A Stim To Good Nutrition Essay Research free essay sample

A Stim To Good Nutrition Essay, Research Paper Introduction Envision an aged adult female who is really weak, frail, and sickly looking. She can non take portion in normal day-to-day activities, due to her complaint. She has really thin hair, tegument, and nails. This adult female appears to hold aged physically beyond her old ages. She can non bask the avocations that she has in the yesteryear, because of the deficiency of musculus strength and bone denseness. The bulk of her twenty-four hours is spent lying in bed watching telecasting, merely acquiring up when wholly necessary to avoid hurting and agony. The cause of this adult female? s pathetic quandary is her dietetic wonts. She does non acquire the proper vitamins and minerals, nor does she pattern normal feeding forms ( skips repasts ) which can discourage the organic structure to transport out its normal day-to-day maps. An deficient sum of protein, saccharides, Calories, fat, and vitamins and minerals can do the organic structure to close down. We will write a custom essay sample on A Stim To Good Nutrition Essay Research or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Merely as a auto needs gasolene to run, the human organic structure needs proper foods to map. This state of affairs could hold been avoided if this adult female had been educated decently during her younger old ages. Nutritional Requirements Good nutrition is of import at any age, but particularly during adolescence. During this clip span from age ten to fifteen for misss and age 12 to nineteen for male childs, kids? s tallness additions, endocrines alteration, and activities addition ( Trends, web ) . Following the Food Guide Pyramid is the best manner to guarantee all needed foods are obtained. Peoples should eat 6 to 11 helpings from the staff of life, cereal, rice, and pasta group ; 2 to 4 helpings from the fruit group ; 3 to 5 helpings from the vegetable group ; 2 to 3 helpings from the milk, yoghurt, and cheese group ; 2 to 4 helpings from the meat, domestic fowl, fish, dry beans, eggs, and nuts group ; and utilize fats, oils, and Sweets meagerly ( Anspaugh, 34 ) . Along with following the Food Guide Pyramid ( see figure 1 ) , adolescents need a greater sum of Ca for bone growing, strengthening, and to forestall osteoporosis subsequently in life. All striplings need more Fe ; misss experience the oncoming of menses and male childs have an addition in thin mass ( Trends, web ) . Thermal demands vary for each kid depending on sum of growing, physical activities, and degree of ripening ( Backgrouder, web ) . Figure 1 Eating Forms The mean adolescent diet consists of big sums of fast nutrient, bites high in fat, few vegetable and fruits, and even jumping repasts ( Casey, 931 ) . A recent survey at Louisiana State University published in the News-Star stated, ? murphy french friess and Gallic french friess make up more than one-fourth of the vegetable helpings eaten by kids, and about tierce of the vegetables eaten by adolescents ( New Orleans, 5A ) . ? The US Department of Agriculture? s Healthy Eating Index shows that today? s stripling diet? needs betterment? and that the overall HEI mark diminutions as a kid matures to an grownup. The US Department of Agriculture besides reports the addition in liquid Calories consumed because soft drinks are replacing milk in many diets ( Evers, 20 ) . Another of import factor is the lifting figure of adolescent vegetarians who may non acquire plenty of the of import vitamins and minerals needed during this growing stage. Calcium, protein, and Fe are frequently missing fro m a vegetarian diet and may non be added through consumption of dietetic addendums ( Trends, web ) . Fast nutrient and eating out contributes greatly to the diminution in alimentary content of the mean adolescent diet. Besides, the proper figure of repasts a twenty-four hours should be maintained by all ages to stay healthy ( see figure 2 ) . This tabular array shows about how many helpings of nonfat, thin nutrients are needed for three different Calorie degrees ( 1,600, 2,200, and 2,800 Calories ) . HOW MANY SERVINGS DO YOU NEED EACH DAY? CHILDREN, WOMEN, OLDER ADULTS TEEN GIRLS, ACTIVE WOMEN, MOST MEN TEEN BOYS, ACTIVE MEN CALORIE LEVEL? Approximately 1,600 ABOUT 2,200 ABOUT 2,800 Milk A ; Milk Products Group? 2 to 4 2 to 4 2 to 4 Meat A ; Meat Alternatives Group 2 2 3 Vegetable Group 3 4 5 Fruit Group 2 3 4 Bread A ; Cereal Group 6 9 11 Entire Fat ( gms ) ? 36 to 53 49 to 73 62 to 93 Table 1 Over the past 40 old ages, fast nutrient has appeared everyplace, from shops and airdromes to athletic events and schools. In 1997, the United States spent $ 100 billion devouring fast nutrient ( Schlosser, web ) . Harmonizing to an article in Rolling Stone Magazine, ? Americans now spend more money on fast nutrient than they do on higher instruction, personal computing machines, package, or new autos. They spend more on fast nutrient than films, books, magazines, newspapers, pictures, and recorded music combined ( Schlosser, web ) . ? In fact, 96 % of American kids most easy identified Santa Claus foremost and Ronald McDonald 2nd. In this fast-paced universe, non merely does fast nutrient take the topographic point of healthy repasts, but sometimes repasts like breakfast are non eaten at all ( Schlosser, web ) . For whatever ground people skip breakfast, we should see why breakfast is considered the most of import repast of the twenty-four hours. A survey of 504 immature grownups in Bogalusa, LA yielded consequences of the prevalence of jumping breakfast and the effects. Thirty-seven per centum of the topics did non eat breakfast, doing them two to five times more likely to hold a alimentary deficient diet. The striplings who skipped breakfast had less energy, protein, fat, vitamin, and mineral consumptions compared to those who ate in the forenoon. Besides, of those who did non eat breakfast, 66 % Ate a bite before tiffin, compared to 49 % of breakfast feeders who snacked before tiffin ( New Orleans, 5A ) . Influences on Eating Habits Research from 141 pupils in the 7th and 10th classs in St. Paul, Minnesota, showed interesting consequences when teens were asked to explicate their eating wonts. The most often discussed factors act uponing what the topics ate included: hungriness, gustatory sensation and visual aspect of nutrient picks, and picking nutrients by their readying clip. When asked why they were non eating a balanced diet, some pupils expressed their deficiency of concern for future wellness jobs. Another common account was that debris nutrients gustatory sensation better than healthy nutrients. Still others said that fruits and veggies are non convenient because many have to be peeled or cooked and were non available in topographic points like fast nutrient eating houses, school peddling machines, and at place. The pupils besides added that fast nutrient is a inexpensive and easy manner to eat ( Casey, 931 ) . Another major factor act uponing the eating wonts of striplings is publicizing. Each twenty-four hours the mean kid sees more than 82 telecasting