Teen Pregnancy The United States - 1939 Words

TEEN PREGNANCY Section One: â€Å"Why?† The United States has the highest rates of teen pregnancy and births in the western industrialized world. Teen pregnancy costs the United States at least $7 billion annually. Family First Aid has stated that â€Å"thirty-four percent of young women become pregnant at least once before they reach the age of 20 — about 820,000 a year. Eight in ten of these teen pregnancies are unintended and 79 percent are to unmarried teens.† You may ask why so many teens are pregnant. It may be because they haven’t been receiving enough sexual education or making an â€Å"adult decision† in an immature situation. The first thing you’ll have to do is kiss your social life goodbye because you’ll have to focus more on your baby and not your friends. Most teen mothers decide to drop out of high school but you CAN have a child and finish high school and even go on to college. It will be very challenging because you have to be very determined and stay focused to be able to accomplish it. Don’t get me wrong, teen pregnancy can help develop responsibility and help you grow up with your child but most affects are negative. Office of Adolescent Health says teen birth rates have declined almost continuously over the past 20 years but it is still a growing problem across the world. Teenage pregnancy is not good for girls since their bodies and minds are not mature enough to handle the stress of pregnancy, delivery and raising the baby. Still teenage girls get pregnant.Show MoreRelatedTeen Pregnancy And The United States1414 Words   |  6 PagesTeen Parenting in the United States Raising a child as an adult can be very demanding at times, but can you imagine how difficult it would be to raise a baby as a teen, when you are still a child yourself? Although the teen birth rate in the United States has been on a decline for the past decade, teen pregnancy is still a significant issue affecting many people (Teen Pregnancy and Childbearing). Teen pregnancy has been considered morally and ethically wrong in the United States for centuries (Sprague)Read MoreTeen Pregnancy in the United States1201 Words   |  5 PagesTeen pregnancy is more prevalent in the United States, than one would think. Even though the number of pregnancies has lowered, there are still an estimated 31pregnancies per 1000 teens. Unfortunately, there are immense consequences from teen pregnancy. These occurrences are due to many circumstances that can be changed, such as, more education, peer pressure, and today’s culture. However, there are ways to prevent all this from happening; usin g contraception, being aware, or even abstaining fromRead MoreTeen Pregnancy And The United States2027 Words   |  9 Pagesaddressed is teen pregnancy rates in the United States. We can measure this problem by giving statistics on teen pregnancy related information and by describing the magnitude of the problem. Teen pregnancy exists everywhere in the world but the main focus of this policy memo is going to be that of the United States. Define and Analyze the Problem affected individuals. Teen mothers, their babies, the father, parents of the teen mother and father, and everyone in the United States to be exactRead MoreTeen Pregnancy And Its Effects On The United States1667 Words   |  7 PagesEach year around 90,000 adolescents become pregnant in the United States. Around 51% of adolescents pregnancies end in live births, 35% end up in induced abortions, and 14% result in miscarriage or stillbirth (Frick, 2007). Historically, the highest teen pregnancy rates in the United States were during the 1950’s and 1960’s before the legalization of abortion and the development of many the current forms of contraception(Frick, 2007). Rates enlarged steadily until 1991; since then, the birth rateRead MoreTeen Pregnancy Costs The United States1577 Words   |  7 Pages Section One: â€Å"Why?† The United States has the highest rates of teen pregnancy and births in the western industrialized world. Teen pregnancy costs the United States at least $7 billion annually. Family First Aid has stated that â€Å"thirty-four percent of young women become pregnant at least once before they reach the age of 20 — about 820,000 a year. Eight in ten of these teen pregnancies are unintended and 79 percent are to unmarried teens.† You may ask why so many teens are pregnant. It may be becauseRead MoreThe Effects Of Teen Pregnancy On The United States2305 Words   |  10 PagesTeen Pregnancy and the Link to Poverty in the U.S. with A Focus on Western Ma Especially Holyoke and Springfield Mass In the 1950s, the frequency of teenage births in the United States was already high, and since that, time has decreased, although the number of births outside marriage has increased. Thus, in 1990 the rate was 61.8 births, pregnancy rate - 116.9 per 1,000. The incidence of teenage pregnancy has decreased significantly in the 1990s. This decline is observed in all racial groups, butRead MoreTeen Pregnancy in the United States Essays3049 Words   |  13 PagesTeen Pregnancy in the United States Introduction Teen pregnancy falls into the category of pregnancies in girls age 19 or younger (NIH). Although statistics have shown a decrease, the number of teen pregnancy in the U.S. is still relatively high compared to the rest of the world. Sexual health is one of the top priorities in early adolescence health in the United States. Consequences of having sex at a young age generally results in unsafe sex practices. The consequences can be due to the lackRead More Teen Pregnancy in the United States Essay2801 Words   |  12 Pagessociety†. (Pregnant Teen Help, Teen Pregnancy Statistics) Some would argue that teen pregnancy is all glorified. Other individuals would protest that it is too influential. Teen pregnancy is a rising social problem in the United States and among other countries. Teen pregnancy is now being publicized as multi media corporations, with shows such as â€Å"16 Pregnant†, â€Å"Teen Mom†, â€Å"Maury†, â€Å"Secret Life of the American Teen ager†, and â€Å"Juno†. All of which concentrate on teen pregnancy. These shows or moviesRead MoreTeen Pregnancy Effects On The United States1922 Words   |  8 PagesIntroduction Adolescent pregnancy is a widely researched and debated topic in psychology. Teen pregnancy rates in the United States have dropped significantly over the last two decades from 6.2% in 1990 to 2.7% in 2013, a 56% decrease, for women aged 15-19. Despite the sharp decline, concerns about the consequences of adolescent childbearing have not decreased. While evidence suggests that giving birth as a teenager is often associated with economic hardships, numerous researchers argue that theseRead MoreTeen Pregnancy is a Growing Problem in the United States1084 Words   |  4 Pageslocated in a tourist town on the northern Oregon coast, where according to the United States Census Bureau the median income as of 2012 was $24,201 (table 1).I remember in high school there was always a girl I knew who was pregnant, but it was not until recently when I noticed so many of my classmates and friends announcing due dates. According to Medline Plus, adolescent or teen pregnancy can be defined as â€Å"pregnancy in girls age 19 or younger† (para. 1). According to the CDC’s â€Å"Births: Final Data

