The Vaccination Of The Hpv Vaccine - 778 Words

The HPV vaccine has always been controversial. When the vaccine first debut in 2006, many parents felt that the vaccine was only for sexually active teens, and their children did not fit that mold. Others felt that the vaccine was dangerous and refused to be vaccinated. Unfortunately, the stigma around the HPV vaccine still stands. In a study done by the Mayo Clinic, there has been a steady rise in the number of parents who do not want to vaccinate their children. In 2013, only 37.8 % of girls ages 13-17 received the full three doses of the vaccine and boys ages 13-17 had a vaccination rate of 14%. So why is it that many people refuse to get vaccinated? Perhaps it is a lack of education surrounding both the virus and the vaccine that is contributing to the reluctance. According to Dr. Renee Eger, an OB/GYN affiliated with Women and Infants Health Care Alliance, â€Å"Parents of children need to be educated around the safety of the vaccine and the significant benefits of the vaccine.† Hence, education around the dangers of the virus and benefits of the vaccine need to be promoted. However, It seems that parents are educated about the perceived dangers of the vaccine rather than its benefits. A quick google search can render countless articles around the risk of the vaccine. Truthaboutgardasil.org is one website dedicated to women who have faced life altering medical conditions, including paralysis, after receiving the vaccine. The organization also hopes to remove the vaccineShow MoreRelatedHpv Vaccine, The Cochrane Library, And Google Scholar1229 Words   |  5 Pagesterms included â€Å" human papillomavirus vaccine†, â€Å" human papillomavirus†, â€Å"HPV†, â€Å" human papillomavirus safety and effectiveness†, â€Å"human papillomarvirus vaccination rates†, â€Å"HPV randomized controlled trials and systematic reviews†. Since licensure of the HPV vaccine in 2006, HPV vaccine coverage among US adolescents has increased but remains low compared with other recommended vaccines. Studies show that the influence of accurate information about vaccines is maximized when conveyed from providerRead MoreHPV: The Most Common Sexually Transmitted Infection Essay1539 Words   |  7 Pagestransmitted infection (STI) is human papillomavirus (HPV) (CDC, 2013). Over half of sexually activity people will become infected with HPV at some point in their lifetime (National Cancer Institute, 2012). HPV can fall into two categories: low-risk HPV and high-risk HPV (National Cancer Institute, 2012). Low-risk HPV, also known as HPV types 6 and 11, cause about 90% of genital warts (National Cancer Institute, 2012). High-risk HPV, also known as HPV types 16 and 18, causes about 70% of cervical cancerRead MoreThe Human Papillomavirus ( Hpv )1266 Words   |  6 PagesThe Human Papillomavirus (HPV), a sexually transmitted disease (STD), is the most common sexually transmitted disease in the United States with about 14 million cases each year. There are two different types of HPV: low-risk and high-risk. According to the Centers for Disease Control and Prevention (CDC), â€Å"more than 90 percent and 80 percent, respectively, of sexually active men and women will be infected with at least one type of HPV at some point in their lives. Around one-half of these infectionsRead MoreThe Importance Of Penile Cancer1458 Words   |  6 PagesPapillomavirus (HPV), and that 14 million Americans become infected annually (CDC HPV Questions and Answers, 2016). Human Papillomavirus can cause penile cancer in men, cancer of the vulva, vagina or cervix in females, and esophageal, oropharyngeal, and anal cancers in both men and women (CDC HPV Questions and Answers, 2016). Consequently, 27 million Americans annually are diagnosed with cancer from HPV (CD11.7C What Is HPV, 2016). The morbidity and mortality rates for cervical cancer caused by HPV in theRead MoreHuman Papillomavirus Vaccine Controversy : Susan Le1707 Words   |  7 Pages Human Papillomavirus Vaccine Controversy Susan Le California State University, Sacramento Abstract Human Papillomavirus is a highly contagious sexually transmitted disease that is believed to be the precursor of several cancers, especially cervical cancer. Researchers have developed a couple of vaccines believed to prevent several strains of the virus. Much controversy has surrounded the birth of this vaccine because law makers want to make the vaccine mandatory for school -aged childrenRead MoreIntroduction. The Very Controversial Issue Being Discussed956 Words   |  4 Pagesbeing discussed in this debate is the question should vaccinations such as HPV be mandated for teenage girls? Two different views are offered. This controversy began when the issue was introduced to the real world in 2006. The FDA announced a prophylactic vaccine against 4 strains of HPV. Most importantly is the fact that this vaccination has about a 70% protection against cervical cancers linked to HPV. More CDC recommends routine vaccination for 11-12-year-old girls. It also recommends 13-26-year-oldR ead MoreThe Human Papillomavirus ( Hpv )1655 Words   |  7 PagesPapillomavirus (HPV) is a set of 150 connected viruses. This group of viruses is very large and thus each HPV virus is assigned a number that is called the corresponding HPV type. The names of such HPV types are called after warts it produces as a visible sign of the infection.1 One very easy way to spread HPV viruses is by means of sexual contact. In addition, more than 40 HPV types are involved in the sexual transmittance of the infections. There are two different categories for sexually transmitted HPV types:Read MoreEthical Considerations Of Compulsory Hpv Vaccination1677 Words   |  7 PagesConsiderations of Compulsory HPV Vaccination Mandates for Adolescent Girls Human papillomavirus (HPV) is a sexually-transmitted infection (STI) which includes over forty strains, several of which are the cause of 70% of cervical cancer cases (Thomas, 2008). The Food and Drug Administration licensed the vaccine, Gardasil, produced by the pharmaceutical company, Merck, in June 2006 as a safe and effective means for preventing cervical cancer caused by HPV (Thomas, 2008). The vaccine can be administered inRead MoreHuman Papillomavirus ( Hpv )1276 Words   |  6 PagesPapillomavirus (HPV) is responsible for most of both incident and prevalent Sexually Transmitted Infections in the U.S (Satterwhite et al., 2013). Approximately, 14 million Americans aged 15-59 years are newly diagnosed with HPV each year and a half of them occur among young adults aged 15-24 years (Markowitz et al., 2014). Similarly to female, the prevalence of genital HPV infection is estimated to be at least 20% or higher in male population (Dunne et al., 2006). While most HPV infection (7 0-90%)Read MoreThe Effectiveness Of The Hpv Vaccine1555 Words   |  7 Pagesimmunizations has been studies for years. Edward Jenner, the producer of the first vaccination, reduced the frequency of diseases through immunization (Mhaske 209). HPV and MMR vaccines elongate lives by immunizing them from harmful infections. Studies are being conducted to test the effectiveness of the HPV vaccine. The first HPV vaccine came out in June of 2006, but it was not released until 2007 (Vetter, Geller 1258) (Fonteneau 2). HPV stands for Human Papillomavirus; it is a sexually transmitted disease that

Snake Free Essays

Analysis of Theme in â€Å"Snake† A theme found in the poem â€Å"Snake† is that the respect man has for nature hinges on the difference between instinct and learned behavior. D. H. We will write a custom essay sample on Snake or any similar topic only for you Order Now Lawrence expresses this theme through the use of similes and conflict. The literary elements used in the poem help clearly point out this meaningful message. As the poem begins, the narrator comes across a golden-brown snake as he approached his water trough. At first, the narrator shows respect and admiration for the creature. As stated in line (27), â€Å"But must I confess how I liked him, How glad I was he had come like a guest,† shows He felt honored by the snake’s presence. It is the narrator’s natural instinct to feel this way. The narrator then goes on to compare the snake to cattle by saying in line (16) â€Å"He lifted his head from his drinking, as cattle do, and looked at me vaguely, as drinking cattle do. † The use of this simile represents the respect the narrator has for the snake and reflects on the snake’s harmless behavior. Soon after, the narrator’s natural admiration and respect for the snake is interrupted by the voice of his education. Here begins the main internal conflict the narrator faces. The narrator listens to the voice in his conscience say, â€Å"The voice of my education said to me, he must be killed, for in Sicily the black, black snakes are innocent, the gold are venomous. and voices in me said, if you were a man, you would take a stick and break him now, and finish him off. (Line 22)† The narrator’s decision to listen to the voice of his education instead of his true feelings is what ultimately brings about the main consequence, which is the sense of guilt resulting from such a petty action. The consequence the narrator faced for killing the snake he had once admired was the feeling of regret and guilt. Although he showed respect and felt honored by the snake’s presence, both were overshadowed by the action of the narrator. The peaceful atmosphere immediately shifted when the narrator thought in his mind, â€Å"And immediately I regretted it. I thought how paltry, how vulgar, what a mean act! I despised myself and the voices of my accursed human education. (Line 63)† The negative feelings felt by the narrator were brought forth by something that man usually views as insignificant, the elationship between nature and man-kind. All that was left for the narrator to do was to extinguish his self-inflicted sense of sin against nature. The poem concludes on line 72 when the narrator utters, â€Å"And I have something to expiate: a pettiness. † The poem â€Å"Snake† clearly sends the message that the respect man has for nature depends on the differen ce between the inner conscience and the impulse of learned human behavior. The theme shines light on the importance of the relationship between nature and mankind because at the end of the day, they are both more similar than we assume. How to cite Snake, Papers

The Middle East Conflict free essay sample

The paper gives a history of both Zionism and the Palestinian Liberation Organization, explaining the contributions of both sides to the current conflict. The paper gives a history of both Zionism and the Palestinian Liberation Organization, explaining the contributions of both sides to the current conflict. In some sense, the roots of the current cycle of violence in the Middle East stem from the founding of the modern state of Israel. (It is arguable that the current violence is actually the continuation of ancient struggles for power in the region extending back to the Egyptian empire, but that is perhaps too long a view for the current paper.) Jews came to the Middle East at the end of World War II to Palestine because they needed and wanted a place of refuge. Their tenacity in holding on to that refuge in addition to the antipathy of those who became their new neighbors (including some that had been displaced or left the new land of Israel) established the roots of the current violence. We will write a custom essay sample on The Middle East Conflict or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page

