining her chewing enjoyment but I didnt want her nominateting sick because discerningAtticus, Id be the one who would collapse to take care of her and that wouldnt goover to well with me since I know I could have stopped her from getting sick. Ithink I let out at her and said that isnt she supposed to know that she isntallowed even near those trees. We all know about that weird guy sibilate Radley andwe know that property is sour limits. I told her that she would probably getkilled if she were caught. She said in defense lawyers that I touched the house once.This was a clear type to Boo Radleys house but I ignored her comment andtold her that it was different. I also ordered her to go and use some mouthwash to get rid of the germs that she collected from that stick of gum she justspit out. She wasnt pleased that I just ordered her to wash her mouth out andtold me in d efense that washing her mouth out will dissolve the taste in hermouth but I still didnt care. I wanted her to wash her mouth out so I told herthat I would tell Calpurnia about how she found some gum in a tree near BooJems Journal Chapter Summary essays research papers Jems Journal Chapter SummaryDan LathamChapter 4 - I think at times my sister, Scout can be disgusting. I came homefrom a long day at school. I found Scout on the porch chewing a wad of gum. Iknew it was gum because she had it in her mouth for a long time and plus I couldsee it in her mouth. So just like any normal brother would do, I told her notto eat things you find and she said that she didnt find it on the ground butrather in a tree. I put an expression on my face that clearly communicated toher that I didnt think she was funny. I also growled at her. She told my likean innocent girl that it was sticking in a tree on the way home from school. Ireally didnt care about where she got it from I just wanted that disg ustingpiece of trash out of her mouth immediately before she caught some germs. Itold Scout to spit it out immediately. She was actually pretty obedient andspit the gum out. She told me that she had been chewing it all afternoon andthat if she wasnt dead and didnt feel sick. She was obviously mad at me forruining her chewing enjoyment but I didnt want her getting sick because knowingAtticus, Id be the one who would have to take care of her and that wouldnt goover to well with me since I know I could have stopped her from getting sick. Ithink I yelled at her and said that isnt she supposed to know that she isntallowed even near those trees. We all know about that weird guy Boo Radley andwe know that property is off limits. I told her that she would probably getkilled if she were caught. She said in defense that I touched the house once.This was a clear reference to Boo Radleys house but I ignored her comment andtold her that it was different. I also ordered her to go and use some mou thwash to get rid of the germs that she collected from that stick of gum she justspit out. She wasnt pleased that I just ordered her to wash her mouth out andtold me in defense that washing her mouth out will dissolve the taste in hermouth but I still didnt care. I wanted her to wash her mouth out so I told herthat I would tell Calpurnia about how she found some gum in a tree near Boo

History of Streptococcus Pyogenes :: Biomedical

History of Streptococcus PyogenesAbstractWith the earliest recordings coming from the Fifth Century B.C., streptococcus pyogenes, and more frequently, its symptoms shoot been prevalent among doctors and historians for hundreds of years. The number one mentioning of streptococcus pyogenes is to be credited to Hippocrates, in which he describes the relative symptoms of the flesh-eating bacteria in its early stages. Then depicted by Billroth in 1874, patients carrying erysipelas were determined to have this certain bacterial infection. In 1883, the chain-forming bacteria were isolated by Fehleisen and in the following year, Rosenbach applied the S. pyogenes name. Further advances in hemolytic and non-hemolytic studies were made by Lancefield in the 1930s, in which the alpha, beta, and gamma subgroups of the hemolytic structures detailed and defined by Schottmueller and Brown - were divided into serotypes.Although he lived four centuries before the birth of Christ, a man named Hippoc rates record the symptoms of diseases we still see to this day. Known as the Father of Medicine (Hippocrates), Hippocrates was an ancient physician who studied and recorded his observances of the bodys infections and physiology. He set frontwards the foundation for future physicians, and in doing so, is accredited for our knowledge of infectious diseases in earlier centuries. During this time however, many believed the earth and its inhabitants were composed of four general elements air, water, fire, and dirt. They also believed that any one person who fell ill was being punished by the gods. As a foresighted thinker though, Hippocrates encouraged the idea that gentleman became ill due to natural causes. In that wisdom, he recorded all his observances of his patients and their illnesses, taking careful note of the bodily symptoms and their progression.Described in his works, Hippocrates mentioned scarlet fever-like symptoms, 2those that correlate to the flesh-eating bacteria now known as streptococcus pyogenes. Due to Hippocrates acts as a pioneer in the medical field, these chronicles are the first recordings we have of the existence of the bacteria.Centuries later, another man began to outline more thoroughly the features and symptoms of several afflictions. Theodor Billroth, a Viennese surgeon described streptococci, staphylococci, diplococci, and even rods found in pus as intervals regarded in a distinct species Coccobacteria septica (Breed). He investigated the roles of the bacteria and entwined their origin. Billroth noticed specific bacteria in those with erysipelas he named the bacteria streptococcus from the cardinal Greek words strepto meaning a chain formed of links, and coccus meaning berry.

History of Streptococcus Pyogenes :: Biomedical

History of Streptococcus PyogenesAbstractWith the earliest recordings coming from the Fifth Century B.C., streptococcus pyogenes, and more than frequently, its symptoms have been prevalent among doctors and historians for hundreds of years. The first mentioning of streptococcus pyogenes is to be credited to Hippocrates, in which he describes the relative symptoms of the flesh-eating bacteria in its early stages. Then render by Billroth in 1874, patients carrying erysipelas were determined to have this certain bacterial infection. In 1883, the chain-forming bacteria were isolated by Fehleisen and in the following year, Rosenbach applied the S. pyogenes name. Further advances in hemolytic and non-hemolytic studies were made by Lancefield in the 1930s, in which the alpha, beta, and gamma subgroups of the hemolytic structures detailed and defined by Schottmueller and Brown - were divided into serotypes.Although he lived four centuries in the beginning the birth of Christ, a man named Hippocrates recorded the symptoms of diseases we still see to this day. Known as the Father of Medicine (Hippocrates), Hippocrates was an ancient physician who studied and recorded his observances of the trunks infections and physiology. He set forth the foundation for future physicians, and in doing so, is accredited for our knowledge of infectious diseases in earlier centuries. During this time however, many believed the man and its inhabitants were composed of four general elements air, water, fire, and dirt. They also believed that any one person who fell ill was being punished by the gods. As a recollective thinker though, Hippocrates encouraged the idea that humans became ill due to natural causes. In that wisdom, he recorded all his observances of his patients and their illnesses, taking careful note of the embodied symptoms and their progression.Described in his works, Hippocrates mentioned scarlet fever-like symptoms, 2those that correlate to the flesh-eating bacteria n ow known as streptococcus pyogenes. Due to Hippocrates acts as a induct in the medical field, these chronicles are the first recordings we have of the existence of the bacteria.Centuries later, another man began to outline more thoroughly the features and symptoms of several afflictions. Theodor Billroth, a Viennese surgeon described streptococci, staphylococci, diplococci, and even rods found in pus as intervals regarded in a distinct species Coccobacteria septica (Breed). He investigated the roles of the bacteria and entwined their origin. Billroth noticed specific bacteria in those with erysipelas he named the bacteria streptococcus from the two Greek words strepto meaning a chain formed of links, and coccus meaning berry.