Technology and education Free Essays

string(150) " men and women spent about the same amount of time on email, class assignments on the computer, playing computer games, and shopping on the Internet\." Introduction: Disability and Technology According to the U. S. Department of Commerce, more than half of all Americans use the Internet in some way, but â€Å"persons with a disability are only half as likely to have access to the Internet as those without a disability†¦ [a]nd while just under 25% of those without a disability have never used a personal computer, close to 60% of those with a disability fall into that category. We will write a custom essay sample on Technology and education or any similar topic only for you Order Now † In addition â€Å"[a]mong those with a disability, people who have impaired vision†¦ have even lower rates of Internet access and are less likely to use a computer regularly than people with hearing and mobility problems† (National Telecommunications and Information Administration, 2000, p. xv). Cyndi Rowland, director of the Web Accessibility in Mind (WebAIM) project at Utah State University’s Center for Persons with Disabilities, calls for a â€Å"national solution† to the problem of inaccessibility, especially â€Å"if we are to abide by civil rights legislation, federal rulings, and common ethics† (Rowland, 2000, p. 10). Understanding the specific needs and concerns of students with disabilities may aid educators, information technology designers, and educational institutions to ensure that students with disabilities, particularly those who are blind or visually impaired, are not left behind in this technological â€Å"revolution.† The Internet and the web have become an integral part of higher education, transforming the educational experiences of all   students. In 1997, the World Wide Web Consortium (W3C), the international body that oversees the protocols and operations of the Internet, created the Web Accessibility Initiative (WAI). WAI is responsible for promoting web functionality for people with disabilities and establishing accessibility guidelines. In this age of computer technology, many of the tools needed to enable students with disabilities to obtain equity in education and beyond already exist. For those involved in educational institutions, these tools can provide opportunities and independence, eliminating the obstacles and barriers that many of the current systems still enable. A review of the literature related to attitudes and other barriers that people with disabilities must contend with every day at school and at work, the integration of computer technology in postsecondary education, and the needs and concerns of students with disabilities, in particular those who are blind or visually impaired, may provide some insights for future policies and guidelines regarding access and use of computer technologies for students who are blind or visually impaired. Technology: Enhancing Modern Education Experiences of people with visual impairments in the workplace and their use of computer technology and the Internet was the focus of a qualitative study conducted in Australia by Williamson, Albrecht, Schauder, and Bow (2001). Primarily through focus group research, the researchers presented the perceived benefits and concerns of the study’s participants. Most agreed that the Internet enabled them to participate in an information and communication format that is becoming a primary source for many people. Many also saw the Internet as enabling them to be less reliant on others and, therefore, facilitating an increase in their own privacy. However, some were concerned about a reduction in social contact and an increase in isolationism. An additional concern was that there would be a decline in the quality of services from such entities as the government and banks because more is being done online. Training was viewed as critical to successfully using the Internet and computer technology. This, it was believed by many, was the key to achieving equality in the workplace, yet many felt it was a low priority by agencies and workplaces. Cost was also viewed as a barrier to accessing computers and the Internet. With various Internet advances, more individuals in all sectors of the community are working from home.   For visually impaired members of community the Internet has the potential to free them from the restrictions they have experienced in the past while seeking to obtain employment. â€Å"Once the challenges of access have been surmounted, [visually impaired] users can take their places in the digitalized workforce† (Williamson et al., 2001, pp. 693-4). With computer technology becoming a part of all college students’ educational experiences, how are postsecondary schools preparing students for a computer-integrated future? To determine how the use of various technologies affect student learning, Shuell and Farber (2001) conducted a study of 728 sighted undergraduate and graduate students at a large northeastern university, where they found that, in general, students perceived the use of computer technology in their courses to be very beneficial. Students also believed that the use of communication technology brought an increase in their sense of involvement in a course. Eighty-eight percent of the sample indicated that their use of computer technology helped them learn materials and skills, and 75 percent indicated that using computer technology improved the quality of interaction with their instructor. Students also viewed the use of dynamic computer presentations and the Internet in lectures very favorably; it kept their interest, and the students believed that it improved their learning.  Ã‚  Ã‚   Students also favored electronic forums as a way to interact with their peers (e.g., email, listservs, and newsgroups) and believed that the use of these forms of computer technology increased the quality of these interactions. Another interesting finding in this study was that students who considered themselves to be more independent tended to respond more favorably to these technologies and the learning benefits associated with them. One theme of this study was the appreciation that students had of the ability for computer technologies to enable independent learning. When serving the needs of students with disabilities, independence is a key factor to consider. Lewis, Coursol, and Khan (2001) examined the use and effect of computer technology on student development and education. They surveyed 124 sighted undergraduate students who attended a regional public institution in the Midwest. Technology choices, which included use of email, the Internet, and multimedia, were based on technology trends in higher education. Results indicated that the majority of students were comfortable with computer technology, using such tools as email and the Internet for both academic and social purposes. Both men and women spent about the same amount of time on email, class assignments on the computer, playing computer games, and shopping on the Internet. You read "Technology and education" in category "Essay examples" However, women spent significantly fewer hours surfing the