INTRODUCTION Essays (681 words) - Jack London,

INTRODUCTION Jack London (1876-1916) was easily the most successful and best-known writer in America in the first decade of the 20th century. He is best known for his books, The Call of the Wild, White Fang, and The Sea-Wolf, and a few short stories, such as To Build a Fire and The White Silence. He was a productive writer whose fiction traveled through three lands and their cultures such as the Yukon, California, and the South Pacific. His most famous writings included war, boxing stories, and the life of the Molokai lepers. "He was among the most influential people of his day, who understood how to use the media to market his self-created image of a once poor boy to now famous writer"(biography of Jack London). He left over fifty books of novels, stories, journalism, and essays. BIOGRAPHICAL INFORMATION London was born in San Francisco to an unmarried mother, Flora Wellman. His father may have been William Chaney, a journalist, and lawyer. Because Flora was ill, for eight months Jack was raised by an ex-slave, Virginia Prentiss. Late in 1876, Flora married John London, a partially disabled Civil War veteran, who adopted Jack. The family moved around the Bay area for a while before settling in Oakland, where Jack completed grade school. When he was young, London worked at different hard jobs. He searched for oysters on San Francisco Bay, served on a fish patrol, sailed the Pacific on a sealing ship, hoboed around the country, and returned to attend high school at age 19. During that time, he became familiar with socialism. He ran unsuccessfully several times for Mayor of Oakland. London's great love became agriculture, and he often said he wrote to support his Beauty Ranch in Glen Ellen. He brought techniques observed in Japan, like terracing and manure spreading and used them on his farm. Troubled by physical problems, during his thirties, London developed kidney disease. He died on November 22, 1916. Following his death, for a number of reasons a myth developed in which he was made up to be an alcoholic womanizer who committed suicide. But it was proved wrong. But its rumor has resulted in neglect of his books and his popularity. His writings became translated in several dozen languages, and he remains more widely read by other countries around the world, than in America LITERARY INFORMATION Because he read so much, he chose to become a writer as an escape from the terrible life as a factory worker. He studied many famous writings and began to submit stories, jokes, and poems but most came without success. His experiences when he was a boy, later formed books for boys' adventure stories like The Cruise of the Dazzler (1902) and Tales of the Fish Patrol (1905). A committed socialist, he insisted against editorial pressures to write political essays and insert social criticism in his fiction. Spending the winter of 1897 in the Yukon, he began publishing in the Overland Monthly in 1899. Many were books were written during this period of his life he told stories in The Son of the Wolf (1900), Children of the Frost (1902), Smoke Bellew (1912). Although The Call of the Wild (1903) brought him lots of fame , many of his short stories also became famous, like The People of the Abyss (1903), and the same for his discussion of alcoholism in John Barleycorn (1913). London's concern for the outcasts of society were notably written in The People of the Abyss (1903), a harrowing portrayal of English slum life and The Road (1907). His struggle to become a writer is recorded in his autobiographical novel, Martin Eden (1909). London's long voyage (1907-09) across the Pacific in a small boat also created more books about the cultures he saw. He helped break the fear that people had about leprosy. After their marriage he followed with a book he co-wrote with Anna Strunsky, The Kempton-Wace Letters, which said that mates should be selected for good breeding, not love. (Bess agreed.) London's fiction and political writings express a strong commitment to his belief individualism and socialism. Bibliography BIBLIOGRAPHY "Biography of Jack London" The Jack London collection (DL SUNSITE) "Jack London Search Results" BIOGRAPHY.COM. "London, Jack" Grolier Multimedia Encyclopedia. CD-ROM. 1996 ed.

A Biography of Sadie Tanner Mossell Alexander

A Biography of Sadie Tanner Mossell Alexander As a leading civil rights, political, and legal advocate for African-Americans and women, Sadie Tanner Mossell Alexander is considered to be a fighter for social justice. When Alexander was awarded an honorary degree from the University of Pennsylvania in 1947, she was described as: â€Å"[...] [A]n active worker for civil rights, she has been a steady and forceful advocate on the national, state, and municipal scene, reminding people everywhere that freedoms are won not only by idealism but by persistence and will over a long time[†¦]† Some of her greatest achievements where: 1921: First African-American woman to receive a Ph.D. in the United States.1921: First African-American to receive a Ph.D. in Economics from the University of Pennsylvania.1927: First African-American woman to enroll and earn a law degree from the University of Pennsylvania.1943: First woman to hold a national office in the National Bar Association. Alexanders Family Legacy Alexander came from a family with a rich legacy. Her maternal grandfather, Benjamin Tucker Tanner was appointed the bishop of the African Method Episcopal Church. Her aunt, Halle Tanner Dillon Johnson was the first African-American woman to receive a license to practice medicine in Alabama. And her uncle was internationally acclaimed artist Henry Ossawa Tanner. Her father, Aaron Albert Mossell, was the first African-American to graduate from  the University of Pennsylvania Law School in 1888. Her uncle, Nathan Francis Mossell, was the first African-American physician to graduate from the University of Pennsylvania Medical School and co-founded the Frederick Douglass Hospital in 1895. Early Life and Education Born in Philadelphia in 1898, as Sarah Tanner Mossell, she would be called Sadie throughout her life. Throughout her childhood, Alexander would live between Philadelphia and Washington D.C. with her mother and older siblings. In 1915, she graduated from the M Street School and attended the University of Pennsylvania School of Education. Alexander graduated with a bachelors degree in 1918 and the following year, Alexander received her masters degree in economics. Awarded the Francis Sergeant Pepper fellowship, Alexander went on to become the first African- American woman to receive a Ph.D. in the United States. Of this experience, Alexander said â€Å"I can well remember marching down Broad Street from Mercantile Hall to the Academy of Music where there were photographers from all over the world taking my picture.† After receiving her Ph.D. in economics from University of Pennsylvanias Wharton School of Business, Alexander accepted a position with the North Carolina Mutual Life Insurance Company where she worked for two years before returning to Philadelphia to marry Raymond Alexander in 1923. The First Female African-American Lawyer Soon after marrying Raymond Alexander, she enrolled in the University of Pennsylvanias Law School where she became a very active student, working as a contributing writer and associate editor on the University of Pennsylvania Law Review. In 1927, Alexander graduated from the University of Pennsylvania School of Law and later became the first African-American woman to pass and be admitted to the Pennsylvania State Bar. For thirty-two years, Alexander worked with her husband, specializing in family and estate law. In addition to practicing law, Alexander was served as Assistant City Solicitor for the City of Philadelphia from 1928 to 1930 and again from 1934 to 1938. Trumans Committee of Human Rights The Alexanders were active participants in the Civil Rights Movement and practiced civil rights law as well. While her husband served on the city council, Alexander was appointed to President Harry Trumans Committee of Human Rights in 1947. In this position, Alexander helped to develop the concept of a national civil rights policy when she co-authored the report, To Secure These Rights. In the report, Alexander argues that Americans- regardless of gender or race- should be granted the opportunity to improve themselves and in doing so, strengthen the United States. Later, Alexander served on the Commission on Human Relations of the City of Philadelphia from 1952 to 1958. In 1959, when her husband was appointed as a judge to the Court of Common Pleas in Philadelphia, Alexander continued to practice law until her retirement in 1982. She later died  in 1989 in Philadelphia.

That Confusion

5 Cases of Which/That Confusion 5 Cases of â€Å"Which†/â€Å"That† Confusion 5 Cases of â€Å"Which†/â€Å"That† Confusion By Mark Nichol Perhaps you are confused by grammatical discussions of restrictive and nonrestrictive or essential or nonessential clauses. (I know I can never keep those terms straight.) Never mind the nomenclature; when you’re editing your own writing, or someone else’s, simply read the phrase that follows a which (or who) or a that and determine whether the phrase that follows is parenthetical (it can be removed with no change of meaning to the sentence) or it is integral to the sentence. Here are five sample sentences followed by explanation of the problem and a revision. 1. â€Å"The inventor of the Etch A Sketch toy that generations of children drew on, shook up, and started over, has died in France, the toy’s maker said.† The use of that to serve as a grammatical bridge between the name of the product and the phrase describing how it was used implies that more than one type of product called the Etch A Sketch exists; the one that children used as described is, according to this sentence construction, one of two or more types. When that is replaced with which, and which is preceded by a comma, the sentence structure makes clear that the existence of other Etch A Sketch products is not implied: â€Å"The inventor of the Etch A Sketch toy, which generations of children have drawn on and shaken up before starting over, has died in France, the toy’s maker said.† (Note, too, that I have altered the wording explaining how the toy is used and have changed the tense to indicate that the product is extant.) 2. â€Å"It was a time when tensions were growing between the black and Jewish communities that had previously been aligned in efforts to affect social change.† The point of this sentence is not what had occurred between certain communities of black and Jewish people, but what the entire black and Jewish communities had experienced. The restrictive force of that must be replaced by the parenthetical purpose of a comma followed by which: â€Å"It was a time when tensions were growing between the black and Jewish communities, which had previously been aligned in efforts to affect social change.† 3. â€Å"Police are probing allegations of incidents involving the renowned astrophysicist who is paralyzed.† The phrase â€Å"the renowned astrophysicist who is paralyzed† distractingly refers to the concept of astrophysicists who are not paralyzed. However, â€Å"who is paralyzed† is merely additional information appended to the factual statement, and should be attached with a comma followed by who (the equivalent of which): â€Å"Police are probing allegations of incidents involving the renowned astrophysicist, who is paralyzed.† 4. â€Å"The company’s incident-response team can quickly and reliably identify events, which threaten an organization’s security posture.† Here and in the example below, the problem in the previous sentence is reversed: This statement implies that all events are threatening. Replacing the comma and which with that corrects that impression by restricting the meaning to refer specifically to threatening events: â€Å"The company’s incident-response team can quickly and reliably identify events that threaten an organization’s security posture.† 5. â€Å"The court ruled this week that a law passed last summer, which gave five top government-office holders immunity from prosecution, was illegal and must be revoked.† This sentence construction suggests that the summer, rather than the law, granted immunity. Removal of the bracketing commas and replacement of which with that integrates the central point into the framing sentence: â€Å"The court ruled this week that a law passed last summer that gave five top government-office holders immunity from prosecution is illegal and must be revoked.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:75 Synonyms for â€Å"Angry†Used To vs. Use Toâ€Å"Least,† â€Å"Less,† â€Å"More,† and â€Å"Most†

