Her First Ball Essay

My first impression of Leila simply from the first page of â€Å"Her First Ball,† was that she was an innocent girl that wasn’t completely satisfied with her current situation in life. Leila was portrayed as having a weak/inexperienced heart. For example, â€Å"†¦she couldn’t have helped crying because she was an only child, and no brother had ever said ‘Twig? ’ to her† (265), and for the fact that being different from the others bothered her. Despite her innocence and immaturity, she attempts to compose herself and act mature than she is capable of by â€Å"trying not to smile too much; she tried not to care† (265). Her life up to now wasn’t eventful or memorable in any way and she has a desire to cling onto the present/momentary excitement and not let go. â€Å"She would remember forever. It even gave her a pang to see her cousin Laurie throw away the wisps of tissue†¦as a keepsake, as a remembrance† (265), shows her emotions on how she wants to keep hold of every little detail of this first ball. I made the connection of this ball being her first in relation to not only the actual ball, but numerous ‘first times’ down her path of becoming mature. First time interacting with the opposite gender, feeling the lack of maturity amongst the other girls in the ladies’ room and first time in being hit in the head with reality, a frightening image from the fat man that Leila had never considered before, resulting in a somewhat loss of her previous innocence. I was able to relate to Leila’s situation of having missed out on the experiences of the ‘real world,’ such as the comparison between Leila and the Sheridan girls. Having lived in Abbotsford for my entire middle school life, I believe I missed out on experiences that I would have had if I lived out in the city (Surrey), seeing that Abbotsford is relatively an isolated/country city. Although I wasn’t as isolated as having the â€Å"nearest neighbor for fifteen miles† (265), I felt I could relate to Leila’s uncontrollable excitement that she felt while she was taking in her new surroundings. The impactful last sentence of the story, â€Å"She didn’t even recognize him again† (270), I found it almost eerie regarding the fact that it seemed like her memory was wiped blank. I questioned that even though her innocence was already long gone, whether that meant she would have to go through the same horrible process of being hit on the head by reality, as the first time she met the fat man and how she will be able to cope with the shock and sadness she feels every time. Throughout the reading, her style of writing, her word choices portrayed Leila’s perspective of her first ball in a magical/fantasy way. The presentation of a perfectly set up ball, â€Å"she clutched her fan, and gazing at the gleaming, golden floor, the azaleas, the lanterns, the stage at one end with its red carpet†¦how heavenly; how simply heavenly (267)! Every little detail was attractive and well suited to her fantastical desires. Leila was not yet revealed to the somewhat frightening reality that comes along with her magical world that is inevitable.