Internet than men did. Consistent with Shuell and Farber (2001), Lewis et al. (2001) also confirmed that students believe the use of email increases their frequency of communication with faculty, which, in turn, enhances the faculty-student relationship and enables faculty to be more accessible. The issue of accessibility was discussed in this report and how there is a need for higher educational institutions to address this issue, which the authors indicate to be a social problem that has significant economic and social implications. They point to the need to recognize that there are some students, including those with disabilities, who may be at a disadvantage when a course requires the retrieval of materials from the web. The use of computer technology has become an accepted and expected component of every student’s postsecondary educational experience. To better understand the use and effectiveness of these technologies, all of the studies used in this paper that focused on computer technology in higher education examined one or more aspects of the integration of these technologies into the educational system. The Arant (1996) study focused on the use of the Internet and the World Wide Web in higher education. Employing both qualitative and quantitative methods (phone interviews and a survey), it concluded that, while using online components to traditional courses did not support the apparent belief that online education saved time and money, it did change the way in which courses were taught, with additional online portions being incorporated into courses. For students who are visually impaired or blind, this could result in additional barriers. Computer Technology and Visually Impaired Students In an extensive two-year study in Canada, Fichten, Barile, and Asuncion (1999) investigated the computer, information, learning, and adaptive technology needs and concerns of Canadian postsecondary students with disabilities. Of the findings from this study, computers were found to be critical to the success of students with disabilities, and the vast majority of students, regardless of gender, age, program of study, or type of disability, could and did use computer technologies to help them succeed. An important development that emerged from this study was that students often â€Å"cross-used† technologies. For example, while students with visual impairments are expected to use screen reader software, students with learning disabilities also used this software. The students in this study considered computers as â€Å"electronic curb cuts,† enabling technologies that allow students with disabilities to better prepare for and participate in the information-based economy of tomorrow. Fichten, et al. (1999) urged postsecondary education institutions to design for accessibility and to consider the needs of students with disabilities before making purchases.   What the authors describe as â€Å"troubling† is â€Å"the absence, in many cases, of planning for access† for students with disabilities by postsecondary institutions (Fichten et al., p. 179).   As some technological barriers fall, others are slowly erected as new technologies continue to become part of a student’s educational experiences. One suggestion the authors had for government funding bodies to help raise awareness of these issues was to take accessibility issues into consideration when reviewing grant applications and to create incentives for businesses to develop and market technologies that are accessible to all students. The authors wrote: The enormous potential of computers to remove barriers to students with disabilities and concerns over barriers posed by limitations in access were central issues noted by respondents in all categories in all phases of the research (p. 180). Shaw and Giacquinta (2000) used a questionnaire that was very carefully developed, field tested, and revised several times before being used for this study. The sample consisted of 412 sighted graduate students. This study was very well thought out and documented.  Ã‚   The authors suggested that faculty integrate more computer technology into their curricula (e.g., with the use of such tools as Blackboard, WebCT, and course web pages). They did not, however, take into consideration the ramifications of that suggestion as it applies to students who are blind or visually impaired.  Ã‚   Unfortunately, unless having been asked to consider it, most faculty do not think about students who are blind or visually impaired (or who have any other disability) when they begin to integrate technology into their curriculum. Shuell and Farber (2001) piloted a questionnaire and discussed it within two focus groups before using it for the study. Their sample was composed of 728 sighted undergraduate and graduate students.  Ã‚   Both qualitative and quantitative data showed a link between active, participatory learning and the positive perception of students regarding technology as a learning tool; they also confirmed that the use of technology made the classes seem more personal to the students. However, the authors caution that the apparent relationship found in their study between a positive perception of computer technology by students and students’ actual learning is still unclear. Lewis et al. (2001) used an author-constructed survey, which they described as â€Å"a self-report, forced-choice survey.† One of the problems with this study is that a self-report is subject to response bias, although the results of this study were consistent with the others regarding a positive perception and use of computer technology by students in postsecondary institutions. Both Shuell et al. and Lewis et al. recommended that future research focus on the impact of technology on student learning. Lewis et al. also recommended the need to examine the use of technology among specific groups, such as students who are Hispanic, African American, and commuters. Conclusion Given the state of existing literature in the area of postsecondary students who are blind or visually impaired, combined with the overwhelming integration of computer technology into the academic environment, there is still a need for a more substantive exploration into how postsecondary institutions are supporting and serving the best interests of these students. Disability scholars Susan R. Jones and Julie Smart point out the relationship between individuals who have a disability and how society views people with disabilities. They assert that disability is a universal issue, and yet there is no single disability experience. With a focus on the prejudices, discrimination and stigma experienced by people with disabilities and their responses to their disabilities, Jones (1996) and Smart (2001) define disability as a socially constructed phenomenon that combines the experiences of those living with a disability together with their environments. Goggin and Newell (2003) further state that â€Å"in the name of inclusion† society builds disability into digital technologies, arguing that disability has been constructed in the technological world of computing and computer networks and that there is a need to critically analyze the ways in which it is constructed within contemporary society. References Arant, Jr., M. D. (1996, August). Going online to teach journalism and mass communication.   