Nutrition Dietary Essay No More Fails with Our Assistance!

Nutrition Dietary Essay No More Fails with Our Assistance! Nutrition and dietary essay may focus on diverse issues within the study area. An essay on the issue allows you to boost different research and writing skills that equip you with proficient abilities that you can apply as a student and in your nutritionist profession. Writing an essay is not an easy task. However, you can follow the guidance provided in this article to learn the way you should go about writing your nutrition-based essay. How to Choose a Topic for Your Nutrition/Dietary Essay Let’s say you have the freedom to pick an essay topic. Being allowed to select any issue may appear like a good idea, but you may also get confused due to the concepts variety in nutrition and dietary studies. Without a proper approach, the topic selection process can lead you to a bunch of options that can be confusing. The following steps ease the topic selection process for your essay. Determine your essay type. You need to consider the essay type you are expected to write even before you start writing or picking your topic. The essay may be argumentative, persuasive, or informal, and each of the three essay types requires a special approach. For instance, if you are writing an argumentative essay on nutrition and dietary issues, you’re most likely to select controversial topics. Equally, a comparative essay means choosing the topics that introduce two items that can be compared such as schools of thought regarding eating habits. Brainstorm. If you intend to succeed in essay writing, you need to brainstorm to identify the key ideas that can be explored. Brainstorming can be turned into a simple and straightforward process. Before you start the ideas hunt, ask yourself a few simple questions within the nutrition and dietary subject. These questions include: What aspects do I like most within the nutrition and dietary subject? Why do I find this topic interesting? Do I have access to literature on the chosen essay topics? Examine interesting issues. When selecting a topic, think about the issues that are of interest to you. This approach ensures that you select the subjects that inspire you and give you the energy and enthusiasm to work on your paper and complete it successfully. You should also consider the availability of information on the topics before settling for one. If this information is readily available, writing the essay will be hurdle-free. Information is important because essay topics require one to conduct research, analyze and summarize the information found during the research process. Suitable topics for nutrition and dietary essay are indicated below: The Necessity of Proper Nutrition in Human Life; The Difference That Healthy Nutrition Does to Your Life; Five Major Food Groups and Their Importance; The Importance of Proper and Regular Nutrition for the Endurance of an Athlete; The Importance of Nutrition and Exercise. Pre-Writing Tips for a Winning Nutrition Essay Pre-writing strategies can be used in writing when you need to generate and clarify ideas. While many writers create outlines before the actual writing, the other prewriting activities that should be completed. They include brainstorming, clustering, freewriting, looping, and asking questions. Brainstorming. It is the process of generating potential ideas within a short period of time through considering the terms you have come across in your nutrition and dietary course. When generating the ideas ensure to: Note down all the possible terms that emerge from the general nutrition topic you intend to write about. If it’s teamwork, this strategy is the best because all the team members can generate ideas, with one member acting as a scribe. You should not worry about editing or discarding what might not be a good idea. Simply write down a lot of possibilities. Group the ideas that you have listed according to arrangements that make sense to you. Assign each group of ideas a label so that you can have a topic with possible points of development. Write a sentence about the label mentioned above. Now you have a topic sentence. Clustering. Also known as mind mapping, clustering is an approach that allows you to explore the relationships between ideas. You can cluster your ideas by: Inscribing the subject and topic of your essay in the center of a page and circling or underlining it. Linking the new ideas to the central circle using lines as you think of other ideas. Relating to the new ideas and adding the new ones the same way. Consequently, you will see sort of web on your page. It is important to locate interesting clusters, and use the terms you attached to the key ideas as departure points for your paper. Clustering is useful in determining the relationship between the ideas. It allows you to distinguish how the ideas fit together, especially when there are tons of them. Freewriting. Free-writing is the process of generating information with the help of non-stop writing. It allows you to concentrate on a particular topic but forces you to write so quickly that you are unable to edit any of your ideas. Stick to the following recommendations to free write: Free-write on the nutrition essay topic for ten minutes or more non-stop. Force yourself to keep on writing even if nothing specific comes to your mind. You’ll face a bunch of ideas, but never stop to fix the grammar or the spelling errors! After the free-writing, look back over what you have written and highlight the most prominent and interesting ideas. With a tighter focus, you can begin all over again to narrow down your topic and, in the process, generate several relevant ideas about the nutrition topic. Looping. Meet one more free-writing technique that allows you to discover your writing topic! What youre required to is to loop one 5-10 minute free-writing after another to have a sequence of free-writing sessions, each more specific than the other. The same rules that guide free-writing apply to looping. Follow the below steps to enhance the looping process: Free-write for 5-10 minutes. As you read through your free-writing, look for interesting topics, ideas, phrases, or sentences. Circle the ones find interesting. Free-write one more time for 5-10 minutes on one of the circled topics. You should end up with a more precise free-writing