Federal Reserve Essay Example | Topics and Well Written Essays - 1250 words

Federal Reserve - Essay Example The Board of Governors is appointed by the President who controls the functions of the Federal Reserve System. There are Federal Reserve Banks which operates in major cities of US. The major objectives of the Federal Reserve System are aimed at the welfare of the US economy. The Federal Reserve System in US is responsible for maximizing the employment opportunities in US, stabilizing the prices in US economy and achieving stability in long term interest rates (Wells 58). The monetary policy is designed by the Federal Reserve System of US. The other functions of the central banking system in US include regulation of the banking structure that includes the government and the private players as well as the advisory councils. The central bank also provides financial services to other depository agencies. The overall financial stability of the economy of US is the responsibility of the Federal Reserve System. Before the Federal Reserve System was set up in 1913, there were around 30000 cu rrencies in the economy of US. Many business houses and even the drug dealers could issue currency notes for financial transactions. This created a situation of instability in the economy of US. ... Apart from this, the various currencies in US had different denominations and values. The absence of a standardized currency created difference and problems among the traders. The business, imports and exports all suffered due to the presence of varying numbers of currencies and absences of standardized form of currency in the economy of US. The Federal Reserve System of the US was created to standardize the currency of the economy of US and thereby establish a position of stability in the economy (Grey 98). The Federal Reserve System provides a central banking system to the economy of US where the business and he individuals could deposit their money in the standard currency of US dollar. The depositors could also withdraw their money from the Federal Reserve System at the time of need. These withdrawals took place in the same standardized currency of US dollars. Thus the Federal Reserve System could drive away the intermediate currencies and their varying values and established a s tandardized form of currency to be followed by the customers and traders in order provide an organized monetary system and sufficiency in liquidity. The US economy invariably needs the Federal Reserve System in the economy without whose functions there would be ample distortions in the economy that would hamper the economic growth of US. This could be understood from the roles and responsibilities of the Federal Reserve System and the implication on the US financial and economic system in absence of its role. The Federal Reserve System plays the role of balancing between the centralized role of the government for the welfare of the economy and the private interests of the

Drugs addiction and musicians Research Paper Example | Topics and Well Written Essays - 1250 words

Drugs addiction and musicians - Research Paper Example Drug addiction among musicians of specific genres of music seems to be higher compared to some other genres of music. A recent study by the University of California, Berkeley’s School of Public Health found out that illegal drug use in rap music has increased by six times since 1979. It is the fear of many parents and public health officials that the trajectory in rap music poses serious threat to the society particularly among the youth. Pop and rap music is very appealing to majority of young individuals, most of whom are looking up to rap, jazz and pop artists as their role models (Yang para3). This paper delves into drug addiction and musicians, particularly addressing the reasons as to why drug addiction is so omnipresent in musical circles. Drugs have often been associated with music scenes, and celebrated musicians such as Miles Davis, Jimi Hendrix, and Keith Richards, have been addicted to drugs at one time or another. The close relationship between drug addiction and musicians is well reflected in a short fiction by James Baldwin â€Å"Sonny’s Blue†. In this story, an African American schoolteacher disagrees with his younger brother â€Å"Sonny† about his ambition of becoming a musician. Soon after Sonny is arrested for heroin use and sent to rehab. After a short while, he watches Sonny performing at a Jazz club and he feels deeply connected and enlightened with Sonny’s blues (Baldwin 21). However, what is apparent from the story is that Sonny is suffering from drug addiction and he is a musician. He displays characteristics of a drug addict such as being introspective and quiet person with tendency of withdrawing inside himself. He is also wild and behaves in a manner that is not expected of him. Nonetheless, he has passion for jazz music and he goes ahead to become a successful musician (Baldwin 42). Sonny is in a community of many other musicians who are addicted to drugs. Considering the positive and negative effe cts of drug addiction on musicians, it is critical to examine the various aspects related to these two issues. There is no doubt that drug addiction is very common in musical circles. In fact, there are numerous evidences of famous musicians who have battled alcoholism and drug addiction for better part of their music career and some have even succumbed to drug addiction. Famous politicians such as Bob Marley, Britney Spears, Keith Richards, Jimi Hendrix, Whitney Houston, Amy Winehouse, and Michael Jackson among others battled with drug addiction. So, why are drugs so omnipresent in musical circles? Many musicians use drugs largely because drugs including alcohol are extremely prevalent in the music industry (The Music of Orrin Hatch para3). Every music events, big and small, have people using harder drugs; music industry is considered a â€Å"party industry† and it is somewhat expected apart from entertainment, there should be upbeat emotions during performance. In many case s, drugs are used in the musical circles to enhance entertainment, as well as in enhancing emotions. It is for this reason that drug use has become part of music culture where famous music stars and even fans have made it a mainstay. It now appears awkward to many musicians mainly in pop, rap, and jazz music industry not to use drugs

Empirical Formula of a Hydrate-CE Essay Example for Free

Empirical Formula of a Hydrate-CE Essay Conclusion and Evaluation: Aspect 1 Based on the interpreted data of group A, the empirical formula of aluminum chloride did not stay the same. The expected empirical formula was. In group A the empirical formulas are as followed Group Name Empirical formula Laurie Jordan Rica, Victoria Stephanie Vince Josh Jane Kaityln So, as a group, we all had a different outcome of the empirical formula but the percent composition of water is the same for all. 11.2% for hydrogen and 88. 8% for oxygen as shown in table #7.3. A random error would be the measurement of the hydrate crystal. A scoopula was used to measure 3g. Also another one would be the electronic balance having an uncertainty of à ¯Ã‚ ¿Ã‚ ½0.001g. A systematic error would be heating the evaporating dish through a wire mesh instead of a clay triangle. You notice that the theoretical yield and experimental yield values are shown in a pie graph. Both of the pie graphs are the exact same as both percentages are 11.2% and 88.8%. In these pie graphs, neither trends nor patterns apply. Aspect 2 The procedural weaknesses are stated above. For example the measurement of the hydrate crystal wouldve affected the lab. There wasnt an accurate measurement so that couldve affected the weight of the final product or the reaction of the product. Another weakness was that the evaporating dish was being heated through a wire mesh instead of a clay triangle. The wire mesh had a white coating on it, so therefore the evaporating dish was being heated indirectly and the wire mesh would absorb the heat itself. This would affect the heating process of the evaporating dish and the substance inside of it. There were a few assumptions made in this particular lab. They are as followed Assumption Possible effect on the result All of the moisture was removed from the evaporating dish If all the moisture wasnt removed, then an accurate and precise reaction isnt obtained. The aluminum chloride was pure If impure aluminum chloride was used then other products could have formed The only substance reacting with the aluminum chloride was itself as a hydrate form This could have had other reactions which therefore will affect the products formed. All of the aluminum chloride hydrate evaporated Could possibly effect the measurement of the weight 3g of aluminum chloride was added to the evaporating dish Obviously if there were less or more than 3g added, it will affect the outcome result The quality of the data was fair. The precision and accuracy of the aluminum was absent since it was measured by a scoopula and estimation. Although, the same balance was used to weigh all the masses, therefore the accuracy of those measurements were present with the exception of the uncertaintyà ¯Ã‚ ¿Ã‚ ½0.001g. Aspect 3 If this lab were to be redone, I think that everything should stay the same besides 2 factors which are the use of wire mesh and the measurement of the hydrate crystal. If we were to use a clay triangle instead of the wire mesh, the evaporating dish would have been directly heated instead of being indirectly heated. This would remove the systematic error. A better precision and accuracy would be obtained if we actually used a measuring device. For example, a measuring spoon wouldve been more accurate than the scoopula. Using the same balance for all masses would obtain greater control of variables and reduce the random error.

Common Issues in Romanticism Essay example -- Romanticism Essays

The key figures in Romanticism addressed many of the same issues. Such connectivity is marked in William Blake’s poems â€Å"Infant Sorrow† and â€Å"On Another’s Sorrow†, and Mary Shelley’s Frankenstein. Shelley, like Blake, argues for continual development of innocence to experience, and through the character of Victor Frankenstein’s creation, Mary Shelley suggests the equilibrium of innocence and experience offers insight into the human condition. The shift is distinguished by what Blake states in plate 3, stanza 2 of â€Å"The Marriage of Heaven and Hell†: â€Å"Without contraries is no progression† (112). Any event, idea, or emotion that is contrary to the innocent human conscience is a progression to experience. In Frankenstein, the balance and shift of innocence and experience is evidenced by the creature’s observance of the De Lacey’s, the misfortune that befalls him in his wandering, and finally, the progr ession of experience reaches maturation through murder. A careful analysis of the creature’s initial human interaction shows a steady shift from innocence as the creature experiences the world around him. Frankenstein’s creation is simple and child-like in conscience yet aged and abhorred in appearance. Although a paradox, the creature is akin to an adult child: innocent and naà ¯ve, but forced to experience the world. Blake recognizes this concept in his poem â€Å"Infant Sorrow† in which he states, â€Å"Into the dangerous world I leapt: / Helpless, naked, piping loud, / Like a fiend hid in a cloud† (ll. 2-4). One rarely thinks of a newborn baby as a â€Å"fiend†. It seems more believable to observe the grotesque form of the creature as a fiend. However, both the infant and Frankenstein’s creation entered the world with veiled and â€Å"clouded† eyes, unable ... ... for his actions, likewise, humans continue to, at the least, coexist with their fellow man, abiding by laws and regulations. It is hopeful then that in the world today, the balance of innocence and experience is not entirely overturned. Works Cited Blake, William. â€Å"The Marriage of Heaven and Hell†. The Norton Anthology of English Literature: The Romantic Period. Eighth Edition. New York: W. W. Norton & Company, 2006. (111-120). Blake, William. â€Å"Infant Sorrow†. The Norton Anthology of English Literature: The Romantic Period. Eighth Edition. New York: W. W. Norton & Company, 2006. (95). Blake, William. â€Å"On Another’s Sorrow†. Classical Poetry: Songs of Innocence. Passions in Poetry Foundation: 11 Nov. 2008. . Shelley, Mary. Frankenstein. Second Edition. Boston/New York: Bedford/St. Martin’s, 2000.