commercials, many advertisement trendy or quick but non alimentary nutrients and drinks. The eating wonts of today? s teens are brooding of the messages they receive through advertisement. Even the advertisement in some schools does non dwell of healthy bites and repasts. Schools are besides a great topographic point to learn kids of all ages to understand advertisement schemes so they will cognize why these companies want to do their merchandise expression so appealing ( Evers, 22 ) . Marion Nestle, president for the Department of Nutrition and Food Sciences at New York State University stated, ? makers are paying big amounts of money and acquiring tonss of advertisement inside schools. They are forcing aside better nutritionary picks such as milk or fruit juice ( Condor, 1B ) . ? Consequences of Unhealthy Eating Today? s teens face many equal force per unit areas and strive to look like the stars and theoretical accounts in magazines and on telecasting and films. Because of society? s stereotype that everyone should be thin, there is an addition in the prevalence of eating upsets among striplings. The National Center for Health Statistics states that 100 females between the ages of 12 and 18 has anorexia nervosa. This is a disease caused by dramatically restricting nutrient consumption. Aside from anorexia, another common feeding upset is bulimia. Features of this eating upset include episodes of gorging normally followed by periods of guilt and depression frequently relieved by purging. Contrary to popular belief, anorexia, binge-eating syndrome, and other feeding upsets are non limited to females, five to ten per centum of all eating upsets occur males ( Beason, 2B ) . Many striplings with eating upsets may claim they are merely dieting or seeking to command their weight ( Trends, web ) . Figure 3 shows a chart of weight guidelines. Height/Weight Guidelines WOMEN MEN low center high low center high 4 # 8242 ; 10 # 8243 ; 100 115 131 5 # 8242 ; 1 # 8243 ; 123 134 145 4 # 8242 ; 11 # 8243 ; 101 117 134 5 # 8242 ; 2 # 8243 ; 125 137 148 5 # 8242 ; 0 # 8243 ; 103 120 137 5 # 8242 ; 3 # 8243 ; 127 139 151 5 # 8242 ; 1 # 8243 ; 105 122 140 5 # 8242 ; 4 # 8243 ; 129 142 155 5 # 8242 ; 2 # 8243 ; 108 125 144 5 # 8242 ; 5 # 8243 ; 131 145 159 5 # 8242 ; 3 # 8243 ; 111 128 148 5 # 8242 ; 6 # 8243 ; 133 148 163 5 # 8242 ; 4 # 8243 ; 114 133 152 5 # 8243 ; 7 # 8243 ; 135 151 167 5 # 8242 ; 5 # 8243 ; 117 136 156 5 # 8242 ; 8 # 8243 ; 137 154 171 5 # 8242 ; 6 # 8243 ; 120 140 160 5 # 8242 ; 9 # 8243 ; 139 157 175 5 # 8242 ; 7 # 8243 ; 123 143 164 5 # 8242 ; 10 # 8243 ; 141 160 179 5 # 8242 ; 8 # 8243 ; 126 146 167 5 # 8242 ; 11 # 8243 ; 144 164 183 5 # 8242 ; 9 # 8243 ; 129 150 170 6 # 8242 ; 0 # 8243 ; 147 167 187 5 # 8242 ; 10 # 8243 ; 132 153 173 6 # 8242 ; 1 # 8243 ; 150 171 192 5 # 8242 ; 11 # 8243 ; 135 156 176 6 # 8242 ; 2 # 8243 ; 153 175 197 6 # 8242 ; 0 # 8243 ; 138 159 179 6 # 8242 ; 3 # 8243 ; 157 179 202 Table 2 The Youth Risk Behavior Survey questioned striplings in classs nine through 12s across the state and found that 59 % of females and 23 % of males use dieting or other methods to lose weight. Other research from the Minnesota Adolescent Survey questioned 34,000 pupils in classs seven through 12s about their dieting wonts. Twelve per centum of the females and two per centum of the males admitted to dieting at least 10 times per twelvemonth. Thirty per centum of females and 13 per centum of males claimed they participated in orgy feeding. Consequences from these studies and many others demonstrate the high per centums of striplings with unhealthy eating wonts ( Neumark, 447 ) . Other researc hers questioned if striplings understood certain words associating to feeding, and decided to research teens? readings of the footings? dieting? and? orgy eating. ? They surveyed 203 striplings in 25 focal point groups and asked them to specify these footings and explain how they related to their lives. The consequences showed the bulk of groups explained dieting as a term used for healthy eating wonts. One-half of the groups described dieting as unhealthy feeding behaviours such as jumping repasts and famishment. One-half of the groups besides said dieting was used as a method of weight loss. When the groups were asked to specify orgy feeding, most of them related this term to gorging. Some of the groups differentiated orgy eating from general gorging by type of nutrient consumed. To these pupils, orgy eating meant taking in debris nutrient while gorging was considered eating excessively many healthy nutrients. One-fifth of the groups defined orgy eating as gorging when non hungry or eating because of ennui. About half of the groups related orgy eating to excessive eating followed by purging. Overall, the consequences showed the uncertainness of whether dieting is positive or negative and precisely what orgy eating agencies among today? s striplings ( Neumark, 448 ) . Improvements in Adolescent Nutrition Harmonizing to the American Dietetic Association, during the last 25 old ages, the United States passed Torahs to? supply equal nutrient and nutrition for the state? s kids and striplings ( Caton, web ) . ? While great paces have been made, more betterments must be added to increase healthy eating among this age group. In 1946, the National School Lunch Program stated that a healthy tiffin must include two ounces of protein, six ounces of veggies and or fruits, staff of life and butter, and one-half pint of whole milk. The School Breakfast Program started by the Child Nutrition Act in 1966 helps more kids receive a alimentary breakfast ( Beech, 1433 ) . By 1977, legislators acknowledged the demand for more advanced plans like the Nutrition and Education Training Programs ( Casey, 933 ) . In 1990, the National Food Service Management Institute began supplying information on nutrition and preparation to farther educate people about healthy feeding ( National, web ) . Revisions by the Healthy Meals for Healthy Americans Act in 1994 stated that the National School Lunch Program and the School Breakfast Programs must run into the American Dietary Guidelines to g uarantee a balanced diet. Recently in 1995, School Meals Initiative for Healthy Children updated nutritionary criterions to supply a assortment of bill of fare for schools ( US, web ) . Aside from statute law to better kids? s nutrition, schools are the best topographic point to develop a good foundation for healthy eating wonts. Americans send their kids to school to be educated non merely in reading, composing, and arithmetic, but in all countries. Since schools are the primary topographic point of instruction, kids should larn about nutrition associated with day-to-day eating, advancing wellness, and forestalling diseases. Dietary professionals at schools can besides measure pupils? eating wonts every bit good as their hazards for certain diseases ( Identifying, web ) . Schools need qualified professionals to educate decision makers, instructors, managers, staff, kids, and parents about the importance of good nutrition. Team Nutrition, a USDA plan, can be implemented in schools to educate both