Reading Strategy Essay

What Is It? To aid their comprehension, skillful readers ask themselves questions before, during, and after they read. You can help students become more proficient by modeling this process for them and encouraging them to use it when they read independently. Why Is It Important? Dolores Durkin’s research in 1979 showed that most teachers asked students questions after they had read, as opposed to questioning to improve comprehension before or while they read. In the late 1990s, further research (Pressley, et al.1998) Revealed that despite the abundance of research supporting questioning before, during, and after reading to help comprehension, teachers still favored post-reading comprehension questions. Researchers have also found that when adult readers are asked to â€Å"think aloud† as they read, they employ a wide variety of comprehension strategies, including asking and answering questions before, during, and after reading (Pressley and Afflerbach 1995). Proficient adult readers: Are aware of why they are reading the text Preview and make predictions Read selectively Make connections and associations with the text based on what they already know. Refine predictions and expectations Use context to identify unfamiliar words Reread and make notes Evaluate the quality of the text Review important points in the text Consider how the information might be used in the future Successful reading is not simply the mechanical process of â€Å"decoding† text. Rather, it is a process of active inquiry. Good readers approach a text with questions and develop new questions as they read, for example: â€Å"What is this story about? † â€Å"What does the main character want? † â€Å"Will she get it? † â€Å"If so, how? † Even after reading, engaged readers still ask questions: â€Å"What is the meaning of what I have read? † â€Å"Why did the author end the paragraph (or chapter, or book) in this way? † â€Å"What was the author’s purpose in writing this? † Good authors anticipate the reader’s questions and plant questions in the reader’s mind (think of a title such as, Are You My Mother? by P. D. Eastman). In this way, reading becomes a collaboration between the reader and the author. The author’s job is to raise questions and then answer them – or provide several possible answers. Readers cooperate by asking the right questions, paying careful attention to the author’s answers, and asking questions of their own. HOW CAN YOU MAKE IT HAPPEN? To help readers learn to ask questions before, during, and after reading, think aloud the next time you are reading a book, article, or set of directions. Write each question on a post-it note and stick it on the text you have the question about. You may be surprised at how many typically unspoken questions you ponder, ask, and answer as you read. You may wonder as you read or after you read at the author’s choice of title, at a vocabulary word, or about how you will use this information in the future. You should begin to model these kinds of questions in the primary grades during read-aloud times, when you can say out loud what you are thinking and asking. Read a book or text to the class, and model your thinking and questioning. Emphasize that even though you are an adult reader, questions before, during, and after reading continue to help you gain an understanding of the text you are reading. Ask questions such as: â€Å"What clues does the title give me about the story? † â€Å"Is this a real or imaginary story? † â€Å"Why am I reading this? † â€Å"What do I already know about___? † â€Å"What predictions can I make? â€Å" Pre-select several stopping points within the text to ask and answer reading questions. Stopping points should not be so frequent that they hinder comprehension or fluid reading of a text. This is also an excellent time to model â€Å"repair strategies† to correct miscomprehension. Start reading the text, and ask yourself questions while reading: â€Å"What do I understand from what I just read? † â€Å"What is the main idea? † â€Å"What picture is the author painting in my head? † â€Å"Do I need to reread so that I understand? † Then reread the text, asking the following questions when you are finished: â€Å"Which of my predictions were right? What information from the text tells me that I am correct? † â€Å"What were the main ideas? † â€Å"What connections can I make to the text? How do I feel about it? † Encourage students to ask their own questions after you have modeled this strategy, and write all their questions on chart paper. Students can be grouped to answer one another’s questions and generate new ones based on discussions. Be sure the focus is not on finding the correct answers, because many questions may be subjective, but on curiosity, wondering, and asking thoughtful questions. After students become aware of the best times to ask questions during the reading process, be sure to ask them a variety of questions that: Can be used to gain a deeper understanding of the text Have answers that might be different for everyone Have answers that can be found in the text Clarify the author’s intent Can help clarify meaning Help them make inferences Help them make predictions Help them make connections to other texts or prior knowledge As students begin to read text independently, you should continue to model the questioning process and encourage students to use it often. In the upper elementary and middle school grades, a framework for questions to ask before, during, and after reading can serve as a guide as students work with more challenging texts and begin to internalize comprehension strategies. You can use an overhead projector to jot notes on the framework as you â€Å"think aloud† while reading a text. As students become comfortable with the questioning strategy, they may use the guide independently while reading, with the goal of generating questions before, during, and after reading to increase comprehension. How Can You Stretch Students’ Thinking? The best way to stretch students’ thinking about a text is to help them ask increasingly challenging questions. Some of the most challenging questions are â€Å"Why? † questions about the author’s intentions and the design of the text. For example: â€Å"Why do you think the author chose this particular setting? † â€Å"Why do you think the author ended the story in this way? † â€Å"Why do you think the author chose to tell the story from the point of view of the daughter? † â€Å"What does the author seem to be assuming about the reader’s political beliefs? † Another way to challenge readers is to ask them open-ended question that require evidence from the text to answer. For example: â€Å"What does Huck think about girls? What is your evidence? † â€Å"Which character in the story is most unlike Anna? Explain your reasons, based on evidence from the novel? † â€Å"What is the author’s opinion about affirmative action in higher education? How do you know? † Be sure to explicitly model your own challenging questions while reading aloud a variety of texts, including novels, subject-area textbooks, articles, and nonfiction. Help students see that answering challenging questions can help them understand text at a deeper level, ultimately making reading a more enjoyable and valuable experience. As students become proficient in generating challenging questions, have them group the questions the time they were asked (before, during or after reading). Students can determine their own categories, justify their reasons for placing questions into the categories, and determine how this can help their reading comprehension. When Can You Use It? Reading/English Students who have similar interests can read the same text and meet to discuss their thoughts in a book club. Members can be given a set of sticky notes to mark questions they have before, during, and after reading the text. Members can then share their question with one another to clarify understanding within their group. Since students’ reading level may not necessarily determine which book club they choose to join, accommodations may need to be made, including buddy reading, audio recordings of the text, or the use of computer-aided reading systems. Writing  Good writers anticipate their readers’ questions. Have students jot down the questions they will attempt to answer in an essay or short story before they write it, in the order that they plan to answer them. Stress that this should not be a mechanical process – as students write they probably will think of additional questions to ask and answer. The key point is to have students think of themselves as having a conversation with the reader – and a big part of this is knowing what questions the reader is likely to ask. Math Students can ask questions before, during, and after solving a math problem. Have students think aloud or write in groups to generate questions to complete performance tasks related to mathematics. Social Studies Use before, during, and after questions when beginning a new chapter or unit of study in any social studies topic. Select a piece of text, and have students generate questions related to the topic. At the end of the unit of study, refer back to the questions and discuss how the questions helped students to understand the content. Science Use before, during, and after questions to review an article or science text. You can discuss articles related to a recent scientific discovery with students and then generate questions that would help them to focus their attention on important information. Lesson Plans Lesson Plan: Questioning, The Mitten This lesson is designed to introduce primary students to the importance of asking questions before, during, and after listening to a story. In this lesson, using the story The Mitten by Jan Brett, students learn how to become good readers by asking questions. This is the first lesson in a set of questioning lessons designed for primary grades. Lesson Plan: Questioning, Grandfather’s Journey. This lesson is for intermediate students using the strategy with the book, Grandfather’s Journey, by Allen Say. Lesson Plan: Questioning, Koko’s Kitten This lesson is designed to establish primary students’ skills in asking questions before, during, and after they listen to a story. You can help students learn to become better readers by modeling how and when you ask questions while reading aloud the true story, Koko’s Kitten, by Dr. Francine Patterson. This is the second lesson in a set of questioning lessons designed for primary grades. Lesson Plan: Asking Pre-Reading Questions This is a language arts lesson for students in grades 3-5. Students will learn about asking questions before reading and will make predictions based on the discussion of the questions. Lesson Plan: Asking Questions When Reading In this lesson, the teacher will read The Wall by Eve Bunting with the purpose of focusing on asking important questions. The students and the teacher will then categorize the questions according to the criteria for each.  © 2000-2012 Pearson Education, Inc. All Rights Reserved. Original URL: http://www. teachervision. fen. com/lesson-plan/reading-comprehension/48698. html Asking Questions When Reading Grade Levels: 4 – 8 Lesson Summary. Generating questions plays a key role in the process of learning how to read, and then again in learning how to read better. There are so many question that students may have about the text that they encounter – questions about the author’s style or purpose, questions about new vocabulary, questions about what might happen, etc. Students need to first begin to feel comfortable asking questions, then learn to ask the vital questions that will direct their focus and clear up confusion. In this lesson, the teacher will read The Wall by Eve Bunting with the purpose of focusing on asking important questions. The students and the teacher will then categorize the questions according to the criteria for each. Materials When you read the story ahead of time, write any questions that pop into your head on post-it notes and have them available. Provide large pieces of paper and post-its for students, and locate enough copies of the book The Wall for partners. Provide a piece of paper for each group of four students. Prepare a piece of chart paper titled QUESTIONS with different columns of categories: Questions that are answered in the text Questions that I have to make an inference to answer Questions that are not important to understanding the story. Questions that require research to answer Questions about the author’s style Questions that clear up confusion Objectives: Students will ask questions before, during, and after reading. Students will categorize important vs. interesting questions with a focus on important questions. Procedure Explain that good readers ask questions before, during, and after reading to help them understand a story better. â€Å"Today, we’re going to focus on asking questions. † Present the book The Wall to the students and say, â€Å"I will read the title, and the back cover and look at the illustrations and think of as many questions as I can. These are the questions that I have before reading. † Read your prepared post-it notes to the students. Read the story to the children and think aloud, asking questions while reading. Stress that these are the questions you have during reading. Read your prepared post-it notes to the students. When you have finished reading the story, ask questions that pop into your head and stress that these are the questions that you have after reading. Read your prepared post-it notes to the students. Take your questions on post-its, think aloud, and categorize them in the appropriate column according to the type of question that you asked. The students partner-read and use post-its on pages where they have a question. Have partners narrow their questions down to two questions. Then have the partners share their questions with another paired group. The groups of four students choose one of their questions and write it on a larger piece of paper. Gather all students and have them share their questions. With help from the class, have students categorize their questions. Discuss the questions that are important vs. interesting, and have students focus on the important questions.  © 2000-2012 Pearson Education, Inc. All Rights Reserved. Original URL: http://www. teachervision. fen. com/lesson-plan/reading-comprehension/48697. html Asking Pre-Reading Questions Grade Levels: 3 – 5 Lesson Summary This is a language arts lesson for students in grades 3-5. Students will learn about asking questions before reading and will make predictions based on the discussion of the questions. Students should be able to differentiate between a question and a statement, generate questions, and work in cooperative, heterogeneous groups. Objectives Students will brainstorm prior knowledge about the topic of a text Students will make predictions about the text by asking effective â€Å"before† reading questions in order to improve our reading comprehension. Key Understandings Asking and discussing questions will improve our comprehension of the text. Good readers ask questions before they read. Materials Two narrative texts Pre-reading Show Rubric Pledge Procedure Select two narrative texts, one will be used to demonstrate the â€Å"before reading† questioning strategy, the other will be used for guided practice. It may be easier to choose two texts by the same author or two texts of the same genre. Discuss the ways in which a pre-game show and asking questions before, during, and after reading are similar. Good readers are like sports casters. Just as sports casters discuss the sports event before, during, and after the game, good readers ask and discuss questions before, during, and after reading. This improves comprehension, or understanding, of the text. You may say something such as, â€Å"Who has watched a football, basketball, or baseball game on television? Sports casters help us understand the game by discussing it. They discuss the game with us before the game, during the game and after the game. Before the game, there is a pre-game analysis. That means that the announcer gives us background information about the game, teams, players, and coaches. This information can be used to make predictions about the outcome of the game. During the game, the announcers provide play-by-play coverage. They discuss important or controversial plays to help us understand what’s going on in the game and to explain how certain plays may affect the outcome of the game. They even provide replays of the most important events of the game to make sure we remember them. Finally, after the game, announcers interview the coaches and players to get different perspectives about how the game was played. They review the highlights of the game, confirm or disprove their predictions, and discuss the implications of the outcome of the game. † Tell students they are going to focus on asking questions before they begin reading a text. If possible, show a video clip of a pre-game sports cast. Use the analogy of a pre-game show and before reading questions to help students ask effective â€Å"before† reading questions. As you generate questions for each topic. Spend some time wondering about the answers and making predictions about the book. Write your predictions about the book in a separate column. Identify a purpose for reading the text. Narrative = for literary experience/enjoyment Expository = for information Functional = to perform a task/follow directions. Examine the cover illustration and read the title, modeling how to ask questions. Write the questions on chart paper or on an overhead projector. Look at the author and model how to generate questions. Activate background knowledge by taking a picture walk with students. Cover the print with sticky notes, and think aloud as you model how to generate questions, make predictions, and build vocabulary by carefully examining and discussing the illustrations in the text. Ask questions about the setting, characters, events, and genre of the book. Pre-Game Show Questions Before Reading Predictions Team A vs. Team B What teams are playing? What do we know about these teams? Where are they from? Have we ever seen either team play? In your opinion, are they skilled? Is one team better than the other? Title of Story/Cover What topic might this story be about? What do we already know about this topic? Have we read any other books about this topic? Do we have any experience related to this topic? Where and when did we have the experience? Coach Who is the coach? What do we know about the coach? What teams has he/she coached in the past? What is his/her coaching style? Author Who is the author? Who is the illustrator? What books have he/she written or illustrated in the past? Can we describe the style of the author/illustrator? Have I ever read other texts by this author? If so, what do I remember about those texts? Stadium Where is the game being played? Who has the home field advantage? What are the current weather conditions? How will the weather conditions affect the game? Setting Where and when does the story take place? Is the place/time familiar or unfamiliar to us? Have we read any other stories with a similar setting? Players Who are the key players? What positions do they play? What are their skills? Characters Who are the main characters? What role might they play in the story? Can we predict some of their character traits by examining the illustrations? Plays What plays are the coaches likely to run? Events What events may take place in this story? Rules/Principles of Game What are the rules of the game? What are winning strategies? Genre of Text What genre of story is this? (fairytale, folktale) Have we read other stories of the same genre? What are the characteristics of this genre? Tell students that the class will read the story together tomorrow, and learn to ask new questions while they are reading to help understand the story. Guided practice Give students the opportunity to practice writing and discussing some â€Å"before† reading questions for a new story. Place students in 6 groups and have each group record or role play a â€Å"pre-reading show† for the new book, just as sports casters broadcast a pre-game show. 1. title/cover 2. author/illustrator 3. setting 4. characters 5. events 6. genre of literature Select student leaders to guide each groups through the process of examining the cover of the new story and taking a picture walk. Allow groups to discuss their topic. Students should generate two of their own â€Å"before reading† questions on their topic, and then share their questions and provide feedback to each other. Have groups include information from their prior knowledge and personal experience as they discuss the â€Å"before reading† questions, and have them discuss the possible answers and make predictions about the book. After each student has had the opportunity to formulate and write two questions, jigsaw the groups to form TV crews for a â€Å"pre-reading† show. Each TV crew should have six students, one student from each group, 1-6. Review the parts of the rubric. Provide a time limit for each TV show, and tell students that each show should include: an introduction of the members of the TV crew slogan, jingle, or music a discussion of their prior knowledge about the topic a discussion of each member’s questions predictions about the book from each member Give groups the opportunity to practice asking and discussing their questions before role playing or videotaping their show. If time permits, allow students to make larger visual aids to display during the discussion. â€Å"Microphones† can be made quickly from rolling paper into tubes. Sharing Ideas Distribute rubrics to the class. Allow students to score each TV crew as they present. Independent Practice Have students think of a younger child that they will spend time with this week. Have them think of a book that they can read to the child. Have students use some of the â€Å"before reading† questioning strategies they learned to help the younger child understand the story. Students can use this questions framework worksheet to help them with questions to ask before reading, and help the child make predictions. The worksheet reminds students to ask questions about the title and cover, author and illustrator, setting, characters, events and genre. Assessment Each group will be assessed using the scores from the presentation rubric, scored by their peers and teacher.  © 2000-2012 Pearson Education, Inc. All Rights Reserved. Running Records Page Description: A running record is a way to assess a student’s reading progress by systematically evaluating a student’s oral reading and identifying error patterns. This template will help you track your students’ oral reading accuracy. Take advantages from kids that love harry potter Book Covers from Around the World: Harry Potter and the Prisoner of Azkaban Page Description: Enjoy comparing and contrasting colorful cover art for J. K. Rowling’s Harry Potter and the Prisoner of Azkaban with this printable handout. Discuss the differences in interpretations from around the world with your students. Grade Levels: 2 – 7 Analyzing a Book Character Page Description: This chart of questions will help students analyze the cover art of a book. Use this worksheet when talking about the different cover art on each international edition of the Harry Potter books. Grade Levels: 3 – 8 Literacy Glossary Page 1 of 2 Accuracy Rate: This is the rate, shown as a percent, at which students accurately read the text. Concept Map: A concept map is a type of graphic organizer which allows students to consider relationships among various concepts. Often students are encouraged to draw arrows between related concepts enclosed in oval or other shapes. Error Rate: This is a ratio of errors to words in the text. Fluency: The rate and accuracy with which a person reads. Fluency results from practicing reading skills often and with a high rate of success. Formative Assessment: These tests are ongoing and based on the curriculum, providing a way to monitor student progress. They can be used to place students in groups, based on instructional needs. Frustrational Level: This is the level at which students are unable to read with adequate comprehension. Genre: A genre is a particular type of literature, such as narratives, poetry, dramas, or fables. Independent Level: This is the level at which students can read without assistance. Materials at this level should be chosen for independent reading, or fluency practice. Independent Reading Inventories: An informal formative assessment that provides graded word lists and passages designed to assess the oral reading and listening comprehension. Insertion: In a running record or informal reading inventory, this is a miscue in which students add another word when reading printed text. For example, if the sentence is: â€Å"The dog played,† the student reads: â€Å"The happy dog played. † Instructional Level: This is the level at which students can read with assistance from the teacher. Materials at this level should be chosen for reading instruction. Metacognition: This is thinking about one’s own thinking, or being aware of one’s own learning. When students are aware of how they think and learn, they can be taught to regulate their thought and learning processes. Omission: In a running record or informal reading inventory, this is a miscue in which students do not read a word or words in the printed text. For example, if the sentence is: â€Å"The sky was bright blue,† the student reads: â€Å"The sky was blue. † Onset: The part of a syllable that comes before the vowel of a syllable. The onset of the word box is /b/. Phoneme: the smallest unit of sound. It distinguishes one word from another (e. g. , man and fan are distinguished by the initial phoneme). Phonemic Awareness: This is a type of phonological awareness that involves the awareness and manipulation of individual sounds. Phonological Awareness: The auditory awareness of sounds, words, and sentences. The understanding that speech is composed of sentences made up of words. Words are comprised of syllables, and syllables are comprised of phonemes. Qualitative Data: Qualitative data consist of verbal or graphic descriptions of behavior and experience resulting from processes of observation, interpretation, and analysis. It is often comprehensive, holistic, and expansive. Qualitative Tools: These are tools that produce qualitative data consisting of verbal or graphic descriptions of behavior and experience resulting from processes of observation, interpretation, and analysis. Quantitative Data: Quantitative data consist of information represented in the form of numbers that can be analyzed by means of descriptive or inferential statistics. It is often precise and narrow data. Reading Conferences: Conferences conducted by teachers during independent reading time provide an opportunity to meet with a student to assess progress, to note reading strategies that are being used, monitor books being read, and to provide guidance in developing reading strategies. Rime: The part of a syllable that consists of its vowel and any consonant sounds that come after it. The rime of the word box is /ox/. Scaffolding: A scaffold is a supporting framework. Scaffolded learning is a teaching strategy that helps support students in their learning when they may have difficulties. A goal of scaffolded learning is to have students use a particular strategy independently. Screening Tests: These tests provide information that serves as a baseline. They are usually given to determine the appropriate starting place for instruction. Self-Correction: In a running record or informal reading inventory, this is a miscue in which students do not read a word or words correctly, but return to the text and read the word or words correctly. Self-Correction Rate: This is the ratio of self-corrections to errors when reading the text. Sound-Print Connection: Understanding the relationship between print and sound. Substitution: In a running record or informal reading inventory, this is a miscue in which students replace the printed word with another word. For example, if the sentence is: â€Å"She said, ‘No,'† the student reads: â€Å"She shouted, ‘No. ‘† Summative Assessment: These tests are usually given at the end of a unit or at the end of the year. They assess a student’s strengths and weaknesses over a period of time.