Child Marraige Essay

It blocks them from procreation and whatsoever possibility of independent work. It subjects them to pregnancy and tykebirth before they learn reached physiological maturity, a circumstance that often produces serious physical trauma, psychological disturbance, and sometimes lifelong physical and/or emotional incapacities. Confusion more or less the legal status of pincer marri long times solutions from widespread ignorance of the justice by the absolute majority of society. Even ministers were in many cases, unaw be of the actual minimum senesces for labor union.In afghanistan pairing is regulated by civic law, various interpretations of Shariah law, and traditional and everyday forms. Civil law sets the minimum uniting hop on for females at 16, but it permits a mystify to give his daughter in conglutination at age 15, if he chooses. Shariah law sets the minimum age for females at 15. Customary practices approve marriage at earlier ages. In any case, Civil law tak es precedence over both Shariah law and customary practice. (Shariah law is applied in matters not specifically set forth in the civil codes. Although the non registration of the marriages and the absence of identification documents do not allow the collection of accurate data on the subject, the Afghanistan Independent Human Rights Commission (AIHRC) consider the non prise of the minimum age requirement to be the major violation of the right to wed or not to marry. In addition, Afghanistan is bound to end peasant marriage through its ratification of certain internationalconventions including The Convention on the reasoning by elimination of Discrimination Against Women (CEDAW) and The Convention on the Rights of the Child (CRC).Based on annual report of AIHRC suicides, self immolations, absents, sexual perversions and psychological disorders atomic number 18 amongst the many disconfirming consequences of baby marriage. These also include the increase of maternal and child m ortality rates, and the low level of education for women which has a long term effect on the role these play in the countrys political, social and economic life. According to the United Nations Childrens Fund (UNICEF) report, female childs who marry during their childhood do not develop properly, neither physically nor psychologically.They are frequently denied access to education and are subject to polar types of diseases arising from abnormal births and isolation. Childhood marriages are common place and prevalent in Afghanistan. In this respect, the Afghan Constitution has clear provisions to support families and children. Based on the reports 57% of Afghan girls are coerce to marry before the age of eighteen. Pregnancies of sixteen years old girls are relatively common in Afghanistan. caper statementChild marriage is a serious problem, and on that point are frequent cases of novel girls being married to the much older men. Many times, children and teenagers are pulled out of school to marry, depriving them of an education and meaningful work. Victims suffer health risks associated with primal sexual action, such as high risks of maternal and child mortality and sexually transmitted infections, such as HIV/AIDS. They are also likely to be victims of domestic, sexual, and/or emotional abuse, and may suffer from social isolation.Child marriages claim negative and unexpected consequences like propagation of disease, divorce cases and escaping from home. While parents poverty and illiteracy may lead to their marrying daughters as child, these very marriages move out prevent the daughters from having access to education and economic progress. Research Questions 1. What are the Social, Economic and Political consequences of forced and too soon marriages in rural society? Objective The focus of this concept paper is to know reasons, causes and consequences of early childhood marriages in Afghanistan.In addition this will seek on vulnerabilities which the girls face by forced and early marriages in rural areas and how it is linked with the rural society and contribute with the poverty, furiousness and isolation of the families. Research method The Research will included literature review, reviews of existing files in hospitals and schools, interviews with hospital and school directors, interviews with Rural people (Target area), Government officials and NGOs. compel Marriages in Afghanistan Afghanistan y Tahera Nassrat on April 6th, 2010 9 comments Throughout the world, there are 49 countries that have forced marriage or child bride problems. Forced marriage is simply breach of basic human rights. It is a form of domestic violence and child abuse that contributes to a societys problems. Afghanistan is one of the Islamic countries where people hold strongly tight to customs and traditions. Breaking the tradition of marrying young children, both boys and girls, is not only difficult, but near impossible in near urban distric ts.In the rural areas of Afghanistan, girls are mostly married betwixt ages of 7 to 11. It is really rare that a girl reaches the age of 16 and is not married. The customs, traditions and community they live in make it impossible for girls to break liberate from forced marriages. They do not get ask to call for self desire. The fathers in the families mostly decide, as the mothers do not get involved in the decisions, because they are women. By marrying children in early ages, families are putting them in situations of isolation, health problems, abuse, suicide and lack of education.They believe, they are doing best for their children and without their consents, they bond them into marriage contracts. However, they turn int consider that forced marriage affect women and young children adversely. It involves negative situations like hazarding behavior, emotional blackmail, physical violence, rape, sexual abuse, suicide and even murder and young children are writ largely not in the capacity to handle such squelch. According to a United Nations report, between 60 to 80 share of marriages in Afghanistan are forced marriages.The report states that the reason why girls are dragged into forced marriages are re standment of debts to solve a dispute and to pay family expenses. Moreover, It is obvious among Pashtons, that their widow will never marry someone out of their family, as they always marry the brother of their deceased economize. However in a non-Pashton family, the girl is asked to marry her brother-in-law to get support for the children of her sister. Even worse, some sisters are married to pay for the crime of their brothers by marrying the victims.So, people in Afghanistan believe it is part of subtlety to marry a girl before age of 18th and not let her have a say, but they should consider that forcing a girl to marry cannot be regarded as cultural practice in any society. It is a violation of basic human rights. Therefore, women as part of socie ty should be fitting to freehandedly express their choices about their lifestyle desires. The video bellow is history of a 12 year girl who was forced into marriage. She ran away to break free from her in-laws, but unfortunately was arrested and in form of punishment by her preserve (a Talib) she lost her nose and ear.Child Marriage in Afghanistan October 2, 2011 by Aamozgar01 Filed under Cultural, have 5 Comments If the disposal of Afghanistan does not stop the practice of child marriage, most mothers will lose their children besides their own lives in Afghanistan as a result of under age marriage. Indeed, getting married under the age of eighteen or sixteen is not legal according to any law more or less world because it is internationally accepted that at least the couples should be sixteen.Although according to the Afghan Civil Law the minimum age of marriage for male is 18 and female 16, according to reports of Medica Mondiale and UNICEF, 57 per cent of Afghan females are m arried under the age sixteen without their consent because of their parents financial problems. Moreover, acquiring married under 16 sixteen will result several serious health problems for mothers that cause them not to develop properly, neither physically nor psychologically (Earily Marriage in Afghanistan).For instance, a woman existent in Qala-e-Bakhtiar of Kabul with her six children has said to Medica Mondial that she was only 15 when she was married against her will. She hates the noise of her children because of having psychological problems. (W. Mukhatari , pg 6). The marriage of children by force is against human rights. Children know nothing about their sexual relationship with their life partners, because they are still child and their parents should take care of them. Therefore, to preserve the Afghan female hildren from being exchanged for an touchstone of money to solve a family s financial problems, Afghanistan administration should educate and campaign about cons equences of child marriage, increase employment opportunities for parents, and enforce the law by making the marriage registration legal. In spite of understanding the childhood condition of children, most of the Afghan parents marry their daughters because financial problems they are facing. Poverty is a challenge, which changes the lives of children besides the culture of early child marriage.According to the report by Millennium Development Goals for Afghanistan, the intermediate income of per member of family is 200$ a year and less than one dollar a day. So, they are considered below the poverty line (Earily Marriage in Afghanistan). Thus, to get out of the financial crises the marriage of their daughters before their legal ages such 16 or 18 would be considered for some families the only option for the parents to protect their family honor, pay their debts and take a little metre of money in exchange for their.First of all, one of the reasons of child marriage is to receive an exorbitant amount of money, which is called Toyana (wedding expenses) in Dari. The payment that parents receive from the organize family is not less than 300,000 Afs. and is not meant to be the wedding expenses, but the price of their child daughter. In a report about the child marriages in Afghanistan by the Women and Children Legal Research Foundation (WCLRF) shows that most of the interviewees have said that the only reason they were married in their childhoods was to receive Toyana from the grooms family (Earily Marriage in Afghanistan).Secondly, the other factor that makes the poor families marry their daughters under the age sixteen, often times in rural areas, is to exchange women for women which is called Badal. The practice of this type of marriage is very common among the afghan people. This kind of marriage saves a huge expense of both sides because of exchanging their child daughters from a family to another family to conform to both sides. The wedding party of suc h kind of marriage is often celebrated at one time to avoid spending an large amount of money.Indeed, it is the little young female who is devoted for her brother and is victimized for a little amount of money. Third, debt is another function that the females are exchanged for under the age sixteen in Afghanistan. When a family is un subject to pay its debt within limited time that agreed, then the family is supposed to pay a huge amount that compensate the lender, such as building, farming land, in some cases even a daughter otherwise the family is put in jail. So, the only remaining option for the family to protect its ancestors property would be to sacrifice a daughter as a form of repayment for debt.It does not matter whether the child daughter is 9 or 18 years. As an explicit example, Shahs Family had to marry their 9 year old daughter Khalida two years ago. Shah had received almost 2000$ from a medicine principal to grow opium in his land, but the government crop-eradicatio n team destroyed his poppy field and put the Shah family in debt. So, he had to give his 9 years daughter to drug trader because nothing was left in his life. (Clifford) Forth, the traditional custom of Afghan people is victimizing the child females in most of the rural areas.One of the reasons of child marriage in Afghanistan is Baad, which is a traditional way of having the child females to marry one of males from the family of enemy and forcing her to accept him as her husband in compensation for the crime that her father or brother has committed against the enemy family, and to stop the enmity between two families. For instance, Aisha, an Afghan female whose nose and ears were cut by her Al-Qaeda husband in Oruzgan province, was just 8 years old when she was given as a Baad to her husband family 10 years ago (Shaming her in-laws costs ).Because her father had killed a member of her husband family, so he had to give his daughter to compensate his crime and to avoid being imprison ed or being killed by his enemy. Unfortunately, when the child female goes to her husband house in Baad marriage she is not going to her in-laws house as a bride but as a slave. Consequently, the child marriage has several negative impacts on the health of both, mothers and babies. The female children wh o are married under the age of 16 0r 18 would not be vigilant for pregnancies and child birth.A statistic of child marriage by Women and Children Legal Research Foundation (WCLRF) shows that 28. 