Cultivating Culturally Responsive Leaders Essay

The purpose of this study is to make school administrators aware and familiar with the challenges and obstacles ELL students encounter. With such a growing population of ELL students, teachers are having to become more and more aware of instructional strategies. Teachers are now being held accountable more than ever for their student’s performance and need to make sure every student makes learning gains. With South Florida’s increasing ELL population teachers are struggling to get these students, whose first language is not English, to speak, read, and write proficiently in English before they take the FCAT or by the end of the year to be able to show learning gains. This case study will take place at Winston Park K-8 School. Winston Park is located in a suburban, middle to lower class multiethnic community in the southwest section of Miami-Dade County. The student population is composed of eighty-six percent Hispanics, nine percent white, one percent black, and four percent other. Sixty percent of the students are eligible for free and reduced lunch, 46% are ELL, six percent are SWD, and four percent are gifted students. Average daily attendance is 98%. There is a total of 96 instructional staff members. Ninety-one percent of the instructional staff is highly qualified. Twenty-six percent of teachers have received advanced degrees. Parental involvement is high and growing. The student interviewed is an eight-year-old third grade student. Gabriela came from Cuba in March of 2012. Gabriela and her family came from Cuba in search of freedom and a better life. Gabriela came to the United States with her father and mother. Gabriela states that they lived in a poor neighborhood and struggled to get the little food that they did to put on the table. After school Gabriela would go to work with her mom at a farm to pick fruits, vegetables, and even milk cows. Gabriela has showed great growth in the one year that she has been in the Miami-Dade County Public school system. Although Gabriela has attended Winston Park from the beginning of this school year, this is the second school she’s attended in the district since arriving from Cuba. Gabriela’s mom informed that she was very unhappy at her previous school but that now Gabriela loved waking up in the morning to attend school. Even though both of her parents work they are very involved in her studies and will stop at nothing to make sure Gabriela gets a good education. Gabriela is not your average recently arrived ELL student. In the short time she has been here, Gabriela has learned to read, write and comprehend English just as well, if not at times better than many of her non-ELL classmates. Gabriela has made Honor Roll every nine-week grading period and was even referred to be tested for the gifted program. In this case study we will answer how do ELLs, their parents, teachers, and other stakeholder understand ELLs academic experiences in school and how can administrators work be informed by a case study that focuses on ELLs and their experiences in Florida schools. Literature Review In reviewing literature based on paired reading and fluency increase, I found several sources that supported my hypothesis that pairing low (ESOL) and high (Non-ESOL) students during reading is an effective intervention. These findings are particularly significant to those educators who are seeking ways to help students with reading fluency difficulty. Reading fluency is important for comprehension. When students read efficiently and accurately, then they can comprehend what they read more easily. In primary grades, students learn to read but in upper elementary grades students read to learn. What is fluency? According to the National Reading Panel (2000), fluency is the ability to read text aloud with speed, accuracy, and proper expression (Armbruster, Lehr, & Osborn, 2001; Meyer & Felton, 1991; Rasinkski, 2003). Fluent readers can recognize the majority of the words they read automatically without having to decode individual words; they are ble to dedicate their attention to the ultimate goal of reading: comprehension. Fluency is the bridge between word recognition and reading comprehension (Kuhn & Stahl, 2000; Nathan & Stanovich, 1991; Rasinksi & Padak, 2004). While studies have not determined the ideal number of times necessary to achieve reading fluency, researchers say the more times the better. A typical reader needs to read a passage four times to reach maximum fluency levels (National Reading Panel, 2000). Beginning readers and struggling older readers tend to read slowly, haltingly, and with little or no expression. Often as a result, text comprehension is affected, confidence levels are low, and they do not enjoy reading. Therefore, fluency is and should be a primary goal of literacy instruction. The oral reading fluency norms for grades 1-5 are: 1st 53-111, 2nd 89-142, 3rd 107-162, 4th 123-180, and 5th 139-194 (Hasbrouck & Tindal, 2006). While conducting my research, I found different types of reading interventions that can help increase an ESOL student’s fluency: Choral Reading, Duet Reading, Audio-Recorded Books, Echo Reading, and Paired Reading (Hudson et al. , 2005; The Partnership for Reading, 2001). In choral reading, a group of students read aloud from the same selection. The teacher can read along to set the pace and model targeted skills. Students can improve their fluency skills, including appropriate pausing and expression, by reading along with a group of readers or with a strong reader as a partner (Hudson, 2005). In duet reading, a stronger reader is paired with a less-fluent reader. The stronger reader sets the pace and provides visual tracking by moving his or her finger below each word as it is read in unison. In audio-recorded books, the student reads aloud with an audio-recorded version of a book. The purpose is to encourage the weaker reader to read along with the tape. In echo reading, the adult reads a short passage and then invites the child to â€Å"Say what I say† or â€Å"Copy me,† encouraging the child to repeat what the adult has read (Robertson & Davig, 2002). In this way, the adult models fluent reading and then provides the child with an opportunity for immediate practice. In paired reading, children who are struggling with reading fluency are paired up with a more capable reader. In this strategy, the fluent reader and reader take turns reading by lines or pages (Mathes, Fuchs, Fuchs, Henley, & Sanders, 1994). In evaluating the different types of reading interventions, I found that paired reading is the most commonly used to increase fluency. According to the report of The National Reading Panel (2000), guided repeated oral reading is the most effective procedure for developing reading fluency (Kuhn & Stahl, 2000; Rasinski & Hoffman, 2003). Paired reading was originally developed as a strategy for parents and children reading at home, but it is easily adapted for classroom use in intervention lessons (Morgan & Lyon, 1979; Topping, 1989). Paired reading requires the reading partners to read aloud. Reading aloud to elementary school students can have many beneficial effects; it improves their language skills, motivates them to read on their own, makes students familiar with books, and expands vocabulary (Saban, 1994). Research indicates that repeated paired reading leads not only to improving in reading the passage but also improvement in decoding, reading rate, expression, and comprehension of passages that the reader has not previously seen (Dowhower, 1994; Kuhn & Stahl, 2000; National Reading Panel, 2000). Rasinski and Fredericks (1991) reported on a paired reading project launched by the Akron, Ohio Public School System; the results of the project suggest that paired reading also helped improve reading performance but in addition helps improve reading motivation and child bonding. Studies on paired reading showed that students of all ages can make extraordinary reading gains. In one study of paired reading over a period of six to ten weeks, students made a gain of at least six months in reading (Limbrick, McNaughton, & Cameron, 1985). In another study, students made an average of three months’ gain for every month of paired reading. The less proficient readers were not the only ones who benefited; the student who served as the tutor also made substantial gains in their reading abilities (Topping, 1989). In summation, the characteristics of the paired reading instruction (positive one-to-one collaboration between skilled and less-skilled readers, reader engagement, practice, evidence of progress, and reader expression) support my hypothesis that pairing a low and high student during reading is an effective intervention for fluency increase. It may promote rapid turnaround in reader proficiency for less-skilled readers. Furthermore this finding is particularly significant to those educators who are seeking ways to help students with reading fluency difficulty. Method Three people participated in this study: Gabriela, an eight-year old student in third grade and an ESOL level one, her mom and the teacher, Mrs. Sanz. Everyone has given full consent and agreed to interview with us and give us information on Gabriela and their culture. Every person interviewed was cooperative and helpful throughout the interview. The teacher was a crucial part to our interview since she is the one who works directly with Gabriela on a daily basis and can best describes her strengths and weaknesses. During the interview, we asked Mrs. Sanz to please provide us with information and data about Gabriela. We explained to her teacher and mother that all of Gabriela’s information would be kept confidential and that her name would be changed for privacy purposes. Some of the data we collected was from the SAT (Stanford Achievement Test), FAIR (Florida Assessment in Instruction and Reading), and the CELLA (Comprehensive English Language Learning Assessment). While the teacher pulled out useful pieces of data she gave us a synopses of how Gabriela is in class and how she is getting along with all the other students. Mrs. Sanz feels she’s a bright young girl (probably gifted) with lots of potential. She is self-directive and puts forth maximum effort. Mrs. Sanz also told us Gabriela enjoys helping the other students in class. Mrs. Sanz feels this may be due to the high level of importance her parents have instilled in her regarding school. Sandra, Brenda and Mrs. Sanz all discussed and analyzed the data and we identified all her strong areas as well as a few minor weak areas. Sandra Ramallo and Brenda Gomez conducted the study. Sandra and Brenda were both present at all interviews and had the opportunity to talk to each interviewee. Since the study was conducted by both Sandra and Brenda the work load was distributed amongst each other. Brenda worked on the introduction, method, findings, and consent forms. Sandra worked on the literature review, discussion, and the transcription of the interview.