about a specific nutrition topic. Loop your free-writing again to circle the other phrase, interesting topic, idea, or sentence. After four or five rounds of looping, you’ll have specific information that indicates what you think about a single idea or topic. Once you’re done, you may even have the basis for a tentative thesis or an improved idea to approach your essay. Asking questions. You should ask yourself the 5 Ws and 1H: Who? What? Where? When? Why? and How? These questions are necessary to explore the nutrition topic you are writing about. The key to using the questions is to make them flexible enough to account for the specific details of your topic. You should seek to find out: Who?: Who are the participants? Who is going to be affected? Who are the primary and the secondary actors? What?: What’s the topic? What is the key importance of the topic? What is the core problem? What are the other issues? Where?: Where exactly the activity takes place? Where does the problem or issue come from? Where is the cause or effect of the problem most visible? When?: When exactly is the issue/problem most apparent? (past? present? future?) When did it develop? What historical events helped to shape it and when will the problem culminate in a crisis? When is certain action needed to address the issue? Why?: Why did the issue or problem arise? Why is it your nutrition topic an issue at all? Why did the chosen issue develop exactly that way? How?: How come that the problem is significant? How can it be addressed? How does it affect the participants? How to Formulate a Thesis Statement for Your Nutrition Essay: Suggestions from Our Writers Every paper you write should have the main point, the key idea, or the central message, and the arguments you make about nutrition issues in your essay paper should reflect this main idea. A thesis statement is a sentence that captures your position on the central idea. Typically, a thesis statement should reflect your ideas within one or two sentences, present the topic of your essay, and provide a comment about your position regarding the nutrition topic. Your thesis statement should tell your reader what the paper is about, help guide your writing and keep your argument focused. To write a successful thesis statement, make sure to: Place your thesis statement in the introduction part of the essay. Be as clear and as specific as possible to avoid vague words. Indicate your essay point but avoid sentence structures like â€Å"the point of my essay is†¦Ã¢â‚¬  Ensure your thesis statement is specific and clear. Normally, you will continue to refine your thesis as you revise your argument(s); thus, your thesis will evolve and gain definition as you get a better sense of where your argument is about to take you. Ensure the thesis statement does more than merely announce the topic. It must reveal the position you will take in relation to that topic, how you plan to analyze the subject or the issue your topic will discuss. Thus, instead of merely stating a fact, decide and indicate what it is that you have to say. Clarify your original and specific angle of the nutrition issue you are exploring. This way, you will inform your target audience why your issue matters. Specify and justify your reasoning when you make a subjective judgment call. Avoid providing universal or pro/con judgments that oversimplify complex issues. Avoid merely reporting a fact. How to Structure a Nutrition Essay Properly? Your essay should have at least three major sections, namely the introduction, the body, and the conclusion. Introduction. Apart from the essay title, the introduction is the first element your reader will see. Usually, it is broad at the beginning and narrows down to your specific topic, ending in the thesis. Use it to ensure your readers might be curious about your nutrition topic, to catch their attention, or to put your dietary essay in context. Your introduction should end with a clear thesis statement that tells what your paper will be arguing. Each body paragraph should directly support your thesis. Body Paragraphs. An essay has at least three body paragraphs that accommodate your arguments, evidence, and issues that support your thesis statement. Each body paragraph should begin with a sentence that introduces its topic. All of the information contained in that paragraph should be clearly and logically related to the topic sentence, which, in turn, should refer to the thesis statement. To provide support to your topic sentence and thesis statement, use arguments, data, facts, analysis, quotes, anecdotes, examples, and details that flesh out the body paragraphs. You should have at least three points to support each topic sentence. In addition, each body paragraph should have a transition to the subsequent paragraph. Transitions are used to show the connection between paragraphs. The final sentence of each body paragraph can serve as a transition or can be integrated into the next topic sentence with transition words. Conclusion. The conclusion is the last part of your essay that wraps it up. It should not introduce any new information while it should present your thesis statement in a manner that is different from the statement in your introduction. Where necessary, provide recommendations and action plans. A basic outline for your essay should appear as indicated below: I. Introduction: General info about the topic, the reason for the reader to be interested, context, etc. Thesis statement: II. Topic Sentence 1: A. Support Detail/example/data/explanation Detail/example/etc. Detail/example/etc. B. Support Detail/example/etc. Detail/example/etc. Detail/example/etc. C. Support Detail/example/etc. Detail/example/etc. Detail/example/etc. D. Transition III. Topic Sentence 2: A. Support Detail/example/data/explanation Detail/example/etc. Detail/example/etc. B. Support Detail/example/etc. Detail/example/etc. Detail/example/etc. C. Support Detail/example/etc. Detail/example/etc. Detail/example/etc. D. Transition IV. Concluding Paragraph Restate thesis: Summary of main points, return to the general context, the wrap-up of the essay, Last Post-Writing Tips for Nutrition Essay Writing Post writing activities involve reviewing your essay to ensure it is free of errors. You will also need to review the information provided to ensure you have accurate citations.