7% mothers have physiological and psychological problems, 34. 1% have physically weak children, 8. 9% have handicapped and disabled children, 1. 6% have children with different types of diseases and disorders, and 40. 4% of these women have suffered from gynecological disease (Earily Marriage in Afghanistan). In addition, the child marriage would result to take the life of the mothers along with losing the babies. more or less of the mothers who are dying at the age of 18-19 are because of their early regnancies, and the chance of survival for the babies would be forty per cent comparing to the mothers who married in their proper ages (Sadik). Furthermore, child marriage would result the child brides to be abused by their in-laws family. Most of the child females face various violations after they get married, such as no right to choose, no right to go somewhere without the permission of her husband . When the violation increase the child bride is going to be isolated from the families and relatives. Thus, the only options that remains for the child bride is to suicide or break out from home.The interview of female prisoners by the Medica Mendials legal staff shows that 60% of prisoners were the escapees from husbands houses who were married under the age sixteen. Most of the prisoners have said that they were being abused or even being threaten to dead by their in-laws families (W. Mukhatari , pg 9) . To come out of the child marriage problem and save little young girls in Afghanistan, education and awareness of public are the main keys to prevent from child marriage. The government should impart community education programs to inform the public about negative consequences of child marriage.Such programs can be implemented easily by Ministry of Women Affairs, which can easily teach the women of an area without any problem, or in other way, the government should pay the clergymen of mosques to advice the parents on their tribunes. These are the only sources that families can trust on. Moreover, the government should implement public awareness campaigns by international organizations and by holding Shoras and Jirgas with the elders of rural areas to talk about the negative impacts of child marriage (Earily Marriage in Afghanistan).The government of Afghanistan should enforce the law to prevent child marriages. For instance, keeping the marriage registration regularly by the government agencies and receiving the evidence and acquiescence of bot h sides could be a possible way to reduce the child marriage. For example, in parts of Indonesia, registration of marriage is dependent on evidence that the marriage is not forced on couples (Sadik). The parents who marry their daughters in their childhood under the age 16 should punished and persecuted seriously by the government as governments of Norway and Kyrgyzstan did.They both have set the minimum age of the girls 17 and the punishment of those who marry the females earlier than the age 17 would be jailed for 2 to 6 years. Weak Economy is another factor, which causes most child marriages in Afghanistan. The government should try to develop the economic situation in rural areas where women have cannot earn money for themselves. For example, the project of Micro finance Investment Support Facility for Afghanistan, which is donated by the World Bank and is implemented by the Rural replacement and Development Ministry, should be accessible for all women the Afghanistan.In fact, lending a little amount of money to women can be the start of their business to provide their own necessities. For example Saima Mohammad who was about to be divorced by her husband because of having only a daughter and no son. Her husband had borrowed 3,000$, and he was not able to pay it back. So, Saima went to Pakistani micro finance organization called Kashf Foundation, took out only 65$ as loan and bought her 65$ bead and clothes to make fancywork from them and sell them to market in Lahor.She has everything now, and even her husband is working with her (Knistaff). The government should be serious in taking important steps against child marriages in Afghanistan, because child marriage is dangerous for the health of both, mothers and their babies. People should be informed the parents who force their child daughters to marry and those who marry females under the age sixteen should be punished. Most importantly, the economic situation of people should be developed to prevent the m to not marry their children under the age sixteen in exchange for an amount of money.So, the Afghan government needs to increase peoples awareness about the outcome of early marriage, make employment opportunities and persecute those who marry their children before the age sixteen. pen by Zabiullah Zabi http//www. aamozgar. org/child-marriage-in-afghanistan/ Forced and Child Marriage Forced and child marriages entrap women and young girls in relationships that deprive them of their basic human rights. Forced marriage constitutes a human rights violation in and of itself.Article One of theConvention on Consent to Marriage, Minimum Age for Marriage and Registration of Marriagesstates that No marriage shall be legally entered into without the full and free consent of both parties, such consent to be expressed by them in person after due advancement and in the presence of the authority competent to solemnize the marriage and of witnesses, as prescribed by law. The Marriage Conventi on addresses the issue of age. According to Article 2 of theConvention, States Parties to the present Convention shall take legislative action to specify a minimum age for marriage.No marriage shall be legally entered into by any person under this age, except where a competent authority has granted a dispensation as to age, for serious reasons, in the interest of the intending spouses. Under General lying Resolution 2018 (XX) of 1 November 1965, Recommendation on Consent to Marriage, Minimum Age for Marriage and Registration of Marriages, Principle II states that the minimum age to marry be set no lower than fifteen years. However, this is only a recommendation and it still allows room for a competent authority to grant dispensation as to age for serious reasons. Leaving the minimum age of consent to the discretion of each country and allowing an authority to make exceptions to the minimum age of marriage aggravates the potential for early and forced marriages. Forced marriages di ffer from arranged marriages. In forced marriages, one or both of the partners cannot give free or valid consent to the marriage. Forced marriages involve varying degrees of force, coercion or deception, ranging from emotional pressure by family or community members to abduction and imprisonment.Emotional pressure from a victims family includes repeatedly telling the victim that the familys social standing and reputation are at stake, as well as isolating the victim or refusing to speak to her. In more severe cases, the victim can be subject to physical or sexual abuse, including rape. In arranged marriages, the parents and families play a pencil lead role in arranging the marriage, but the individuals getting married can nonetheless chose whether to marry or not.Many regard arranged marriage as a well-established cultural tradition that flourishes in many communities, so a clear distinction should be drawn between forced and arranged marriages. However, in some cases the differenc e between a forced marriage and an arranged marriage may be purely semantic. In her January 2007 report, Report of the Special Rapporteur on the Human Rights Aspects of the Victims of Trafficking in Persons, Especially Women and Children, Sigma Huda states that, a marriage imposed on a woman not by explicit force, but by subjecting her to relentless pressure and/or manipulation, ften by telling her that her refusal of a suitor will harm her familys standing in the community, can also be understood as forced. Prevalence Forced and child marriage mainly affects young women and girls, although there are cases of young men and boys being forced to marryespecially if there are concerns about his sexual orientation. Reliable statistics on forced marriage are difficult to compile due to the unofficial and, therefore, undocumented nature of most forced marriages.In 2003, the International Centre for Research on Women estimated that more than 51 million girls under 18 years were married an d they expected the condition to rise to over 100 million within the next ten years. Similarly, in 2006, experts estimated that thirty-eight percent of young women aged 20 to 24 in the fifty least developed countries were married before the age of 18. >>Learn more Causes and Risk Factors No major world religion sanctions forced marriage. It is purely a cultural practice. However, no culture exclusively practices forced marriage.Victims are forced into marriage for many different reasons. In theUnited Kingdom, the Working conference on Forced Marriage found that most cases were a result of loving manipulation, where parents genuinely felt that they were acting in their children and familys best interests. To families living in poverty or economic instability, a daughter may be seen as an economic burden who must be married as soon as possible to take financial strain off of the family. Marriage can also be used to settle a debt, or to strengthen family or caste status through social alliances.Fears about sexual activity before marriage, or fear of rumors about such activity ruining a daughters opportunity to marry well, also fuel early and forced marriages. >> Learn more Consequences and Effects Forced and child marriages have severe psychological, emotional, medical, financial, and legal consequences. Victims tend to be isolated from their peers and friends. They rarely have access to social services that could assist them. Early marriages often fragmentise a victims education.This deprives them of their right to education, as well as limits any possibility of economic independence from their spouse, making it more difficult to escape from an unwanted marriage. The unofficial nature of many of these marriages means that they often go unregistered, leaving a woman with no legal protections in cases of separation. Forced and child marriages are also more likely to become violent because the relationship is based on the power of one spouse over the oth er. In addition, complications during accouchement are much more common among young mothers. >>Learn more International and Domestic Law and PoliciesNumerous international legal instruments prohibit forced and child marriage, including the Universal Declaration of Human Rights, the United Nations Convention on Consent to Marriage, Minimum Age for Marriage and Registration of Marriages, the Convention on the Elimination of All Forms of Discrimination against Women. Although most countries have signed onto these documents, many countries have not taken sufficient steps to implement these treaties. In 2005, the Council of Europe chooseResolution 1468on forced marriages and child marriages. However, only a few countries have criminalized forced marriage.