Biomedical and Biopsychosocial models of care Essay

Competing views of the human body as either a biological phenomena or a complex microcosm borne of its environment, have provided the basis for the development of two different models of care: the biomedical model, and the recovery-based psychosocial model. The model of care adopted by care providers heavily influences the nature of the treatment given, and the trajectory of a patient’s journey through illness, to wellness. Historically, the biomedical model of care has been the foundation of Western medicine, and has remained largely unchallenged as the dominant model of care used in the delivery of psychiatric treatment. It is practiced with a focus on disease, pathology, and ‘cure’. The emergence of the biopsychosocial model (Engel, 1977) and psychosocial rehabilitation has provided the mental health arena with an effective alternative to the biomedical model. With an approach that is person-centred and recovery focused, it aligns with contemporary attitudes about mental disorders having their origins and impacts in a social context. This paper will critically analyse and compare the benefits and limitations of both models of care, through an exploration of three key areas: (i) empowerment/disempowerment of the patient, (ii) implications for nursing practice, and (iii) outcomes. In psychiatry, the biomedical model emphasises a pharmacological approach to treatment, and supposes that mental disorders are brain diseases caused solely, or by a combination of chemical imbalances, genetic anomalies, defects in brain structure, or neurotransmitter dysregulation (Deacon, 2013). This supposition makes up one side of a Descartian divide that exists between biological psychiatry and a biopsychosocial approach to mental health care. Engel (1977) viewed the biomedical model as ‘reductionist’, and posited that it neglected the social, psychological and behavioural dimensions of illness. He proposed a biopsychosocial model that takes into account ‘the patient, the social context in which he lives, and the complementary system devised by society to deal with the disruptive effects of illness’ (p. 131). It is within this biopsychosocial framework, that  recovery-focused psychosocial rehabilitation takes place (Cnaan, Blankertz, Messinger & Gardner, 1988; King, Lloyd & Meehan, 2007). Less objective than the biomedical model, psychosocial rehabilitation focuses on the subjective experience of recovery and wellness, that is, the presence of signs and symptoms may not necessarily align with the individual’s sense of self and wellness. (i) Empowerment/disempowerment of the patient A persistent criticism of the biomedical model is the assertion that the patient is disempowered. Firstly, the nature of the doctor-patient relationship suggests that the patient is a passive recipient of treatment; the patient is reduced to a diagnosis, and offered diagnosis-specific treatment options. The role of personal choice exists, however in a limited capacity. Secondly, the ideology underpinning the biomedical model assumes disease to be a deviation from the biological norm, with illness understood in terms of causation and remediation (Deacon, 2013; Shah & Mountain, 2007; Engel, 1977). This perspective assumes the existence of some underlying pathological cause for symptoms and behaviour, and focuses on objective indicators of recovery (King et al., 2007). The implications of this perspective are that the patient cannot, from his own resources, do anything to ameliorate his illness, and to affect any change in his behaviour, he must adhere to diagnosis-specific treatment se t out by the psychiatrist. It is argued that the ways in which a patient can be disempowered by a psychiatric diagnosis (stigma, forced hospitalisation, long-term pharmacotherapy etc.) far outweigh any benefits they might receive (Callard, Bracken, David & Sartorius, 2013). Comparatively, recovery within the framework of psychosocial rehabilitation is widely considered to be empowering for consumers of mental health services (Shah & Mountain, 2007; Callard et al., 2013). Two key principles of psychosocial rehabilitation are an emphasis on a social rather than medical model of care, and on the patient’s strengths rather than pathologies (King et al., 2007). Similar to the doctor-patient relationship of the biomedical model, there exists a relationship between patients,  caregivers and clinicians in the psychosocial framework. The emphasis however is on the formation of a therapeutic alliance (King et al., 2007) in which recovery is owned by the patient, with professionals and services facilitating this ownership (Mountain & Shah, 2008). The aim of psychosocial rehabilitation is for the patient to have self-determination over their illness and health, and a fulfilled sense of self despite the possible continuation of symptoms (Barber, 2012). This is in stark contrast to the biomedical model in which illness is managed by the practitioner, and health is hallmarked by the absence of symptoms and disease (Wade & Halligan, 2004). The psychosocial perspective must also be considered in terms of its potential limitations. By placing an emphasis on self-determination and self-management of mental illness and wellbeing, there runs a parallel risk of instilling a sense of responsibility or blame within the patient when less than desirable health outcomes occur. This is of particular relevance in mental health settings, where poor health outcomes are unfortunately, likely (Deacon, 2013). In the biomedical model, the psychiatrist would offer some small consolation to the patient in the form of shouldering the bulk of the responsibility. With regard to empowerment of the patient, this notion of ‘care’ versus ‘cure’ suggests that the biomedical model of care and psychosocial rehabilitation are two competing models of care that are divorced from one another. They are not, however, mutually exclusive, and it is worth noting that contemporary definitions of the biomedical model at least attempt to consider the incorporation of recovery-based treatment approaches (Barber, 2012; Mountain & Shah, 2008; Wade & Halligan, 2004). It has been suggested that modern day doctor-patient relationships are far more aligned with the nature of the psychosocial therapeutic alliance, founded on engagement and the recognition of skills and knowledge of each partner (Mountain & Shah, 2008). Specifically in a mental health setting, it might be argued that the biomedical model parts ways with psychosocial rehabilitation by use of compulsion (Mountain & Shah, 2008). The intent behind much of today’s mental health legislation is guided by the ideologies of the biomedical model. This  results in patients with a psychiatric diagnosis being frequently disempowered, by having their right to self-determination overridden by legal powers of