How to Use the French Adverbial Phrase Tout àFait

How to Use the French Adverbial Phrase Tout Fait Tout fait,  pronounced  too ta feh, is a ubiquitous French adverbial phrase  that means absolutely, exactly, completely.  Pas tout fait  means not exactly or not quite. Tout, the  root of the expression, can be used in a number of ways. Tout as an adverb can team with  other adverbs, adjectives, and the prepositions  Ã‚  and  de  to form tout-based adverbial expressions and phrases, which means two or more words act together as an  adverb. Tout  in adverbial phrases and expressions is an intensifier that translates as very, right, quite, all as with tout cà ´tà © de moi  (right next to me).  When it is used  in an adverbial expression such as  tout droit  (straight ahead) or in an adverbial phrase with  Ã‚  and  de  such as  tout fait  (exactly), it is nearly always invariable, meaning its form does not change for agreement.   Pronunciation of the Final 'T' in 'Tout' When tout  precedes a vowel, as it does in  tout fait, the final t is pronounced  to make the phrase easier and faster to say.  Thus, the whole phrase is pronounced  too ta feh. The same goes for tout coup,  tout lheure, and tout au contraire.  When the final t in tout precedes a consonant, the final t is not pronounced, as with tout dun coup, too duh(n) koo.   'Tout' in Adverbial Phrases With the Prepositions: ''and 'de'   Ã‚  Ã‚  tout coup  Ã‚  all of a sudden  Ã‚  Ã‚  tout fait  Ã‚  absolutely  Ã‚  Ã‚  tout lheure  Ã‚  shortly, right away  Ã‚  Ã‚  tout au contraire  Ã‚  on the contrary  Ã‚  Ã‚  tout de suite  Ã‚  immediately  Ã‚  Ã‚  tout de mà ªme  Ã‚  all the same, anyway  Ã‚  Ã‚  tout dun coup  Ã‚  all at once 'Tout' in Adverbial Expressions   Ã‚  Ã‚  tout doucement   very quietly  Ã‚  Ã‚  tout droit   straight ahead  Ã‚  Ã‚  tout haut   very loudly  Ã‚  Ã‚  tout loin dici   very far from here  Ã‚  Ã‚  tout prà ¨s   very near Uses of 'Tout Fait' Generally speaking, the adverbial phrase  tout  Ã‚  fait is used in a couple of ways: 1)  As an interjection to express strong or enthusiastic agreement: Il devrait amener ses parents la fà ªte.   He should take his parents to the party.Oui, tout fait !   Yes, absolutely! 2)  For emphasis: ​Vous avez tout fait raison.   Youre absolutely correct.   Examples Sentences With 'Tout Fait' Ceci constitue notre problà ¨m.   This is our  problem.Tout  Ã‚  fait.   Exactly, I completely agree.Cest tout fait ordinaire.   Its completely ordinary.Ce nest pas tout fait ce que je voulais.   Its not quite what I wanted.Tout le monde est daccord ?   Does everyone agree?Pas tout fait.   Not exactly.En es-tu tout fait conscient  ? Are you fully aware of it ?Je vous comprends tout fait. I understand you perfectly well.Ce nest pas tout fait exact. Its not quite correctNai-je pas raison  ? Tout fait  ! Am I right ? Absolutely !Cest tout fait ce que je cherche. Its exactly what Ive been looking for.Vous faites les retouches  ? Do you do alterations ?Tout fait. Certainly (we do)​.   Additional Resources All About ToutExpressions With Expressions With Fait and FaireSynonyms for NonSynonyms for OuiSynonyms for Trà ¨sMost Common French Phrases

POLITICS Essay Example | Topics and Well Written Essays - 1500 words

POLITICS - Essay Example Although there are definitely many advantages to the structure of the political system in Britain, there has been great controversy and debate over the questionable matter of why center parties have failed to have more of an impact on British electoral politics, in particular since the start of the 1940s. In response to this, there are various issues that need to be taken into consideration, and the aim of this paper is to further discuss this matter, as well as the reasons and situations which can be used to explain this troubling situation. This is what will be dissertated in the following. The arrangement of government across the United Kingdom in general is considered as being rather complex and confusing. Presently there are some areas in England that are covered by parish councils, while many others, namely community councils, exist in Scotland and Wales. This is certainly nothing new, however, as British local government has been subject to major restructuring since as far back as the early 1940s. Prior to the mid-19th century, the Whigs and Tories pretty much dominated politics in Britain, the Whigs having been associated with the newly emerging industrialized classes, the Tories more with the landed gentry. The Whigs are often described as being one of the most popular political parties ever to reign in Britain, and although they were certainly present in the 1940s, they did not truly evolve until the late 1980s. The Whigs and Tories basically dominated the political scene until around 1920, which was about the time that the Liberal Party began to decline in ter ms of its popularity, and the Labour Party then stepped in to sort of take their place here, and since that point in time, it has been the Conservative and Labour Parties who have held the title of political domination in Britain. The Conservative Party is actually the second largest political party in the UK today, and as well the oldest in UK history. In regards to current policies, conservatives are "generally supportive of reduced government intervention in most matters. They are also noted for stance against further EU integration Conservatives hold a varying record of opposition and support on parliamentary devolution to the national the English regions of the UK. They opposed devolution to Wales and Scotland in 1997, whilst supporting it for Northern Ireland." (The British Journal of Politics and International Relations, 2006). The Labour Party, on the other hand, has been recognized as the principal party of the left in Britain since the late 1920s, and it is also known for being the largest party in the Welsh Assembly. Although these center parties do certainly still have an effect on British electoral politics, it has easily been recognized that this effect is much less impacting than it was a half century ago, and this issue is quite obviously one of great importance and necessity. The problem with party finance is one issue in particular which is considered as having played a major role in this situation, and the study of party finance as well as the resulting consequences are thus critical to take into account here. Parties have been continuing to spend more and more money over the years, and this has resulted in causing a number of different problems, in response to which several bills have actually been passed. One in particular

Rhetorical analysis of Sweatshop Oppression Essay