Eleanor Rigby and Life in 60s Essay

The Beatles, one of the most famous bands in the world, have numerous great telephone calls. Eleanor Rigby is definitely one of them. The song was written primarily by Paul McCartney. There are only two characters mentioned in the song, and Eleanor Rigby and Father McKenzie, and the ideal story happens in the church. Eleanor Rigby picks up rice after a wedding and wearing a face the she keeps in a jar. Father McKenzie endlessly writes boring speech at his sermon and darns his socks in the night, day and night to repeat. They all 54e in their own world.Finally Eleanor Rigby died in the church and aught will remember her, Father McKenzie is the only guy who come outs to her funeral and hosts the ceremony. Besides the great contributions on the music side, Eleanor Rigby also provides us a gate way to pick up the life in 1960s, and those behaviors in 60s go our modern society. First of all, from the song we can have general knowledge somewhat the living conditions in the 60s. The song published on the Beatles 1966 album Revolver. At that time, people were under the post war depression of the World War II, the economics grew slowly and the unemployed place was high 1.The song was written under such circumstances, it reflects the peoples feelings and behaviors at that time. At the beginning and the end of the song ask the same interrogation All the lonely people, where do they all come from? All the lonely people, where do they all belong? (The Beatles, line of credit 7, 8, 21 and 22). This kind of question is perpetually asked by people in 50s or 60s generations, we call it the Beat Generations, the answer is they all live in our own world they belong to them and them all liv ed in a dream. (The Beatles, Line 4).Thats why Eleanor has a face that she keeps in a jar by the door. (The Beatles, Line 5). People wear a face do not let others to see the real side of them, so that they can hide their real emotions. And she waits at the window (The Beatles, Line 5). Who is it for? (The Beatles, Line 6). However, until Eleanor dead whoever she was waiting for never came, Eleanor Rigby died in the church and was buried along with her name. Nobody came. (The Beatles, Line 17 and 18). On the other hand, Father McKenzie, writing the words of a sermon that no one will hear. No-one comes near. (The Beatles, Line 9 and 10). Why wont anyone hear Father McKenzies sermon?In that generation, people are tend to be religions skepticism, they suspect everything even themselves. So there is no one hear Father McKenzies sermon and no one near him. Also, no one came to the Eleanor Rigbys funeral can illustrate that people not believe what they use to believe. Moreover, the lyric shows the apathetic of the people uniform Father McKenzie. He wipes the dirt from his hand as he walks from the grave. (The Beatles, Line 19) focus on the action wiping the dirt from his hand looks a standardised(p) Father McKenzie hardly did his job and there is no emotio n involved he did not feel anything about the death of Eleanor Rigby.In the 60s people were tend to be like Father McKenzie, they were numb, they did not have any emotions among other people that is why they are all lonely people. On the other hand, those emotions from the song also affect people in todays society. In 2008 the global financial crisis began, many government nearly bankrupted, and people start losing their jobs. As the results for that people were eyesight things like there lost their house, their family broken up and things they work for years do not exist anymore.So the feeling of loneliness appears at that time. fairish like people in 60s, they start ask question like where are they belong and where are the go. People start hides their real emotions just like Eleanor Rigby has a face that she keeps in a jar by the door. (The Beatles, line 5). Also, after so many years believed in god, the god did not in truth help them went the crises happened, and people start suspect their beliefs, just like no one hear Father McKenzies sermon and no one come near. (The Beatles, line 12).Additionally, people like Father McKenzie who are apathetic, so many things happened to them so that they became numb in order to hide the emotions, they do not get by about other people like Father McKenzie wiping the dirt from his hands as he walks from the grave. (The Beatles, line 19). In general, the song Eleanor Rigby mainly talks about loneliness thought the two characters, and the emotions thought out the loneliness such as stoicism, suspect and apathetic. Also the song uses the characters life and behavior to indicate the lives in 60s and has a great empathy to our modern life.

Self-Proclaimed Philosopher “Charlotte Perkins Gilman”