kids and parents. As portion of this plan, professionals trained in nutrition aid participants learn healthy feeding wonts through synergistic games ( Position, web ) . Dieticians can besides learn teens the facts and myths associated with a healthy diet every bit good as how to read nutrient labels and construe thei r significance ( Borra, 817 ) . This type of instruction should get down in simple school so kids can develop good wonts early in life ( Student, 9 ) . Children can be taught early to understand nutrition and exercising to guarantee future wellness ( Student, 9 ) . Because the per centum of fleshy American teens continues to lift from 21 % in 1994, nutritionary instruction should besides include safe and healthy ways to lose excess weight ( Backgrounder, web ) . An easy manner to learn adolescents about nutrition and healthy feeding is to larn the American Dietetic Association? s healthy weight direction acronym # 8211 ; CHANGE: # 61656 ; Count out crash diets or speedy weight-loss strategies. # 61656 ; Have forbearance in losing a half lb to one lb per hebdomad. # 61656 ; Always drink plentifulness of H2O or other fluids. # 61656 ; Never skip repasts in attempts to lose weight. # 61656 ; Get up and travel, increase your physical activity. # 61656 ; Eat a assortment of nutrients ( 18 ) . Along with day-to-day healthy feeding wonts and weight control, nutritionary instruction should include healthy noshing as a major focal point. Noshing can be a healthy and of import portion of a immature individual? s life. One of import factor to retrieve is that noshing should non be used as a replacement for eating healthy repasts, but for an excess sum of energy and nutrition ( Trends, web ) . Children can non devour big sums of nutrient at one clip, so they get hungry between repasts. If striplings are highly active they may necessitate excess energy for good public presentation during activities ( Backgrounder, web ) . Wellness Director at the University of Louisiana at Monroe, Treina Landrum, told the News-Star that? teens need to see their entire day-to-day nutrient consumption. Teens with early tiffin interruptions or after school activities may hold a long delay between tiffin and supper. They? ll need fuel to maintain their energy up? ( Tucker, 1B ) . The News-Star published a different article with thoughts for healthy bites. With a small creativeness, childs can hold fun eating healthy options to debris nutrien t. It besides stated that parents should purchase the types of nutrient they want their childs to eat # 8211 ; if debris nutrient is non available, the childs can non eat it ( Martinez, 3B ) . Another article published in the News-Star titled, ? Noshing Doesn? t Mean Unhealthy Eating? offered some tips to parents with kids who snack between repasts: # 61623 ; Give bites in little helpings, non an full box. # 61623 ; Save uneaten nutrient from a repast for a bite subsequently. # 61623 ; Make home-made bites with less fat by replacing fatty ingredients with more healthy 1s. # 61623 ; Offer fruits and veggies as bites alternatively of cookies and confect ( Beason, 2B ) . Decision Nutrition relates to all facets of life and should be integrated into everyone? s day-to-day docket. Although nutrition may non be a focal point for today? s adolescents, it should be. Children and striplings with hapless eating behaviours grow to be grownups with the same feeding jobs. These unhealthy feeding wonts can turn lifelessly if they progress to an eating upset and are untreated. If taught at an early age, kids can develop healthy wonts and do wise determinations for themselves. Ignorance is one of the grounds many people, even in today? s modern society, have unhealthy behaviours. Education is the reply to raising a smart and healthy hereafter for our state. 1. Anspaugh, D. , et Al. ( 1997 ) . Health: constructs and applications. New York: McGraw-Hill. 2. Backgrounder # 8211 ; child/adolescent nutrition A ; wellness. ( 1998, August ) . hypertext transfer protocol: //www.ificinfo.health.org/index3.htm. 3. Beason, H. ( 1999, September 1 ) . Noshing doesn? t mean unhealthy feeding. News- Star, p. 2B. 4. Beech, B. , et Al. ( 1998, December ) . Impact of breakfast ingestion on nutritionary adequateness of the diets of immature grownups in Bogalusa, Louisiana: cultural and gender constrasts. Journal of the American Dietetic Association, 98, 1432-1437. 5. Borra, S. , et Al. ( 1995 ) . Food, physical activity, and merriment: inspiring America? s childs to more healthy life styles. Journal of the American Dietetic Association, 95, 816- 818, hypertext transfer protocol: //parentingteens.miningco.com/index.htm. 6. Casey, M. , et Al. ( 1999, August ) . Factors act uponing nutrient picks of striplings: findings from focal point groups treatments with striplings. Journal of the American Dietetic Association, 99 ( 8 ) , 929-934. 7. Caton, J. ( 1990 ) . The history of the American school nutrient service association: a pinch of love. The American Food Service Association, hypertext transfer protocol: //parentingteens.miningco.com/index.htm. 8. Condor, B. ( 1999, August 24 ) . When it comes to saccharify, intelligence is difficult to get down. News-Star, p. 1B. 9. Evers, C. ( 1999, August ) . Turning smart consumers. School Food Service A ; Nutrition, 19-20, 22. 10. Identifying patients at hazard: ADA? s definitions for nutrition showing and nutrition appraisal. ( 1994 ) . Journal of the American Dietetic Association, 94, 838-839, hypertext transfer protocol: //parentingteens.miningco.com/index.htm. 11. Martinez, M. ( 1999, August 25 ) . After-school bites can be healthy and appealing to childs. News-Star, p. 3B. 12. National Health/Education Consortium. ( 1993 ) . Eat to larn, larn to eat: the nexus between nutrition and acquisition in kids, hypertext transfer protocol: //parentingteens.miningco.com/index.htm. 13. Neumark-Sztainer, D. A ; Story, M. ( 1998, April ) . Dieting and binge feeding among striplings: what do they truly intend? Journal of the American Dietetic Association, 98 ( 4 ) , 446-449. 14. New Orleans Associated Press. ( 1999, September 6 ) . LSU survey: Gallic french friess, french friess are one-third of adolescent? s vegetables. News-Star, p. 5A. 15. Position of ADA, SNE, and ASFSA. ( 1995 ) . School-based nutrition plans and services. Journal of the American Dietetic Association, 95, 367-369, hypertext transfer protocol: //parentingteens.miningco.com/index.htm. 16. Schlosser, E. ( 1998, September 3 ) . Fast nutrient state: the true cost of America? s diet. Rolling Stone, hypertext transfer protocol: //www.mcspotlight.org/media/press/rollingstone1.html. 17. Student nutrition study. ( 1999, September ) . School Food Service A ; Nutrition, 53, ( 8 ) , 9. 18. Tendencies in adolescent nutrition. hypertext transfer protocol: //ificinfo.health.org. 19. Tucker, L. ( 1999, September 15 ) . Snack onslaught: give teens healthy options for cravings between repasts. News-Star, p. 1B. 20. US Department of Agriculture. ( 1995 ) . Concluding ordinance: school repasts initiative for healthy kids, hypertext transfer protocol: //parentingteen.miningco.com/index.htm.