Rhetorical analysis of Sweatshop Oppression - Essay Example In the opening paragraph, Ravisankar says that we are all â€Å"poor college students† (87). Through these words, Ravisankar conveys the message that despite our formal education, we fail to understand the relation between our tendency of low-cost consumerism and the poor wages the employees get in those sweatshops. In other words, ‘we’ are placed first in the list of culprits by Ravisankar. Thereafter, one can observe the use of pathos by Ravisankar. He says that the employees in sweatshops ‘are forced to work 70-80 hours per week making pennies per hour’. In addition, there are ‘unsanitary bathrooms, poor ventilation, and extreme heat upward of 90 degrees’ (86). Evidently, this description sufficiently informs the readers about the pathetic situation prevailing in such sweatshops. Thereafter, Ravisankar depends on logos to disprove the claim that the fight against sweatshops has adverse impact on the poor in developed countries as companies change their locations when there is opposition from labor right activists and trade unions. Here, Ravisankar uses the logic that trade unions and labor right activists are not against the location of the companies but against the inhuman activities prevailing there. He alleges that the companies shift their location because they want to find cheap labor in another location. From the very beginning, one can see the use of ethos. Throughout the essay, he relates sweatshops with the inhuman situations in the said companies. At first, he says ‘we’ are responsible for this inhuman condition as we are crazy about ‘low-cost’ products. Thereafter, he describes how pathetic is the condition of employees in such sweatshops. After contradicting the claim that anti-sweatshop campaign adversely affects the poor workers, he asserts that the companies are the ones to be blamed. It is their zest for excessive profit that creates such a situation. Now, as ‘we’- ‘the poor

Understanding and analysing self harm

Understanding and analysing self harm Self harm in all of its forms is one of the greatest dangers that face vulnerable adolescents, promoting unhealthy cycles, and increasing the risk of suicide and from the perspective of a school nurse, the problem is very evident. Whilst providing duties to young people with, or prone to, psychological, emotional or mental help problems it is clear that self harm is an ever increasing issue. There is evidence that would suggest that the rates of self harm within the UK are the highest in Europe (Mental Health Foundation, 2006, a) and as such, this act should be considered one of our nations significant health concerns. Self harm is a complicated and very challenging problem to face and as such a deep understanding of self harm is vital to combating it. In reviewing literature we must interpret a comprehensive volume of information relating to a given topic. In this instance the topic at hand is self-harm, and as such we are required to study and absorb as much of the available information in order to digest it into new insights and to provide evidence to inform our practical decisions. In this specific review the aim is to use the available literature to identify the most prominent and prevalent challenges that could face a school nurse in the treatment and management of youths that self harm. The act of self-harm has become all the more common amongst adolescents (Fortune and Hawton, 2005) (Laukkanen et al, 2009), wherein as many as one in 15 youths undertake self harm at one point or more in their lives (Mental Health Foundation, 2006, a). Self harm involves many types of personal injury, from poisoning to starving, though cutting is the predominant method of self injury (Lakkanen et al, 2009) and because of this, I have ensured to differentiate cutting, from other means of self harm within this review. The primary approach of this review is to attempt to identify the most prominent literature relative to this topic within the UK. Unfortunately there is only a small pool of literature governing the topic of self harm in youths; even foreign literature on the topic is just as underdeveloped and lacking, often using differing terminology, such as self-Mutilation (Derouin and Bravender, 2004). A further category of self harm that requires specific definition is the term Deliberate self harm, otherwise known as DSH. Whilst it is most frequently used in UK literature pertaining to the subject, it has been regarded as controversial, because of the mental connotations behind the disorder. (NICE, 2004). People who commit self harm, tend to not feel comfortable with the use of the word deliberate, as it disrupts the notion that the act is voluntary, which a lot of sufferers disbelieve (Royal College of Psychiatrists, 2007). In recognising different perspectives on the matter, the term deliberate should no longer be used in relation to self harm, to give an enlightened view of the topic within this literature review. When discussing young people or adolescent in this report, the terms will refer to any young person between 12 and 18 years of age. The average age of onset for self harm is 12 years (mental health foundation, 2006, a), however children as young as five years old have been reported to self harm (Bywaters and Rolfe, 2002). The cases of children that young performing self harm is very uncommon, and the rate tends to increase rapidly with age throughout adolescence (Hawton et al, 2003). Methodology. Gathering literary sources was done by utilising a search of CINAHL (Cumulative Index to Nursing and Allied Health Literature), a database for nurising based literature reviews. It is particularly suiting as it relaties specifically to nursing and allied health literature (Aveyard, 2010). In order to get the most comprehensive list of resources, several terms were used within the search; Cut* self-harm self-mutilation, Adolescent and School nurse in order to provide a wide range of literature related to the topic. Recent papers, such as those published within the last five to ten years were used. In order to gather enough information, the limit was extended to ten years, as there was simply not enough sources within a five year bracket. When performign these searches, the search terms were often linked in order to provide the best set of results. Other databases were used, using a similar method as this to good results. They included The British Nursing Inde, and PsychINFO. It is often emphasised how important it is to combine search strategies (Greenhalgh and Peacock, 2005), within literature reviews. Despite the advantage electronic searches provide, it is still possible to miss key sources of literature. (Montori et al, 2004). Every step to ensure the best quality of literature is provided should be taken, and as such within this review, any appropriate cited references have been thoroughly checked and sourced. In following various searches, the extracts from the articles were read for relevance to the review. They were also regarded to see if they met the inclusion/exclusion criteria and for general relevance and importance. The critical apraisal skills programme was used to great effect in ascertaining the quality of certain articles (Aveyard, 2010). Further articles that