Pervasive Developmental Disorders Essay

The pervasive developmental disorders (PDDs) represent a spectrum of difficulties in socialization, communication, and behavior. Autism is the best recognized and most frequently occurring form of a group of the PDDs. Because most of the research in areas related to communication has been done on autism, we will focus here on this particular PDD. However, we should be aware that autism is probably not the most common disorder on this spectrum. Other types of PDDs include Rett’s Disorder, Childhood Disintegrative Disorder, Asperger’s Disorder, and Pervasive Developmental Disorder Not Otherwise Specified, or PDDNOS (Twachtman-Cullen 1998). This work will also discuss the distinctive features of Asperger’s syndrome, which is believed to be genetically related to autism. Much of what can be said about certain features of autism and PDDNOS applies to other forms of non-autistic PDD. The goal of this research is to provide a framework for understanding cognitive development in children with PDDs. The study will cover criteria for early PDDs diagnosis. The best-known type of PDDs is autistic disorder (variously called autism or infantile autism). The symptoms of autistic disorder typically increase gradually through the child’s second year, reach a peak between 2 and 4 years of age, and then show some improvement. Young children with greater cognitive ability who receive very early intensive intervention may show dramatic improvement at this age, whereas those who are more impaired will make more modest changes. Persons with autistic disorder exhibit major deficits in their ability to relate to others. The child with autistic disorder often appears content to dwell in a separate world, showing little empathic interest in parents or siblings. Unlike the normally developing baby, the child with autistic disorder may not raise his arms to be picked up or may stiffen in protest when his parents try to cuddle him. The children’s lack of social interest may make some of these babies seem like â€Å"easy babies† because they do not seek parental attention, and appear content to remain in their cribs, watching a mobile or staring at their hands. As they get older, such lack of demandingness is recognized for the relative indifference it actually reflects. The child with autistic disorder may not seek others for comfort when she is hurt or upset, finding little consolation in the gentle words and hugs that are so important to other children. Not only do the children not ask for comfort, they typically are quite indifferent to other people’s distress and do not seem to share their joy. A sibling’s tears or a parent’s happiness may elicit no response from the child with autistic disorder. Children with autistic disorder show little interest in the domestic imitation that most children enjoy. For example, unlike the normally developing child, the child with autistic disorder usually does not use his miniature mower to cut the grass like mommy or pretend to shave while he watches daddy. This lack of interest in imitation interferes with one of the primary channels for learning by young children: their ability to model adult behaviors and master them through role play. Social play is one of the primary activities of childhood. A few simple toys can create the backdrop for long hours of companionship. The child with autistic disorder does not know how to join this kind of play, sometimes completely ignoring other children, or perhaps standing on the sidelines, not comprehending how to become part of the group. Not surprisingly, given the range of social deficits they exhibit, children with autistic disorder are very impaired in their ability to make childhood friends. Within the communication domain, impairments are present in a number of linguistic and nonverbal areas, the most fundamental of which are pragmatics and semantics (i. . , the social usage and explicit or implicit meaning of language and gestures). Although linguistic capability varies greatly across the spectrum (from a total absence of speech to highly sophisticated and erudite language), significant impairments in pragmatics and semantics are universal among individuals with PDDs. They communicate primarily to express needs, desires, and preferences, rather than to convey sincere interest in others, or to share exp eriences, excitement, and feelings. Even among those possessing highly sophisticated and complex language, compliments, words of empathy, and expressions of joy in the good fortune of others are very rare. There is little reciprocity, mutuality, or shared purpose in discussions. In addition, speech and gestural forms of communication are poorly integrated, often resulting in awkward and uncomfortable social interactions. Implicit, subtle, and indirect communications are neither used nor perceived. Expressive communication tends to be explicit, direct, and concrete. During discussions, persons with autism often fail to prepare their speaking partners for conversational transitions, new topics, or personal associations. This can result in digressive, circumstantial, and tangential comments and discussions. It would appear as though persons with autism assume that others are implicitly aware of their experiences, viewpoints, attitudes, and thoughts. The fashion in which these deficits are manifest is influenced by age, overall cognitive level, temperament, and the presence of sensory or physical limitations. In toddlers, for example, impaired pragmatics may be manifested by significant limitations in reciprocal eye contact, responsive smiling, joint attention (mutual sharing of interests and excitement), and social imitative play. In addition, socially directed facial expressions, instrumental and emphatic gestures, and modulation of speech prosody (intonation, cadence, and rate) are rarely used to complement speech, communicate feelings and attitudes, or moderate social discourse. Among preschool children, impairments in symbolic functioning (e. g. , language) are accompanied by serious limitations in pretense (e. g. ymbolic, imaginative, creative, and interactive play). Pragmatic impairments among adolescents with Asperger’s syndrome may be manifested by one-sided, pedantic discussions, with no attempt to involve speaking partners by acknowledging and integrating their experiences, ideas, and viewpoints into conversations. Sincere attempts by others to engage in reciprocal conversations may be met with a lack of acknowledgment, annoyance, and disinterest. Comments or questions that are â€Å"snuck in† by the listener may be experienced as rude interruptions, prompting the directive, â€Å"Wait! I’m not done talking yet† (Bernabei, Camaioni & Levi 1998). The result is a monologue or lecture that often includes abrupt changes of topic and the introduction of unexplained personal associations. This lack of conversational reciprocity suggests that persons with AS and high-functioning autism inherently assume that the listener is implicitly aware of their own experiences, viewpoints, and intent. Because the relaying of factual and concrete information is the primary goal of â€Å"social† dialog among those with ASD, the communication of subtle attitudes, viewpoints, and emotions (particularly secondary emotions, such as embarrassment, guilt, and envy) are largely irrelevant and superfluous. Therefore, emphatic gestures, informative facial expressions, and vocal modulation lack essential meaning for them. The result is that persons with autism generally disregard nonverbal cues and fail to incorporate them into their own discussions. Because this component of social communication often conveys essential information regarding feelings, attitudes, and opinions, an inability to identify, interpret, and produce nonverbal cues can have a highly detrimental effect on social interactions and relationships. Given these impairments, it is not surprising that verbal and nonverbal aspects of communication are poorly integrated, and that subtlety and nuance are rarely conveyed. Figurative and inferential language is another area of communication that is impaired in autism, largely due to a combination of deficits in abstract and conceptual thought, social reciprocity, and appreciation of the subtleties of social communication. Persons with ASD are highly literal and concrete in their language and thought processing, typically failing to understand metaphor, irony, sarcasm, and facetiousness. As a result, comments are often misinterpreted and discussions misunderstood. In addition, in an effort to remain true to the facts, comments and questions are often presented in an overly direct, straightforward, and â€Å"brutally honest† manner, lacking appropriate tact and sensitivity (Szatmari, Jones, Fisman, Tuff, Bartolucci, Mahoney 1995). This can cause embarrassment and distress for the listener and confusion for the speaker with AS. Both may become angry and resentful; the listener, because of emotional distress and perceived mistreatment; the speaker, because of the seemingly unjustifiable overreaction and a negative attitude displayed by the listener. From the perspective of the person with AS, the listener responded in a rude and ungrateful manner to comments that were intended to be informative, useful, and corrective. The emotional distress, embarrassment, and attack on self-esteem experienced by the listener are relatively foreign to the individual with autism. Interestingly, principles, rules, and codes of behavior can be interpreted in a highly concrete and rigid manner. This can result in insensitive and hurtful comments and behavior, because exceptions to the rule, adjustments to unexpected social contingencies, and appreciation for the spirit (not simply the letter) of the law are relatively foreign to those with autism. There is little awareness that rigid adherence to unavoidably flawed rules can result in a situation that is antithetical to the underlying intent of the rule itself. One of the dinning features of autism and Asperger’s syndrome is that of rigidity and inflexibility in response to minor change and transition in the environment and daily routines. This insistence on sameness and invariance can be highly impairing, because the precipitants of these reactions often are of little social significance and do not disturb the smooth functioning of the social world. It is as though persons with autism depend on these inanimate markers of space and time because the social priorities that typically direct schedules and routines have little meaning and significance for them. Asperger’s Syndrome has been associated with cognitive strength since Hans Asperger first described the disorder in the 1940s. When he wrote of children who sounded like â€Å"little professors,† Dr. Asperger (1944/1991) was describing not only their pedantic tone but also their cognitive abilities. The assumption of adequate cognitive skill was reiterated when the Diagnostic and Statistical Manual of Mental Disorders (DSM-IV) stated that individuals with Asperger’s Syndrome show â€Å"no clinically significant delay in cognitive development† (Willey 2001). Asperger’s syndrome (AS) was added as a new â€Å"official† diagnosis when DSMIV and ICD-10 were published. In the past, children with AS were sometimes referred to as having schizoid personality, or schizotypal personality, and PDD, NOS. It is now recognized as distinct from autism. AS differs from autism in a number of key ways: first, children with AS may not be detected as early because they may have no delays in language, or only mild delays. In fact, it is usually not until parents notice that their child’s use of language is unusual, or their child’s play is also unusual, that concern sets in. Unlike autism, where the vast majority of children also experience some degree of mental retardation, children (and adults) with AS are rarely mentally retarded although many have low-average intelligence. Children with AS are sometimes described as â€Å"active, but odd† – not avoiding others the way autistic children often do, but relating in a more narrow way, usually centering activity around their own needs and peculiar interests. In fact, having one or more areas of narrow, encompassing interest is highly characteristic of those with AS. Parents often ask whether AS is the same thing as â€Å"high-functioning autism. Research studies have addressed this question, and the answer is â€Å"no† (Fombonne, Simmons, Ford, Meltzer & Goodman 2001). One main difference is that children with AS tend to have fairly comparable verbal and nonverbal levels of intelligence, while higher functioning (that is, less cognitively impaired) autistic children tend to have nonverbal IQs that are markedly higher than their verbal IQs. Another key feature of AS is the presence of intense, preoccupying interests that generally are unusual in nature and highly restricted and narrow in scope and breadth. An impressive store of factual knowledge is accrued on relatively esoteric topics; however, this knowledge is rarely utilized for functional, socially meaningful purposes. Rather, factual knowledge is pursued for its own intrinsic value to the AS individual. In addition, children and adults with AS tend to be physically awkward, uncoordinated, and poor in judging visual-spatial perspective (often failing to maintain comfortable interpersonal space during social interactions). With regard to neuropsychological functioning, verbal abilities are generally much better developed than are nonverbal abilities (e. . , perceptualmotor, visual-spatial). In a majority of cases impairments are present in executive functions, including working memory, organization, and cognitive-set flexibility. Although children with AS are thought to show no general cognitive delay, there is actually a great deal of variability in the specific abilities of individuals. In spite of mass media suggestions that individuals with AS grow up to be scientists or software engineers, we do not yet have data to support this connection. For most children, the PDDs last a lifetime. Although early intervention for many young children with autistic disorder, Aspereger’s disorder, and PDDNOS has produced major developmental changes, the technology has not yet reached the point where the majority of children make the degree of change that allows them to blend imperceptibly into their peer group. As a result, although most children with PDDs benefit in important ways from treatment, many still become adults with PDDs or some significant residuals of PDDs. There are no details of what causes PDDs. There appears to be a genetic contribution to at least some kinds of autistic disorder. For example, Fragile X syndrome is a chromosomal disorder than long has been linked to mental retardation and more recently has been shown to be related to autistic disorder. This disorder gets its name from a narrowing near the end of the long arm of the X chromosome that sometimes makes the tip fragile. Fragile X syndrome shows an X-linked (sex gene-linked) recessive pattern of inheritance. As a result, this disorder typically is transmitted to boys by their mothers. Fragile X syndrome accounts for a small but significant number of boys diagnosed with autistic disorder. General support for the notion that the symptoms of autistic disorder reflect underlying physiological dysfunction comes from research showing that autistic disorder occurs more often than would be predicted by chance among children whose mothers had German measles during pregnancy, that these children experienced a higher than expected rate of problems during pregnancy or birth, and that they are at greater risk for seizures than other children. Findings such as these raise important questions about where in the brain abnormalities may occur and how these neurochemical, biochemical, or neurological factors may be linked specifically to the development of the language, social, affective, and behavioral symptoms that characterize autistic disorder and the other PDDs. The process of accurate diagnosis and classification is an essential endeavor in medicine, because it is key to ensuring validity and reliability, enabling etiological research, and identifying effective methods of treatment. Although ASDs are not medical illnesses in the classical sense, they do result from neurodevelopmental abnormalities that affect social, communicative, and behavioral functioning in fundamental ways. The autism is not a unitary condition with a single etiology, pathogenesis, clinical presentation, and treatment approach; rather, it is a group of related conditions that share many clinical features and underlying social-communicative impairments. The fundamental purpose of arriving at an accurate diagnosis is to promote meaningful research that will eventually lead to effective treatment and an ultimate cure. Accurate diagnosis also enables investigators, clinicians, educators, and parents to communicate clearly, effectively, and efficiently. Ideally, a valid and reliable diagnosis should convey a great deal of information about developmental strengths and weaknesses, short- and long-term prognosis, and treatments that are most likely to be effective. Both basic and applied research endeavors are enhanced by improvements in diagnosis and classification. During recent years, efforts have been made to identify ASD as early in life as possible, in order to begin implementing educational and treatment interventions; providing families with education, support, and community resources; and reducing the stress and anxiety families experience as a result of incorrect or misleading diagnoses. The importance of an early diagnosis is supported by findings of improved linguistic, cognitive, and adaptive functioning as a result of intensive early intervention. Studies have begun to appear in the research literature assessing the reliability and stability of autism diagnoses made during the early preschool years. Experienced clinical investigators have demonstrated that an accurate diagnosis of autism can be made in the second and third years of life. However, accuracy depends on the completion of a comprehensive, interdisciplinary assessment, one that includes the use of standardized diagnostic instruments in conjunction with clinical expertise. Nonetheless, even among experienced clinicians and investigators, false positive and false negative diagnoses are sometimes made. Investigators have begun to examine clinical variables that may be predictive of treatment response and general prognosis. For example, Handleman & Harris (2001) found that preschool children with autism who exhibited low baseline levels of social avoidance experienced significantly more social and linguistic progress than did their high-avoidance counterparts following 6 months of intensive incidental teaching and pivotal response training (provided in an inclusive setting). A complementary strategy for assessing the validity of AS is to examine the pattern of associated symptomatology. In this regard, a recent study investigated emotional and behavioral disturbance (psychopathology) in 4 to 18-year-olds with HFA and AS. The Developmental Behavior Checklist (DBC), an informant-based instrument completed by parents and teachers, was used to assess psychopathology. The DBC contains the following six subscales: disruptive, self-absorbed, communication disturbance, anxiety, antisocial, and autistic relating. Children and adolescents with AS exhibited high levels of psychopathology, particularly disruptive behavior, anxiety, and problems with social relationships. The best documented approach to the treatment of people with PDDs is a form of behavior therapy called applied behavior analysis. Since the mid-1960s, when Ivar Lovaas and his colleagues demonstrated that children with autism responded to carefully planned applied behavior analytic techniques, there has been extensive research on the use of these methods to treat the PDDs, especially for autistic disorder, Asperger’s disorder, and PDDNOS (Durand 1990). Three decades of research have contributed to the development of a substantial array of specific behavioral treatment techniques and of documentation to support the efficacy of these methods in treatment of PDDs. This research also has demonstrated the essential role that parents can play in the treatment of their children by providing consistency of intervention between home and school, or even in some cases as the child’s primary therapist.