Ã‚  Ã‚  Ã‚   (ERIC Document Reproduction Service No. ED399596) Fichten, C, Barile, M., Asuncion, J. V. (1999). Learning technologies:Students with   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   disabilities inpostsecondary education [Montreal: Final Report to the Office of   Ã‚  Ã‚  Ã‚   Learning Technologies]. Adaptech Project,Dawson College. (ERIC Document   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Reproduction Service No. ED433625) Goggin, G. Newell, C. (2003). Digital disability: The social construction of disability in   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   new media. Lanham, MD: Rowman Littlefield. Jones, S. R. (1996). Toward inclusive theory: Disability as social construction. NASPA   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Journal, 33(4), 347-354. Lewis, J., Coursol, D., Khan, L. (2001). College students @ tech.edu: A study of comfort and the use of technology. Journal of College Student Development, 42(6), 625-631. National Telecommunications and Information Administration. (2000). Falling through the   Ã‚   net: Toward digital inclusion. A report of American’s access to technology tools. Retrieved March 18, 2009, from   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   http://www.ntia.doc.gOv/ntiahome/fttn00/Falling.htm#6 Rowland, C. (2000, October). Accessibility of the internet in postsecondary education:   Ã‚   Meeting the challenge. Paper presented at the Universal Web Accessibility   Ã‚  Ã‚  Ã‚   Symposium 2000, San Antonio, Texas. Retrieved March 18, 2009, from   Ã‚  Ã‚   http://www.webaim.org/articles/meetchallenge/ Shuell, T. J., Farber, S. L. (2001). Students’ perceptions of technology use in college   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   courses. Journal of Educational Computing Research, 24(2), 119-138. Shaw, F. S., Giacquinta, J. B. (2000). A survey of graduate students as end users of   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   computer technology: New roles for faculty. Information Technology, Learning, and   Ã‚  Ã‚  Ã‚   Performance Journal, 18(1), 21-40. Smart, Julie (2001). Disability, Society, and the Individual. Gaithersburg, Maryland: Aspen Publishers. Williamson, K., Albrecht, A., Schauder, D., Bow, A. (2001). Australian perspectives on the   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   use of the internet by people who are visually impaired and professionals who work   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   with them. Journal of Visual Impairment Blindness, 95(11), 690 – 701. How to cite Technology and education, Essay examples

Promotion Pragoram in Goulburn Local Government †MyAssignmenthelp

Question: Discuss about the Promotion Pragoram in Goulburn Local Government. Answer: Introduction There are different social determinants of health that affects and influences the wellbeing and health of a community such as integrated and complex social structures, inequalities, physical environments and so on (Wheeler et al. 2012). According to the census reports of March 2017 quarter, the rate of unemployment in Goulburn was found to be 5.58 percent and the age group containing maximum numbers were people with age 15 or above (Economy.id 2017). This report is going to discuss about the health promotional strategy that has been developed for the city of Goulburn with unemployment as the core problem of this area. This report will be presenting and impact study of the health promotion plan that has been presented in the group report, regarding the Goulburn Local Government Area (LGA), in New South Wales, Australia. Further, along with the positive and negative impact and its intended and non-intended consequences are going to be discussed. An advocacy plan will be discussed as well for the promotional campaign regarding unemployment in the local government area of Goulburn Unemployment is the major concern for any government as it is the first stage of social degradation and human wellbeing. The rate of unemployment in March 2017 was 5.58 percent, which is the lowest figures in past four years. The increase in the fulltime jobs has increases the percentage of employed person and hence, this rate includes persons who are seeki ng another job, not all of them who do not have jobs (Milner et al. 2013). Like any other health promotional campaign, the program to promote mental health by removing the problem of unemployment also had several positive and negative impacts. The positive impacts are going to be discussed first. The prime effect of the first strategy was involvement of youth from around the city in the skill development sessions (Glasson, Therivel and Chadwick 2013). The youth was provided with a direction to acquire skills to be employed soon hence, they were less prone to alcoholism and other adverse addictive situations. It helps in increasing the proud of the community by involving the community and its members (Puhl, Peterson and Luedicke 2013). Other positive impacts includes the change in the attitude of the people towards unemployment and their lower SES. People will be able to understand that the reason of their lower SES and health concerns is unemployment and the campaign is going to provide them solutions to it. Therefore, they will be able to connect to the ca mpaign and eventually will be able to acquire skills to improve their condition. However, it brings some negative impacts on the society as well. The negative impacts of this plan are the reduction for business in the period of survival due to the economic loss. This loss also effects on the survival of the community because due to the poor prospects of the work the migration occurs both inside the country and to other countries. As well as the youth will be focusing on the full-time jobs after those skill development session. Hence, the part-time job sector will be facing problems to complete their job requirements, which will eventually affect the society only (Wiemers 2014). Identification and description of appropriate intended and unintended consequences Consequences of this health promotional campaigns impact will be beneficiary for the society as well as can be harmful too. Unemployment is the prime reason of health consequences of the people of Goulburn. Difference in the socio-economic status and level of unhygienic conditions are the consequences of unemployment in this LGA (Milln, Congregado and Romn 2014). The intended consequences for the impact of health promotional camp are involvement of people in a large amount for the membership in the skill development sessions. People are hopeful about this session and believe that they will be able to get a full-time job after acquiring these skills. Unintended consequences can be positive as well as negative. Positive impact will be the SES status of the community living in Goulburn will rise, as they will be more concerned about their health. On the other hand, due to the increased capability of people of Goulburn, the business of different job consultancies will be hampered. It is very important to take the central aim or goal of this project to the people of Goulburn so that they can come