A Child Safety

Children and personal health and safety A parents worst nightmare is for a child to be hurt or abducted by someone. Here are simple tips for children’s health and safety for children of all ages. A parent’s worst nightmare has to be their child being hurt or abducted by a stranger. When dealing with a small child, there is little they can do to get away from an adult who has decided upon a hurtful course of action. There are precautions that can be taught to children that will improve their safety and chances of getting away. We are all taught from birth not to bite. This has been a die-hard rule in most households from the beginning of time. For their own safety, children need to learn WHEN and how to bite. During an attack, teeth can make a formidable weapon. Teach your children to use this to their advantage. Biting doesn’t have to be limited to the attacker’s hands. Have your children know it is OK to bite arms, legs, stomachs, ears and necks. When they do bite, have them geared to draw blood and take a piece of the attacker with them. Head butts can be extremely effective as well. For your child to do one properly have him practice it on you. One word of caution, make sure you keep your face averted from your child’s head. When an attacker grabs a child, they often do so in a bear hug manner. This means they wrap their arms around the child’s body while making the arms impossible to move. In this situation, the child can drop their head forward onto their chest, and then slam it back into the attacker’s face with as much force as they possibly can. Have them practice yelling at the same instant to focus their strength. A good solid hit by what all parents know to be a hard head, can cause a broken nose and spilt lip. Both of these conditions are painful and cause tears and swelling around the face. In this article, it is explaining what you need to do as a parent to protect your child from being harm or kidnap. It is probably the worst fear that a parent will go through, but if the child is prepared then he/she could protect him/herself from the attacker. In these few paragraph it explain how a child’s bite can be affected and how a head butt can cause serious damage. If a child is caught in a situation he/she could bite on the ear, neck, shoulder, legs, arms and stomach. The website does state that the child should draw out blood from the attacker. This will let the attacker bleed or cry giving your child to run away from the attacker. Another attack is the head but. The child can force pain to the attacker that the attacker can bleed with a broken nose or a split lip. You can practice this with the child but you have to be careful because you can get injure. In the website there are other advice that if an attacker tries to harm the child. The child could defend themselves by breaking the grip of the attacker by bending a finger (either thumb or pinky finger) backwards which will break. Also, if the child is being kidnap then he or she should draw attention to him/her by yelling rape, fire, help, pervert and shouting No. I believe that we should tell our children that it’s not OK if a person touches you and you didn’t want them to. We should also emphasize that they could come to you when this situation happen. And tell him/her that it is not there fault. In this article there are some guidelines that parents should obey. This teaches them that a child could defend themselves if the situation arises. This situation is a parents’ worst fear but if you prepare them then the child will know what to do.

Nineteenth Century Realism Essay Example | Topics and Well Written Essays - 1000 words

Nineteenth Century Realism - Essay Example The realists democratized art through the depiction of modern subjects from the common people, mostly the working class. The basis of realism was the direct observation of people’s lives as opposed to idealized classicism of art and the themes forming the basis of Romanticism. This paper shall discuss three works of art created during the period of Realism, with emphasis on European art. Gustave Coubert was one of the strongest proponents of Realism. He secured his place as a pioneer through challenging the art that had for a long time been favored by the state-sponsored academy of art. By extension, Coubert challenged the core of history painting. Coubert painted this work and exhibited it at the Salons de Paris in 1849 and 1850-51. In this work of art, Coubert portrayed common people from his native region on a scale previously reserved for the elevation of themes in painting about history. He used people who were present at the burial. This painting was selected for this st udy because of the message that is sought to pass across to the public. The realism in the 315 by 668 cm oil painting comes through the burial of Coubert’s great uncle. The setting is in Ornans, a small town in France. The painting had a significant effect on the art scene, since it did not have the depictions that most artistes would bring out. This work of art was unique in the sense that it had an unflattering air. Gourmet did not attempt to romanticize the depictions of mourning and grief in this art work.

Critical Commentary on Orientalism Essay Example | Topics and Well Written Essays - 1250 words

Critical Commentary on Orientalism - Essay Example According to Ghazoul (2004) orientalism can also be said to be descriptive of the dissemination of matters concerning geopolitical awareness into scholarly, aesthetic, sociological, economic, and historical texts. Edward Said introduced different meanings into the words ‘occident’ and ‘orient’. From his discourse, it would seem that the term ‘Orient’ basically evolved into being a negative construal of Eastern cultures by the Western culture. Edward Said was deeply interested in the scholarly study of African, Middle Eastern, and Asian cultures and history. He emphasised that his understanding of the concept of orientalism was not merely representative of modern intellectual as well as social and political cultures in Middle Eastern nations (Orrells 2012). Orientalism, to a large extent, deals in studies into the Eastern cultures between the 19th and 20th centuries. As an area of study, it remains controversial because it has to ties to the archaic beliefs that characterised colonialist or imperialist regimes. According to academic scholars like Mellor (2004) the whole concept of the ‘Orient’ is tied with how the West defines itself. In defining aspects of the concept of orientalism, Said tried to point out that one of the major factors that defined this issue was the reality of the divergence of power between colonisers and the colonised tribes more in the past. According to Irwin (2006) there are many Weste rn ideological preconceptions that are hidden within the concepts of orientalism.

Social Media Policies, Concerted Activity and HR Management Research Paper

Social Media Policies, Concerted Activity and HR Management - Research Paper Example As the use of social media in workplaces continue to be entrenched in the normal work routines of employees, employers are finding a way to spy and eavesdrop on the discussions and opinions that employees have, concerning the organization. This has escalated to the extent where employees are using social media to punish or banish employees who make negative or disparaging remarks about the company. This paper discusses the ethical issues involved in the use of social media among employees and employers. In one case before NLRB, BMW fired one employee for posting on Facebook about the company serving hot dogs during a sales event instead of serving more upscale foods. The company management determined the comment to amount to disparaging remarks and fired the employee for ridiculing the company. The NLRB determined that the employee was unfairly dismissed because the issue of serving hot dogs to customers was of concern to other employees and that the company also stood to lose customers because of serving them with hot dogs. The board argued that the employee only engaged in protected concerted activity that the company stood to benefit if it changed the kind of foods it served its customers (Tanick, 2012). I agree with the decision by the NLRB in the case above because the company would be the final beneficiary as a result of serving upscale foods. In addition, the company failed to show that it had engaged the opinion of the employees on the kind of foods they were serving their customers. The above case would lead to better employee relations at BMW if the company management would have decided to assemble the views of the employees on the kind of foods they were serving their customers and give them an opportunity to suggest the foods they thought would attract more customers to the company dealership.