History of Graffiti Essay

The term â€Å"graffiti† is derived from Greek word graphein meaning to write was originally used to characterize the words and names scribbled on the walls of ancient Roman architecture (Kincheloe and Hayes, 98). This singular term graffito however, is derived from the Italian graffiare which means â€Å"little scratching. † Vern Bullough and Bonnie Bullough asserts, it â€Å"may be applied to at least three types of inscriptions: public, private, and personal† (251). Public graffiti include names, initials, cryptic symbols, and the like, which were usually drawn on walls or fences, trees and so on, as markers for gang terrorists, or as symbol of personal pride and courage or simply as reminder of someone’s presence. Private graffiti on the other hand, are inscriptions in more secluded locations such as restroom walls and toilet stalls and were usually of â€Å"intentionally anonymous authorship† while personal graffiti are tattoos and scar that are intended â€Å"to beautify to disfigure, to indicate status, or to adorn the human body† (Bullough and Bullough, 251). There seems to have not enough information as to when graffiti started or who were the first individual or people to have started it. Bullough and Bullough cited that recent archeological efforts on the coast of France revealed cavers submerged beneath â€Å"the encroaching seas for tens of thousands of years, with their walls â€Å"filled with arcane products of Paleolithic graffitists† (252). But as Pereira pointed out, the study of graffiti throughout history â€Å"shows that, from the Neolithic period onwards, nomads left traces of their survival and successful passage by scratching signs on rocks† (16), which means that graffiti or writing on walls or rocks have been the customs and traditions not only of the ancient peoples but of the human beings in general. Historically, graffiti were used under various circumstances. Pereira noted that during the time of Roman persecution of Christians, Christian believers took refuge in the catacombs where they carved symbols into the rock which served as â€Å"cryptic messages for the rest of the community† (Pereira, 16). This was also the case during the sixteenth century wars of religion to which the carved images on the wall along with a message expressing their feelings and opinion of the scenario they are witnessing. Graffiti were also used during the age of enlightenment and the French revolution as means of radical political expression and propaganda. The height of the use of graffiti reached its climax in the 1920s and the 1930s with the publication by the French photographer Brassai of a photo-essay on graffiti (Pereira, 21). The 1940s also saw the importance of graffiti with Nazis who employed it as weapon, â€Å"smearing the walls with their hate-filled propaganda against Jews and other enemies of the Third Reich. Obviously, what could be drawn in the past is a concept that graffiti is a system of communication and expression â€Å"depicted by writings, drawings and scribbling on surfaces† (Price, 28). Today however, graffiti is seen as part of the urban culture or the so-called street culture which is a unique way of self expression through writing on walls. Despite the negative image in view of obscene language used, graffiti is a global phenomenon and its art is now seen as icon of popular culture and its techniques, and styles are generating increased interests worldwide (Gottlieb, 7).