out of their homes and can let their support in this campaign. This strategy needs proper advocacy skills that can let the people understand the positive effect this plan is going put in their lives. The prime aim is to take the help of social media and mass media campaigns so that huge amount of people can be targeted at a time (Faludi 2013). Print media can also be used for this purpose Other than these options; small cams will be organized throughout the city where people will be provided with information about this promotional campaign and the details to register themselves in it. These camps will be set up in areas where the chance of interaction with people is high such as municipal corporations, government hospitals schools and many more places. Hence, the goal of this advocacy plan will be to interact with people and make them understand the severity of unemplo yment and ways to remove it from the society (Carmona and punter 2013). Conclusion The prime focus of this report was to define a health promotion plan, using some existing documents to create a community profile of an area. Furthermore, from this big picture, aim was to identify gaps that affects the communitys quality of life. To ensure unemployment as the priority issue in Goulburn council a plan has been proposed in the group report. Based on that, this report discussed about the positive and negative impacts of the promotional plan. The intended and non-intended consequences was also discussed with an advocacy plan. References Carmona, M. and Punter, J., 2013.The design dimension of planning: theory, content and best practice for design policies. Routledge. https://books.google.co.in/books?hl=enlr=id=SdrWAQAAQBAJoi=fndpg=PP1dq=advocacy+planning+theoryots=bkfg7kBycnsig=kKL84ipG-_fuELdqYB9AO403R98#v=onepageqf=false Economy.id (2017).Unemployment rate | Goulburn Mulwaree Council area | economy.id. [online] Economy.id.com.au. Available at: https://economy.id.com.au/goulburn/unemployment [Accessed 24 Oct. 2017]. Eldredge, L.K.B., Markham, C.M., Ruiter, R.A., Kok, G. and Parcel, G.S., 2016.Planning health promotion programs: an intervention mapping approach. John Wiley Sons. Faludi, A., 2013.A reader in planning theory(Vol. 5). Elsevier. https://books.google.co.in/books?hl=enlr=id=OCMlBQAAQBAJoi=fndpg=PP1dq=advocacy+planning+theoryots=Oset1Pkkfzsig=sk85K_gQ0POmgWzjYstDeeI3ek4#v=onepageq=advocacy%20planning%20theoryf=false Glasson, J., Therivel, R. and Chadwick, A., 2013.Introduction to environmental impact assessment. Routledge. https://books.google.co.in/books?hl=enlr=id=NefZAAAAQBAJoi=fndpg=PP1dq=how+to+assess+positive+and+negative+impacts+of+a+campaignots=dpyORodH-1sig=Uq6cwCRTMm9EW4qfyNokSNC42gA#v=onepageqf=false Milln, J.M., Congregado, E. and Romn, C., 2014. Persistence in entrepreneurship and its implications for the European entrepreneurial promotion policy.Journal of Policy Modeling,36(1), pp.83-106. Puhl, R., Peterson, J.L. and Luedicke, J., 2013. Fighting obesity or obese persons? Public perceptions of obesity-related health messages.International Journal of Obesity,37(6), pp.774-782. Wheeler, B.W., White, M., Stahl-Timmins, W. and Depledge, M.H., 2012. Does living by the coast improve health and wellbeing?.Health place,18(5), pp.1198-1201. Wiemers, E.E., 2014. The effect of unemployment on household composition and doubling up.Demography,51(6), pp.2155-2178.

Discuss how Alfred Hitchcock creates horror and suspence in his film Psycho Essay Example

Discuss how Alfred Hitchcock creates horror and suspence in his film Psycho Essay he film Psycho was released in 1960 and was directed and produced Alfred Hitchcock. Psycho is one of the most famous films that have ever been made and it paved the way for many other films of its genre, and the shower scene is quite possibly the most famous scene ever. Alfred Hitchcock uses many different techniques to create horror and suspense in Psycho and in this essay I am going to write about the ones that I feel made the most impact. These are, The use of red herrings, the main character (played by famous actor Janet Leigh) dies after only one third of the film is over, the use of sound and music, for example, the violin in the shower scene, the Mise En Scene, where everything in the frame of the camera is deliberate and often symbolic, the use of the camera, crane shots (Arbogasts Death) First person perspective shots (Marions view of mother in the basement scene) and shot reverse shots (Close up of a person speaking the close up of another person replying, e.g.: Marions conversation with Norman in the parlor scene). We will write a custom essay sample on Discuss how Alfred Hitchcock creates horror and suspence in his film Psycho specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Discuss how Alfred Hitchcock creates horror and suspence in his film Psycho specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Discuss how Alfred Hitchcock creates horror and suspence in his film Psycho specifically for you FOR ONLY $16.38 $13.9/page Hire Writer I am going to start by analyzing the opening scenes of the film, and then go on to the larger, more famous scenes. After she has stolen the $40,000 Marions flight from Phoenix lasts for about 15 minutes of the film, and fills us with an ever-increasing sense of suspense. Her plan naturally goes wrong from the start, on the way out of town her boss crosses the street in front of her car and recognizes her (we hear the Psycho theme, which we heard over the opening credits, for the first time). After driving for a long time, Marion begins to get tired, and we see her pull over to the side of the road. We then cut to a day lit view of Marions parked car we see a police car, which we expect to move into the center of the frame. Instead, it passes Marions car, comes to a stop, backs up behind Marions car, and then parks there. Marions encounter with the deaths head policeman (the sightless gaze of his dark glasses will later be remembered as we see Mothers blind, staring sockets at the climax of Psycho). She flees from the policemans gaze as quickly as she is able, and rushes to buy a new car, an utterly useless gesture, because he is watching her do it. Her interactions with the car salesman repeat her experience with the policeman: the more she tries to escape notice, the more she attracts it. This is a very good example of a red herring, in this scene we are conned into thinking that the policeman will play an important role in the film, when in fact we never see or hear from him again. It is said that casting is 95% of any movie success, and Tony Perkins as Norman, is the key to Psychos extreme success. Tony Perkins plays the frail, meek and seemingly defenseless Norman Bates. In the parlor scene there is a very significant conversation between Norman and Marion: Norman: You eat like a bird Marion: (Looking at the stuffed birds in his den) Youd know, of course. Norman: no, not really I dont really know anything about birds. My hobby is stuffing things. You know, taxidermy. And I guess Id rather stuff birds because I hate the look of beasts when theyre stuffed. You know, foxes and chimps Only birds look well stuffed because well, theyre passive to begin with. Marion: Its a strange hobby. Curious. Norman: Uncommon, too. Marion: Oh, I imagine so! Norman: And its not as expensive as you might think. Its cheap, really. You know, needles, thread, sawdust. The chemicals are the only things that cost anything. Marion: A man should have a hobby. Norman: Its more than a hobby Marion: Do you go out with friends? Norman: (resigned) A boys best friend is his mother Where are you going? Marion: Im looking for a private island. Norman: I think were all in our private traps. Clamped in them. And none of us can ever get out. We scratch and we claw, but only at the air. Only at each other. And for all of it, we never budge an inch. Marion: Sometimes we deliberately step into those traps. Norman: I was born in mine. Marion realizes that Norman has to escape his mother if hes going to survive. She also realizes she cant run forever thats a trap in itself. Marion decides to return the $40,000. They start to talk about Mother, Marion ends up suggesting that Mother should be committed. Marions suggestion that he should have Mother committed creates an anger within Norman that seems to grow almost without limit, this anger is frightening, and it creates a lot of suspense. The shower scene follows the parlor scene and starts as Marion Crane is tidying up her room in the Bates motel, she starts getting undressed for a shower (all the time being watched by Norman Bates through a hole in the wall that backs on to his office). At this point the only sound that we the viewer can hear is the sound of the shower, Hitchcock has done this deliberately, it helps create suspense because the silence helps to give the viewer the idea that something is about to happen. After about 30 seconds of seeing Marion enjoy her shower, we see the door slowly opening out of the corner of our eye. This builds a lot of suspense by instantly making the viewer on edge and wanting to know who is behind the door. We see the door slowly opening and are desperate to see who is behind it, and then we see the silhouette of what we think is Mother. There is very good use of editing in the shower scene as through out the frantic scene we never get a close look at Mothers face. So until th e final moments of the film we are thinking that it is her who is killing, only to be proved wrong in the final scenes of the film. As James Berardinelli states The shower scene alone stands as one of the greatest single examples of execution and editing in the history of cinema (James Berardinelli. Psycho 1960. http://movie-reveiws.collossus.net/movies/p/psycho.html) When mother tears back the shower curtain, Hitchcock himself said that he had tried to give an impression of a knife slashing, as if it is tearing at the screen and ripping the film (Alan Vanneman www.brightlightsfilm.com/28/psycho1.html) As Norman (or mother) stands before Marion, he pauses for a few seconds to let her, and us to take in the full horror of the situation. After Marions first scream, Hitchcock cuts to a close up shot of her mouth so that as she was being stabbed we could all see the horror and pain that she was going through. Once the assault was over and Norman/mother had left Marion slumped against the bathtub we see the last of her blood flow out of her body and down the drain as a sign of her life flowing away. The music that was played during the shower scene also played a very important part in creating horror and suspense. The screeching violin mimics the movement of the knife as Mother kills Marion, and after Mother leaves the violin strokes slow in time to the slowing of Marions heart as she dies. In the scene where Arbogast dies, the camera at first lags behind Arbogast as he begins his climb, then jumps ahead and above him (crane shot), and then to the terrifying shot of the thin band of light that runs from the crack in the door of Mothers room, a band that quickly widens as Mother prepares to launch her assault. Once more, we never get a good look at mothers face as she is cleverly hidden in patches of light and shadow. As the door widens, we return to the shot showing Arbogast ascending the stairs. Instead of returning to show Mother coming through the door, we switch to an overhead shot. Just as Arbogast reaches the top of the stairs, the Psycho strings enter and so does Mother, brandishing her carving knife once more. There is a strange manner to the way that Mother moves, she is moving in a herky-jerky way, like the sort of movement you would see in an old, speeded-up silent film, that at once distances us from the action, but makes it more horrible. A sudden close-up of Arbogasts stunned, bloody face throws us back into the action, and the camera follows him as he staggers backwards down the stairs. He collapses at the foot of the stairs, where Mother finishes him off. Although it looks that Arbogast is stumbling backward at he makes his descent, Hitchcock apparently envisioned him as being almost in free fall. The back must have been broken on impact, he says, in the trailer. The shot was filmed with the camera gliding down the empty staircase. Balsam then sat in a chair and waved his arms wildly while the staircase shot was projected behind him. Meanwhile, Sam and Lila are waiting to hear from Arbogast, in a hardware store. Twice we see Lila back-lit so that her face is completely obscured, reminding us of our first encounter with Mother, and suggesting that the two of them will eventually have a showdown. Prodded by Lila, Sam goes out to the motel, but is unable to find anyone. His shouts of Arbogast! carry out to the swamp, where Norman is supervising the disappearance of the private investigators car. Sam returns to Lila, and together they go to the deputy sheriffs house. It is at this point that we learn the Bates family history, that ten years ago Mrs. Bates, a widow, murdered her lover and then committed suicide, (Norman had told Marion that the lover was dead, but didnt go into all of the details) this builds a lot of suspense because we think that it is mother who has been killing, only the be told that mother is in fact dead and buried. We instantly want to know how this is possible; did mother fake her death? Or was the murder not committed by mother after all? The deputy calls Norman, who admits to having seen both Marion and Arbogast, which is enough evidence for Sam and Lila, but not for the deputy, particularly because Sam and Lila wont file a missing person report for Marion, because this would involve charging Marion with the theft of the $40,000. Norman runs up the stairs and enters Mothers room, but the camera holds the shot of the staircase. We hear Norman and Mother arguing (we once again are conned into thinking that mother is alive). It becomes clear from their conversation that if the camera remains in place we will soon be face to face with Mrs. Bates. At this point the camera deliberately moves , and it gently glides upwards toward the ceiling. Then we see Norman emerge from the bedroom carrying Mother, who, seen from above, looks quite doll-like and helpless. At this point, we are fully aware that information is being withheld from us, and that Psycho will not be over until we have looked Mother fully in the face. Hitchcock spent a lot of time and money trying to conceal the fact that Mother and Norman