compulsion (Thomas, Bracken & Timimi, 2012). Despite a shift towards self-determination by the biomedical model, mental health patients may be forced to accept treatment against their wishes. In opposition to this, the psychosocial framework favours a community-based, ‘case-managed’ style of care (King et al., 2007), which seeks to empower the patient and maintain independence. (i) Implications for nursing practice The medical model is a useful framework to assist the psychiatrist in the identification of disorders and diseases. However, scientists have identified neither a biological cause nor a reliable biomarker for any mental disorder (Deacon, 2013), and arguably, most mental disorders have their origin and impact in a social context (McAllister & Moyle, 2008). Therefore, the validity of the biomedical model as a nursing model of care in mental health settings must be questioned. The all-encompassing nature of the care delivery required by a psychosocial framework may, at times, appear to be at odds with more ‘traditional’ concepts of nursing. It is understood that the biomedical model is the model on which many nurses base their practice. It is also the model that has long dominated the field of psychiatry (Stickley & Timmons, 2007), despite a plethora of literature espousing the importance of the interpersonal domain and psychosocial factors. Findings from a study by Carlyle, Crowe & Deering (2012) showed that mental health nurses working in an inpatient setting described the role of mental health services, the role of the nurse and nursing interventions in terms of supporting a medical model of care. This was despite recognition amongst the nurses that they used a psychodynamic framework for understanding the aetiology of mental distress, as being a result of interpersonal factors. The problems with the use of the biomedical model in mental health nursing are varied. The overriding goal of the biomedical model is cure, and  therefore nurses that base their practice on it must also aim for this outcome. This is obviously troublesome for a speciality that treats disorders that may not have a definable cause, and typically have poor outcomes (Deacon, 2013). Regarding ‘care’ versus ‘cure’, the challenge for nurses working in mental health settings where their practice is underpinned by the medical model, is the inability to achieve the outcome of care that they believe to be appropriate, that is, a cure (Pearson, Vaughan & FitzGerald, 2005). In terms of the provision of nursing care, the biomedical model’s focus on disease and the objective categorisation of people by disease can serve to depersonalise patients and so too, the nursing care provided to them (Pearson et al., 2005). It may well be argued that the biomedical model devalues the role of the nurse, because the humanistic side to care is diminished in favour of a medical diagnosis and cure. Overall, the ideals of mental health nursing practice are constrained by the biomedical model (McAllister & Moyle, 2008), however, nurses feel comfortable using this model to explain their practice, in the absence of a defined alternative. Psychosocial rehabilitation as an alternative to the biomedical model not only has positive implications for consumers of mental health services but also to the nurses who provide their care (Stickley & Timmons, 2007). Indeed, a wealth of literature supports a shift from the medical model to a recovery-based, psychosocial approach (Engel, 1977; Barber, 2012; Caldwell, Sclafani, Swarbrick & Piren, 2010; Mountain & Shah, 2008). In contrast to the biomedical model, the nurse-patient therapeutic alliance is at the core of the psychosocial framework (King et al., 2007). In this way, the role of the nurse moves away from being task-focused, to actively developing, coordinating and implementing strategies to facilitate the recovery process (Caldwell et al., 2010). Additionally, this model of care strongly aligns with nursing perceptions of their role as care providers, their beliefs regarding the aetiology of mental disorders, and their attitudes towards best practice (McAllister & Moyle, 2 008; Carlyle et al., 2012). (i) Outcomes Generally, the biomedical model has been associated with vast improvements in medical care throughout the 20th century. Despite its persistent dominance of both policy and practice, the biomedical model in regards to the delivery of mental health care is characterised by a lack of clinical innovation and poor outcomes (Deacon, 2013). It does, however, have its redeeming qualities. The primary strength of the biomedical model is its core knowledge base derived from objective scientific experiment, its intuitive appeal, and relevance to many disease-based illnesses (Pearson et al., 2005; Wade & Halligan, 2004). Evidence-based medicine allows the psychiatrist to access objective evidence about the safety and effectiveness of their interventions (Thomas et al., 2012). Shah & Mountain (2007) argue that the model’s rigorous methods used to gather evidence that have resulted in numerous effective psychopharmacological treatments, cannot be translated in helping to identify which spec ific elements of psychosocial treatments are effective. This assertion is evidenced by a study documenting the efficacy of a psychosocial rehabilitation programme (Chowdur, Dhariti, Kalyanasundaram, & Suryanarayana, 2011) in patients with severe and persisting mental illness. The study showed significant improvement for all participants across a range of parameters used to measure levels of functioning. However, the results did not reveal the specific effects of various components of the rehabilitation programme, making it difficult to isolate each component and to study its effect. Regardless, the overall benefits of psychosocial rehabilitation should not be ignored simply due to study limitations. Despite the biomedical model’s rigorous study methods and evidence-based core, tangible signs of progress are few and far between. Indeed, the biomedical approach has failed to elucidate the very biological basis of mental disorder, and also failed to reduce stigma (Deacon, 2013; Schomerus et al., 2012). Kvaale, Haslam & Gottdiener (2013) determined that biogenetic explanations for psychological illnesses increase ‘prognostic pessimism’ and perceptions of dangerousness, and do little to reduce stigma. This conclusion has obvious implications in a society where the layperson’s, and in fact, nursing student’s understanding of mental illness is a biogenetic, ‘medicalised’ one (Kvaale et al., 2013; Stickley & Timmons, 2007). In  contrast, psychosocial rehabilitation programmes may have the effect of reducing stigma. As previously discussed, psychosocial rehabilitation is underpinned by an ideology that seeks to empower the patient. Research has shown that empowerment and self-stigma are opposite poles on a continuum (Rà ¼sch, Angermeyer & Corrigan, 2005). By enhancing the patient’s sense of self, insight, societal roles, and basic self-care functions (King et al., 2007), psychosocial rehabilitation programmes have the ability to reduce the negative effects of stigma. In a study particular to patients with schizophrenia (Koukia & Madianos, 2005), caregivers and relatives reported lower levels of objective and subjective burden when the patient was engaged in a psychosocial rehabilitation programme. In their exploration into the validity of evidence-based medicine in psychiatry, Thomas et al. (2012) differentiate between specific factors (e.g. pharmacological interventions targeting specific neurotransmitter imbalances), and non-specific factors (e.g. contexts, values, meanings and relationships). They determined that non-specific factors are far more important in relation to positive outcomes, which would support a psychosocial approach. In recent years, public opinion and policy has become more aligned with the recovery model, evidenced by the wealth of literature echoing Engel’s (1977) proposition of a ‘new medical model’ founded on a biopsychosocial approach. Recently, the Australian Government Department of Health acknowledged the positive outcomes associated with a recovery-based model, and released the National framework for recovery-oriented mental health services (2013). Despite their ideological differences, psychosocial rehabilitation need not be viewed as the antithesis to the biomedical model, with literature suggesting a degree of compatibility between the two that is becoming more apparent in the modern delivery of mental health care (Barber, 2012; Mountain & Shah, 2008; Shah & Mountain, 2007). Conclusion Recent years have seen significant changes in the perceptions of mental illness, and the provision of mental health services that are available. The  move towards community-based care, psychosocial rehabilitation programmes, and empowerment of the patient through self-determination has been accompanied by a growth in research, and positive outcomes for mental health consumers. Despite this progress, modern mental health care is still largely dominated by the biomedical model. Whilst contemporary interpretations of the psychiatric biomedical model recognise the value of social and psychological factors, they appear to do so in a way that relegates those factors to an order below that of biological factors. This occurs in the absence of any definable biological causes for mental disorders (Deacon, 2013). A contemporary model is required in modern mental health services. Indeed, Barber (2012) suggests that recovery should be thought of as the ‘new medical model for psychiatry. Psychosocial rehabilitation is associated with improved objective and subjective patient outcomes, and emphasises the role of the nurse. As observed by Engel (1977), the dogmatism of biomedicine inadvertently results in the frustration of patients who believe their genuine health needs are being inadequately met. True incorporation of a biopsychosocial approach into modern mental health care, would create a framework for consistent positive outcomes, and limitless innovation. REFERENCES Barber, M. (2012). Recovery as the new medical model for psychiatry. Psychiatric Services, 63(3), 277-279. Caldwell, B., Sclafani, M., Swarbrick, M., & Piren, K. (2010). Psychiatric nursing practice and the recovery model of care. Journal of Psychosocial Nursing, 48(7), 42-48. Callard, F., Bracken, P., David, A., & Sartorius, N. (2013). Has psychiatric diagnosis labelled rather than enabled patients? The British Medical Journal, 347, doi: 10.1136/bmj.f4312 Carlyle, D., Crowe, M., & Deering, D. (2012). Models of care delivery in mental health nursing: a mixed method study. Journal of Psychiatric and Mental Health Nursing, 19, 221-230. Chowdur, R., Dharitri, R., Kalyanasundaram, S., & Suryanarayana, R. (2011). Efficacy of psychosocial rehabilitation program: the RFS experience. The Indian Journal of Psychiatry, 53(1), 45-48. Cnaan, R., Blankertz, L., Messinger, K., & Gardner, J. (1988). Psychosocial rehabilitation: toward a definition. Psychosocial Rehabilitation Journal, 11(4), 61-77. Deacon, B. (2013). The biomedical model of mental disorder: a critical analysis of its validity, utility, and effects on psychotherapy research. Clinical Psychology Review 33, 846-861. Department of Health. (2013). National framework for recovery-oriented mental health services. Canberra, Australia: Australian Health Minister’s Advisory Council. Engel, G. (1977). The need for a new medical model: a challenge for biomedicine. Science, 196, 129-136. Harding, C. (2005). Changes in schizophrenia across time: paradoxes, patterns, and predictors. In L. Davidson, C. Harding, & L. Spaniol (Eds.), Recovery From Severe Mental Illnesses: Research Evidence and Implications for Practice (pp. 19-41). Boston: Centre for Psychiatric Rehabilitation. King, R., Lloyd, C., & Meehan, T. (2007). Handbook of psychosocial rehabilitation. Carlton, VIC: Blackwell Publishing. Koukia, E., & Madianos, M.G. (2005). Is psychosocial rehabilitation of schizophrenic patients preventing family burden? A comparative study. Journal of Psychiatric and Mental Health Nursing, 12, 415-422. Kvaale, E., Haslam, N., & Gottdiener, W. The ‘side effects’ of medicalisation: a meta-analytic review of how biogenetic explanations affect stigma. Clinical Psychology Review, 33, 782-794. McAllister, M., & Moyle, W. (2008). An exploration of mental health nursing models of care in a Queensland psychiatric hospital. International Journal of Mental Health Nursing, 17, 18-26. Mountain, D., & Shah, P. (2008). Recovery and the medical model. Advances in Psychiatric Treatment, 14, 241-244. Pearson, A., Vaughan, B., & FitzGerald, M. (2005). Nursing models for practice. Sydney, NSW: Elsevier. Rà ¼sch, N., Angermeyer, M., & Corrigan, P. (2005). Mental illness stigma: concepts, consequences, and initiatives to reduce stigma. European Psychiatry, 20, 529-539. Schomerus, G., Schwahn, C., Holzinger, A., Corrigan, P., Grabe, H., & Carta, M. (2012). Evolution about public attitudes of mental illness: a systematic review and meta-analysis. Acta Psychiatrica Scandinavica, 125, 440-452. Shah, P., & Mountain, D. (2007). The medical model is dead – long live the medical model. The British Journal of Psychiatry, 191, 375-377. Stickley, T., & Timmons, S. (2007). Considering alternatives: student nurses slipping directly from lay beliefs to the medical model of mental illness. Nurse Education Today, 27, 155-161. Thomas, P., Bracken, P., & Timimi, S. (2012). The anomalies of evidence-based medicine in psychiatry: time to rethink the basis of mental health practice. Mental Health Review Journal. Wade, D., & Halligan, P. (2004). Do biomedical models of illness make for good healthcare systems? The British Medical Journal, 329, 1398-1401.