ol grande Essay

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Constructing A Multi Storey Commercial Building Construction Essay

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It will cause traffic issue while transporting the materials to the construction site. 2) Site office is far away from the construction site. 3) Worker s quarters are near to the construction site but the canteen is far away from the worker s quarters. This cause inconveniences for the workers during lunch time hour. 4) Toilet is far from the worker s quarters. 5) Parking lots are not located near to the construction site. 6) No pedestrian bridge between the construction site and the parking lots. This will cause a big problem to the traffic especially during peak hours. 7) The material storage, site office, canteen, toilet as well as parking lots should be situated at the empty space indicate in the site layout to minimise the problems discussed above.

Ethical Systems Essay

Ethical systems form the basis of moral beliefs; they are the moral philosophies that order moral principles systematically. (Thomson and WardSworth, 2005) Ethical systems can be broadly classified into deontological and teleological ethical systems. A deontological system concerns itself with the nature of an act that is under judgment, if an act is good but results in bad consequences than if it still considered a good act. Teleological systems judge consequences of an act, if an act is bad but results in beneficial consequences then it is considered moral. Ethical formulism judges the intent of the author thus, it is a deontological system. If a person performs an action from goodwill and it results in bad consequences, it is a moral action. This system also uses predetermined principles to judge goodness: that people should not be used as a means to an end, that behavior is moral when it is freely chosen and autonomous (someone worked to do a good thing is not really moral. ) and that actions should be based on behavior being universal. Utilitarianism is a teleological system whose goal is judged by consequences of an action. In this case when an action contributes much to the good of majority it is moral, regardless of the individual or minority who may have suffered because of the action. Following this system, Winston Churchill by allowing Coventry to be bombed in World War II so the Germans would not know the Allies had cracked their military code did a moral thing even though hundreds of English people were killed, when they might have been saved had they been warned. A smaller group was sacrificed for the sake of the greater good in this case, ending the war earlier and saving thousands more. Religion is a frequently used ethic system based on a willful a rational God. For believers there is no reason to question the authority of God’s will. The controversial issue is the interpretation of God’s will. According to Barry when is a dilemma; God’s will can be found in 3 ways; if one feels uncomfortable about a certain action, it is probably wrong. Religious authorities can provide guidance on right and wrong and thirdly the scripture provides answers to moral dilemmas. (Thomson and Wadsworth, 2005) The natural law ethical system proposes that ‘what is good is natural and what is natural is good’. These are innate instincts for example self-preservation is inborn, natural and basic and all actions related to it such as self-defense, prohibition of murder are moral acts. The basic problem with this system is where it is difficult to identify what is consistent and congruent with human nature. Focus on basic inclinations make this a teleological system because an action like killing may be wrong but if it is done in self-defense then it is considered a moral act since it is line with the self-preservation instinct. The ethics of virtue is a system that focuses on defining a good person as opposed to a ‘good action’. Here reason cannot be used to find out what is good. This system is teleological as it conserved with achieving a good end and more specifically happiness. One does good because of one’s character, if one has a bad character they will usually choose the immoral path. For example, a person who is broke and sees a stranger drop money without realizing calls the strangers back and gives him his money, he has performed a moral act because he has a habit of integrity. Someone else would steal because it is in his or her character to do so. The ethics of care system emphasizes human relationships and needs. It has been referred to as a feminine morality as it is founded on the natural human response to care for unborn child, ill and hurt. Some Eastern religious like, reject a rule-based form of ethics preferring instead to lead an individual in caring for needs. Braswell et al, 2002). The ethic behind rehabilitation is another illustration of ethics of care system. (Thomson and Wardsworth, 2005) This system is in line with teleological system of ethics because it does not simply classify action as wrong or right, rather it is concerned with the needs of others and effects of the actions on them, which learns more towards judging consequences corporations rather than the actions themselves. Egoism proposes that what is moral is what is good for one’s survival and personal happiness. This premise in its extreme directs that people should do whatever is beneficial to them. This disregards other people, using them as means to ensure happiness and in effect it means they have no meaning or rights (Thomson and Wadsworth, 2005) Egoism, sees an individual who performs a completely selfish act as immoral even impossible as it is not in line with true nature of human beings who like all other species have instincts for survival, self preservation and self in trust which is merely part of this natural instinct. This position is neither logical nor flexible single it would be in support of exploitation of the weak by the strong, which by all other systems is wrong. The system that closely matches my own beliefs is the religious ethical system. This is because the basis for ethics provided is rational since it can be identified wit a perfect God-figure. In addition, the similarity of the principles of these ethics in most of the religious are an indicator that they are acceptable to a wide majority hence they cover the needs of most of mankind adequately. In addition, scripture provides answers to ethical problems in all circumstances, something that most other ethical systems do not. The issue of say the birth contradicting only comes up when there is failure to understand the context of scripture. Belief in a God means that we do not have the responsibility of determining what is right, or wrong, since an unquestionable authority has determined them already.