Vulnerable population-Mentally Ill Essay Example | Topics and Well Written Essays - 1750 words

Vulnerable population-Mentally Ill - Essay Example According to Stanton (2001), Alzheimer’s disease is a manifestation of dementia which occurs between ages 30-40 but common for 65 years old and older individuals. This disorder gets worse as time passes and it is a â€Å"degenerative disease that attacks the brain and results in increasingly impaired memory, thinking, reasoning, and behavior† (Stanton, 2001, n.pag.). The Department of Psychiatry New York University School of Medicine (n.d.) stated that United States has 4 million cases of AD on the aged. This paper will tackle on designing a program for elders having Alzheimers Disease and justifying whether home care or nursing home care is the most effective way on promoting wellness of these individuals. This is significant to gain focus as to which of the two health care setting would provide the most effective way of caring for the elderly and especially those with AD. This program starts from little pieces of ideas, goals and plans in combating Alzheimer’s Disease. This centers a simple community with an average number of population. The city of Colton under San Bernardino County is a community of close family relations, and known to be one of the developed dominions in the United States (â€Å"Demographics,† n.d.). Colton has 52,154 population as of 2010 (â€Å"Colton, California,† 2011). Colton’s history of having rich family ties sets them as perfect focus in extending programs of wellness of the aged, prevention and specific care for those having Alzheimer’s Disease within the family. Aside from support systems, it is important that an institution and program fit the standard needs of their client. The community as a whole needs to contribute to this as well by providing support and means of development. A 2010 study revealed that there are 2,153 under the 65 to 74 age bracket, 1, 277 for ages 75- 84 and 503 for ages 85 and above (â€Å"Colton CA,† n.d.). Estimated â€Å"median household income by age†

PARASITIC WORMS Essay Example | Topics and Well Written Essays - 1500 words

PARASITIC WORMS - Essay Example A holistic approach that involves preventive measures, drug therapy and non-drug measures is employed in tackling the menace of worm infestation. Human parasitic worms are a major health challenge in the developing world. To a far less degree, however, worm infestation in the developed countries is also a problem. Broadly speaking, three groups of worms cause parasitic worm infestation in man. These are the roundworms (also known as the nematodes), the flukes (also called the trematodes), and the tapeworms (the cestodes). The roundworms are responsible for the majority of parasitic worm infestations in the developing world. These roundworms are usually the large roundworms (Ascaris lumbricoides), the whipworm (Trichuris trichiura), and the hookworm (Acyclostoma duodenale). A few cases of infestation by these worms in the developed world are found in travelers and immigrants. On the other hand, threadworm (Enterobius vermicularis) is the roundworm that causes the most parasitic worm infestation in the United Kingdom. Other known roundworms include Strongyloides stercoralis that causes strongyloidiasis, and the Necator american us (the new world hookworm) that causes necatoriasis. The flukes include all members of the Schistosoma species, and the cause schistosomiasis or bilharzia depending on the species that is contacted. The tapeworms are the Taenia species and their intermediate hosts are beef (Taenia saginata), pork (Taenia solium), or fish (Dipyllobothrium latum) from where they are passed to man (the definitive host). The dwarf tapeworm (Hymenolepsis nana) is passed from man to man.(Clark, 2006) Pathophysiology Threadworms are threadlike in structure and their infestation is commoner in children. They are passed from one person to another by the ingestion of their eggs. These eggs develop into larvae in the small intestine and are hatched to produce young worms. The worms mature in a couple of weeks and the adult females migrate to the anus where they lay numerous microscopic eggs. As a result of itching felt in the anus where these eggs are laid, the anus is scratched by the human and the eggs are reingested through the hand-to-mouth route. Infestation could also be through migration of hatched eggs up to the rectum (Clark, 2006). Strongyloides stercoralis is commoner in warm region, though its distribution is world wide. First infestation is through larvae deposited in soil that enter the skin and develop in the small intestine. Subsequent infestation is by larvae passed in stools of infected individuals which re-penetrate the skin of the same individual. A possible complication is the life threatening strongyloides hyper infestation syndrome(Clark, 2006). In infected individuals, the Schistosoma species lay eggs that are excreted in the human stool (Schistosoma japonicum and Schistosoma manson) or in the urine (Schistosoma haematobium) Larvae hatched from these eggs are called the miracidia, and they enter snails which are the intermediate hosts. Consequently, infective larvae called the cercariae are released from these snails and enter humans that wade in water in which they are present. These larvae migrate to the human intestine or the bladder where they mature, mate and produce eggs. Initial infestation may be asymptomatic, causing only a transient itching or

International Business Environment Essay Example | Topics and Well Written Essays - 3000 words - 3

International Business Environment - Essay Example (Koontz 1984) Gabor (1990) in his analysis has mentioned that the theory of management has developed over the past one-hundred years growing from the time and motion studies of engineers to get influenced by the social movements or events; from a decentralized operation to the concept of looking for the best or supremeoperative mode of an organization or Total Quality Management or TQM. (Gabor, 1990) There are various theories associated with the organizational management and those theories are developed based on functionality of various departments. Those theories are revised with the time depending on various real life examples (incidents of various departments in various organizations) over the world. All those theories have various advantages as well as some limitations. In this paper the focus is to analyze three of the following theories, their applications and most importantly what are their advantages and what are the limitations. The Three theories are: International Product Life cycle theory; Krugman’s First Mover Advantage Theory and Porter’s Diamond model. The life cycle of any product can be divided into four distinct parts namely: introduction phase, growth phase, maturity and decline phase. When any particular product first introduce in the market then the demand for that product remains high as people wants to buy the new product. Soon after the introduction, the product often passes through the growth phase where the sales volume hit the top. Slowly it reaches the maturity phase when the demand and supply meets one point and the product is able to reach its ultimate high in terms of demand. This is the normal product life cycle associated with any product all over the globe. The IPLC or international product life cycle model was first designed by Vernon in the year of 1966. The main objective of this mode was to develop an advanced trade theory beyond David Ricardo’s static framework of comparative advantages which was designed in

Theorists Essay Example | Topics and Well Written Essays - 250 words

Theorists - Essay Example A cognitive theorist would try to apply any of the established theories of cognitive development, such as that of Piaget, to explain Dina’s behavior. As such, a cognitive theorist may refer to the fact that Dina is in her sensorimotor Stage, as identified by Piaget. During this stage, an infant starts to build up knowledge of the world, by relating the physical activities to perceived results of those activities. The main personal trait of infants during this stage is egocentrism, because young kids have no understanding of the external world other than their own. As such, a cognitive theorist may argue that Dina’s egocentrism during this early stage of development pushes her to reject the concept of sharing and prefer to have and possess everything she wants. To remedy this problem, a cognitive theorist may suggest that Dina should be related more to her social surroundings, and not to be left to her ego, as the social surroundings are extremely important in shaping th e personality and behavior of children. Unlike cognitive theorists, a behaviorist accounts for development in terms of learning. That is, behaviorists believe that the bad habit of egocentrism and rejection of sharing is highly affected by the stimulus context. In other words, the surrounding atmosphere, in which one performs this habit, would affect the frequency of practicing it. In this context, almost all behaviorists agree that the behavior of children is affected by the family within which he or she is raised. For example, many of the ill-behavior of children to divorced parents can be closely attributed to the fact that their parents are separated. That’s why a behaviorist may approach Dina’s negative behavior in the light of her relationship with her family and parents. For a behaviorist, Dina’s behavior may be modified after understanding her relationship with her family members. This is because a behaviorist believes that the

Satisfying All Stakeholders Is Difficult When the Business Is Competing in Mature Product Markets Essay Example for Free