I'm Daniel, Emily's father Essay Example | Topics and Well Written Essays - 750 words

I'm Daniel, Emily's father - Essay Example Emily is my favorite child and I would not imagine her being pregnant at her age. We established a plan for her academic and career lives before she could settle down in marriage and she agreed to it. The plan would see her excel to be one of the country’s top executives and she would be our source of pride. This is particularly because she has been the most promising, of my children, in academics. I would therefore not imagine the plan being ruined or even getting delayed because of the many uncertainties that would be hindrances. Even with the realization of her pregnancy when it appears to be at an advanced stage, I would request her and her mother to go for confirmatory pregnancy test to confirm truth of the suspicion. I would still find it hard to believe her pregnancy, even with the confirmatory tests. In struggling to accept the truth about her pregnancy, I would be disappointed in her and in myself for our responsibilities in allowing such a thing to happen. By engaging in risky sexual behavior, at her adolescent age, she has engaged in immorality and brought shame on herself and the entire family. This is because our immediate community values sexual dignity and expect people to engage in sex only in marriage. Her pregnancy would therefore be evidence that she engaged in premarital sex and some conservative families would shun our family and even restrict relationships among their children with ours. I would also be disappointed in Emily because her condition threatens the plans and expectations that we had developed about her. I would however be disappointed in myself for failing to take necessary measures for protecting her from environments and associations that led to her pregnancy. I would feel that we failed to create an environment in which she could have informed us of her relationship with a sex partner because such a discussion could have helped in counseling her, ourselves or through a professional counselor, to