are one and the same. For example, Perkins never did Mothers voice. Hitchcock used several voices, male and female, to try to prevent the audience from getting a fix on Mother. He also used several different people to play Mother. Margo Epper, a 24-year-old actress who had worked largely as a double in Hollywood, played Mother in the shower scene. The basement scene starts as Lila sneaks of to explore the house while Sam holds off Norman. We see the dreaded staircase for the fourth time. The camera follows Lila as she opens the door to Mothers bedroom. At last we are going to see everything. Hitchcock makes time stand still as Lila explores the suffocating Victorian furniture, the armoire with the carefully spaced dresses, the famous, horrible crossed hands on Mrs. Bates table, and the mattress indented with Mrs. Bates seated form. During this scene we get one of the best scares in Psycho, when Lila sees herself reflected in a mirror. Lila doesnt only investigate Mothers room. Going up another half-flight of stairs, she comes to Normans room. As we look at the worn toys, the filthy, unmade bed, we realize that we are inside Normans mind (this is a good example of mise en scene). Then Lila pulls a book from the bookcase and opens it. However, we arent allowed to see what it is. After inspecting both mother and Norman rooms, Lila descends the stairs only to see Norman coming up the path. She cleverly hides beneath the cellar stairs as Norman ascends, but then, to the horror of the audience, decides to inspect the cellar rather than escape, this creates unbelievable tension as we know that mother has been hidden down there. One thing we dont know however is that the biggest surprise of the entire film is coming up. Lila enters the cluttered basement, and switches on the light. We then see Mothers figure sitting in the chair besides the window. Lila calls out mothers name 3 times before reaching out for the chair and spinning it around, this is the first part of the big surprise, the chair swivels around and for the first time in the film we are confronted, face to face with the stuffed remains of Mother. Lila screams and turns around to see Norman (fully dressed up as mother charging insanely through the door, knife in hand, he is ready to attack Lila. He staggers froward, ready to strike, but at the last minute Sam lunges through the door and restrains Norman. After Norman is subdued, we get the official wrap-up from Dr. Richmond. When the doctor is finished, a police officer enters, carrying a blanket for Norman, who is suffering from a slight chill. we then get our final glimpse of Norman, staring helplessly, while Mother gives us her side of the story through the voiceover. She finishes by saying that shes just going to sit here like the harmless old lady she is see, Im not even going to swat that fly. Suddenly, the focus returns to Normans eyes. He looks right at us and grins menacingly. The film has unmasked Norman, and to drive the point home, Hitchcock superimposes Mothers deaths head grin over Normans own. For the purpose of creating horror and suspense Psycho is perfect. The film uses a mix of techniques to create horror and suspense, ranging from the use of music, camera angles to brilliant editing and direction, added to all of this is a very good story line that sucks the viewer in and keeps him at the edge of his seat.

Free Essays on Isolation Of Caffeine

Isolation of caffeine Abstract: The objective of this experiment is to isolate caffeine from tea leaves or coffee and then purify using sublimation as well as determine the purity by melting point. It was concluded that 18.7mg of caffeine were found in a single Louisiana Tea sample. The purified caffeine sample was found to have a melting point of 505K compared to the textbook caffeine melting point of 509K. Backround: Sublimination is when a substance in the solid phase passes directly into the vapor phase without going into the liquid phase. This happens because the vapor pressure of a substance generally goes up as temperature increases and the boiling point of a liquid happens when its vapor pressure is equal to the applied pressure. If this vapor can then be re-solidified it will separate compounds with low vapor pressures and high vapor pressures. This re-solidification is usually collected in crystal form on the outside of a glass tube with some sort of very cold liquid inside to attract and solidify the compound with a higher vapor pressure in a vacuumed atmosphere. This method is generally quick however it is not as selective as other methods of purification. Objective and Materials: The objective of this experiment is to isolate caffeine from tea leaves or coffee and then purify using sublimation as well as determine the purity by melting point. Materials used are as follows: sublimination tube, test tubes, tea, coffee, methylene chloride, potassium carbonate, centrifuge tube, vacuum hose, Pasteur pipet, available water, 200mL beaker, hot plate, sand bath, micropipette bulb, all materials were provided by the University of Arizona Chemistry Department. Procedure: The procedure for this experiment is listed on page 43(Organic Chemistry laboratory Manual, Haden/McNeil, 2003-04) Data: All data is in laboratory notebook. Calculations: The following i... Free Essays on Isolation Of Caffeine Free Essays on Isolation Of Caffeine Isolation of caffeine Abstract: The objective of this experiment is to isolate caffeine from tea leaves or coffee and then purify using sublimation as well as determine the purity by melting point. It was concluded that 18.7mg of caffeine were found in a single Louisiana Tea sample. The purified caffeine sample was found to have a melting point of 505K compared to the textbook caffeine melting point of 509K. Backround: Sublimination is when a substance in the solid phase passes directly into the vapor phase without going into the liquid phase. This happens because the vapor pressure of a substance generally goes up as temperature increases and the boiling point of a liquid happens when its vapor pressure is equal to the applied pressure. If this vapor can then be re-solidified it will separate compounds with low vapor pressures and high vapor pressures. This re-solidification is usually collected in crystal form on the outside of a glass tube with some sort of very cold liquid inside to attract and solidify the compound with a higher vapor pressure in a vacuumed atmosphere. This method is generally quick however it is not as selective as other methods of purification. Objective and Materials: The objective of this experiment is to isolate caffeine from tea leaves or coffee and then purify using sublimation as well as determine the purity by melting point. Materials used are as follows: sublimination tube, test tubes, tea, coffee, methylene chloride, potassium carbonate, centrifuge tube, vacuum hose, Pasteur pipet, available water, 200mL beaker, hot plate, sand bath, micropipette bulb, all materials were provided by the University of Arizona Chemistry Department. Procedure: The procedure for this experiment is listed on page 43(Organic Chemistry laboratory Manual, Haden/McNeil, 2003-04) Data: All data is in laboratory notebook. Calculations: The following i...