Last Chance in Texas

Hubner, John. (2005) Last Chance in Texas: The Redemption of Criminal Youth. New York, NY. Random House Inc. Last Chance in Texas is an eye opening look into the efforts of the juvenile justice system to rehabilitate youth offenders and integrate them back into society. The book chronicles the research of author John Hubner who heard about a facility in Texas that ran an aggressive and one of the most successful, treatment programs in America for violent young offenders. He was particularly curious how a state like Texas, known for its hardcore attitude toward crime, could be a leader in rehabilitating violent and troubled youths.Through a span of over nine months at The Giddings School in Texas, Hubner discovered that making offenders understand their past and how their actions affected others was key to successful rehabilitation. By observing school’s therapists and students, Hubner learned that the rehabilitation process was an intense self realization program that forced o ffenders to review and re-live their past experiences that led up to the crimes they committed. The staff at Giddings challenged offenders to step into their past and visualize their crimes before and after they were committed, as well as the impact of those around them.Different techniques were used help the students remember their pasts that most have tried to forget. Forcing them to recall specific details of their lives and the pain they suffered allowed them to address these experiences that ultimately led to them to violent crime. In most cases, the offenders were victims of violence well before they became violent offenders themselves. It was an emotionally painful and time consuming program designed to reprogram them and their behavior by understanding their own feelings and how their actions affected other people.In the program at The Gidding School there was a specific gang member named Ronnie who was convicted of armed robbery and kidnapping of an elderly couple. Through intense therapy it was learned that he previously suffered from different forms of abuse throughout his life. Family fighting, drug use, poor parental guidance ultimately led to a life of anger and violence. As a child, his mother would often leave Ronnie and his brother Kenny alone while she went out to use drugs. On occasion, his aunt would look after the two boys while their mother was away.Not only did their aunt physically abuse them, but later on their mother’s boyfriend introduced them to using and selling drugs, stealing, and guns. Re-living these memories was as agonizing and traumatic as one could imagine but it was paramount in learning how and why he became the person he did. Many boys at Giddings were convinced that no one loved them, and Ronnie was no exception. Giddings therapists used these sessions to break through the wall he put up thinking that no one loved them or cared what happened to them. More often than not, they were successful reaching students thi s way.One unique approach to developing self worth for the students at Giddings was the organization of a football program where they actually played surrounding schools. Hubner saw that this not only was a great release of aggression but also created a sense of trust and camaraderie among students based on mutual respect. Ironically, it was on the football field where they learned that there are alternatives to the violence they usually used to resolve differences. Unlike many football teams with teenage boys, winning was not the ultimate goal for the players at Giddings. In fact, they lost their final game.However, they all felt a sense of pride and recognition for starting and finishing the football season as a team. The girls at Giddings, on the other hand, were treated somewhat different than their male counterparts. They had different ways of expressing their emotional pain that led to the crimes they committed. Surprisingly, one hundred percent of them had been sexually or ph ysically assaulted. With females, therapist had to dig even deeper than they normally would have with boys. This could be somewhat dangerous since the girls were much more emotional and measurably more violent during therapy sessions.Oddly enough, female fights were more unexpected, viscous, and ended more painfully than those of the boys. One interesting approach in therapy was when parents of murdered children visited the program and told their stories. The idea was to appeal to the inner hearts of the emotionally withdrawn young female offenders. It was thought that females would better identify with the stories of these families and be able to tell their own story. It proved effective as many made great emotional progress and were able to tell their own stories in therapy.One by one all the young women opened up, pouring out their feelings they had been holding inside for so long. It was an incredible experience to witness for everyone in attendance. Upon graduation from The Gid dings School, each student goes their separate way. For many, going back to institutions and detention centers was their next stop in their journey. Others went back to their respective homes with their families. Many of these students managed to change their lives for the better and become someone they never thought they could.They are the rehabilitation success stories for The Giddings School. Sadly however, there are many that are not rehabilitated and eventually return to correctional facilities. This book is an intense story about rehabilitation and hope within the juvenile justice system. The young men and young women at Giddings can go through years of intense therapy and counseling. Only after they learn how to deal with their past and the pain they have endured, can they begin to heal. Most kids enter Giddings with no feelings of love, self worth, respect for others, or hope.However, through very structured program administered by loving therapist and staff members, most st udents begin to realize that though they have made mistakes, they too are loved. This book would be an outstanding reference for anyone interested in learning about a more positive approach to rehabilitating violent youth offenders who seem to have no hope. The Giddings School consistently provides some of the best results in the county. At Giddings, kids with no hope they leave with feeling of self worth, love, and sometimes even a new family.