Jazz music Assignment Example | Topics and Well Written Essays - 2750 words

Jazz music - Assignment Example It was attended by a huge audience consisting f mainly university students. I attended the concert to have a firs-hand experience and make personal observations n whatever I encountered. This paper presents a candid, critical and in-depth review of the concert. It does this by focusing on the performers, audience, venue and general performance. During the concert, the band played a series of tracks. These were very interesting jazz songs that have dominated the music scenes for decades. As a band, Paul Iquihua consists of a team of experts who are specialized in playing different instruments as they perform to thrill their audiences. Having taken my time to attend the concert, I got an opportunity to enjoy jazz songs which I have never seen being performed live on stage. Just like the rest of the audience, some of the songs were familiar to me. At the same time, there are others that I have never gotten a chance to attend a live concert and enjoy them being performed on stage. In the program was Faubourg Treeme. The melodious song was composed by the legendry John Cooper. It was played during the concert because of its popularity. While doing this, I observed that the musicians were quite organized and well coordinated. All the instruments were properly played to ensure that the vocalists and the instruments produce sweet melodies throughout the performance. According to my observation, the song was a right choice for the concert as it was used to create a good rapport between the artists and the audience. Everyone danced to the tunes because it was quite outstanding and remarkable. The song was quite hilarious because it was composed by a renowned American musician who has been attributed to the composition of great hits that have of course revolutionized the jazz industry (Szwed 71). In the list of performance was another song called Daahoud. It was composed by Clifford Brown, an American trumpet player who lived between

Quantitative and Analytical Techniques for Managers Coursework Essay

Quantitative and Analytical Techniques for Managers Coursework - Essay Example This indicates that some of the provinces may be very poor while others may be very rich although we still have to validate this when the data are transformed into gross regional product per capita. A standard deviation of 759,648.2 million yuan which is very close to the mean value of 892,031.93 million yuan. This indicates a very high variability. The high variability is also indicated by the high variance of 5,770,653,964 million yuan. From the perspective of the manager, the mean as measure of central tendency is very useful. However, the mean can mask a situation in which some of the provinces or cases have actually very high or very low variable values. The mode can be almost useless for ratio data but is very useful for nominal data or variables. The median is extremely useful to identify at what value the population is divided into 2 equal parts: half below the median while the other half is above the median. For instance, in the data above, the median is 609,110 million yuan versus the mean value of 892,031.93 million yuan or that the median is lower than the mean. This indicates that a few provinces with high values of the gross regional product are raising the mean to be above the median. Given a poverty figure, for example, we can determine through the median whether at least half of the population are below or above the poverty figure. Another option is to use a measure of living standard. A median above the living standard would indicate that at least half of the population are above the living standard. For ratio data, it is the belief of this writer that the using both the median and the mean simultaneously would be useful. However, for nominal variables, the identification of central tendency through the mode will the one useful. 1.2. The Pearson correlation coefficient between the gross regional product and gross capital is positive 0.97408077 versus the perfect correlation of positive 1.

Skin problems related to makeup Essay Example | Topics and Well Written Essays - 750 words

Skin problems related to makeup - Essay Example Firstly, with regards to the use of makeup and the clogging of pores, this has an unhealthy affect for a number of reasons. First, due to the fact that the pores of the skin are the means whereby the skin is able to be moisturized and â€Å"breath†, clogging the pores has a negative affect not only on the health of the skin but on the aging process (Streamlining Beauty 88). Without being able to deliver the necessary moisture and oils to the surface, the aging process takes place at a faster rate as the skin loses its ability to be elastic and stretch. In such a way, even though the application of makeup is intended to make the skin more beautiful, as can be seen from the preceding discussion, it can actually have a diminishing return over time. As a means of understanding these determinants, ti is the hope of this author that the reader will be able to integrate a further and more complete understanding of makeup and its effects on skin health. ... The final health impact that makeup can have is related to allergic reactions on the part of the user. Although there is no way that any product can be made allergen free, by very nature of the diverse allergies that are exhibited by individuals, the fact of the matter is that many individuals are allergic to many of the thickening agents or minerals that are found within the common forms of makeup that are on the market today (Levy & Emer 175). Moreover, depending on the quality of the product, there are certain degrees of impurities that can be found within these products to a varying degree. As a function of this, the levels of pure ingredients that are interacting with the skin of an individual’s face are oftentimes unknown (Gray & Boothroyd 66). Due to the fragility and tender level of the skin that is exhibited on the face, as well as the fact that there are at least 7 orifices in the immediate vicinity, this is an especially worrisome point. As a function of these parti cular issues, the reader can understand that many of the negative skin health issues related to makeup are concentric around the overall cleanliness of the skin and/or the ability and desire of the individual user to ensure that they remove all makeup each and every night prior to going to bed. If this is engaged, the level and extent to which the pores will be clogged and the acne levels will increase will be reduced precipitously. However, with regards to the final issue that has been raised, the allergic reactions that many users experience when using makeup, this is not something that can be prevented or reduced. Ultimately, such a skin health issue is entirely dependent upon the environmental factors that determined the individuals