Satisfying All Stakeholders Is Difficult When the Business Is Competing in Mature Product Markets Essay A stakeholder is defined as an independent party with an interest or concern in something. Stakeholder groups are not all alike and therefore will want different things from a business. As each stakeholder deals with the business in different ways these needs are likely to conflict. With all of these differing needs it will be difficult for the business to satisfy all stakeholders at the same time as it is likely that acting to satisfy one stakeholders needs will end up conflicting with anothers meaning that the second stakeholder will not be satisfied. Examples of stakeholders include the shareholders, employees, suppliers and customers of a business. The Product Life Cycle is a theory used by management to understand where one of its products is in terms of its eventual life expectancy. It involves identifying if the product is in one of four phases: the introduction, growth, mature or decline stage. By identifying which stage of the cycle a product is in management can change its strategies to realise the potential success of a product. It is however, often difficult for management to see where the product is in the cycle as a rise or fall in sales most of the time will not necessarily mean that a product is growing or beginning to decline. It is also very hard, if not impossible, to accurately predict when the product will go into the next part of its life cycle. A business will find it very hard to tell when a market will reach saturation and will only know it while it is happening or in, some cases, after it has happened. While using the product life cycle model it is assumed that all products have a limit to how long they will be used, in practise this may not be the case. The mature stage of the product life cycle is when a product market has finished growing, sales start to slow down and there is no more significant growth. At some point the market will reach saturation at which point the product enters the decline stage. Sales will start to decline slowly and eventually product will become obsolete and not sold anymore. When a product market reaches the mature stage it will usually mean various things. As the mature stage of a product is when there are the most sales it usually means that the costs of producing each product are at the lowest as a result of economies of scale. This means that there is potentially more profit to be made per product if the price stays the same. However, often this is not the case as when a market reaches maturity more competitors emerge. As a result of this a business is likely to decrease the price of its product, eating into the profit margin per product sold, so that customers are more likely to buy its product. By selling more products the business will gain a healthy market share. Market share is what is mostly sought after by a business in a mature market. With little growth to expand into in the market a business must aim to gain the biggest slice of the market as possible to increase profit. The stakeholder that is likely to be one of the most important to a business is the owner or shareholders. They have a say in how the business is run and if they do not feel that the business is doing well will remove their investment and the business will lose finance. Shareholders will want two main things: increase in the size of the business and a good dividend. Therefore it is of great importance that the business keeps the shareholders happy. To do this the business must at the very least turn a profit. This will make the investing shareholder see that their investment is being put to some use. However if the business really wants to make the shareholder feel satisfied it must make a large profit. In a mature market this means that it must have a large share of the market. To do this it must differentiate its product to make its product more attractive to buy than a competitors model. The customer must have an incentive to buy this product over another one such as a lower price or differentiate the product in other ways such as highlighting the products supposed better quality or more impressive features. Differentiating the product can, however, have an effect on the profit taken per sale. Obviously by lowering the price of a product there will be less profit margin as the cost to the business of producing the item will remain the same. Also if the business decides to increase the quality or add extra features the cost of manufacturing the product will increase. While these may eat into the profit margin per product, if the business has marketed correctly and increased market share in the mature market by increasing sales the overall profit of the business may have increased. Management would hope that this would be the case given that this was the whole aim of the product differentiation in the first place. However by actually achieving an increase in the size of the business the shareholder would be satisfied with their investment. Added to this a good dividend could be given out because of the increased profits and the shareholders should be pleased. However another stakeholder that the business will want to satisfy is the customer. As the customer is the way the business will make a profit, by selling to them, it is very important that the business satisfies the needs of the customer and make them want to buy its products. The customer will want a good quality product at a preferably low price at which he feels that he is getting good value for money. In a mature market generally a consumer will get the best value for money with all of the competing businesses producing a large amount of alternative products and vying for market share. As such in a mature market a customer is likely to be most happy. The customer has conflicting needs with the shareholder in that the customer wants a low price whereas the shareholder wants a high profit. As these needs conflict a median must be found where both stakeholders feel that they are getting a good deal. While it may be tempting to favour one group, it is in the interest of the business to find a point where both sides feel happy because if one side feels unhappy the business will either lose the support and investment of the stakeholders or the custom and income from the customer and this will lead to a loss in market share. This is the same as all of the stakeholders. As all of the stakeholders will want different things from the business and some of them will completely contradict each other it must deal with them as best they can and try to find a solution where all stakeholders are satisfied. Keeping all stakeholders satisfied is critical to keeping the business going strongly and losing the faith of one of them could lead to dire consequences and none of the stakeholders being satisfied. For example if, in a bid to cut the cost to the business of producing the product so the shareholders could be given a bigger dividend out of a larger gross profit, the business told the supplier of raw materials that make the product that it must cut its price the supplier would not be happy. This could lead to the supplier refusing to sell the raw materials to the business and this would mean that until an agreement was made or a substitute supplier could be found the business could not produce anything to sell. This would lead to the customer not being able to buy the product that it desires and going to a competitor and the business losing potential profit which would upset the shareholders. In some situations the same groups of stakeholders may not ven have the same sets of ideas of what they want from a business making it even harder for the business to keep everyone satisfied. For example, in the group of shareholders a young businessman who has shares in a company is likely to prefer the profit made to be invested back into the business to expand and increase potential future earnings and increase the share price as opposed to a large dividend as he has less need for the money now and has long term plans for the shares. However an older retired man is more likely to prefer a large dividend to be taken out of the profit so that he can have the money now. In conclusion, it is difficult for a business to satisfy all stakeholders at any time regardless of what stage of its cycle the product is in. The demands of a each stakeholders are different and likely to contradict each other. However, in a mature market where there is fierce competition there is tension between the arguably the business two biggest stakeholder: the shareholders and customers. While the customers want a quality, low priced product, shareholders require a good profit be made. The business must satisfy the customer to compete in the market but also the shareholders to have the backing it needs to carry on functioning. Sometimes even groups of shareholders are fragmented which makes it even harder but it is critical for the business to find a point where all shareholders are content as this is when the business runs the smoothest.