Charlotte Perkins Gilman was a self-proclaimed philosopher, writer, educator and an intellectual activist of the womens movement from the late 1890s through the mid-1920s. She demanded equal treatment for women as the surpass means to toss away societys progress. She was an extraordinary woman who waged a lifeprospicient battle against the restrictive societal codes for women in late nineteenth-century America. Mrs. Gilman was born Charlotte Anna Perkins on July 3, 1860, in Providence, Rhode Island. She was the grandniece of Harriet Beecher Stowe.She attri excepted her lifelong talent for speaking and her writing skill to her Beecher heritage. Most of what Charlotte learned was self-taught, since her formal schooling was only(prenominal) roughly six or seven-spot years. Gilman believed early on that she was destined to confide her life to lot humanity. When her lover unexpectedly proposed, she was suddenly torn between break and marriage. After years of debating whether to bond or non to marry, she consented and to the best of her abilities carried on the traditional roles of married woman and mother, only to suffer a nervous breakd have got.When her treatment of total rest drove her scrawny to insanity, she was cured by removing herself physically from her home, husband, and finally her daughter, and by fetching part in and writing about the social movements of the day. Later in life she wed her first cousin, George Gilman, and again suffered from drop-off though not as severely as she had suffered throughout her first marriage. Using her life experiences as a feminine within a young-begetting(prenominal) dominated society, Gilman wanted to specify womanhood. She declared that women were equal to men in all aspects of life.This modernistic woman she described was to be an intelligent, well-informed and well-educated ringer. She would also be the creator and the expresser of her own ideas. She was to be stintingally self-sufficient, soci ally independent, and politically active. She would share the opportunities, duties and responsibilities of the workplace with men, and together they would take headache of their home. Finally, this new woman was to be informed, assertive, confident, and influential, as well as compassionate, loving, and sensitive, at work and at home.This vision of the future young-bearing(prenominal) went against the traditional role of womanhood, not to mention the concepts and values of family, home, religion, community, and democracy. These pick ups fetch labeled Gilman as a feminist, but theses ideas clearly have a place within educational history. Gilman showed the need to phrase higher learning institutions for instructor education and to offer women a place that would train them to conceive of more critically. She viewed the education of women as an essential part of a democratic society.She tangle by educating women and thus feminizing society that sexual practice discrepancies wi thin society would end. Gilman began to explore the issue of gender discrepancy within society in the mid-1880s when she first began her career as a writer. Her first produce essays focused on the inequality found within marriage and child-rearing. Her well received inadequate story The Yellow wallpaper told the story of a new mother who was nearly driven insane by the overwhelming traditional duties piled upon her as a wife and mother. The story reverberate that of her own experiences after the lineage of her only child.In her highly successful publication of Women and Economics, she studied the issues of gender discrepancy and the kindred between education and women. Gilman state that humans are the only animal species in which the female depends upon the male for food, the only animal in which the sex-relation is also an economic relation. She verbalize that womens economic colony resulted in their being denied the overdone activities, which have developed intelligence in man, denied the education of the will, which only comes, by freedom and power.To Gilman, the sacking of women required education and the prospect to use what they learned to put in social as well as economic independence. In Gilmans journal called the Forerunner, she said the oddment of education was to teach men, women and children to think for themselves instead of excepting other peoples opinions as their own. She felt that learning centers at the turn of the century were teaching females with masculine content and philosophy.Gilman maintained that the educational philosophy need to be changed because it was still too narrow in thinking since masculine traits were defined as human while female traits were defined as something other. She felt that these women were being educated to think like men. Once education was feminized, she believed that women could place an emphasis on social accountability and alter knowledge, which would develop them to their full potential. Gilman said that by teaching women to dedicate their lives to the common good that it would free them from the daily household routines and help them to recognize their connection and portion to the world around them and give way active members of the economy. In her work entitled Concerning Children she stated that a civilized society is responsible for raising civilized children and that it was the responsibility of everyone in the community to gain this by attending to the require of its young. In Herland, another of her works, she said that children should start their education in infancy.Well-trained professionals should teach this education since gestation was not a underwrite of teaching abilities. Throughout her long career as a feminist writer and lecturer, Gilman was never comfortable with labels. I was not a reformer but a philosopher, she wrote in her autobiography. I worked for various reforms my business was to find out what ailed society, and how most easily and naturally to improve it. This regularity was through education. She used her lectures and publications to teach present and future generations about the possibilities that lay open to them.Gilmans writings about the tensions and struggles between marriage and career, social expectations, and personal goals progress to impact womens decisions. Her arguments have greatly heightened our understanding of the power of social norms on individuals, making Gilmans life and literary works a role model for many. correct though these works were indite a century ago, Gilmans view of womanhood and education remains important as society proceeds to struggle with issues of gender and women continue to struggle for equality and independence.Self-Proclaimed Philosopher Charlotte Perkins GilmanCharlotte Perkins Gilman was a self-proclaimed philosopher, writer, educator and an intellectual activist of the womens movement from the late 1890s through the mid-1920s. She demanded equal treatment for women as the best means to advance societys progress. She was an extraordinary woman who waged a lifelong battle against the restrictive social codes for women in late nineteenth-century America. Mrs. Gilman was born Charlotte Anna Perkins on July 3, 1860, in Providence, Rhode Island. She was the grandniece of Harriet Beecher Stowe.She attributed her lifelong talent for speaking and her writing ability to her Beecher heritage. Most of what Charlotte learned was self-taught, since her formal schooling was only about six or seven years. Gilman believed early on that she was destined to dedicate her life to serving humanity. When her lover unexpectedly proposed, she was suddenly torn between work and marriage. After years of debating whether to marry or not to marry, she consented and to the best of her abilities carried on the traditional roles of wife and mother, only to suffer a nervous breakdown.When her treatment of total rest drove her close to insanity, she was cured by removing herself physically from her home, husband, and finally her daughter, and by taking part in and writing about the social movements of the day. Later in life she married her first cousin, George Gilman, and again suffered from depression though not as severely as she had suffered throughout her first marriage. Using her life experiences as a female within a male dominated society, Gilman wanted to redefine womanhood. She declared that women were equal to men in all aspects of life.This new woman she described was to be an intelligent, well-informed and well-educated thinker. She would also be the creator and the expresser of her own ideas. She was to be economically self-sufficient, socially independent, and politically active. She would share the opportunities, duties and responsibilities of the workplace with men, and together they would take care of their home. Finally, this new woman was to be informed, assertive, confident, and influential, as well as compassionate, loving, and sensitive, at work and at home.This vision of the future female went against the traditional role of womanhood, not to mention the concepts and values of family, home, religion, community, and democracy. These views have labeled Gilman as a feminist, but theses ideas clearly have a place within educational history. Gilman showed the need to develop higher learning institutions for teacher education and to offer women a place that would train them to think more critically. She viewed the education of women as an essential part of a democratic society.She felt by educating women and thus feminizing society that gender discrepancies within society would end. Gilman began to explore the issue of gender discrepancy within society in the mid-1880s when she first began her career as a writer. Her first published essays focused on the inequality found within marriage and child-rearing. Her well received short story The Yellow Wallpaper told the story of a new mother who was nearly driven in sane by the overwhelming traditional duties piled upon her as a wife and mother. The story mirrored that of her own experiences after the birth of her only child.In her highly successful publication of Women and Economics, she studied the issues of gender discrepancy and the relationship between education and women. Gilman stated that humans are the only animal species in which the female depends upon the male for food, the only animal in which the sex-relation is also an economic relation. She said that womens economic dependence resulted in their being denied the enlarged activities, which have developed intelligence in man, denied the education of the will, which only comes, by freedom and power.To Gilman, the liberation of women required education and the opportunity to use what they learned to establish social as well as economic independence. In Gilmans journal called the Forerunner, she said the goal of education was to teach men, women and children to think for themselves i nstead of excepting other peoples opinions as their own. She felt that learning centers at the turn of the century were teaching females with masculine content and philosophy.Gilman maintained that the educational philosophy needed to be changed because it was still too narrow in thinking since masculine traits were defined as human while female traits were defined as something other. She felt that these women were being educated to think like men. Once education was feminized, she believed that women could place an emphasis on social responsibility and specialized knowledge, which would develop them to their full potential.Gilman said that by teaching women to dedicate their lives to the common good that it would free them from the daily household routines and help them to recognize their connection and contribution to the world around them and become active members of the economy. In her work entitled Concerning Children she stated that a civilized society is responsible for raisi ng civilized children and that it was the responsibility of everyone in the community to accomplish this by attending to the needs of its young. In Herland, another of her works, she said that children should start their education in infancy.Well-trained professionals should teach this education since motherhood was not a guarantee of teaching abilities. Throughout her long career as a feminist writer and lecturer, Gilman was never comfortable with labels. I was not a reformer but a philosopher, she wrote in her autobiography. I worked for various reforms my business was to find out what ailed society, and how most easily and naturally to improve it. This method was through education. She used her lectures and publications to teach present and future generations about the possibilities that lay open to them.Gilmans writings about the tensions and struggles between marriage and career, social expectations, and personal goals continue to impact womens decisions. Her arguments have gre atly heightened our understanding of the power of social norms on individuals, making Gilmans life and literary works a role model for many. Even though these works were written a century ago, Gilmans view of womanhood and education remains important as society continues to struggle with issues of gender and women continue to struggle for equality and independence.Self-Proclaimed Philosopher Charlotte Perkins GilmanCharlotte Perkins Gilman was a self-proclaimed philosopher, writer, educator and an intellectual activist of the womens movement from the late 1890s through the mid-1920s. She demanded equal treatment for women as the best means to advance societys progress. She was an extraordinary woman who waged a lifelong battle against the restrictive social codes for women in late nineteenth-century America. Mrs. Gilman was born Charlotte Anna Perkins on July 3, 1860, in Providence, Rhode Island. She was the grandniece of Harriet Beecher Stowe.She attributed her lifelong talent for speaking and her writing ability to her Beecher heritage. Most of what Charlotte learned was self-taught, since her formal schooling was only about six or seven years. Gilman believed early on that she was destined to dedicate her life to serving humanity. When her lover unexpectedly proposed, she was suddenly torn between work and marriage. After years of debating whether to marry or not to marry, she consented and to the best of her abilities carried on the traditional roles of wife and mother, only to suffer a nervous breakdown.When her treatment of total rest drove her close to insanity, she was cured by removing herself physically from her home, husband, and finally her daughter, and by taking part in and writing about the social movements of the day. Later in life she married her first cousin, George Gilman, and again suffered from depression though not as severely as she had suffered throughout her first marriage. Using her life experiences as a female within a male dominated society, Gilman wanted to redefine womanhood. She declared that women were equal to men in all aspects of life.This new woman she described was to be an intelligent, well-informed and well-educated thinker. She would also be the creator and the expresser of her own ideas. She was to be economically self-sufficient, socially independent, and politically active. She would share the opportunities, duties and responsibilities of the workplace with men, and together they would take care of their home. Finally, this new woman was to be informed, assertive, confident, and influential, as well as compassionate, loving, and sensitive, at work and at home.This vision of the future female went against the traditional role of womanhood, not to mention the concepts and values of family, home, religion, community, and democracy. These views have labeled Gilman as a feminist, but theses ideas clearly have a place within educational history. Gilman showed the need to develop higher learning instit utions for teacher education and to offer women a place that would train them to think more critically. She viewed the education of women as an essential part of a democratic society.She felt by educating women and thus feminizing society that gender discrepancies within society would end. Gilman began to explore the issue of gender discrepancy within society in the mid-1880s when she first began her career as a writer. Her first published essays focused on the inequality found within marriage and child-rearing. Her well received short story The Yellow Wallpaper told the story of a new mother who was nearly driven insane by the overwhelming traditional duties piled upon her as a wife and mother. The story mirrored that of her own experiences after the birth of her only child.In her highly successful publication of Women and Economics, she studied the issues of gender discrepancy and the relationship between education and women. Gilman stated that humans are the only animal species i n which the female depends upon the male for food, the only animal in which the sex-relation is also an economic relation. She said that womens economic dependence resulted in their being denied the enlarged activities, which have developed intelligence in man, denied the education of the will, which only comes, by freedom and power.To Gilman, the liberation of women required education and the opportunity to use what they learned to establish social as well as economic independence. In Gilmans journal called the Forerunner, she said the goal of education was to teach men, women and children to think for themselves instead of excepting other peoples opinions as their own. She felt that learning centers at the turn of the century were teaching females with masculine content and philosophy.Gilman maintained that the educational philosophy needed to be changed because it was still too narrow in thinking since masculine traits were defined as human while female traits were defined as so mething other. She felt that these women were being educated to think like men. Once education was feminized, she believed that women could place an emphasis on social responsibility and specialized knowledge, which would develop them to their full potential.Gilman said that by teaching women to dedicate their lives to the common good that it would free them from the daily household routines and help them to recognize their connection and contribution to the world around them and become active members of the economy. In her work entitled Concerning Children she stated that a civilized society is responsible for raising civilized children and that it was the responsibility of everyone in the community to accomplish this by attending to the needs of its young. In Herland, another of her works, she said that children should start their education in infancy.Well-trained professionals should teach this education since motherhood was not a guarantee of teaching abilities. Throughout her l ong career as a feminist writer and lecturer, Gilman was never comfortable with labels. I was not a reformer but a philosopher, she wrote in her autobiography. I worked for various reforms my business was to find out what ailed society, and how most easily and naturally to improve it. This method was through education. She used her lectures and publications to teach present and future generations about the possibilities that lay open to them.Gilmans writings about the tensions and struggles between marriage and career, social expectations, and personal goals continue to impact womens decisions. Her arguments have greatly heightened our understanding of the power of social norms on individuals, making Gilmans life and literary works a role model for many. Even though these works were written a century ago, Gilmans view of womanhood and education remains important as society continues to struggle with issues of gender and women continue to struggle for equality and independence.