Human Resources Management in Health Care Assignment - 2

Human Resources Management in Health Care - Assignment Example According to Exhibit 3 this results to ADR of around $340, and the earliest this can be achieved is March to June, most probably during May. There are many reasons why I do not recommend overhauling the training process. First, the 7-day countdown is a Ritz-Carlton tradition that has been proven through time to prepare its new employees to become a proud part of the famous hotel chain. In fact, there have been no reports that the hotel chain have subpar employees. Second, there are many other ways to increase occupancy, such as providing packages for events participants, creating a loyalty card for frequent guests, increasing advertising, etc. Human resource is an integral part of service business. This makes experimenting more difficult, because not only should it be considerate of the customers’ happiness, but also of the employees’ welfare. Unlike machines that only need power to drive it, butlers, managers, and other personnel need more than food and clothing, they also need job security, sense of achievement, and good work

Youth Violence Dissertation Example | Topics and Well Written Essays - 2000 words

Youth Violence - Dissertation Example Recent arrest data show that 2.14 million juveniles were arrested by law enforcement agencies in 2005 (Carr, 2008). These arrests covered the full range of crimes including, homicides, forcible rape, robbery and aggravated assault. Furthermore, youth accounted for one in every six arrests for all violent crimes in the United States (Snyder, 2000). Background Prior research suggests that an association between race and violent offending exists with racial minorities offending at a disproportional rate compared to Whites (Thornberry et al., 1998). Plausibly, this relation exists because racial minority peer groups mediate the race-violence relationship. Alternatively, because racial minorities tend to be among the population that is most impoverished, minorities may be more likely to be antagonistic due to their aversive social and economic conditions (Bernard, 1990). Ultimately, the influence of peer association and socioeconomic status could have a greater influence on Blacks than no n-Blacks. Literature Review Relationship between Race and Violent Crime in Youths Several longitudinal delinquency studies examine the causes and correlates of youth delinquency. The Denver Youth Study used a sample of 1,527 boys and girls from high risk neighborhoods in Denver. These 1,527 boys and girls were a sample of 7, 9, 11, 13, and 15 year olds in 1987 (Huizinga, et al., 1998). The Denver Youth Study found that over a 5 year period (1987-91) most of the Black youths in the sample were in fact both victims and perpetrators of violent crime (Huizinga, et al., 1998). Loeber, et al. (1998) conducted research on 1,517 inner city boys from Pittsburgh in the Pittsburgh Youth Study. The sample consisted of first, fourth, and seventh graders from inner city Pittsburgh where 30 percent of sample were pre-screened students who exhibited especially disruptive behavior. The remaining 70 percent were a random sample selection of the remaining population. The Pittsburgh Youth Study found h igh levels of involvement in serious delinquency among its sample. No differences between Black and White boys were found at age 6, but differences gradually developed with prevalence of serious delinquency at age 16 reaching 27 percent for Blacks and 19 percent for Whites (Loeber, et al., 1998). Criminal violence is an enduring issue in urban America and this concern may not be equally serious for all communities. One of the more overt differences is between the violence levels of Blacks and Whites (Krivo & Peterson, 2000). Black violent offending has ranged from 6.2 to 9.5 times that of Whites over the past twenty years. Krivo and Peterson (2000) argued that one possibility for the racially differing rates of offending occurring is because the crime-generating processes are conditioned by the social situations of Blacks and Whites. Possible Mediators of the Race-Violence Relationship Socioeconomic Status Elliott (1994) with results from the longitudinal National Youth Survey posit ed that racial differences in violence varied across socioeconomic status, where employed Blacks and Whites had similar, continuous violent behavior in contrast to unemployed Blacks who were significantly more likely to behave more violently than unemployed Whites. It is certainly plausible that the nature of socioeconomic status has great influence on the violent behavior of people. Paschall, et al. (1998) found that impacts of socioeconomic disadvantage on violent behavior were clearly more profound for Black young adults than White young adults. Socioeconomic status could perhaps provide another explanation for differences in exposure to both violence and violent peers. Racial differences in violence may be a result of the lower socioeconomic sta