Applications of Sustainable Architecture

Applications of Sustainable Architecture ‘Sustainability: What it means for Architecture’ Abstract This thesis considers what sustainability means to architecture, and how architects can utilise their knowledge to not only ensure a greener future for buildings, but to promote a better understanding of sustainability on a far wider scale. The areas under study include an appraisal of the technical, social, and financial and energy-saving aspects of sustainable development. Research proposes that systematic research and study into what sustainability means can help the concept to be more fully understood and better implemented in industry. Research is secondary, and uses three case studies which I have selected for their relevance to my design interests and which I believe represent a unique and innovative approach to the concept and interpretation of sustainability in architecture. Introduction Contemporary definitions of sustainability suggest that it is a generic term which encompasses many areas of society and industry, including buildings, transport, and public space. Sustainable architecture has been defined as a ‘cultural construction in that it is a label for a revised conceptualization of architecture [†¦] A sustainable design is a creative adaptation to ecological, sociocultural and built contexts (in that order of priority), supported by credible cohesive arguments.’[1] This dissertation seeks to address and discuss the varied ways in which sustainability relates to architecture, including physical constraints, impact of sustainable design, political and social trends and needs, and the availability of resources with which to build sustainable architecture. For architects sustainability and its implications have become of great value and importance ultimately changing the direction of architecture as a discipline and practical science. I believe that the term sustainability is a term thrown around very often without much thought as to what it means often because it is a concept of such great depth with potentially world-changing consequences and that the concept requires far more research if it is to be fully implemented on a mass scale. Throughout this thesis, I seek to define my own professional and creative interpretation of sustainable architecture by examining and learning from the work of others. In my structuring of the thesis I have narrowed down these interests to focus on three key areas as represented by three chosen case studies. These are to include: Chapter One. Technical sustainability: Werner Sobek This chapter examines how German engineer and architect Werner Sobek has integrated sustainable technical features into the design of his ecological home. The social housing Bed Zed project in London is also examined for its contributions to developing a clearer understanding of how architects might incorporate sustainable technology into their designs. Chapter Two. Social Sustainability: Seattle Library OMA. This chapter considers the impact and function of the public building for the immediate neighbourhood, and why the development is socially important. Chapter Three. Economical and Energetic Sustainability at Beddington. This chapter examines the key features of the Bed Zed project and what energy-saving and economic incentives the project offers to the wider community. Now one of the most well-known sustainable social housing developments, designed by Bill Dunster Architects, Bed Zed provides a useful and insightful point of comparison for the other studies. This allows me to assess the changes and improvements which sustainable development has undergone over the last decade. Chapter One: Technical Sustainability: Werner Sobek As outlined by Stevenson and Williams the main objectives of sustainability include significantly reducing greenhouse gas emissions, conserving resources, creating well-structured and cohesive communities, and maintaining a consistent and successful economy[2]. For architecture these concepts have opened up a new industry involving use of alternative often re-usable materials, which offers the architect space to experiment with new designs. A considerable body of research exists into the best use of construction materials, offering guidance to architects and construction companies. For example, in 2000 The Building Research Establishment published a paper called a ‘green’ guide to construction materials which presents Life Cycle Assessment studies of various materials and their environmental impacts[3]. Whereas Energy Efficiency Best Practice in Housing have already established through research that there is global pressure to ensure that construction materials are susta inable.[4] Sobek’s design of his own sustainable home has been described as ‘an ecological show house of precise minimalism.’[5] Its principal design is of a cube wrapped in a glass shield, where all components are recyclable. The most obviously sustainable technical feature is the building’s modular design glass panels and a steel frame, which forms a lightweight structure. Sorbek’s work illustrates a high degree of thought behind the architect’s conceptual understanding of sustainability. Sorbek has obviously thought about what sustainability means and has implemented his knowledge to create an example from which future practitioners will learn. In Sobek’s work we see the high degree to which he has embraced new technology and made sophisticated use of new materials, while also maximising user comfort by incorporating sensor and controlling technology. Furthermore, the use of arbitrarily convertible ducts makes the use of traditional composites unnecessary. Thus, Sorbek is progressing the discipline of sustainable architecture, branching out into bolder, and stranger designs, which displace the functionality and detract saleability from traditional designs. In contemporary sustainable designs there needs to be a regularity and simplicity of form as this seems best to reflect the sustainable philosophy of the architect. As Papenek said of the designs of ecologically sensitive projects: ‘common sense must prevail when a design is planned.’[6] Considering the example of Sobek it is clear that sustainable building although fairly simple can nevertheless draw from a range of theoretical models in its designs. For example, the influence of traditional, even classical traditions will never be entirely absent from contemporary design; moreover contemporary sustainable designs require a re-assessment of architectural theory and practice. As Williamson et al phrases it: ‘green, ecological, and environmental are labels that embody the notion that the design of buildings should fundamentally take account of their relationship with and impact on the natural environment [..] labels refer to a particular strategy employed to achieve the conceptual outcome, and the strategies that occur in a discourse must be understood as instances from a range of theoretical possibilities. The promotion of a restricted range of strategic options regulates the discourse and the ways of practising the discipline [..] Overall, practitioners modify their concept of their discipline to embrace these new themes, concerns and ways of practice.’[7] Ways in which these theoretical influences might be expressed include experiments in symmetry, and regularity of form. Very often, as shown by Sobek’s work, the sustainable features require certain areas of space which can be unified under the more common purpose of working collaboratively. At Bed Zed in London any aesthetic compromises are more than compensated for by the provision of its own renewable energy. Forms, although not ambitious or ornamental do adhere to the Vitruvian principles of symmetry, where symmetry is defined as : ‘A proper agreement between the members of the work itself, and relation between the different parts and the whole general scheme, in accordance with a certain part selected as standard.’[8] In the BedZed project the regular layout, consisting of the assimilation of many component parts, reflects the sense of collaboration amongst the different companies which joined forces to create BedZed, and also the community feel amongst the people who live there. There is certainly a sense of completeness, deriving from the presence of many different units, fortified by sustainable features, where vents of varying colours detract from the strict regularity of forms, creating a light-hearted and ‘sunny’ aspect. Order and symmetry are integral to the design, as without these principles the amalgamation of materials and technological apparatus has the potential to look untidy. In both Sorbek’s project and at Beddington the presence of many windows, and solar panelled roofs, will come to symbolise not a lost tradition of architecture, but the securing of conceptual ideologies which aim to combine practicality with ecological sound principles and materials. Chapter Two. Social Sustainability: Seattle Library OMA. The Seattle Central Library, that opened in 2004, offers a unique blend of technical and social sustainability; where multi-functional spaces are combined with the most recent and efficient methods of construction. An important feature of the library’s placement is that it occupied the same site as the previous library. All too often new developments such as the newly proposed re-building of the Thomas Cooper Library at USC, Columbia involve purchasing a bigger site, often removed from the original location. This changing of location alters the layout of the city or town and thus changes the social dynamic of the area as well as the ways in which the public use the building. Designed by OMA Architects (Rem Koolhaas) and LMN Architects, the Seattle library has become one of the most famous buildings in North America[9]. Athens attributes this rise to fame to the building’s ‘daring form, soaring spaces, and unique interpretation of library functionality’, a s well as being a primarily green building with a LEED certification. The building is an irregular shape; this is necessary in order to maximise the exposure of the high performance glazing system to the light. A triple-layered glass wall allows for people within to have a shaded view out, while having plenty of daylight in the interior. One of the most sustainable features of contemporary projects should be to maximise daylight within the building and make best use of the energy that the sun affords. This not only means a greener ethic behind the building’s construction but also encourages people to make more use of the building as a public space, eg: for conferences, functions etc. The Seattle Library seeks to mark out a new definition of what public space means to the public, and how such a space can be multi-functional and dynamic in nature and design. Furthermore, the function of the building is not entirely contained to the immediate area or immediate society. For instance, the library has a rainwater collection system that is combined wit h a storm water detention tank. This means that the 40,000 gallon tank makes use of the required stormwater detention tank and increases its size by about 50% offering additional storage capacity for landscape irrigation, thus both conserving natural resources and benefiting the local farming and economic community. This library project is of particular relevance to the subject of this dissertation as it made use of LEED NC points an assessment method for the sustainable ‘points’ of a building as it is created. The Seattle library LEED NC points check highlighted social credits as being 28%: This project is a good example of how sustainable development can benefit the community and promote social engagement within the design process. As expressed by Athens,[10] ‘by its very nature, design process can represent the social side of sustainability because it is all about the people involved—their vision, creativity, and collaborative skills.’ Because the library project was aiming to provide a large community of people with an important service, and because the project needed to ensure a high level of longevity for the building, an extra three months was taken before the actual project design in order to research and map out the future of libraries their evolution, functionality and use of technology. Athens explains that ‘this process served to question assumptions regarding the core purpose of the project, and assess fundamental concepts for how needs could be met.’[11] The Bed Zed project in London although a social housing development provides a useful point of contrast to the Seattle project. For example, Bed Zed is a good example of how local government can work with local society, in a community-based project. While Athens expresses, ‘social aspects are harder to define as value propositions within the triple bottom line, and are often thought of as â€Å"externalities,†[12] it was the primary objective of the Bed Zed project to ensure that all parties were represented and consulted throughout the course of the project. In this way the social sustainability of the project is best achieved as once completed, the residents of the 82 homes have expressed their enthusiasm for the project, highlighting its convenience, its thoughtfulness in design, and its energy-efficiency. As Buckingham said of the social cohesion that went into the Bed Zed project, and which the project itself precipitated: ‘There is a synergy from building on these links so that capacity building is achieved through partnership in delivering local environmental sustainability projects and policies. Greater capacity as the sum of the collective work done in various initiatives is greater than the individual parts or partners, and, overall, individual projects and initiatives have a positive impact locally regarding environmental sustainability[..] The design provides a carefully researched balance between the needs of residents, businesses and community activities; the need for sunlight and daylight; an economic construction system and high levels of insulation without losing contact with the outside world.’[13] As designers Bill Dunster Associates have noted, ‘the true value of any site is determined by the amount of accommodation the local planning area sub-committee will allow to be built on it-empowering local communities to promote zero emissions developments, without relying on large central government grants, or asking the developer to pay for the increased building costs of super efficient urban fabric.’