Titration Essays

Titration Essays Titration Essay Titration Essay A trading standards officer suspects that a wholesaler is supplying fish and chip shops with vinegar that has been watered down. The officer has collected several samples of the vinegar from different shops, together with a sample of the same brand of vinegar direct from the manufacturer. My task in this assignment is to analyse the samples by titration and to decide which of the samples, if any have been watered down. I will then prepare a report for the officer showing the extent to which the vinegar samples have been watered down if at all. I was given the manufacturers sample and three other samples to test.The VariablesThe possible input variables are the concentration of the vinegar, the concentration of sodium hydroxide, the amount of vinegar, amount of sodium hydroxide, the amount of phenolphthalein (indicator) and the temperature. My possible outcome variables are the amount of vinegar needed to neutralize the sodium hydroxide and the speed of the reaction.The input variable I have decided to change is the concentration of the vinegar and the output variable I have decided to measure is the amount of vinegar needed to neutralize the sodium hydroxide. My control variables that I will keep the same to make my experiment fair are the amount and concentration of sodium hydroxide, the starting amount of vinegar, the amount of phenolphthalein and the same equipment.PredictionMy prediction is The higher the concentration of vinegar the less vinegar needed to neutralize the solution of vinegar and sodium hydroxide because if the vinegar has a low concentration then it contains a smaller number of moles per litre. So therefore more of the vinegar would be needed to neutralize the sodium hydroxide. If the vinegar was of a higher concentration less of it would be needed to neutralize the sodium hydroxide.Equipment ListBurettePipettePipette fillerConical flaskBeakers x2FunnelClamp standWhite tilePhenolphthalein indicatorSodium hydroxideVinegar samples: manufacture rs, sample 1,2,3Diagram of EquipmentRisk AssessmentI decided to make the experiment safe by wearing goggles at all times and not sitting down while doing the experiment. Also I tried not to spill and liquid or get any on my clothes and skin.Step by Step ProcedureThis is what I did:1. I will get all equipment out that is on the equipment list.2. I will label and fill two beakers with the reacting solutions.3. I will pour a little of the vinegar into the burette to rinse it. Then pour away the solution.4. I will fill the burette with vinegar and then let the solution out until the meniscus is on the zero line.5. Then using a pipette filler I will rinse out the pipette using the sodium hydroxide and then pour it away. Then fill the pipette to way past the line.6. Carefully let the solution out until the meniscus is on the line.7. I will then run the solution into a conical flask.8. I will add 7 drops of indicator and the solution will turn purple and put it on the white tile that is on the clamp stand.9. Run the solution from the burette into the conical flask a bit at a time, swirling the flask all the time.10. Stop when the indicator has changed the solution from purple to clear and note the reading on the burette.11. Empty and rinse the conical flask and then refill and zero the burette.12. Using the pipette filler, refill the pipette and let the solution out until the meniscus is on the line.13. Repeat steps 5, 6 and 7.14. Repeat step 8 but stop about 1cm before the previously recorded volume. Then add the vinegar drop by drop until the solution goes clear.15. Record the volume added in a table.16. Do at least three readings within 0.1 cm of each other for each sample.Scientific KnowledgeEquation for the reaction:Acid + Alkali Salt + WaterSodium Hydroxide + Ethanoic Acid Sodium Ethanoate + WaterNaOH + CH3COOH CH3COONa + H2O1 Mole + 1 Mole 1 Mole + 1 MoleI know that it takes 1 mole of NaOH to neutralize 1 mole of CH3COOH and then you get 1 mole of CH3COONa and 1 mole of H20amount of moles = concentration x volumea = cv= 0.1 x 25/1000= 0.0025 moles of NaOH0.0025 moles of sodium hydroxide and Ethanoic acid are needed each time.The less concentrated the vinegar the smaller the number of moles it will contain per litre so it will therefore take more of the solution to neutralize the solution.Test RunsRun12345Amount of acid needed (cm )272727.126.727.1My test runs were to show me how the equipment was set up and how the experiment worked and what I had to do in the experiment.Recording ResultsI recorded my results in a table but also in a graph. I will take an average of each set of results.SampleRun 1- Amount of vinegar needed (cm )Run 2- Amount of vinegar needed (cm )Run 3- Amount of vinegar needed (cm )Average amount of vinegar needed (cm )Manufacturers sample7.908.007.907.93Sample 116.5016.5016.6016.53Sample 225.9026.0025.9025.93Sample 334.5034.5034.6034.53The reaction that takes place is the neutralization of sodium hydroxide and eth anoic acid.Acid + Alkali = Salt + WaterCH3COOH + NaOH = CH3COONa + H2O1 mole + 1 mole = 1 mole + 1 moleConclusionHere are my calculations to find out the concentration and 1/concentration of each of the samples of vinegar. The calculation is: concentration = amount in moles/volume x 1000.SampleCalculation:c = a/v x 1000Concentration1/concentrationManufacturers sample0.0025/7.93 x 10000.3152585120.315 to 3SF3.1723.17 to 3SFSample 10.0025/16.53 x 10000.1512401690.151 to 3SF6.6120000176.61 to 3SFSample 20.0025/25.93 x 10000.0964134210.0964 to 3SF10.3719999710.4 to 3SFSample 30.0025/34.53 x 10000.0724008110.0724 to 3SF13.8119999813.8 to 3SFThe first graph I plotted was average volume of vinegar against the concentration of vinegar. In this graph I have found that the points join up as a curve the graph shows me that the higher the concentration of vinegar the less vinegar needed to neutralize the solution of vinegar and sodium hydroxide. This matches up with my original prediction that The higher the concentration of vinegar the less vinegar needed to neutralize the solution of vinegar and sodium hydroxide. As the volume halves the concentration doubles, for example on my graph the volume is 26 cm and the concentration is 0.10 moles and when the volume is 13cm ,the concentration is 0.20 moles.On the second graph I plotted the axis was volume of vinegar against 1/concentration of vinegar. In this graph I have found that all the points join up to become a straight line. I have found that sample 1, 2 and 3 have been watered down because the concentration for those three samples is lower than the concentration of the manufacturers sample.EvaluationIn my experiment I have completed it fairly, the equipment I used to make it fair was the same volume pipette and burette. This is because they have a line on them and the meniscus of the liquid is on the line so I will be using the same volume of liquid every time. On my first graph the first three points are joined up by m ore of a straight line than the curve that joins the 3rd and 4th points up. To make this more of a smooth curve I could have missed a point out of it to make it smooth. I have enough results to support my conclusion because every result I took was within 0.1 cm of each other. To further my experiment I could react all of the samples with magnesium and then the less concentrated vinegars will react slower.