Candelo Review essays

Candelo Review essays Because it was possible we had all been lying. Not just he and I. But all of us. To each other and to ourselves (p. 93). Within Candelo, many major events are shrouded by lies and the unwillingness to tell the truth. In fact moral truth is at the heart of this book, which describes Ursula's attempt to set a direction for herself on which right and wrong are clearly distinguished. This is explored through her relationships with her lover, her ex-lover, and with the family that is so much a presence in her life. Ursula is endeavoring to deal with present dilemmas and also with the residue of a past that has never really been resolved. Ultimately it is this unwillingness to tell the truth throughout the novel that affects the inability of many characters to live normal, well-balanced lives. As the novel progresses, Ursulas guilt concerning the events that occurred at Candelo when she was fourteen is revealed, and she must confront not only her own actions, but those of each of the people closest to home: her mother Vi, brother Simon and father Bernard. She is also forced to ask herself what Mitchell really meant to her, and how he influenced all their lives. The consequences of lying for Ursula run quite deep and she has immense difficulty throughout the novel, in defining the important as opposed to the merely momentary issues in her own life. She has reacted against her mother's call for integrity and honesty at all costs, and her father's chronic lying, by making her life a series of half-truths and deception. She justifies this trait within herself by observing similar fabrications in others when she says These are the lies I tell. These are the lies most people tell (p. 35). However she is increasingly troubled by the question of what really constitutes a petty lie and what comprises an important one when she states My mother, Violetta, has always believed that there is a divi...

3 Stories That Prove Nursing is Worth It

3 Stories That Prove Nursing is Worth It Nursing is not a career for the faint of heart. From managing challenging patients to dealing with emergency situations, it’s a field that demands a lot from those who choose it. For many nurses, though, the breakthrough moments that make it all worthwhile show why so many women and men find nursing as their calling. Patients can change your life in unexpected ways.While part of being a healthcare professional is caring for people you may never see again, sometimes the fates align, and you find that there’s a patient to whom you just can’t say goodbye. Nurse Amber Boyd, from New Mexico, found this to be the case when she cared for a newborn baby girl who suffered from severe birth defects. The baby’s parents were out of the picture, and Boyd realized that she could provide the love and care that baby Nicole needed. â€Å"Right around her first birthday, she was making progress, [but] her needs were beyond anything anyone could’ve accommodated at ho me. Her biological parents, their rights were taken away and her twin sister had already gone home with another family. They just weren’t medical professionals and she essentially needed ICU care at home. [The hospital] was looking into medical foster care†¦.I said, ‘Well, that’s something I could do from home†¦But then I said, ‘This is crazy, am I crazy?'†Little things can matter as much as big ones.From NurseTogether.com comes the inspirational story of a nurse whose above-and-beyond took very little time out of the daily routine, but paid many dividends for one patient.â€Å"One of the women living there had night terrors. She was never able to name that which she feared, but woke every few hours screaming in panic. Her confusion and fear touched my heart as I tried to imagine experiencing her quality of life. I immediately discovered that she would calm down and return to sleep if I spent 10-15 minutes talking to her. Soon thereafter, I discovered that if I came to work 20 minutes before my shift started, held her hand, and talked with her she slept peacefully the entire night through. 20 minutes a day, five days a week out of the life of a student nurse was a small price to pay for her peace of mind.†Sometimes nursing life is just plain funny.From NursesAreAngels.com: â€Å"I was performing a complete physical, including the visual acuity test. I placed the patient twenty feet from the chart and began, ‘Cover your right eye with your hand.’ He read the 20/20 line perfectly. ‘Now your left.’ Again, a flawless read. ‘Now both,’ I requested. There was silence He couldn’t even read the large E on the top line. I turned and discovered that he had done exactly what I had asked; he was standing there with both his eyes covered.†If you too have a nursing tale that is funny/inspiring/illuminating/nursetastic, we’d love to hear it!

Personal Statement for scholarship Essay Example | Topics and Well Written Essays - 250 words

Personal Statement for scholarship - Essay Example During the period I was in college, I realize how much I wanted to further my education and on completing my associate degree, I enrolled at Ashford University for Bachelor’s degree in Psychology with a Minor in Childhood. As I studied at Ashford University, my craving for more education kept growing and I realized that I wanted more education. Being a wife to a military man for the last 25 years helped me realize the much psychological help need by military families and I felt that I needed more education to be able to provide that help. That is when I decided I needed to enroll in Walden University in the coming year to obtain Master’s in Mental Health Counseling with specialization in Trauma and Crisis Counseling. After completing my master, I plan to obtain a Doctorate degree in Psychology. This will give me great joy since I will have kept my promise to my mother and achieved my dream of offering psychological help to military families. My goal is to become a Military Family Life Consultant (MFLC), a program run by Military One Source and provides counseling to military families particularly in times of distress. Irrespective of my great desire to pursue Master’s degree, it will hard for my husband and me to fund my studies considering that I am still paying for my bachelor degree. That is why I decided to apply and hope to be awarded this Education Debt Reduction scholarship to help me achieve my dream. While I continue seeking for other scholarships, Education Debt Reduction scholarship will be profoundly

Spatial Disorientation for Pilots Research Paper

Spatial Disorientation for Pilots - Research Paper Example Three types of spatial disorientation occur in the field of aviation. Type I disorientation relates to when the pilots do not sense any unusual occurrence. The pilots tend to be in a state that makes them believe in the normalcy of the aircraft’s response to the required inputs. This results from the pilot’s lack of concentration on the primary flight instruments. Lack of concentration can be due to distractions that make the pilot shift attention to another source for a considerable amount of time. Type II disorientation occurs when the pilot senses the existence of conflicting orientation cues. The pilot becomes unsure of what the flight instruments depict in relation to their personal interpretation, as well as what the out-the-window view signals. Such cases arise when the pilots shift their attention from the flight instruments for a substantial period, or when they break from a cloud in an unusual position. In most of these cases, the pilot gets to control the air craft or manages to access the help of another pilot. On the other hand, if the pilots fail to control type II spatial disorientation, the problem becomes more risky, leading to an incapacitating spatial disorientation, or type III spatial disorientation. This involves the awareness of the pilot of the conflicting cues. However, the state of the aircraft confuses the professionals, leading to incorrect adjustments. Making changes to the incorrect actions usually poses great difficulty, which makes recovery impossible in most cases. Research by the U.S. Army Combat Readiness/Safety Center further illustrates the prevalence of accidents caused by these three types of disorientation. Type I disorientation poses the highest amount of risk, compared to the other two.This follows the fact that the pilots do not get to realize the potential danger, which means that no precautions take place to counter the hazard. Type III disorientation poses a minimal risk, which means that most pilots ga ther the courage to correct anomalies, while a small percentage fails to gather such confidence (Webb, Estrada & Kelley, 225).

Malaria Essay Example | Topics and Well Written Essays - 1000 words - 3

Malaria - Essay Example According to statistics given by the Centers for Illness and Prevention, 1925 cases of malaria were detected. This constituted approximately 70% of the population that was affected. The 70% cases were from people who had tours to outside U.S predominantly West Africa and others from India. In U.S, only five cases were reported, and this was approximately 0.25% of the population. Of the five cases reported, one was as a result of blood transfusion, another one from a lab accident, one from a traveler and the remaining two cases from born children whose mother had traveled. Yes, there has been historical case of malaria in the U.S. Back in the year 1930’s, malaria was endemic and concentrated in the 13 states of America. For instance, in the year 1933, malaria had prevailed approximately 30% of the population in the Tennessee River Valley. Another instance of malaria outbreak was recorded in the year 1942, this was during the World War II. Malaria cases were heavily recorded in military base camps. The disease was handled and controlled. Programs like the National Malaria Eradication Program (NMEP) and centers for Disease Control and Prevention (CDC), were initiated in the year 1947 and 1946 respectively, to suppress and help in the eradication of malaria. Preventive measures like spraying of insecticides, DDT, and application of the same to the interior walls of the houses, were used to thwart spreading of malaria. The goals and objectives of the public education plane to control malaria were as follows. One, educate the community about transmission and the causative agent of malaria. Two, provide methods and ways of reducing the spread of disease, in case there is an outbreak (Speybroeck, 2011). Three, give ways in which people can prevent malaria and eradicate it from their vicinities. Four, educate the public on the various organizations that have been established