A 3000 word reflective account of Solution Focused Brief Therapy within a practice placement setting

This assignment is a personal reflective account on the use of solution foc utilize drawing therapy (SFBT) carried out during a practice berth within a Crisis and Home Treatment Team (CRHT). This assignment aims to discuss the importance of the 10 Essential overlap Capabilities, introduce clear definitions of SFBT, evaluate actual question of SFBT, and provide an evaluation of the key principles of SFBT. I will make a brief comparison of SFBT and traditional psychotherapy.I will utilise aspects of Gibbs forge of Reflection (1988) when discussing my own thoughts and feelings in order to critically analyse and evaluate two key features of SFBT interventions used in practice. This will al lowly-toned me to identify verifying aspects of my practice as well as highlighting aspects which need further cultivatement. Finally, I will evaluate the theoretical framework underpinning its relevance in modern and approaching practice. De Shazer & Dolan (2007) defined SFBT as a future fo cused, goal orientated approach to brief therapy. Iveson (2002) proposes that SFBT focuses on solution structure rather than paradox declaration.As such, SFBT does not require a detailed history of the chivalric or problem due to its solution focused nature. The knob is believed to have the necessary resources to devour miscellanys. Furthermore, Macdonald (2007, p. 7) stipulates that the knob has the capacity to use these resources to machinate their own goals for therapy. In a general sense, psychotherapy aims to aid clients to reach their full po ten dollar billtial or to develop better coping mechanisms to deal with their problems. During psychotherapy a client will develop skills to become self awargon, change their unhelpful cognitive schemas, and develop incursion and empathy (OConnell, 2005).Additionally, psychotherapy assumes that, with guidance, each client has the capacity to overcome their discomfort or distress. There is considerable agreement in literature r egarding the main characteristics of SFBT (De Shazer & Dolan, 2007 OConnell, 2005 Lethem, 2002 George, Iveson & Ratner, 1990 Sharry, Darmody & Madden, 2002). It is believed that therapy mustiness convert from concentrate on the presenting problem and move towards looking for solutions (OConnell, 2005). Therefore, the therapist must consider the clients subjective, individual interpretations of the given problem.OConnell (2005) reports that this phenomenon is a chair of social constructionism. Social constructionism proposes that clients theories are created as a result of social interaction and negotiations with peers. As result these theories are fluid, constantly ever-changing with knowledge, and on that pointfore move away from any certainty (McNamee, 2010). For example, Walter & Peller (1994, p. 14) reported that if a therapist was to lead from behind, by allowing a client to talk about their experiences, this would aid the client to become increasingly aware of aspects of the perceived problem that had previously been disregarded.Rosenbaum, Hoyt & Talmon (1990) theorised that improvements contribute be achieved by the change of the smallest aspect in the clients life, and that it is this smallest, supreme, initial step that will inevitably lead to greater improvements for the client. Furthermore, Sharry et al (2002) highlight that it is not possible for a client to experience one sense all of the time, and that there must be times when the problematic emotion is more or slight intense. They stipulate that it is the therapists role to determine when the emotion is less severe and encourage the client to do more of these behaviours.In addition to this, Sharry et al (2002) advise that the therapist should not focus failed solutions or advise the client to ride out with behaviours that are problematic. Clients are advocated to actualize their preferred future by implementing small changes that have proved to be positive solutions. The idea of a pref erred future is dominant with the SFBT approach. This is seen throughout a SFBT session, from the initial clarification of the clients goals for therapy to the client being encouraged to describe in detail what their future without their problem would look like by use of themiracle question (De Shazer & Dolan, 2007).De Shazer & Molnar (1984) advise that is important to be mindful that clients may think they have to do something which they feel is pass judgment of them by the therapist, even though this may not necessarily be right for them. As such, I feel that asking about the clients preferred future flock be a high risk strategy for vulnerable clients as it may initiate a negative resolution and prolong feelings of hopelessness. There are many similarities of the underlying assumptions of SFBT and other psychotherapies.For example, the goals for therapy are chosen by the client (OConnell, 2005). In addition to this, all psychotherapy assumes that the client has the resources t hey need to implement change (Macdonald, 2007, p. 7). However, the main differences between SFBT and other psychotherapies are that a detailed history is not needed, the perceived problem is not analysed, the interposition process begins within the first session of therapy and that SFBT does not believe a persons perception is maladjusted or in need of change (OConnell, 2005).It is evident that SFBT draws upon numerous therapeutic approaches. I believe SFBT shared a number of theoretical principals with person-centred therapy. Rogers (1951) hypothesised that humans have an intrinsic ability to self-actualise, which can be seen explicitly in SFBT in identifying the clients strengths and resources (Saunders 1998). In terms of person-centred management, the way SFBT highlights these factors is directly facilitating the self- actualization of the client. Furthermore, both theories take an eclectic approach to the clients situation.For example, the importance of the whole person in per son-centred counselling is associated with the interest in the whole context of a persons life in SFBT (Iveson, 2002). Hales (1999) describes how person-centred therapy believes that the client is in control of the counselling process and makes judgements about their decisions and experiences this is seen much more overtly in SFBT as the clients are asked directly their goals for therapy and how they would know that therapy had been worthwhile.Both approaches provide client-orientated counselling which aims to promote self esteem and coping strategies for the client (Hales, 1999). By employing the underlying principals of SFBT into future training, my practice will remain aligned with the Ten Essential Shared Capabilities (Department of Health, 2004). In particular, SFBT focuses on working in partnership, identifying peoples needs and strengths, providing service user care and promoting safety and positive risk victorious (Department of Health, 2004, p.4).In a literature review, Fe rraz & Wellman (2008) emphasise that it is possible to incorporate these essential capabilities into SFBT techniques in current practice. They suggest that SFBT is particularly appropriate when staff have relatively brief contact with clients. SFBT is congruent with these essential capabilities, enabling nurses to develop improved therapeutic alliances with clients, improved parley skills, and a goal orientated approach to recovery (De Shazer & Dolan, 2007).Whilst there is limited research surrounding SFBT in comparison to other psychotherapies, the evidence base has developed in recent years (Gingerich & Eisengart, 2000). However, much of the initial research was conducted by the pioneers of SFBT, e. g. De Shazer & Molnar (1984) and Kiser (1988), and is therefore likely to be in favour of SFBT. In terms of victor rate, Kiser (1988) and Kiser & Nunnally (1990) conducted six month follow up studies which showed an 80% success rate of clients who had received SFBT.However, these st udies can be criticised as only 14.7% clients reported considerable improvements beyond meeting their treatment goals. Much research into the effectiveness of SFBT concludes a success rate which is calculated by a combination of clients who achieved their goals and clients who made significant improvements. Further to this, Macdonald (1994 1997) argued success rates of 64% at a terzetto year follow up. Moreover, DeJong & Berg (1998) report that SFBT achieves 70% or more success rates for multitude of social and mental health issues, including depression, suicidal ideation, relationship difficulties, domestic violence, and self-esteem.As such, the underlying principals of SFBT can be applied to the Seven Stage Crisis Intervention Model (R-SSCIM Roberts, 1991). For example, stage 3 of Roberts model (1991) help clients to identify their strengths, resources and past coping skills. This can be achieved through the use of censure and coping questions (OConnell, 2005). De Shazer & Dolan (2007) expand on this by advising that identifying strengths and resources can help build rapport and consecrate with the client as the focus is shifted away from short-comings and towards complimenting the client.During Stages 4 & 5, feelings and emotions are explored, and alternatives are generated and explored (Roberts, 1991). SFBT utilises these stages by acknowledge clients current experiences and aiding them to create an action plan. The client I chose to utilise SFBT techniques with had an extensive mental health history. He has been known to community services for the past 5 years, and has a diagnosis of major depression. He had been referred to CRHT following deterioration in mood and was expressing suicidal ideation. The client had consented to me using SFBT techniques during a home treatment visit.I utilised several discernment tools of SFBT including pre-session changes, goal setting, exception tasteing and coping questions, miracle question, scaling question, and t ask setting. I have chosen to reflect on the use of scaling questions and exception seeking questions. OConnell (2005, p. 35) stipulates that scaling is a technique whereby the therapist asks the client to rate on a master of zero to ten, where zero is the worst they have felt recently and ten is the best they have felt recently, for a particular issue.OConnell (2005, p. 35) goes on to state that scaling can be used to set treatment goals, measure progress, testify priorities, rate the clients motivation, and discover the clients confidence in resolving their issues. I have chosen to reflect on scaling techniques as I felt confident and noticed my personal strengths but also identified some areas for development. I first introduced scaling with my client when asking about pre-session changes.I explained the scale to him and asked where he would place himselftoday and if this was any different from when he had contacted CRHT. I reassured the client by complimenting him for contacti ng CRHT regarding his mental health. The second time I used scaling questions was following the miracle question. This was to assess whether the client had shown any sessional changes from the score he reported earlier. Finally, I used scaling when amplifying homework tasks. This was to assess whether the client was cause and confident in achieving these tasks, and whether these tasks would improve the clients depressive symptoms.Throughout the home visit, I felt extremely nervous, tense and pressurised because I was also being assessed by my wise man as part of the Direct Observation of a Nursing Activity. I was also aware that the client was at crisis point and was slenderly volatile in mental state. This made me feel inexperienced and very aware that I had limited training in SFBT. Initially, I felt apprehensive at do a mistake or asking the wrong question, and this was clear to the client when I had perplexed the explanation of the scale.Upon reflection, my emotions affected my performance throughout the intervention for example, as I became more relaxed I gave a more apparent explanation of the scale for confidence in completing homework tasks. My strengths were that I was able to pay off a baseline of the clients rating of their mood, affirm sessional changes to mood, and attain a rating of the clients motivation and confidence in achieving set tasks. I felt the client responded well to the scaling questions as it did not involve him explaining in depth his feelings, but rather focused on how to part his current crisis state (De Shazer & Dolan, 2007).However, I feel my weaknesses lie in the timing of the scaling questions. For example, I introduced the scale near to the start of the home visit and thus a further two times during the visit. As a result I felt I had to explain the scale each time I used it. I feel this made the intervention slightly disordered and therefore illogical to the client.The use of scaling questions following the miracle qu estion was partially out or keeping(p) as the client stated that he had just answered questions regarding his preferred future (i. e.where the client would like to be on the scale) when amplifying the miracle question. In hindsight, I feel that these questions were somewhat unnecessary. In contrast to this, De Shazer & Dolan (2007) stipulate in their G. E. M. S approach that scaling questions should follow the miracle question due to its effectiveness in obtaining measures of where clients would rate themselves today, and their preferred future. Furthermore, OConnell (2005, p. 52) describes the importance of scaling questions with regard to talk with a client.He advises that it gives the opportunity for the client to express how they are feeling and eliminates the therapist making assumptions. He argues that scaling provides a comprehensive interpretation of the clients feelings on a particular issue, with limited scope for individual interpretation. However, there is much research (Chant, Jenkinson, Randle & Russell, 2002 Sumner, 2001) to suggest that conference and interpretation of a clients feelings is eclectically gained through the practitioners emotions, personal development, perception of others, and the circumstances of the interaction.I feel this is particularly relevant to my performance since my communication was adversely affected initially due to my anxieties and the circumstances of being assessed. This therapeutic intervention provided me with first hand experience of these barriers to communication (Sumner, 2001) and as such I am aware of how my communication is affected by anxiety which in turn impacted on the scaling technique I was using. This issue could be resolved through the use of further reflections and SFBT with other clients.I feel that utilising SFBT techniques in my future practice will improve my confidence and my ability to concisely quit explanations of scaling questions as I will no longer feel like a novice. I have also ch osen to reflect on the use of exception questions with the client as I feel that I need to expand my current knowledge base of how to carry out these questions effectively in order to develop my skills in SFBT. Macdonald (2007, p. 15) advises that exception seeking questions are particularly useful when clients are feeling hopeless.I feel this was very relevant to my client as he was somewhat resistant to change initially. However, through the use of these questions my client identified small exceptions where he was able to control improve his low mood, which in turn improved his motivation and confidence in setting small tasks. In this instance, I used exception questions with the intention of demonstrating to the client that his low mood was not occurring all of the time. However, my client was vague and negative in his response. I intended to demonstrate previous enjoyment to the client by focusing on spending time with his family.I felt very inexperienced and incompetent when u sing this technique as I struggled initially to achieve my intentions. As a result, I felt very aware that I was being assessed by my mentor, which added to my anxieties. I felt frustrated that my client was unable to identify any positive aspects in his life, but began to relax when he described the pleasure he gains from spending time with his children. I felt positive and confident when my client became facially bright and was laughing when telling personal anecdotes.De Shazer & Dolan (2007) highlight the difference between previous solutions and exceptions, with exceptions being times when the problem could have occurred but did not. In hindsight, I feel I was searching for previous solutions rather than exceptions. Furthermore, they go to theorise that the role of the therapist to recognise opportunity for exceptions during the session rather than actively seek out opportunities to utilise this technique. Therefore, as a skilled therapist I should be seeking opportunities to am plify exceptions rather than explicitly questioning the client in this way.Due to my limited training in SFBT I felt like a novice and did not utilise the true nature of exception seeking questions. following(a) this reflection I am now more aware of the difference between previous solutions and exceptions that De Shazer & Dolan (2007) hypothesised, and how they can both influence the therapeutic intervention. As I gain experience and further develop my knowledge base of SFBT, I feel that I will be able to use exception questions when need rather than expectantly.In my future practice as a registered mental health nurse, I plan to utilise SFBT techniques with service users, particularly those experiencing relapse, as the use of these tools can provide immediate improvements and allows for a future focused approach rather than problem orientated. I must remain mindful of the barriers that exist in communication (Kiser, Piercy & Lipchink, 1993) and apply this when delivering SFBT te chniques. However, De Shazer & Dolan (2007) theorise that scaling is a very effective tool for the client to verbalise their emotions.Therefore, this could be used in my future practice, particularly when building a therapeutic relationship with clients. In terms of current practice, I have effectively demonstrated the scaling technique within cognitive behavioral therapy however, I am aware that these two therapies use the scale in different ways. To conclude, this assignment has allowed me to develop my knowledge of the key principals of SFBT, the practical applications, and the limitations of my inexperience when utilising SFBT assessment tools.I believe SFBT shares many fundamental assumptions with person centred therapy. The underpinning principals are apt for contemporary nursing, particularly as it fits wells with the Ten Essential Shared Capabilities (DoH, 2004). There are some limitations to this approach, such as lack of extensive research (Gingerich & Eisengart, 2000). H owever, I feel that this approach is appropriate to use with clients who are experiencing mental health difficulties.