Film sequence Essays

Film sequence Essays Film sequence Essay Film sequence Essay Focus on how one or more of the mise-en-scene, performance, cinematography, editing and sound create meaning and generate a response in a film sequence.* The clip must be a complete sequence of no more than 7 minutes in length* If the sequence is a complex one, it may be much shorter than 7 minutes.I have chosen to look at the final 7 minutes of the film saw. I will be looking at the use of sound and mise-en-scene and what affect this has on the audience. I will start from the scene where Lawrence cuts of his foot and I will only be looking at the scenes involving Lawrence and Alex.There arent a lot of non-diegetic sounds used in this sequence but the effect of that is that it makes the sequence appear more realistic to the audience therefore making it scarier. Diegetic sound is used most throughout the sequence and example of the use of diegetic sound is the tape recorder found later in the sequence. At the Beginning of the scene, Alex is screaming and shouting at Lawrence telling h im dont do it, we can sort this out! The tone of Alexs voice scares the audience as he sounds scared which adds to the horror of Lawrence cutting of his foot. We can also hear Lawrences screams of pain, which are slightly muffled from his shirt. The fact that we can still hear his screams loudly shows how much he is screaming making this scene seem realistic to the audience.As the scene progresses, we can see Lawrence getting weaker and one way that we know he is getting weaker is the dramatic change in his voice before and after cutting his foot. We hear him screaming and shouting loudly in the scene before, then once he cuts of his foot, his voice becomes quieter and deeper with gasps in between sentences, this shows that he is really weak and finds it difficult to speak.We get to the point where Lawrence gets the gun and points it at Alex. Alex voice shows his fear of dying and we can also hear the sorrow in Lawrences voice as he says You have to die. This makes the audience feel sorry for both characters and leaves us wondering what will be happening next.Once Lawrence shoots Alex, he breaks down and cries saying there, Ive done it, now show them to me. The sobs in between sentences show his upset. The character Zep enters the room and we can hear the anger in Lawrence voice as he shouts. You can also hear the fact that the gun now has no bullets as Lawrence tries to shoot Zep. We can also hear the anger in Alexs voice as he gets up and hits Zep with part of the toilet. From this we can hear the toilet hitting Zep and we can also here his head smashing from the power of the hit. This leaves the audience shocked as they though Alex was dead and that Lawrence was going to die.Once Lawrence has left the room, we can hear Alex looking through Zeps pockets then he comes across a tape recorder. He plays it and its the same voice that was on their tape recorder shown early in the film. This leaves the audience and Alex confused as the tape tells Zep that he has t o keep them hostage. Know the audience is wondering who is the Jigsaw killer?We can hear Alexs breathing increase which creates fear and increases the tension for the audience. An uneasy music begins to play gradually getting louder and faster which increases the tension for the audience. The man who we as the audience though was dead gets up, as he does, the music increases and so does Alexs breathing. The music helps create shock from this character up rise and puts more fear on Alexs character. The music play is Non Diegetic as we as the audience can hear but Alex cant. the music helps show the atmosphere of the scene, the fact that its uneasy puts the audience on edge and wonder what is about to happen.When the dead man speaks we recognise his voice as the same one as on the tape recorder and Alex and the audience become aware that he is the Jigsaw killer, this shocks the audience that the Jigsaw killer had been there the whole time.There is then a montage that shows different s cenes throughout the film which makes sense of the whole movie. As the montage progresses, the music playing over the top speeds up and so does the length of scene change. This scares the audience but makes them realise the whole film as it runs through the whole lot and we can see how everything is relevant. As the music increases so does the audiences heart rate which increases the fear in this scene.As we get towards the end of the film we hear a voiceover of the Jigsaw killer saying some people are so un grateful to be alive and we see the Jigsaw leave the room and before he slams the door we hear him say game over this scares the audience. As the scene finishes all we see is blackness and we can hear Alexs screams over the credits. This leaves the audience feeling uneasy and asking questions like will Alex survive? What happened to Lawrence? Does the Jigsaw killer ever get caught?There are loads if factors that affect the mise-en-scene. I will be focusing on the set design, the use of make up, the use of props and the use of lighting and looking at the affect this has on the tension in the film.The set design is in a bathroom and its dirty and broken with a dead body in the centre. This makes the area look horrible which adds to the horror iconology. The pipes and chains make it seem like a prison and theyre constricted, this helps create fear with the audience. The fact that theres no windows and one door thats locked gives the feeling of isolation and restriction which leaves the audience feeling uneasy and on edge.There is a good use of make up on Lawrence as there is the blood from his foot which makes it look like hes actually cutting it of. Then also as the scene progresses we see him getting paler and his skin colour turning slightly blue. There is also make up on the dead man as it looks like his head has been smashed even though he is alive.There is minor use of props as there is only simple ones such as a saw, a gun and a tape recorder. The tap e recorder is the only prop that isnt used as a weapon which leaves the audience asking questions as to who the jigsaw killer is once the tape recorder is discovered.The lighting in these scenes is very simple as the bathroom is lit using a blue filter which makes the bathroom seem colder and more depressing. At the end of the sequence, the lights are turned of by Jigsaw and there is a green light behind him witch shows his outline. This makes Jigsaw seem mysterious as we cant see him it also suggests that hes secretive and theres still stuff we dont know. Once the door is shut, there is complete blackness and nothing can be seen, this creates fear with the audience as it plays on the childhood fear of the dark.