The Unsustainable To Sustainable Development Environmental Sciences Essay

The Unsustainable To Sustainable Development Environmental Sciences Essay From Unsustainable to Sustainable development; Urban problems related to energy; Water conservation, rainwater harvesting, watershed management, Resettlement and rehabilitation of people; its problems and concerns. Case Studies; Environmental ethics: Issues and possible solutions; Climate change, global warming, acid rain, ozone layer depletion, nuclear accidents and holocaust. Case Studies; Wasteland reclamation; Consumerism and waste products; Environment Protection Act; Air (Prevention and Control of Pollution) Act; Water (Prevention and control of Pollution) Act; Wildlife Protection Act; Forest Conservation Act; Issues involved in enforcement of environmental legislation; Public awareness. 6.1 Unsustainable to Sustainable development Sustainable development is not a new concept. It means living in harmony with the nature in full recognition of the needs of all other species. It is no just the survival of the fittest, we must help even the weakest of the species to survive because each species has a role to play that is ultimately beneficial to the earth and all its human population. Our forefathers preached us the need to coexist with the environment in a balanced manner. The needs of the people in different parts of the world may be different, but our dependence on the Nature is similar. The most important thing to remember is that we have only one earth and if we destroy it by our actions, our children will not have a place to live. The first comprehensive definition of sustainable development was given by the Brundtland Commission in 1987: Sustainable development is development that meets the needs of the present without compromising the ability of future generations to meet their own needs. [Brundtland, G (ed) (1987). Our Common Future: The World Commission on Environment and Development, Oxford: Oxford University Press]. Any development activity can be sustainable, if it is .. a dynamic process which enables all people to realize their potential, and to improve their quality of life, in ways which simultaneously protect and enhance the Earths life support systems. (Forum for the Future, Annual Report 2000). In short, if we care for the comfort of the present generation only and do not think of the needs of the future generations, and we damage the environment by various development activities, these activities will be termed as unsustainable. In taking every action, small or big, the possible damages to the environment must be given full consideration and the action must not leave behind a degraded environment. Technically, sustainable development is defined as a path of development in which no permanent and irreparable damage is done to the environment and the resources are kept intact for the future generations. The earth has everything for each generation, but it depends on the proper use. The present generation can survive very well on the resources available, but they must also leave behind enough resources for the future generations. It is necessary that a sustainable development path do not have any negative factor that is responsible for causing adverse impacts on the environmen t. A sustainable development programme is friendly to the ecosystem in all respects and has the capacity to absorb abrupt changes of the present and the future. Sustainable development has also a strong element of socio-political development. Thus, sustainable development programme must have equal concern for all sections of the society with a balanced economic development and environmental protection. The programme should have a log-term view of future consequences of any action taken today. In short, sustainable development has become the cornerstone of development planning today and has also become a principal tool of negotiation in international aid packages to the countries. The sustainable development can be broadly classified into three different kinds, viz., environmental sustainability (no permanent damage to the environment), economic sustainability (economy remains stable with equitable sharing of resources) and sociopolitical sustainability (maintaining social harmony and political stability). Historical milestones The Brundtland Commission, formally the World Commission on Environment and Development (WCED), known by the name of its Chair Gro Harlem Brundtland, was convened by the United Nations in 1983. The commission was created to address growing concern about the accelerating deterioration of the human environment and natural resources and the consequences of that deterioration for economic and social development. In establishing the commission, the UN General Assembly recognized that environmental problems were global in nature and determined that it was in the common interest of all nations to establish policies for sustainable development. The Commission was asked to focus mainly on the following: To propose long-term environmental strategies for achieving sustainable development to the year 2000 and beyond; To recommend ways in which concern for the environment may be translated into greater co-operation among developing countries and between countries at different stages of economic and social development and lead to the achievement of common and mutually supportive objectives which take account of the interrelationships between people, resources, environment and development; To consider ways and means by which the international community can deal more effectively with environmental concerns, in the light of the other recommendations in its report; To help to define shared perceptions of long-term environmental issues and of the appropriate efforts needed to deal successfully with the problems of protecting and enhancing the environment, and a long-term agenda for action during the coming decades. The need to protect and enhance the human environment within a common framework and principles led to the Brundtland Report and subsequently, the United Nations Conference on Environment and Development (UNCED), more commonly known as the Earth Summit, took place in Rio de Janeiro, in 1992. This conference was designed to help governments to rethink economic development and find ways to stop pollution and the destruction of natural resources. The conference documents included: Rio Declaration on Environment and Development United Nations Framework Convention on Climate Change United Nations Convention on Biological Diversity Statement of Forest Principles Agenda 21 Agenda 21 and Sustainable Development At the Earth Summit in 1992, an agenda on worldwide sustainable development was formulated. This agenda, known as the Agenda 21, is a blueprint on how to make development socially, economically and environmentally sustainable into the next century. It addresses economic and development issues and the conservation and management of the worlds resources. The implementation of Agenda 21 has been made the responsibility of Governments, non-governmental organizations (NGOs), industry and also the general public. Agenda 21 provides a global framework for tackling global environmental problems like climate change, ozone depletion, biodiversity loss, desertification and deforestation. The Earth Summit was followed by a conference in Johannesburg, South Africa in 2002 where the stakeholders from international institutions and corporations to national, regional and local governments have accepted that the principle of sustainable development will be at the core of all policy making. A few of the areas highlighted by the Agenda 21 are: (i) Combating Poverty. Poverty and environmental degradation are directly related to one another and it is imperative on the part of the governments that they should focus on poverty alleviation in order to protect the environment. The national programmes should aim at sustainable use of resources and should enable the poor to earn a living without destroying the environment. It is envisaged that the people should have a say in the development process and that local groups should be involved in the planning and execution of anti-poverty programmes. In this way, the people will become a party to sustainable development and environmental protection. (ii) Changing Consumption Patterns. Agenda 21 calls for a change in the existing patterns of production and consumption so that the damages to the environment may be minimized. For this purpose, the industrialized countries have been asked to play a leading role. National programmes should give more emphasis to more efficient production processes so that emissions and waste generation are brought down to minimum. All processes of production and consumption should conform to the principle of sustainable development i.e. no harm to the environment. The Governments should discourage all production processes which are not environment-friendly and should levy taxes on goods that are produced through such processes. The use of eco-labels on appliances should be encouraged and efforts should be made to raise public awareness on energy efficiency and recycling of wastes. (iii) Population and Human Health. The rapidly increasing population has created much pressure on natural resources, employment, social and health services. Sustainable development is not possible if the population is not appropriately controlled. Agenda 21 calls for the governments to adopt measures that take into account the links between population dynamics and sustainability, and identify carrying capacities. Poor health is often a result of poverty, especially in developing countries. Agenda 21 recommends that every national health programme should provide for the development of basic health care facilities with emphasis on training of doctors, nurses and other personnel, strengthen immunization programmes to control communicable diseases, and provide specific healthcare measures for the most vulnerable groups, including infants, women and indigenous peoples. (iv) Human Settlements. Migration towards the urban centers has been continuously increasing and the towns and cities are overcrowded with people. Slums have expanded and basic facilities such as supply of clean drinking water, sanitation and sewerage facilities, healthy living conditions, etc., are becoming scarce. Traffic congestion, poor air quality, waste dumping and unhygienic conditions have multiplied in most cities. Agenda 21 calls for appropriate urban renewal projects and transportation strategies, the provision of access to land, and credit and low cost building materials for the poor. Migration to big cities can be reduced only by improving living conditions and employment opportunities in rural areas and Agenda 21 lays stress on the development of the rural areas. (v) Atmospheric Protection. The atmosphere can be protected by reducing emissions to it. For this purpose, Agenda 21 calls for action in the energy production sector, transport and industry, through the promotion and development of energy efficient programmes, regional energy plans, public-awareness campaigns of environmentally sound energy systems, and research into more fuel-efficient transport systems. (vi) Ecosystems. Ecosystem conservation and protection is considered as a major item in sustainable development. For this purpose, Agenda 21 calls for governments, business houses and NGOs to introduce programmes of afforestation, reforestation, and sustainable land use and water resource management. The education programmes should be reoriented towards environmentally sustainable resource management. (vii) Sustainable Agriculture and Rural Development. While agriculture should yield enough food for the rising population, the farming practices should not lead to land erosion, desertification and deforestation. Current methods of farming, particularly in developing countries, should be carefully examined and unhealthy practices should be discontinued. Agenda 21 urges the development of long-term land conservation and rehabilitation programmes, by encouraging people to invest for the future through land ownership. (viii) Conservation of Biological Diversity and Management of Biotechnology. Habitat destruction, over-harvesting, pollution and introduction of foreign species are recognized as the main factors behind loss of biodiversity. Agenda 21 calls for governments to undertake national biodiversity assessment programmes and formulate strategies to conserve the existing biological diversity without further damage. (ix) Protecting and Managing the Oceans and Fresh Water. Agenda 21 calls for nations to develop policies, which address unsustainable fishing practices, the creation of marine protection zones, and the surveillance and enforcement of fisheries regulations. The agenda further requires that the National water management practices are integrated into economic and social policies. Agenda 21 sets 2025 as the realistic target date for ensuring universal water supplies, and to develop low-cost services, which can be built and maintained at the community level. (x) Managing Wastes. Agenda 21 calls for an international strategy to manage the production and disposal of wastes, including hazardous waste, solid waste and sewage, and radioactive waste. Governments should encourage and assist industry in achieving cleaner production technologies, and promote changes in lifestyles, production and consumption, through recycling and fund public education initiatives. Countries, which generate nuclear waste, should adopt an integrated approach to the safe management, transportation, storage and disposal of radioactive wastes. (xi) Implementing Sustainable Development. All nations will have to make political, social and economic commitments to ensure that the Agenda 21 can be properly implemented and that necessary resources are available for the same. The Agenda asks international funding organizations such as the International Development Association and the Global Environment Facility to help developing countries in meeting additional expenses in implementing all measures required for sustainable development. Developed countries should help promote the transfer of technology to developing countries. It is necessary to monitor the implementation of Agenda 21. Laws should be enacted to secure a balance between the needs for development and environmental protection. The main objectives should include: international standards in environmental protection taking into account the different situations and abilities of individual countries; review of all environmental laws making them more effective; and measures to avoid or settle international disputes. Meeting the aims and objectives of Agenda 21 within the time frame established by the 1992 Earth Summit will pose great social, economic and technological difficulties, both for developing and developed nations. The development that has been witnessed during the 20th century has brought unprecedented changes to biodiversity, the atmosphere and global climate. These are to be reversed. The new challenge for todays society is to ensure that future development and the use of the Earths resources is managed in a sustainable way, and in every action, the quality of life is preserved for generations of the 21st century and beyond. For sustainable development, human population growth has to be controlled. Otherwise, no invention and development in science and technology will be able to prevent irreversible degradation of the natural environment and to alleviate continued poverty in large parts of the world. The natural and social sciences will be crucial in developing new options for limiting population growth, protecting the natural environment, and improving the quality of human life. These should be the perspectives in all short and long term planning for all governments so that the challenges of the present and the future can be adequately addressed. 