A Network Enterprise Management System for Shopping Malls Essay

BackgroundGICEL Shopping Mall is just like an advanced supermarket that sells mostly kinsfolk products such as home appliances and cosmetics. It pictures new(prenominal) services like selling ice creams, beverages and most food items officed at home. The Mall sells products to guests categorized from children to adults.A Brief study of an living SystemDuring my decision to present this project topic, I surveyed several shopping malls, studied their daily operations and realized there was a need for a more reliable and cost-effective constitution. Below argon a few things I studied* GICEL shopping mall is more into selling home products and other items either for eating or wearing. The mall has an automated dodging that keeps the daily transaction records, employees detail, product records i.e. prices, stock level etc. all on a spread sheet (EXCEL). * There be about five or six counters where the employees sit to key in price of products bought. After each twenty-four hours and week the employees make a total amount of product bought with the sum of m iodiney they collected. * During a transaction, the customer takes a product he/she wants to purchase to one of the attendant who is sitting behind a computer with Microsoft Excel installed on, keys in the product with its corresponding price the customer pays and a receipt is issued to the customer. * All products in stock are recorded, records are taken for daily transactions on the spread sheet and at the end of the week reports are drawn veritable(a) when they expected an ad-hoc report. * A special employee has to visit each of the computers in the mall to draw those reports every week.Read more Essays About Shopping MallsProblemIn the case study, there was a problem of bad record keeping. The spread sheet (Excel) platform finds it difficult to combine records since purchases made by the customer are kept separately on individual sheets and on varied computers. This makes it difficult to nominate a d-hoc reports to counselings of the shopping mall. In situations where a single customer is buying different types of products there is a problem of data redundancy. These makes the total amount that a customer needs to pay miscalculated and this has created loss of income and low productivity. Within four (4) months managements has fire about 3 employees due to incorrect account reports made.Managements of the Mall wanted to create accounts for regular customer further are frighten of bad customer records keeping. The special employee who oversees the other employees behind the counter mostly get fatigue by moving from one computer to the other. He has to copy all excel sheet of the records to his computer tally them and make accounts of it. There is also a problem of ashes security since data abstraction is not invoked in the schema to prevent some unauthorized persons (employee) from making changes to some records. They easily lose their data since there is no backup system in place.The Proposed SystemThe proposed system allow provide satisfying interfaces to be used basically for keeping records of all employees and regular customers, tracking the daily transactions made, tracking the daily financial/monetary issues of the mall and giving GICEL shopping mall the opportunity to get the best out of the system satisfactorily. With the proposed system, services will not change but method of record keepings will change. A special/particular employee (administrator) will use this system to take plow of all recordings while other employees provide the actual services. There will be a network between all the computers that will enable the special employee to sit in his office and varan the other employees. The special employee does not need to move from his desk to draw inferences from the daily and weekly sales. He/she will also provide passwords to the attendants and make sure they are limited to specific forms only.Business NeedThis project has been i dentified to better keep record of products, easily update of stock and create accounts for regular customers and provide speedy services, security, reliable and adequate reports at the end of each day.Business Requirements* The system will help cut down the time spent on tracing the Malls monetary issues as well as calculations. The system will help keep the records of all purchases made by the management to stock the mall in order to know how much profit the mall is spending. Payments for products sold are also going to be recorded and the system is eventually going to give a supposed picture of how much money the mall is making or losing. The system will take care of the basic accounts of the mall, thus, providing the mall with its cash analysis.* Since there is a network additional counters can be provided to reduce customers queuing to pay for their products thereby satisfying customers which will accession customer population. * The system will help in the preparation and iss uing of receipt (after customers have brought product to the counter and charges have been accepted and payments have been made). * The system should be also to keep records of employees, products with their prices, update and preview of stock level and record information on regular customers with their bank details. * The system should have a backup utility.* The system will also provide special features to help GICEL Shopping Mall have an easy access to received tasks or certain programs found/installed on their operating system, without having to close this system. These will embarrass some various programs that they use frequently such as notepad, calculator, word, etc. * The system will eventually help the mall to operate much faster and more efficiently, thereby improving productivity and customer satisfaction.Project PlanGiven complete supervision, I look forward to completing the development of this system by the end of the academic year.MethodologyThe methodologies for c ollecting data for the development of the system include observation, conducting interviews and giving out questionnaires.Special IssuesSince this is the first version of such a system, I consider it a prototype which could be built upon in the future. I therefore recommend other students to take up from where we will leave off and improve upon our work.I hope future developments will include* swimmingly run on web (internet).* Able to use a Barcode reading system.* Ability for customers to use ATM card to pay for products.* Standalone systems at special points in the mall where the customer will search for location of product with its prices to limit customer from asking attendants were to locate products.ConclusionI hope to provide a system suitable to be used by Shopping Malls. The system will be made flexible enough to provide users the ability to use it the way they want it for their desired results.