did not meet criteria at this stage were disregarded from the study. As could be expected, all literature that had been collated showed similarities in their findings and themes. These have been used to link the findings in a systematic manner for the purpose of this review (Pope et al, 2007). Prevelance, rates, reasons to harm, the factors behind harming, suicidal intentions and intervention are all themes which need to be studied and examined for the problems and considerations faced by a medical professional when encountering them. Prevelance One thought that is unanimous within studies concerning self-harm is that the act itself is much more than simply attention seeking behaviour. (Mental Health Foundation, 2006, a). This is supported by the instances in which youths attempt to hide their attempts behind long sleeved tops, or by cutting in areas of the body that are hidden from view, such as the inner thigh or the axilla (Freeman, 2002). Because of this, many acts of self-harm do not come to the attention of the healthcare services, so it is almost impossible to discern the true scale of the matter. However in one study 13 .2% of adolescents reported to have purposefully harmed themselves within their lives (Hawthorn and Rodam, 2006). There have been many studies on the matter, but it is difficult to compare results due to varying age groups and conditions. Two facts seem t o be agreed upon however, and they are that cutting is the most prevalent type of self-harm (Laukkanen et al, 2009) and that in all likelihood the true scale of the problem goes unrecorded. The latter could be due to several reasons; between youths hiding the fact they perform self-harm and that parents who have no fears in regards to their children, are less likely to give consent to permit these studies recording data. (Hintikka et al, 2009). With all reports agreeing that the situation as a whole reflects merely the tip of an iceberg, and that findings do not cover the majority of acts that go unnoticed by the medical services, health professionals require a greater understanding of the topic, in order to tackle the problem when they do encounter it. As School Nurses are often the first to contact youths who self harm (McDougal, 2003), it is even more vital to provide an understanding and means to address this problem. Whilst establishing a professional where pupils feel comfortable in disclosing their behaviour , it is also vital to promote awareness in the school and community at large of the dangers of this self-harming behaviour (Hackney, 2009). However the root of the problem lies in identifying those who are prone to cutting and other acts of self harm, and understanding why they choose to take this step. Why Adolescents Self-Harm There appear to be many reasons offered as to why adolescents choose to harm themselves including to feel more alive, to distract from the reality of their situation, and to even gain relief from the pressures that surround them (Mental Health Foundation, 2006, a). It can be used as a means of dealing with emotional extremes of anger, sadness or depression (Mental Health Foundation, 2006, a), or even as a means of expressing negative emotions such as self-loathing or loneliness. Whatever the cause, the reason behind it is often that the adolescents mind finds it easier to deal with physical pain and trauma than the emotional pain that is the root of the problem (Medical Health Foundation, 2006, a). Physically, there are endorphins released during the act of cutting which serve as to calm the person down (Starr, 2004). In doing this, the anxiety is reduced and not only is the adolescent satisfied emotionally, but also potentially addicted physically. Adolescents often feel that betwee n studies and their family, they have no control over their own life; and as such cutting can be a means of exerting control over themselves physically. (Derouin and Bravender, 2004). However in certain circumstances, it can be used to exert control of those around the youth, such as friends, family, and other loved ones. (Freeman, 2002). With this in mind, it is understandable why youths take to self harm as a means of resolving their emotional issues, as it has been recorded that most youths who have undertaken the act, hold it in a positive light (Griesbach, 2008). However it is only a temporary solution and an often dangerous one at that. Any gratification gained from the act itself does nothing to relive the underlying problem (Mental Health Foundation, 2006), and as such cannot be expected to resolve itself. Those who choose to self harm, tend to do so because of a complex combination of reasons and experiences, rather than a single, governing event (Fox and Hawton, 2004). As such, it can often be difficult for a Nurse to address these issues as a collective when dealing with those who self-harm. Factors associated to Self Harm Girls are more prone to internalise their problems than boys and as such, certain pieces of literature believe that girls are far more likely than boys to resort to self harm (Hawton et al, 2002). In contradiction to this, certain texts would state that in a study of admissions to an accident and emergency department, almost as many boys were admitted as girls, for the act of self harm (Lilley et al, 2008). As such, it is important to acknowledge that the differences between genders, may not reflect the likelihood of cutting as any greater than the other. There a re also emotional factors tied to self harm, tha t include feelings of loneliness, isolation, depression, frustration and worthlessness (Griesbach, 2008). These feelings in and of themselves often a re enough to cause concern that a youth could self harm, however combined with other factors such as separation from loved ones (through arguments or neglect), bullying or even abuse could amplify the risk of self-harm (Griesbach, 2008). It is just as important when considering these factors, that not everybody who has suffered neglect or abuse will self-harm, and that those that have will often handle things in a less destructive manner (Turp, 2002). Other behavioural factors have been linked to those who self-harm, which include aggressive tendencies, poor educational performance, substance abuse, and most commonly depressive moods (Laukkanen et al, 2009). There are also those who suffer from stress, or who feel as if they have little control over their life. (Griesbach, 2008) Family and Relationships Whilst behavioural problems can be tied to the reasons behind self-harm, often it is those closest to the adolescent that promote these issues, knowingly or otherwise, such as a parental figure providing either overprotection, or a lack of care (Marchetto, 2006). There are many psychosocial issues that may impart negative emotions, stress, or pressures upon a youth, with serious family and relationship problems being the more common (Laukkanen et al, 2009). With this to consider, a school nurse must realise that