6.2 Urban problems related to energy use With massive urbanization occurring on a global scale, the state of the environment and human health in the cities of the world has become a prime concern. It is estimated that by the year 2025, over five thousand million people will be living in the cities. In the developing countries of the world, already more than 200 cities have populations of one million or more. Living in cities has many positive benefits, such as increased job opportunities and better access to essential services and facilities. However, many environmental, health and development problems have reached near-crisis dimensions in cities all over the world. Urban growth has exposed populations to serious environmental hazards and has outstripped the capacity of municipal and local governments to provide even basic amenities (water, sanitation, power) and essential health services. Millions of people in the urban areas of developing countries are living under life- and health-threatening conditions. Cities have a s ignificant impact on the broader hinterland and global environment and the fate of cities will have a major influence on the fate of nations and of the planet. Poverty and health Despite the unprecedented creation of wealth worldwide in the past two decades, the number of people living in absolute poverty is growing steadily. Poverty remains the number one killer, with the poor bearing a disproportionate share of the global burden of ill health. The poor live in unsafe and overcrowded housing, often in semi-urban and urban slums, with practically no access to safe water or to sewerage. These people are also exposed to pollution, traffic and industrial and other risks at home, at work or in their communities, much more than the wealthy people living in the same cities. They have insufficient food that too of poor quality from the point of nutrition. Even in rich countries, the poor suffer worse health than do the better off. Children are particularly affected in the poorest regions of the world, one in five children dies before his or her first birthday, mostly from environment-related diseases such as acute respiratory infections, diarrhea and malaria. Not only are children more heavily and frequently exposed to threats to their health in the environment, but also they are more vulnerable to the ill effects on health. For example, in the USA and parts of Europe, lead poisoning illustrates the unequal burden of risk borne by poor inner-city children, who are more heavily exposed to sources of lead in and around the home and are also more affected by the toxicity of lead. Energy consumption Compared to the rural areas, people in towns and cities consume large amount of energy. For example, the old type of Indian houses were made of wood, mud and unburnt bricks which required very little temperature adjustments and consequently very little energy was required for heating and cooling. The present buildings in towns and cities are mostly made of concrete, cement, steel, aluminium, marble, well-burnt bricks and glass. These materials are energy intensive and the houses made with them require a lot of power to keep them comfortable during the winter and the summer and also for lighting and decoration. The process of manufacture of these materials also consumes enormous amount of energy in different forms. At earlier times, people used fuel wood or charcoal in kitchens for making food and also in the living rooms for heating. This did not create any environmental problem such as that of smoke because the houses had separate kitchens at a distance from the main living quarters and the houses were tall having provision of chimneys. This is no longer possible in todays housing blocks where the living quarters are not separated from the kitchens; the RCC structure does not allow having tall roofs and also chimneys. Therefore the fuel type has to be changed as otherwise there will be serious smoke and associated health problems. Kerosene replaced firewood and charcoal as the favourite fuel for the urban homes. Later kerosene gave way to natural gas and electricity during the 1970s. The dependence on firewood has continued in the rural areas particularly for people living in the far-flung areas of the foothills and the forests. Newer tools of comfort came to be used in the urban centers. The use of electric fans during the summer has become a common practice but the effluent has gone for air-conditioning in their houses. As the houses have become almost like glass towers and since glass is a very bad conductor of heat, this has created problem of large temperature difference between outside and inside of a house requiring much energy to be spent on air-conditioning. Additional energy need has become necessary for running the lifts and operating a large number of other gadgets of modern life The other major urban energy need is for transport. The towns and cities are roaming with buses, trucks, cars, two- and three-wheelers all of which depend on fossil fuels, namely petrol and diesel. The number of vehicles has increased at a very fast rate during the last few years despite the higher price of fuel. Small, narrow and improperly maintained roads and overcrowding have further aggravated the problem. Traffic congestion has become a serious problem in all urban areas. Slower moving vehicles burn more fuel and thereby the energy efficiency is further reduced. This has also given rise to problems of carbon monoxide pollution, smog and other environmental problems affecting peoples health particularly through various respiratory diseases. Time has come to design an efficient public transport system, which will lead to substantial energy saving, minimize congestion and reduce pollution problems. 6.3 Water conservation, rainwater harvesting, and watershed management All living organisms need water, plants use it in photosynthesis, humans and other animals drink it, and aquatic plants and animals live in it. Water also plays an important part in many natural and human processes and is a critical component of countless physical and chemical reactions. It also supports many economic activities. The amount of water in the world has remained constant. In fact, water hasnt changed in amount or nature for millions of years. It just keeps cycling and recycling from atmosphere to earth and back again. Freshwater is a precious resource as it makes up less than 3% of the earths total water resources. Because freshwater is so limited and plays such a key role in world health, economies, and environmental stability, it must be conserved and used in a sustainable manner. The efficient use of water implies doing more with less. Efficiencies can be gained in all sectors, including agriculture, municipal, domestic, and industry. Central to a successful water conservation program are an understanding of The water resource itself (baseline data and monitoring) How, when, and why water is used (water audits and metering) The full cost of providing water of suitable quality and disposing of wastewater Alternative water-efficient technologies, processes, and practices Attitudes and values related to water and the environment. Public education and awareness are necessary in implementing water conservation. However, they may need to be supplemented by appropriate legislation and regulations and economic incentives and disincentives, including consumption-based pricing. Demand for more water has been very common. This demand can be reduced by careful planning. This involves the following measures: More-efficient irrigation systems Drought-resistant cultivars and crop rotations More-efficient livestock watering systems Water metering and charging for water Use of effluent and wastewater for irrigation Household water conservation. The water resources have to be carefully managed through the following steps: Dividing water resources into various divisions for effective supply Laying a network of supply pipelines Building reservoirs for storing water Increasing water availability through groundwater extraction Treatment of wastewaters and making arrangement for their reuse Reducing losses through seepage and evaporation. Managing Excess Water. Sometimes, more water is available than the actual need. In such cases, the management of the excess water can be achieved by taking it to deficient areas through drainage: Many agricultural areas are low lying or located in flood plains and require drainage to be profitable. Good drainage improves plant growth and crop productivity, helps to reduce soil salinity and erosion, and allows farmers a wider selection of crops and a longer growing season, all of which help to reduce the costs of production. There are two types of artificial drainage system: surface and subsurface. Surface systems may contribute to declining water quality in watercourses by releasing drainage water containing sediments, nutrients, and chemicals. Subsurface systems release substances that leach through the soil, such as nitrate, pesticides, and bacteria. Drainage systems can also alter the environment by draining wetlands, removing riparian zones, increasing runoff, and changing a regions hydrology. Proper design and maintenance of drainage systems may alleviate some of these effects, but lost riparian and wetland systems are usually difficult and expensive to replace. On-farm drainage systems are not able to handle large volumes of stormwater received from developed uplands. Properly designed regional drainage systems may be needed to protect lowland agricultural areas. Even so, damage from major floods cannot always be prevented. Maintaining Reliable Water Supplies A sufficient supply of good quality water is needed for agricultural activities such as irrigation and livestock watering, as well as for domestic, municipal, industrial, recreational, and other uses. Water needs to be conserved for the lean periods such as drought. Droughts are very common but difficult to predict. They occur most often in dry regions, but other regions may also have shorter, less serious periods of drought. Drought threatens both crop and livestock production. With the potential threat of global warming and increasing trends in population, urbanization, and consumptive use, the impacts of drought can become more serious. The development of storage reservoirs is essential for maintaining adequate year-round supplies, particularly during the dry season. Groundwater is an important source of water and although the groundwater level goes down during the dry season, sufficient water can be extracted for meeting different needs. Sustainable use of groundwater resources depends on withdrawing water at rates that do not exceed recharge rates. Deep aquifers recharged only by water filtering through overlying materials are particularly at risk of over-withdrawals. Measures have been taken throughout the world for reuse of wastewater at least for irrigation and other non-drinking uses. An adequate supply of good-quality water available round the year is essential for all human activities. Concerns continue to mount regarding the availability of water as demands and competition for water grow in all sectors of society. Management of water supplies must consider all competing uses of water, including those associated with agriculture, industry, municipalities, recreation, and aquatic ecosystems. Drought Drought is a prolonged period of abnormally dry weather that depletes water resources. Because most human activities and ecosystems are dependent on reliable and adequate water resources, the impacts of drought are far reaching. Drought affects our lives by Putting stress on water and food supplies Degrading the environment through poorer water quality and more forest fires, soil erosion, and insect infestations Affecting the economy by reducing the capacity for agricultural production, power generation, transportation, and manufacturing, Causing soil moisture deficit in farmland soils and thereby threatening both crop and livestock production resulting in severe financial losses to farmers. Global warming scenarios predict that unless the warming is controlled, the frequency and severity of drought will increase and the occurrence will be unpredictable with respect to time and location. Three basic types of drought may occur separately or simultaneously: Meteorological drought occurs when precipitation is significantly below normal over a long period. Agricultural drought occurs when low soil moisture and scarce water supplies stunt crop growth, reduce crop yields, and endanger livestock. Hydrological drought occurs when a lengthy meteorological drought causes a sharp drop in the levels of groundwater, rivers, and lakes. The timing of a drought may determine its effects. For example, summer drought usually causes more problems because it coincides with the time of highest water demand. It is to be noted that drought is the result of several factors such as Below normal precipitation Extended hot dry air Already low soil moisture. Because of this complexity, a large range of climatic and hydrological variables are needed to monitor and detect drought, including temperature, precipitation, soil moisture, stream flows, and water supply conditions. The serious impacts of drought call for an integrated effort from the physical, biological, and social sciences to develop effective responses. Surface water management Surface water management requires effective measures to control the extremes of floods and droughts, while maintaining a reliable water supply to meet the basic needs of human life and the demands of economic development. Because of the high degree of variability of precipitation, water storage is a must to provide a year-round supply of water. The storage in the form of reservoirs, dams, dugouts, and natural lakes has been a common practice. A significant challenge to water managers is locating surface water supplies relative to that of water users. Water users (domestic, municipal, agricultural, and industrial) usually require a number of resources and services and are not always located near the water sources. Providing a reliable supply of water to users often requires distribution networks consisting of canals and pipelines. Wetlands Wetlands are areas saturated with water for long enough to significantly alter soil and vegetation and promote aquatic processes. The five main types of wetlands-bogs, fens, swamps, marshes, and shallow water-are characterized by A seasonal or permanent covering of shallow water A water table at or near the surface for most of the growing season Saturated organic soils, or peat, the productivity of which depends on the nutrient status and the pH of the site Water-loving plants, such as cattails, rushes, reeds, sedges, dogwood, willows, and cedars. Wetlands provide a number of environmental benefits, i.e. they provide habitat for wildlife, improve water quality by serving as biological filters and mechanical settling and filtering ponds, which help to remove impurities from the water, recharge groundwater, augment low flow in watercourses, serve as a buffer against drought, reduce the risk and damage of flooding by storing large volumes of water during heavy rainfall, rapid thaws, or runoff events, and stabilize shorelines. The other important services rendered by wetlan