The IVF technology Essay Example | Topics and Well Written Essays - 2000 words

The IVF technology - Essay Example The company’s objective is as transparent as possible to the public since they depend on the community an enormous extent. The unique product of the IVF industry is coupled, at least in Australia, with a unique sense of entitlement. Consequently, Australia is the only country in the world providing unrestricted public funding for IVF through its national health scheme. There is no limit to the number of cycles that women can have and no legal age limit. (Sweden and Britain provide three on the national health and they have to be before age 39. In New Zealand women get two free cycles in a lifetime and in Canada until recently you didn't get any on the national health)The Australian (2012). According to Human Embryo Research Panel, much of the IVF research has been directed by clinicians who lack experience in basic research and development biology. In addition, the commercialization of reproductive technologies has resulted in the establishment of profitable enterprises, including sperm banks, IVF centers, and fertility clinics. The issues pertaining to embryo manipulation involve social values and moral judgements, but as the business interests of IVF are to ensure that viable eggs can be effectively implanted into a woman’s uterus at acceptable cost, commercialization of embryos increases the prospect that there will be no uniformity in the way ethical values and judgements will be interpreted and implemented Krimsky and Hubbard (1995). Professor Paul Komesaroff, director of the Monash Centre for Ethics in Medicine and Society, says the issue of embryo donation is a vexed one. "There are different opinions about when the embryo acquires special religious, spiritual or ethical significance," he says. "Some people say its at the moment of fertilization, others say its at the moment of conception, others say at the 16-cell stage, some say its much later."(Labi, 2012). In the case of Sydney IVF â€Å"The membership of the ethics committee signiï ¬ cantly exceeds the constitutional requirements set by the Australian Government's National Health and Medical Research Council (NHMRC) in its National Statement on Ethical Conduct in Research Involving Humans† Sydney IVF Stem Cells (2011).

Russia - National Security Presentation Speech or

Russia - National Security - Speech or Presentation Example NEXT SLIDE (TALK ABOUT THE FLAG (VGT) d. Overview: At 6.6 million square miles Russia (also known as the Russian Federation) is the largest nation-state in the world today. It encompasses all of northern Asia and north-eastern Europe. On the south, from west to east it borders on Kazakhstan, Mongolia and China (and furthest east, for a mere 11, miles it borders on North Korea. On the west, from north to south it borders on Norway, Finland, the Baltic States, Belarus and the Ukraine. e. It's national flag is a tricolor with bands of white, blue and red. Officially adopted in the 1890s and again in the 1990s, after the dissolution of the Soviet Union and the abandonment of the 'hammer and sickle' flag, it has been in use since the 17th century and its origins are shrouded in the mists of history. f. The total population is approximately 142 million and the capital city is Moscow with a population of 8.6 million. NEXT SLIDE In the wake of the Second World War a bi-polar world emerged wi th the Soviet Union and the United States as the world's two superpowers. With the dissolution of the Soviet Union in the 1990s some analysts suggested that the United States was the world's sole superpower and that the 'Cold War' had ended. Francis Fukuyama went so far as to suggest that capitalism had defeated socialism and history had ended. This proposition has proven to be ridiculously utopian. As is true of every state, Russia's national purpose remains advancement of its international interests, national security and national prosperity. In pursuit of these goals its major adversary remains the United States and the North Atlantic Treaty Organization (NATO); the alliance developed during the Cold War to ensure the security of Europe and link the United States with Canada and the democratic states of western Europe. The Russian Federation's minor adversaries are principally internal. Russia faces threats and terrorist adversaries in Chechnya, the northern Caucasus and througho ut the predominantly Muslim south-eastern portion of the country. On January 29, 2011 Reuters reported that the January bombing at Moscow's main airport was an operation carried out by North Caucasus separatist, terrorists. The report also identified the ethnic, religious and economic conflict at the root of the adversarial relationship: â€Å"Russia's leaders are struggling to contain a growing Islamist insurgency in the region, a strip of impoverished, mainly Muslim provinces along predominantly Orthodox Christian Russia's southern border.† (Reuters, 2011) Russia and the United States share an opposition to Muslim fundamentalism and terrorism. However, there are also multiple, potential points of conflict with the United States. The United States is committed to global democratization and human rights while the legitimacy of Russian democracy remains questionable. It is widely believed that the current Prime Minister and former President Vladimir Putin moved to the Prime Mi nistership to maintain control and subvert term limits on the President while remaining the 'power behind the throne'. Additionally, Russian corporations have often used accusations of economic malfeasance and other trumped up charges to take over the assets of foreign investors. These infringements on the rights of individuals and corporations remain potential trouble spots between the United States