[14] Thus, in the design and implementation of sustainable projects it is necessary for architects to work closely and liaise with the local planning committee, stakeholders, and potential residents. Chapter Three: Energetic and Economic Sustainability In this chapter I seek to define the nature and importance of low-energy expenditure in construction and how to lower the building’s eventual energy output through new and innovative designs. Bed ZED Project, or Beddington Zero Energy Development, is the UKs largest carbon-neutral eco-community in the UK. It was built in 2002 in Wallington, within the London Borough of Sutton, and offers 82 residential homes. The Project was developed by the Peabody Trust, a social housing initiative in London, that aims to fight poverty within the capital. The aim of this project was to build in partnership with both an architect and an environmental consultancy firm, in order to create a housing project that incorporates new approaches to energy conservation and sustainability, and to develop a thriving community to live within it[15]. The BedZed design is unique for having incorporated a zero energy policy, where the energy that the building’s inhabitants need is produced by renewable sources generated on site.[16] Reclaimed materials were used, including floorboards, bollards, and timber.[17] It is a large site, including a sports field, offering 50 dwelling spaces per hectare, 120 workspaces per hectare, and over 4000m2 of green open space per hectare.[18] Utilisation of space is a key component of the design; the roofs of workspaces are used as gardens, where in comparable circumstances, most densities might only have room for a balcony.[19] According to the designers of BedZED, the â€Å"combination of super-insulation, a wind driven ventilation system incorporating heat recovery, and passive solar gain stored within each flat by thermally massive floors and walls, reduces the need for both electricity and heat to the point where a 135 kW wood fuelled combined heat and power plant (chp) can meet the en ergy requirements for a community of around 240 residents and 200 workers.†[20] The community treats all its black and grey water on site, and collects rainwater to minimise mains water consumption. A photovoltaic installation provides enough solar electricity to power 40 electric cars and the community has the capability to lead a carbon neutral lifestyle-with all energy for buildings and local transport being supplied by renewable energy sources. Other environmentally sensitive practices include community composting and plans for urban gardening on part of the adjoining Metropolitan Open Land, subject to local authority approval. Using the Bio-Regional principles of local material and labour sourcing stimulating the local economy, and minimising pollution from transportation, the team is now developing a site based prefabrication technique. Buckingham records that on-site workshops took second hand materials directly from demolition sites, cleaning up both timber and steel, and using simple jigs to build structural frames. Materials for this development such as new hardwoods, including oak and chestnut were sourced from local WWF Forest Stewardship Council approved woodland. Whereas local brick, concrete aggregate and precast floor planks were all sourced within 35 miles of the site, thus ‘ensuring that all bulky materials have a reduced embodied energy.’[21] It is important for architecture to embrace and promote new sustainable housing as a viable and prosperous alternative to renovating older style homes and installing sustainable features as to the potential home-owner an affordable, sustainable home is far more likely to be a more valuable asset of the future, offering them more efficient use of energy and a better quality of life. As highlighted by Glasgow Housing Association[22] the most toxic build up of emissions occurs within the home, rather than outside the home, which is why new developments have greater viability for meeting the needs of housing associations and potential inhabitants. As stated in The Architectural Review, BedZed is ‘a piece of radical architectural design, and deserves to be seen within a wider context as a model for future volume housing.’[23] In terms of sustainability BedZed betters the Millennium Village as it includes photovoltaic cells and individual power units, and the heating require ments of BedZED homes are around 10% of that of a typical home.[24] On their design of BedZed, Bill Dunster Architects is quoted as saying that it was a ‘high profile housing development: designed to be carbon neutral eco-housing with ostensible eco styling’[25]; one where the houses were designed around a heat and power unit that operates on heat and electricity from tree waste[26]. The project, did however, run over budget and well over its timescale due to problems in implementing the design and generating a truly sustainable outcome. As discussed by Williamson et al, sustainable design can be problematic in decision processes being made throughout the design process: â€Å"In practice an architect must make many decisions quickly and simply, on the basis of apparent fittingness with the right thing to do rather than deep analysis. Designers are also typically concerned with many decisions at the same time, switching from one to another in an attempt to find a fit between them, and initially regard most decisions as provisional anyway. Moreover, design problems are notoriously difficult to manage, to the extent of being labelled wicked.† Whereas traditional strategies for decision-making and overcoming problems might rely upon an architect’s experience and ability to identify key features of a new situation and apply their knowledge correctly, within the relatively new field of sustainable architecture, architects have to make decisions based on the work of others. As Williams and Radford suggest: ‘skilful practitioners learn to conduct frame experiments in which they impose a kind of coherence on messy situations and thereby discover consequences and implications of their chosen frames. Long webs of what if I try this? speculations are spun out in the process of making a design. In this way designers come to understand the possibilities and scope of a problem through a circle of making proposals and reflecting on their implications. From time to time, their efforts to give order to a situation provoke unexpected outcomes back talk that gives the situation a new meaning. They listen and reframe the problem.’[27] It is this ability to problem frame; to on-the-spot experiment, and detect the consequences and implications of sustainable designs that will allow architects to succeed in creating truly sustainable designs designs which do not overrun budget or time-frames, but which seek to make a compromise between the interests of all parties and the resources available. As suggested by a number of researchers including Buckingham and Healey, ‘building local knowledge and building on local knowledge within civil society is key to the development of social capital and institutional capital.’[28] Healey comments on the importance of local knowledge within different areas of civil society, and suggests that there is a need for local government to learn about different social worlds from which stakeholder groups and organisations come.[29] Analysis The case studies under discussion have exhibited the varied considerations and implications that sustainable development involves. Contemporary projects require an interdisciplinary approach one that consolidates information and can be used as a resource for future projects and research. As expressed by Hinchcliffe et al calculations and projections for the economic viability of sustainable projects require making ‘what formerly might be held to be no expertise as a resource for possible innovation, and to think of a project whereby expertise is less about distant judgments and more about learning to gather together in innovative ways.’[30] A thorough means of assessing to a specific degree the sustainability of projects can be achieved by measures such as the LEED NC, which should be a valuable and essential element of architectural practice. What the case studies have shown is that all sustainable projects need to be cohesive stakeholders, interested parties, need to be involved and to work with the architect, if the sustainable aims are to be achieved. What all the sustainable developments under study have shown is that sustainable development is concerned with creating a build that is durable, while being economically, energetically, and practically sustainable. The overriding principle as expressed by company ‘Sustainable Build‘ is that ‘less is more’, and it is easy for a design to run over its budget simply by trying to include too much or be too clever. Thus, a professional architect will need to aim for simplicity and functionality, and aim to make optimum utilization of space, often by thinking dual-purposefully as shown by the water tank at Seattle Library. Peter Fawcett sums up the contemporary relationship between architecture and sustainability offering an explanation to the question posed at the beginning of this thesis: ‘People may ask what does sustainability mean for architecture? but perhaps the proper question is what does architecture mean for sustainability? The former question suggests a weak approach to sustainability, i.e. an implicit assumption that sustainability has implications (possibly serious) for our present ways of procuring the built environment but those ways are basically appropriate. The latter question recognizes sustainability as the overarching concern, in terms of which all social disciplines and conduct must be reinterpreted and reformulated.’[31] As mentioned above, sustainable development is about keeping within the means of a realistic and attainable budget and within the aims and scope of the people involved. It is not only about ‘installing energy efficient and environmentally friendly appliances, some of which can be expensive and where the paybacks may not materialise for some time but also about recycling and making the most use out of natural materials and other materials which may have been discarded or dismissed.’[32] Different people have different environmental goals that they wish to achieve, and each sustainable development will thus reflect these goals. Benefits to the community and to the individual can be huge, and often simultaneous. Yet more than this, sustainable development is more of an umbrella term that affects (or should affect) the ways in which people live and build within their environments, and how these attitudes and practices can evolve and make best use of these environments. In an article for the Guardian, architect Bill Dunster expresses his concerns that green-living should not mean ‘dull’ living: ‘I find the checklist-orientated green movement very dull. I am worried about eco-fascism and a distinct loss of joie de vivre‘[33] With respect to the designs studied in this thesis there is certainly a lively, contemporary feel to the design of the Seattle project, combined with an optimum utilisation of space. Again, in the Bed Zed project, the symmetry of design and the colours used in the materials created a fun, individual look, that could not easily be replicated. Taking all the above into consideration my own research into what sustainable development means has led me to the conclusion that sustainable architecture does not mean dull or simple living for buildings’ inhabitants. Rather, the use of sophisticated technology as exemplified by the work of Sorbek can mean a wholly different form of living to traditionally constructed buildings which are not sustainable. This new way of living where space is used differently and more efficiently, and the impact of a person’s existence is immediately reduced and made to feel ‘sustainable’ offers a unique and more wholesome existence for the occupier. Conclusion In conclusion, research for this project has highlighted the term ‘sustainable’ to relate both directly and indirectly to architecture. While depending upon the social, technical, and financial structure of a project and its outcomes, sustainable development necessitates a flexible and dynamic understanding of energy, it’s potential, and its conservation. Sustainable development is all too often restricted by the options available, whereby practitioners modify their concept of their sustainability to suit individual projects. Although a degree of flexibility is required in order to modify design projects to suit the needs of all parties involved, it is essential for a professional architect to keep a clear focus on his or her definition of sustainability and what sustainability brings to the discipline and to their working life. In this way architects such as Sorbek can ensure that they create examples of truly sustainable architecture that can be used to teach younger architects entering into the profession. As explained by Williamson et al, the practice of the discipline of sustainable architecture is necessarily subject to ‘concepts and strategies based on common themes or concerns’ where ‘the continuation, small shifts, fundamental transformations, or replacement of issues can be affected by institutional settings such as political events, changes in technologies, scientific discoveries, calamities (actual or imagined) or economic practices and processes.’[34] Seen in this way, says Williamson et al, green, ecological, and environmental are ‘labels that embody the notion that the design of buildings should fundamentally take account of their relationship with and impact on the natural environment’, but the practice of implementing these concepts into physical realities requires a much deeper and more intrinsic understanding of what sustainability means for design, operation, and budget of a project. Designs of longevity thus require an intellige nt assimilation and interpretation of cultural trends and the ability to envision how a design might be embraced by future generations. Designs for the BedZed project might appear to have compromised some aesthetic elements in favour of cost and time efficient means of production. Yet these principles are essential to the future of housing design if the demands of the housing market are going to be met. Design thus involves incorporating aspects of the traditional, and the classical, in a new and dynamic housing solution, whereby the traditional principles of an architecture will never disappear from design, but will necessarily adopt a more subtle position in the ideologies of contemporary architects. The potential remains for further research into the construction of more gracious buildings than the BedZed project, but perhaps less expensive than the Seattle library. Sustainability is about finding middle ground between sustainable objectives and availability of resources and the type of budget available. Research has shown that it is possible to construct buildings which can incorporate the fundamental technologies to propitiate sustainability, but remain aesthetically impressive or even monumental in their design. Yet it is important to remember that building with sustainability in mind is still a recent trend, and one that has not yet overridden the non-ecological techniques of mass housing developments which are all too often seen as the easier, cheaper option for local governments. Therefore, sustainable designs remain very much in their infancy and future research will require sustained interest and financial support from both architects and from Governments alike if they are to be incorporated into mainstream architectural