Entrepreneurs Coursework Example | Topics and Well Written Essays - 2500 words

Entrepreneurs - Coursework Example He is the founder of Hamilton Bradshaw and presently acting there as CEO. The company established in 2004, has several areas of operations like buyout, venture capital, turnarounds, and real estate investment in the UK (http://www.james-caan.com/about-james/). James Caan is a British-Pakistani entrepreneur and widely known for Dragons’ Den, a TV program of BBC in which he remained a part of judges’ panel from 2007 to 2010. James Caan basically belongs to Pakistan and his real name is Nazim Khan. In a critical point of view, it can be observed that Caan has a personality of diversified characteristics, both positive and negative. In business point of view, Caan possesses almost all those qualities which a good and successful entrepreneur must have. He is quite intelligent and sharp. One of the positive features of his personality is that he wisely knows how to transform the situations for his benefits. During the early phase of his recruitment agency, Caan had no space i n his office at Pall Mall to make any dealings with the clients; therefore, in order to highlight a better image of his company, he prudently preferred the address of an esteemed place to catch the attention of the clients (http://www.startups.co.uk/james-caan.html). At that time the whole meetings with clients were carried out in some restaurants or coffee shops and the clients were told that the company is so busy that they don’t have enough space to deal all the clients in the company’s meeting rooms. For the clients’ easiness, during the same phase, he also changed his name from Nazim Khan to James Caan. This is another example of his smart mind. His autobiography ‘The Real Deal’ reveals several of his sharp moves, showing him as one of the smart, sharp, and reflexive man of UK business world. Mentally, Caan is not very intelligent but also strong. His father had a successful leather goods manufacturing business and was looking for his son to ta ke it over, but Caan was mentally a free person. He was psychologically so strong that he left all that business and decided to venture into quite different fields. Another one of his positive norms is that he does substantial charity to help out the needy people. James Caan Foundation, established in 2006, predominantly works for education of the unprivileged children. During July 2010 when flood hit a huge part of Pakistan, Caan tremendously contributed in the rehabilitation process. With the support of UNICEF, Caan raised ?100,000. Despite of being a dynamic, versatile, and concerned professional, Caan has some flaws. He left his parents when they were looking for his support to take over the family business. This led him to remain estranged from his father for long time. Caan faced a great criticism in 2010, when he offered to buy a baby from a flood affected family of Pakistan (BBC News, 22nd October, 2010). He has also been blamed for tax avoidance with respect to his private equity company i.e. Hamilton Bradshaw. Madam C.J. Walker: Hair-care Entrepreneur Sarah Breedlove McWilliams Walker, widely famed as Madame CJ Walker, modernized the cosmetics and hair care industry for African American women during the first quarter of 20th century. By revolutionizing the cosmetics industry, she became one of the most impressive and influential African American women during the last and first quarters of the 19th and 20th century respectively. Besides a

Lord Jenkins Essay Example | Topics and Well Written Essays - 1500 words

Lord Jenkins - Essay Example Sivaprakasapillai, and the fact that he was a member of the board of examiners and of the scrutinising committee. The third ground was to the effect that by reason of the first "the maxim that justice should not only be done but also appear to be done" had been violated. The fourth ground comprised the substance of the plaintiff's case and was to the effect that the evidence of the various witnesses who appeared before the commission of inquiry, including the evidence of Miss Balasingham, was taken in the absence of the plaintiff, who was not aware of what evidence was led against him, and that in the circumstances one of the essential elements of natural justice was not observed, inasmuch as the plaintiff was not aware of the case he had to meet. The fifth ground was to the effect that the evidence of the various witnesses was not taken entirely before all the three members of the commission of inquiry, and that such evidence was acted on by the commission, and that this circumstanc e was also a violation of the elementary principles of justice. The plaintiff further alleged that there was no evidence upon which the commission of inquiry could reasonably find the charge against the plaintiff proved, that the finding arrived at against the plaintiff was one which had not been arrived at in conformity with clause 8, and that the finding and decision were therefore void and of no effect. The allegations of bias or disqualification against Professor Mylvaganam as a member of the commission of inquiry were rejected in both courts as without substance. The allegation to the effect that there was no evidence upon which the commission could reasonably find the charge against the plaintiff proved was (so far as open to the court) clearly ill-founded. The allegation to the effect that the finding was not arrived at in accordance with clause 8 turned on the fact that the Vice-Chancellor appointed two other persons to sit with him as a commission of inquiry to investigate the matter, instead of proceeding to investigate it alone. It was held in both courts that this procedure was not open to objection, inasmuch as this was merely a method, which the Vice-Chancellor was free to adopt if he chose to do so, of satisfying himself of the truth or falsity of the charge, and the Report was a report by him for the purposes of clause 8 although signed by the two other members of the commission as well as himself. The plaintiff having taken no steps to appeal against *230 the decision of the court below on these matters of complaint, their Lordships need say no more about them. There remain the complaints to the effect that the evidence, including that of Miss Balasingham, was taken in the absence of the plaintiff who was not aware of the evidence led against him or of the case he had to meet; and that the evidence of certain witnesses was taken by the Vice-Chancellor in the absence of the other members of

Army customs and courtesies Essay Example | Topics and Well Written Essays - 750 words