even the most superficial act of self harm could be linked to a very deep and complex series of psychosocial problems. Young people often feel uncomfortable opening up about such backgrounds, regardless of family circumstance (Griesbach, 2008) and consequently it can be difficult for a school nurse to uncover the true cause of self-harm with a patient. This difficulty in opening up must be considered when assessing a youth suspected of self harm in order to best establish a r elationship with the patient and thus a level of trust (Griesbach, 2008). Mental concerns. A high proportion of children can be diagnosed with mental disorders. With mental health problems such as anxiety, depression and even eating disorders being strongly linked to those who self-harm (Hintikka et al, 2009), these high proportions become all the more concerning. According to The Mental Health Foundation (2006, b) One in ten children have a mental health disorder, coupled with the strong links between self harm and these disorders gives cause for concern as to how much goes unrecorded. Depression has even been recognised as a major factor behind self harm (Derouin and Bravender, 2004), which is becoming even more common with girls who choose to cut. (Hintikka et al, 2009). However there is often a stigma attached to mental health issues that a school nurse will have to overcome when addressing these problems. Often establishing a heightened awareness of these disorders within the community will remove some of the stigma related to these disorders, and in turn will encoura ge youths to be more open and healthy with their thoughts (Hackney, 2009). Some adolescents however, have been discovered to have self-harmed for years by successfully hiding their injuries, and have shown no signs of a mental disorder (Derouin and Bravender, 2004) that stimulates the necessity to cut. Even if mental problems are not to blame however, the act of self harm is a sign that something is wrong within the youths life; self harm often being the outward response to unfavourable circumstances (Griesbach, 2008). Social Circumstances Peer pressure is an all too common part of adolescence. In regards to self-harm, this combined with curiosity and risk taking behaviour will often act as encouragement to try it (Derouin and Bravender, 2004). It is important for a school nurse to understand the presence of peer pressure, and be mindful of it when assisting those who have to overcome self-mutilation. Indeed it is necessary to be mindful of all outside social developmental issues when a school nurse attempts to break the cycle of cutting with a patient. (Derouin and Bravender, 2004). Suicide. Whilst those who choose to self cut or self mutilate often are not intending to attempt suicide, there can often be a risk. Often they are simply attempting to release extreme anxiety or inner pain, (Derouin and Bravender, 2004). However, there are difficulties when addressing this problem as a school nurse. Those who choose to cut are often less likely to be at risk of suicide than those who harm in a different manner; often their only aim is to release tension, and they are more in control of the damage they are inflicting than other methods. (Griesbach, 2008). However, evidence supports the notion that those who self-harm, will repeatedly self-harm, and in turn this increases their risk of suicide, intended or not (Cleaver, 2007). It is important to remember that in general young people will see suicide, and self-harm as two very separate things. Unfortunately for a school nurse, the characteristics of those who self-harm and those who intend to commit suicide are often shared (Hawton and James, 2005). Thus it can be a very challenging experience for a School Nurse to identify pupils who self harm who are at risk of suicide in a medium or a short term. It is vital for School Nurses to recognise the differences between the two, and intervene at the earliest possible opportunity, for every case of self-harm. Whilst Suicide is a rare event (NICE, 2004), it is still the third most common cause of death in the adolescent age group. As such any discovery of self-harming should be fully assessed for needs, emotional, psychological and social factors that are specific to the individual case (NICE, 2004) so as to better assess the problem at hand. Interventions There is some debate as to the best method to stop repeated self-harm, and unfortunately there is a lack of good evidence to support one method over another (NICE, 2004). Randomise Control Trials (RCT) are often the premier choice of researching and comparing differing interventions (Harner and Collinson, 2005). There had been positive results found within the realm of group therapy. Wood (2001) found promising results from a study into developmental group psychotherapy, recording a clinically significant difference to favour group therapy above other forms of aftercare and upon this evidence a first line of treatment should be prescribed as group therapy. Unfortunately in contrast to this a recent repetition of the study failed to yield any positive results to suggest that group therapy was a superior treatment (Hazell et al, 2009). As we can see there is a great difficulty in assessing the value of any research into treatment, and the importance of repeating the tests for grounded evidence. Young people say that they wish to be helped in a way that feels comfortable for them. This is understandable, as they are often discussing a private matter. Private support groups, one on one sessions and drop in services are viewed as particularly helpful (Griesbach, 2008). One of the most important factors is overcoming the negative attitude associated with the disorder; something that is even possessed by the nurses who treat it (Cleaver, 2007). As such it is important to treat the patient with respect and to listen to their problems, even if their roots do not stem from self-harm, but from daily, or emotional issues. Many who have self harmed state that had this service been available to them in the first place, they would not have started their disorder (Mental Health Foundation, 2006, a) Preventative measures must be taken to address self-harm in all of its forms. A school nurse is positioned at the forefront of these preventative measures, and often can find themselves in the best possible position to assist the youth. However; self harm is a very large, and very complex problem for a school nurse to address, with evidence suggesting nurses to feel overwhelmed and under supported when tackling the issue (Cook and James, 2009). With this in mind, the further education of school nurses to equip them to deal with these issues cannot be disregarded (NICE, 2004). When preventative measures fail it is good practise to advise people who repeatedly self injure with management techniques such as, how best to deal with scarring, alternative coping strategies, and harm minimalisation techniques (NICE, 2004). This concept