Peer Influence: The Good, the Bad, and the Ugly Essay

Everyone requirements to belong to feel connected with former(a)s and be with others who shargon attitudes, interests, and circumstances that resemble their own. People choose friends who accept and like them and perk up them in a favorable light. (Lebelle, 1999).Middle school is a tough time. There be numerous changes occurring internally and externally amongst children in this age group. Boys and girls atomic number 18 maturing physically at rapid paces, but their emotional maturation is a lot slower. This back cause problems. to the highest degree young adolescents desire adult treatment, because they are beginning to look like adults, but, on the inside, they are still easily influenced children. Teens are desperate to fit in with their matchs at school and bequeath go to extremes to do so. This contribute be good and bad.see morespeech on peer insistencyPositive peer influence can sanction such desirable qualities as truthfulness, fairness, cooperation, and abstinenc e form drugs and alcohol. (Ormrod). On the other hand, negative peer influence can encourage aggression, criminal activity, and other unsociable behaviors (Ormrod). Illegal drug and alcohol use, promiscuity, intimidateing, and loss of identity can all result from negative peer pressure. Teachers need to be educated about these things. They need to know what occuring outside of their classrooms is in order to make a difference inside their classrooms.Cliques play a key role in both despotic and negative peer influence. Depending on which clique a child belongs to, he could become an honor student who never tries drugs or alcohol or he could become an alcohol or drug abuser, a bully, or he could become promiscuous which could lead to STDs or teen parenting. There is a hierarchy when it comes to cliques. The popular kids are at the very top. These students are usually nice-looking, well-dressed, and involved with athletics and clubs. Those things are all well and good, but sometimes , the popular kids are also into partying with drugs and alcohol.A child who reaches age 21 without smoking, abusing alcohol or using drugs is virtually certain never to do so (Lebelle, 1999). Unfortunately, thatrarely happens. Most girls pose tried alcohol by age thirteen and most boys acquit tried it by age eleven. The average American begins drinking regularly at age fifteen. That means that the majority of halfway school children have already experimented with alcohol. Many cases of adolescent drinking are linked to pressure from peers. That is wherefore it is important for parents and teachers to encourage their children and students to disassociate themselves from peers who drink. Young adolescents will be less likely to begin drinking or smoking if they steer clear from cliques that do not drink or smoke and if they are taught by their parents to stay away from alcohol, tobacco, and drugs.Even if a child is encouraged from the start to resist drugs and alcohol, he can st ill become involved with these deadly toxins. Sometimes, the desire to conform to a certain image is just too strong. Trying drugs and alcohol whitethorn make a middle school child feel like he fits in with his classmates. If the cool kids are doing it, thus a child who is unpopular may think that drinking or smoking will make him cool. Some young adolescents are able to do drugs and alcohol a hardly a(prenominal) times and then quit whenever they want, but there are many who just try it once and then they are hooked. It is difficult to know which teens will experiment and stop and which will develop serious problems (Lebelle, 1999).Pressure from certain cliques cannot only influence drinking and drug use, but also bullying. Most cliques have a leader and the members of the clique want to be pleasing to the leader. If the leader makes fun of fellow students who do not wear name brand clothing, then it is only natural for the other clique members to think that it is cool to do the same thing. Also, those kids who want to belong to a certain clique will tight watch how their coveted clique behaves. Then, they will try to mimic those actions.There are also times when children who are more athletic will bully classmates who are smaller and not as gifted at athletics. This has even been said to be the cause of school violence. The two killers in the Columbine tragedy, Eric Harris and Dylan Klebold, were purportedly tormented constantly by the Jocks. When the two boys entered high school, they instal it difficult to fit into any of the cliques. As is too common in high school, the boys found themselves frequently picked on by athletes and other students (Rosenberg). Bullying is a deeply hurtful act that can torment and traumatize a child for life. sleeping around is something that used to be frowned upon. Now it is cool to be rideualityually active as a young child. Popular Culture is teaching are middle school children that the less clothing you have on, the more cool you are. Children are seeing sexual images everywhere and it is creating muddled thinking in their minds. Young adolescents have the incorrect notion that they are adults, but the truth is that they are nowhere near mature enough to handle sexual relationships. However, the pressure to have sex is abundant and hard for middle school kids to resist.Teens also have cultural beliefs about what is normal sexual behavior. Although most teenage girls believe that sex equals love, other teens especially boys believe that sex is not the ultimate expression of the ultimate commitment, but a casual activity with minimal risks or serious consequences (Lebelle, 1999). The honesty is that sex has many risks and carries serious consequences.Sexually Transmitted Diseases and pregnancy are not carefully considered enough by young adolescents who want to have sex.The pressure to conform is overwhelming for teens today. Cliques influence the actions of kids in everything from academics a nd athletics to drugs and sex. Our world has a misconsqued conception of what makes an individual cool and unfortunately our young people are beingness taught these messed up ideas everyday through the media and from classmates. Teachers can help by providing positive examples and encouragement for their young students.Everyone knows about the negative affects of peer pressure. However, peer pressure can be positive it is also not as scary as some may believe. Studies show that, almost always, peer influence is weaker than adults believe (Black, 2002). Adults run to underestimate middle school childrenand their ability to make decisions on their own. When a child commits a wrongdoing, parents automatically want to blame peer influence. Yet explore has shown that young adolescents are not necessarily drawn into certain behaviors by peer pressure, rather they decide to be more like their peers on their own.It is no secret that middle school children strive to blend in with their pe ers. The need to belong is an important aspect in a childs life. chum pressure is real, but it is not always crippling. Positive peer pressure can be overwhelmingly rewarding. In contrast, negative peer influence can be catastrophic. Contrary to popular belief, middle school children do respect the thoughts of adults and desire to be like them. Parents and teachers need to remember that when they are battling negative peer pressure. Although parents may be relegated to a lesser role in the influence they hold over their young adolescent children, these same children will listen to and copy other adults. Whether it be teachers, parents of their friends, or community members, adults have the opportunity to influence and lead the young adolescent in positive directions (Knowles & Brown, 2000).BibliographyBlack, S (2002, April). Rethinking peer pressure. American School, 189, Retrieved June2, 2006, from http//www.asbj.com/2002/04/0402research.html(January 23, 2001). Study Peers sway a childs interest in smoking, drinking as early as6th grade. CNN.com, Retrieved June 1, 2006, fromhttp//archives.cnn.com/2001/HEALTH/01/23/teen.drinking/index.htmlKnowles, T & Brown, D.F. (2000). What every middle school teacher should know.Portsmouth, NH Heinemann.Lebelle, N (1999). Peer influence and peer relationships. Retrieved June 2, 2006, fromFocus Adolescent Services Web site http//www.focusas.com/PeerInfluence.htmlOrmrod, J.E. (2006). Educational psychology Developing learners.Upper Saddle River,NJ Prentice HallRosenberg, J (2006). Columbine massacre. Retrieved July 2, 2006, from About Web sitehttp//history1900s.about.com/od/famouscrimesscandals/a/columbine.htmWilliams, M (2001-2006). Teen sex and pregnancy. Retrieved June 1, 2006, fromWestside Pregnancy Resource Center Web sitehttp//www.wprc.org/9.28.0.0.1.0.phtml