Sexual Abuse: Impacts and Treatments

Sexual Abuse: Impacts and Treatments Sexual Abuse Abstract There is a great deal to be said regarding an individual’s retort to sexual distress. The victim of that suffering has a high probability of creating an offence of their individual, perhaps by means of substance as a means to deal with, or construct any numeral of meager choices as a means of contracting with the abuse. What the distressing thing is regarding it all is that a lot of of the offenders commence as children who are helpless to protect themselves to somebody who is typically in their Family. It is merely in the course of later conceding the trauma that somebody can begin to recognize the result of what ensued to them from that happening. There are a numeral of results that will be discussed in addition to the addiction itself and the process of healing in this paper. The spotlight right through being what the retorts are to sexual trauma. What is Sexual Abuse? Sexual abuse is not the merely abuse that can take place in a home that can have enduring affects on a kid. There are a lot of abuses at which several diverse homes are blameworthy of. For the majority homes there is a great deal of dysfunction and this dysfunction can direct to or unlock a gate for abuse. Since of the home being the prime place for sexual abuse and additional abuses it is significant to perceive what kinds of abuse can approach from the home. There are four kinds of abuses explicit to the home and they are emotional, physical, sexual and spiritual (Laaser 2004). All of these are severe and can direct to troubles for a child later on in life what is significant is that sexual abuse directs to humiliation and the human retort to that disgrace can be distressing. Sexual abuse has for all time been a predicament in the world, other than a lot of people suppose the most awful is children’s sexual abuse. In children Sexual abuse has turn out to be a foremost issue above the years and has established to source a lot of disorders, relationships future problems, and issues of trust. There are as well a lot of diverse reasons someone will turn out to be an abuser and there are a lot of effects that can approach from being assaulted sexually. Invasive sexual abuse is â€Å"having the area of genital stroked or penetrated by somebody who hold either emotional or physical control above the victim (Laaser, 2004, pg 101). â€Å"Childhood sexual abuse is an significant subgroup of the entire sexual abuses and envelops every acts done by adults for instance convincing, deceiving, obliging perverting, or forcing children for their sexual pleasure† (Selvi et. al. 2011. Pg. 85), In the course of this is can be perceived that sexual abuse on children denotes further than merely the sexual act the majority people would imagine of when they heed sexual abuse. In the similar means there are a range of diverse abuses there are as well a range of diverse responses to which a child may perhaps later on suffer. These retorts can be emotional or mental can persist to source harm to the person or somebody else. It is significant to note with this in mind that â€Å"it was accounted that outcomes of sexual abuse on the person rely on the connection of that person with the abuser, sort of the sexual activity, cooperativeness, age, incidence of violence and bodily harm, point of development and pretraumatic psychological growth of the child (Selvi et. al. 2011. Pg. 86). Since of such an extensive range of outcome there are a handful of extensive outcomes that simplify what happens to somebody who is sexually abused. There are a lot of diverse reasons on why an individual will sexually abuse a kid. The predator for one, has been in the course of it themselves and can realize the power that it constructs them feel. Some predators also have extremely lower issues of self-esteem and by controlling an additional being they can sense better regarding themselves. Also there are persons that sense of themselves so highly that if they are abused in the least feature of their lives, they sense they require to recover control, in which case they obtain power over their victim. Outcomes of Abuse It is significant that with all of the study out there it can be observed that there is a general strand of outcomes and a general thread of familiar thread of handling devices. The strand of outcomes that an individual goes in the course of when abused was are, shocked sexuality, feelings of treachery, helplessness, and stigmatization. Shocked sexuality is when somebody is diverged from their usual path of sexual growth; feelings of treachery approach since the majority sexual assaults approach from people that are near to the victim the victim is expected to sense betrayed; helplessness approaches from the victim feeling helpless since they are feeble and powerless which sources â€Å"anxiety, rage, nightmares, learning deficits, criminal tendencies, somatic complaints, and feelings of vengeance in both childhood and later life.† (Selvi et. al. 2010. Pg. 86). Then finally stigmatization which is the alteration of perception of ego that can go with the abuse where the childâ €™s notion of themselves changes to a group of humiliation, evil, and guiltiness. Any or combination of the above are ordinary retorts to sexual trauma and since of these a kid is place in the position to make a decision how to handle with what has occurred to them. Together with coping an additional feature of a child’s response to sexual trauma is their wish to be aware of the trauma. Consequently how is it that a person handles with abuse? There are a numerous of methods that somebody can act in response to childhood ordeal and abuse. Laaser does not restrict the family abuse to merely sexual other than instead includes a countless of diverse abuses a child might suffer to wind up coping in a harmful matter. Nevertheless these methods are general coping devices for people who have been in the course of sexual trauma and they are; codependency, escape, and religious dependence. What is interesting concerning escape is that it is not somewhat that people actually do other than it can as well be a mental escape. Since sex addicts can’t endure excruciating feelings, they seek out to escape the feelings in the course of sexual activity and sexual fancy can modify chemistry of brain and manufacture deep pleasure feelings† (2004. Pg. 109). These escape methods are interesting since they are techniques of escaping a throbbing that a sex addict would have conceded with them for several years. Even though several would think that somebody would just allow it to go; letting go in the mind of a sexual abused individual is not an alternative. The cause is it is escape to a certain extent than letting go is since in a lot of instances they have let the trauma to classify them and so even though at times they necessitate to escape it inside several are frightened to live devoid of it. The subsequently foremost reaction to trauma is codependency. For a person who is sexually abused they are habitually young even though a few are abuse in adulthood or both; there is a incredible amount of humiliation. This humiliation is hard and close to impracticable for a child to contract with, tackle, or even communicating. As a result a few turn to codependency to contract with the humiliation. Codependency is used to explain anybody addicted to an additional individual† it is significant to be acquainted with the result of codependency which is that â€Å"They will totally forgo their interests and needs if that is what it acquires to make happy people who’s support they so very much need† (Laaser 2004. pg. 111). Codependency can be extremely risky for a person since similar to being addicted to substance they can let themselves to be humiliated for the evident liking of that additional individual. In the course of this they can accede themselves to go and devoid of pleasing their exact needs turn out to be hopeless and depressed. What is as well interesting concerning populace who are sexual abused is that the affiliations that they are in can be powerful ones that entail substance abuse, domestic violence , or additional sexual abuse. The individual in these relationships will not act in response correctly to the abuse however rather take it on themselves and persist to look for to please the other person. A depressing characteristic of the way is that sexual addicts seek out to make happy their spouse and to act out sexually in the course of additional sexual behavior. This denotes that when somebody is sexual abuse they are place in a position to be sexual malfunctioned and goes onto endeavoring additional sexually abnormal behaviors. Woman who had incidenced more than 2 incidence of sexual abuse in both childhood and adulthood were additional expected to employ in cunnilingus, masturbation, fellatio, anal and vaginal sex, group sex and swapping of partner on a recurrent basis† (Arata (2002) pg. 131). Since of these sexual actions woman who have been sexually abused when they act in this way place themselves in the means for future abuses. The connection amid child sexual abuse and later on revictimization was to some extent interceded by sexual behavior (2002. Pg. 131). As a result it can be perceived that not merely can codependency be a extremely unconstructive consequence o f sexual abuse other than also the sexual malfunction with the codependency can unlock people up for a many physical and emotional pain. The subsequently retort to sexual maltreatment might be religious dependence which is similar to any additional addiction they seek out godly things as a means to triumph over their sexual obsession. Their justification for this is that they do not desire to set off to hell other than at the similar time they are acting in a bad way of life. A lot of the people who do this might wind up acting out on defenseless children that are in a church surroundings. They sense embarrassed of their behavior and relatively than own up their sin to others and search for help; they turn their addiction inmost to additional humiliation and in the course of this they build up an addiction that occur in the church. Whether escape, codependency, substance abuse, religious addiction, sex addiction, or any additional; it turn out to be clear that for the majority people who go in the course of sexual abuse habitually find extremely negative mechanisms of coping. Sexual abuse can as well source an individual to have future relationships problems. When an individual is abused, they will typically have trusting problems with anybody of the similar sex as the offender. This can source relationships to not have trust and for the victim to be scared of the partner. There are a lot of couples where individual of them has been raped and the partner does not know. This might be since the victim is too embarrassed or since the victim is frighten that the partner will leave them if they discover out. Sexual Abuse and the Disease Model The addiction disease model instituted with alcohol and grows out of that to include all sorts of addictions. It denotes that biological factors incline people to turn out to be dependent on definite chemicals. For years Scientist have been arguing nature vs nurture in the region of personality other than at the present they have combined them by recognizing both values. It is the similar means with sex addiction. A few men and women are deemed inclined to sexual behavior. When this is the instance it requires to be recognize that even though they are inclined the surroundings is what places them in the spot to act in response to that biological inclinations. This denotes that similar to additional addictions the disease model can be utilized for viewing and treating sexual addiction and a sexual behavior. â€Å"As society persists to bear the influences of sexual violence, there is an imperative challenge to recognize the factors of etiological beneath sexual offending. Etiological research has proposed that it is the interface of social learning and biological factors that control the expansion of sexual offending behaviors. Genetic factors might influence a person to follow a precise need of human (e.g. intimacy or sex), other than it is the experiences of environments (e.g. child maltreatment) that offer the ways for which these needs are meet either properly in the course of the growth of relationships or incorrectly in the course of the use of sexual violence† (Simons, Wurtele, Durham, 2008. Pg. 549). This denotes that that relying on a response of individual’s to the abuse they might perhaps go on to additional abuse. This would as well denote that from a biological sense people who do not have the biological inclination in the direction of having sexual needs might either act in response in an additional negative way. The depressing thing concerning this biological inclination in the direction of sexual needs is that they can influence people to such abnormal sexual behavior that they would victimise children. A few of the consequences of sexual trauma can set off additional than what was affirmed other than can as well have brutal psychological effect. This being that the mind can in fact be affected in a means that is where the mind creates ill health. Since of the trauma the self who has experienced it starts to extend symptoms that biologically manifest however is mentally influenced. It is similar to the way that researcher have establish that a cell separate from its lining in a higher area of stress. This means that when a child is sexually traumatized there are a number of different responses they can go in the course of these responses being anyplace from usual alteration all the means to a psychosomatic chaos. In the course of any of these a numeral of behavioral responses might approach depending on the person’s inclination which denotes that they might set off on to a life of coping in the course of harmful actions or onto contracting with the trauma and pardoning the accuser. On the whole there is no apparent way to perceive how an individual might act in response to their trauma however for several the result is revealed in the course of compulsive behaviors; even shoplifting has been seen as a result. Compulsive Behavior in Response to Trauma When looking at the numerous of obsessive behaviors that are observed about us every day from overeating to drug abuse what is significant to be noted is that research on substance abusers and female offenders divulges that childhood ordeal is habitually the primary significant indicator in the etiology of crime substance and abuse† (Caputo 2009. pg. 15). When a research was carried out by Coputo what was significant was that almost half of the section of sex workers were previously sexually abused. Together with sex workers and the drug abusers who were previously sexual abused there appears to be a model of whirling to compulsive behaviors as a effect to their trauma. This might be a means of coping or in accord with the medical model what shoved them in the direction of something that they might have been influenced to. In a lot of circumstances this might denote that there is a double diagnosis of sort since subsequent to a period of drug use the people who were abuse not m erely require to deal with the abuse nevertheless also the behavior dependency or chemical dependency. Programs There are numerals of programs of child sexual abuse put into practice crosswise the USA, which involves kids aged six to 13, who are the mainly susceptible to sexual abuse by an adult (Kenny et al, 2008, p. 38). Techniques of teaching kids regarding self-protection in opposition to sexual abuse consist of being acquainted with the appropriate names for body parts, recognizing what is a fine touch and a appalling touch, whom to trust or not, and conversing regarding it with a trusted grown-up (Kenny et al, 2008). Subsequent to self-protection programs participating, children are appraised in the course of a sequence of tests to perceive how a great deal they studied from the programs. Results illustrated constructive effects, which were mainly connected with parental participation in the programs (Kenny et al, 2008, pg. 44). Studies demonstrate that subsequent to the programs, children feel secure and in power of themselves and their surroundings. On the other hand, there were as well unconstructive side-effects, which demonstrated no alteration in sexual behaviors in children, and confusion since of clashing pre-existing facts (Kenny et al, 2008). The programs will not completely get rid of child sexual abuse, other than it will in any case notify children of its hazards by educating them how they can safeguard themselves. Studies suggest that even though a child has a restricted sum of facts of sexual abuse, it may be adequate to deter a predator from victimizing them (Kenny et al, 2008) .A lot of improvements require being prepared to the programs prior to they can be put into practice into society in general. Consecutively to fix the dilemma of child sexual abuse, it requires being familiar with all parties that children sexual abuse is a taboo. On the other hand, provided that there are persons who do not suppose in child sexual abuse, these programs of prevention can on no account be totally successful. Conclusion There is no means to be acquainted with what means that a person would act in response to sexual abuse; on the other hand what is apparent is that it can have an extremely disturbing outcome in life of a person. These effects can be observed in the course of behavioral from drug abuse to crime or physical with symptoms of psychosomatic. What is nonetheless factual is that sexual offense is one that is a bigger sin. In the course of of the working information of sexual abuse the interesting thing is that it is a rising predicament in the world at present. As a result with all this studies in mind it significant for people to be conscious of the addiction and carry on researching ways to treat people who have been abused or are abusing to assist control this outbreak. References C. A. Arata, (2002). Child Sexual Abuse and Sexual Revictimization. American Psychological Association 9, 135-164. D. A. Simons, S. K.Wurtele, , R. L. Durham, (2008). Developmental Experiences of Child Sexual Abusers and Rapists. Child Abuse Neglect The International Journal, 32, 549-560. G. A. Caputo, 2009. Early Life Trauma Among Woman Shoplifters and Sex Workers. Jouranl of Child and Adolescnent Trauma 2, 15-27. DOI:10.1080/19361520802675868 P. Carnes, (2001). Out of the shadows. Understanding sexual addiction. (3rd ed.). Hazelden Center City, MI; Hazelden. K., Griffee, S. L., O’Keefe, S. S., Stroebel, K. W. Beard, S. Swindell, D. H. Young, (2013). Sexual Addiction Compulsivity. The Journal of Treatment Prevention, 19, 225-264. DOI: 10.1080/10720162.2012.705140 M. C. Kenny, V.Capri , R., R., Thakkar-Kolar, E. E. Ryan, M. K. Runyon, (2008). Child Sexual Abuse: From Prevention to Self-Protection. Child Abuse Review, 17(1), 36-54. DOI: 10.1002/car.1012. M. R. Laaser, (2004) Healing The Wounds Of Sexual Addiction. Grand Rapids, MI. Zondervan Levine, S. B. (2010). What Is Sexual Addiction. Journal of Sex Marital Therapy, 36, 261-275. DOI: 10.1080/00926231003719681 R. C. Scaer, (2001). The Body Bears The Burden: Trauma, Disassociation, and Disease. London, NY. The Haworth Medical Press Y.Selvi , P. G. Ozdemir, A.Atli, , S. G Kiran,. (2011). Traumatic Sexuality After Intrafamilial Sexual Abuse; A Case Report With Compulsive Sexual Behavior. Journal Of Psychiatry and Neurological Sciences, 24, 85-88