is well established in health promotion and has been applied in recent years successfully to both sexual health education and in a reduction of teenage pregnancies (Lesley, 2008). Adolescence is a time for striving for independence, experimenting and taking risks (Lesley, 2008) and this approach of minimising self harm can often be the best approach to tackling those who have already self harmed. Evidence to suggest an effective treatment is not abundant (NICE, 2004) but to focus on minimising the damage is a pessimistic approach. Certain voluntary organizations advocate the thought If you feel the need to self harm, focus on staying within the safe limits (Mind, 2010). Young people want a range of options for self help best suited to them, even if it is something as simple as something to distract themselves from self harm for just a short period of time (Mental Health Foundation, 2006, a). Successful distraction techniques have been known to include using ice instead of cutting, or even marking with a red pen; other means involve simply venting pent up frustration such as by punching a punch bag (Mental Health Foundation, 2006, a) not all reliefs have to be physical, however, and often creative pursuits such as writing, drawing and painting can have a very positive effect (Griesbech, 2008). Often, it is much more constructive to engage in creative rather than destructive be haviour and is even more likely to change behavioural response to self harm (Norman and Ryrie, 2004). If unavoidable, it is advocated that those who cut use clean, sharp instruments and avoid areas that include veins and arteries (Pengelly, 2008). When advocating this a nurse must consider both the legal and ethical arguments of endorsing any form of self harm (Pengally, 2008). Many do not feel comfortable discussing these minimalisation techniques over the concern that this could be construed as encouragement and leave the nurse vulnerable to backlash (Pengally, 2008). That said, often self harm may be the only control that a young person feels that they have over their lives (Derouin and Bravender, 2004) it is essential for a nurse, when supporting adolescents, to make effective clinical decisions. Ethical dilemmas and diverse situations often arise in this field of medicine and must be balanced with the needs of the patient and community (Bennet, 2008). Ultimately, when undertaking these decisions, practitioners must consult with the rest of the clinical team and maintain in depth records. Similarly, the decision whether or not to inform the parents raises another ethical question. Inititally, it can damage trust between the nurse and patient in future consultations, however, should a youth be considered mature enough they should be treated as adults and thus given the same level of confidentiality (Hendrick, 2010). Limitations. The majority of sources of information within this review is qualitative research which is related to the desire to obtain the opinions of individuals alongside their experiences (Watson et al, 2008). The benefits of qualitative methods are that often a greater wealth of information is obtained, in terms of social and personal experiences and insights than would otherwise be available (Hall, 2006). Unfortunately, there are many criticisms that beset qualitative studies. For instance, many disregard the findings as they are not ecologically valid due to the small sample size (Parahoo, 2006) as such, findings of many studies often only reflect the characteristics of that particular sample as opposed to the diverse population that engage in the act of self harm. Furthermore, it is difficult to justify evidencing qualitative research as often its results are interpretative (Aveyard, 2010) of course, findings can also be affected by the differing assessment methods used to collate the inf ormation, such as whether the assessment was done autonomously or if it relied on parental consent. Recommendations. Harm minimalisation techniques need to be widely available to adolescents who self harm with recognization of the ethical dilemmas, in order to support school nurses within this field of practise. Future literature on the subject also needs to choose its terminology carefully and focus upon one form of self harm rather than generalising. This is the only manner in which a specific treatment can be formulated to address each individual form of self harm allowing nursing to develop appropriate preventative interventions. School nurses should also refer all youths who harm to CAMHS. The presumption that young people that cut are not suicidal or that they do not have mental illness is too high a risk to consider and even though the majority hold neither of these disorders, they can not be overlooked due to the minority that do possess them. Conclusion. The true extent of self harm or self cutting is very difficult to determine due to the inconsistencies and definition and underreporting that often it goes unnoticed. What can be agreed upon, is that self cutting is an increasing and serious problem among adolescents. School nurses hold a vital role in the management of this disorder and are often at the forefront of any prevention, treatment and education. An understanding of why adolescents self harm and all linked factors are vital for undertaking treatment of a patient. However, this challenge is complex and requires a large amount of training and support; it is very important to avoid any stigma attached to self harming when treating youth, they are often not attention seeking and frequently posess a lot of problems in their lives. Self harm masks underlying emotional, psychological and social trauma and can simply be a youths only outlet to relieve stress and emotional tension. It is undeniable that self harm is a rapidly expan ding area of research, however upon reviewing this literature many questions are still left unanswered. There is still the underlying moral and ethical difficulties that a school nurse must consider when supporting those who self harm

Governor of California

Based on the case, as governor of California, what types of power is Schwarzenegger likely to have? What types of influence tactics does Schwarzenegger appear to use? By Tuyen-Vu Comprehensive cases Schwarzenegger began weight training at the age of 15. He won the Mr. Universe title at age 20 and went on to win the Mr. Olympia contest seven times. Schwarzenegger has remained a prominent presence in bodybuilding and has written many books and articles on the sport. Schwarzenegger gained worldwide fame as a Hollywood action film icon. Case 1: Arnold Schwarzenegger: Leader of California? 1 .What words would you use to describe Arnold Schwarzenegger's personality? Do any of these fit into the Big Five taxonomy of personality? How might these personality traits influence Arnold Schwarzenegger's leadership skills? How might these traits have help Schwarzenegger get to where he is now? Schwarzenegger's characteristics will describe as: Internal: He bears his father bad treatments. â€Å"My hair was pulled. I was hit with belts. So was the kid next door. It was Just the way it was. Many of the children I've seen were broken by their parents, which was the German-Austrian mentality. They didn't want to create an individual.It was all about conforming. I was one who did not conform, and whose will could not be broken. Therefore, I became a rebel. Every time I got hit, and every time someone said, ‘you can't do this,' I said, ‘this is not going to be for much longer, because I'm going to move out of here. I want to be rich. I want to be somebody. ‘†[ He is affected by his family. They make he with strong expressive by his parents were very strict to take out his mind to be more and more rich. That is the first step to him contributed his dream at that moment. External: He is considered cheerful, good-humored and exuberant at school.He based on outside environment, his ability and favorite (interested in sport, especially in bodybuilder), to set a short goal – to be the Mr Universe in Europe. That already prepares for the long time goal – â€Å"The Mr. Universe title was my ticket to America – the land of opportunity, where I could become a star and get rich. † (Source: http:// en. wikipedia. org/wiki/Arnold_Schwarzenegger) Forward to his goal and try his best to get the best practice that leads to the good result, achieve the prize (second in the Mr. Universe competition, not having the muscle definition of American winner Chester Yorkton).Schwarzenegger know how to integrate all things as goal setting, leadership, power and influence, and personality to catch the success. He sets the clear and specific objectives with step by step: Win the Bodybuilder prize 0 come in US to be an famous actor0 be an governor in US government machine. Schwarzenegger likely to have? What types of influence tactics does Schwarzenegger appear to use? 3. How would you describe Schwarzenegger's leadership style using th e leadership theories covered in this textbook? What details of the case lead you to these conclusions? Is Schwarzenegger's leadership style likely to be effective?Why or why not? 4. Applying concepts from goal-setting theory, explain how goal have influenced Schwarzenegger's progression to the governor's seat. What aspects of the case suggest that Schwarzenegger is committed to the goals that he has set for himself? 5. Are there any â€Å"dark sides† to Schwarzenegger's charisma and leadership skills? What might these be, and how might they affect his relationships with others and his ability to govern? 6. How might Schwarzenegger's personality and leadership style help or hinder his ability to effectively negotiate with other parties such as the teachers' union?

Essay Topics about Social Issues Fundamentals Explained

Essay Topics about Social Issues Fundamentals Explained Hearsay, Lies and Essay Topics about Social Issues When you look around, you are going to observe social difficulties that affect society daily. The problem is a social problem as it is widespread and affects quite a few of our communities and the individuals within them who don't fit the norm. The matter of pornography is also some social problems that may affect how folks interact with one another. Issues like homosexuality create a difference in how people react in society. Being among the worst forms of categorization in the contemporary Earth, racism has altered the social lives of individuals. Utilize whatever you know to reveal your comprehension of the Earth, and bring out good old philosophical theories. You're building a photo of a social issue, and you want to bring up every potential side of the story. When selecting your social problems topic, bear in mind that it's always much better to write about somet hing you're already more or less acquainted with. Moral argumentative essay topics are a few of the simplest to get carried away with. If you wish to compose a controversial essay, you definitely should look for the greatest social issues topics or satire topics. An argumentative essay requires you to choose a topic and have a position on it. Researching the topic will enable you to find out more about what fascinates you, and should you pick something you truly like, writing the essay will be more enjoyable. For this reason, you may select from an assortment of topics when mandated with writing an essay on social troubles. As a result, while writing an essay on social issues, you want to select a topic that's most appealing to you. Thus, it's important to read corresponding formatting guide. At times you might require some expert help with argumentative essay topics. Odds are, all you have to do is relax and locate a topic you're passionate about and, obviously, one that's debatable. Taking essay outline help isn't that much critical as finding a fantastic essay for the topic that's primary. Inspiration to make your own advertising or media argumentative essay topics isn't tricky to discover. Let's say you feel that Mexican-American relations need to be improved. Social issues transform almost every facet of society. Since you can see, several of the topics listed are new and handle the recent issues happening in the World today. New Questions About Essay Topics about Social Issues You may continue to keep your argumentative essays for your upcoming job portfolio in case they're highly graded. If you wish to receive a degree from a reliable American college or university, then you will need to ensure which you're submitting flawless and superior essays. These topics will be helpful for men and women who wish to compose essays about the subject mentioned above in the shape of a normal job. There are several persuasive essay topics to select from to finish your high school or college assignment. Social issues transcend almost every facet of the society, and thus, given the job of writing an essay on social issues, one is indirectly given the opportunity to pick from the plethora of topics within the area. Social problems aren't universal to each society and have a tendency to change rapidly. The Foolproof Essay Topics about Social Issues Strategy Young writers may try simple on-line citation generators which are ordinarily at no charge. Several of the modern day problems that have hit conventional media in addition to social media headlines incorporate a list of social justice problems that you are able to find at our essay writing services. The social issues research papers may appear easy to write in comparison with different topics, but still it demands an extremely creative strategy, a massive quantity of curiosity and capacity to think beyond the box and search data in unconventional sources. Suicide and societal media. Bullying can cause suicidal ideas and chan ges in an individual's behavior. Social problems arise due to several factors. Change them in accordance with your requirements. The use of over 250 controversial troubles.