Army customs and courtesies - Essay Example A courtesy is a conscious conduct regularly connected to a custom (AR 600–25, 2004). A courtesy in the Army is such conduct reached out to a man or thing that distinctions them somehow. Military traditions characterize the calling of arms. When one shows military courtesies and traditions in different circumstances, one exhibits to oneself as well as other people ones dedication to obligation, honor, and nation. The existence of courtesy rules among individuals from the Armed Forces is essential to look after order. Military civility implies great behavior and respectfulness in managing other individuals. Affable conduct gives a premise to growing great human relations. The refinement in the middle of non military personnel and military graciousness is that military politeness was created in a military air and has turn into a vital piece of serving in uniform. The salute is not just an honor traded. It is a favored signal of admiration and trust among warriors. It is essential to keep in mind the salute is endorsed by regulation as well as acknowledgment of one anothers dedication, capacities, and demonstrable skill (AR 600–25, 2004). The starting point of the military salute is questionable, however it likely started as a signal of trust to demonstrate that a man was not holding a weapon. A few history specialists think saluting started in Roman times when deaths were normal. A subj ect who needed to see an open authority needed to approach with his right hand raised to demonstrate that he did not hold a weapon. The salute is broadly misjudged outside the military. Some consider it to be a signal of servility since the lesser extends a salute to the senior, yet we realize that it is a remarkable inverse. The salute is an expression that perceives one another as an individual from the calling of arms; that they have made an individual duty of benevolence to safeguard our lifestyle. The way that

Acer Case Analysis Study Example | Topics and Well Written Essays - 500 words

Acer Analysis - Case Study Example This is the reason why technology and IT companies have to strive to adapt and innovate constantly to remain alive. Since technology and processors were a significantly newer concepts at the time of multitech’s expansion and it chose to focus on geographical areas where the concept was still fairly alien. They set the market and developed strong holding in these regions, which were ignored by the developed world. Once the company succeeded in these markets and gained a strong foothold, it made use of its expertise and resources to design a complex commercial product that could cater to the needs of the developed world. In emerging motivation strategy, foreign ventures are seen as an eventual step and not as an expansion move. One major factor that asserts its use of emerging motivations is making use of its low cost of production and supportive subsidies in the developing countries like Malaysia and Indonesia to provide cost efficient technology to the developed world, making it a quick success. The main concern of the CEO is whether company’s radical market changing invention, aspire, would actually be a good move or negatively affect the already dwindling profit margins (Harvard Business Review). However, if one studies the innovation strategies that can be adopted by a firm operation on a global scale, aspire would get a green signal for a number of reasons. As mentioned earlier, technology has a short product life cycle thus it is imperative to constantly innovate and update one’s offerings. Transnational innovation model focuses on the development of innovations locally and then offering them globally. By collaboratively working with the subsidiaries the firm is in a better position to accommodate the unique needs of each region and gain an understanding of their capabilities. As Acer’s important growth initiative, the management has to take into account the cost saving aspect which can

Symbolism in Hardys Essay Example for Free

Symbolism in Hardys Essay Symbolism in Hardys Far from the madding crowd Hardy uses striking symbolism in the novel Far from the madding crowd to serve his purposes and attain the desired effects on the reader. The memorable descriptions of the great barn, the sword play and the storm-are all enriched with eloquent symbolism. It makes the events vivid before us and broadens the scope of the novel. In the opening chapters, Gabriel spies on Bathsheba ridiculously from behind a hedge, commenting on her vanity. He beholds Bathsheba though a hole, tending her aunts cows, in a birds eye view. From the loopholes of his hut, he watches her engaging in tomboyish antics on her horse. All these symbolize Gabriels limited view point and his candid nature. In chapter 2 ,, Hardy presents a magnificent description of Norcombe hill. The stately progress of the earth is contrasted to oaks special power of quiet energy. The innocent and helpless stirrings of the new-born lamb and the movements of the stars and the earth are contrasted to symbolize the frailty of human existence. In chapter 5, The landscape of Norcombe Hill seems symbolize Gabriels utter despair. The moon takes the form of an attenuated skeleton and the pool shimmers like ahead mans eye-nature seems to intertwine with Gabriels despair. Against the colorless background of the river and the wall. Fanny is contrasted as a mere shade upon the earth. This symbolizes her nullity and despair. Hardy also uses the framing device to symbolize Fannys weakness. She gazes up to converse with Troy framed in a window of his barracks . The white color of the snow mixing with the sky symbolizes the obsession of Boldwoods passion . The queer preternatural inversion of light and shade reflects the absurdity of his intense emotional state. The sheep-shearing scene at the barn abounds in rich symbolism. The shearing operations that have not been mutilated for long years are contrasted to the adapted to changes coming to the lives of the main characters of the novel. The detailed descriptions of the activities done in the great barn for each sheep symbolizes the declining prospects of Oak, the rising hopes of Boldwoods mind and the comments made by the rustics -all basing on the same lady. There is also sexual symbolism in this same chapter. The appalled ewe is subdued by Oak and Bathsheba regards the ewes sheared pink skin resembles a lady who blushes at the insult . the ewe emerging from the its fleece is compared to the Goddess of love which symbolizes the sexual intensity of Oaks violent passion. Gabriel, piqued by Bathshebas growing intimacy with Boldwood, injures a sheep in the groin-the entire scene symbolizes Oaks harmful sexual impulses toward Bathsheba. Troys spur entangles with Bathshebas dress-it symbolizes the trap of flattery which would be prepared by Troy for her. The spur is the symbol of sex and the dress of Bathsheba is a symbol of femininity -the male aggressive masculinity has trapped femininity. However, the scene of the sword play contains the greatest symbolism in the novel. The hollow in which the sword play is performed evokes the sexual potential of the relationship between Troy and Bathsheba. The setting is described with rich feminine imagery that sets up the erotic tone of the entire tone of the entire scene while Bathsheba herself is passionately excited . Time and place are made clear at once and so is Bathshebas desire for male domination . The sword is used here as a symbol of male virility . At different points ,Hardy uses striking imagery to link man and sword -Troy raises the sword amid the fading sunlight , which gleamed a sort of greeting, like a living thing Troy is methodical and controlled ,the whole atmosphere is turned meteoric and charged . Troy demonstrates the murderous and blood-thirsty cuts of which the sword is capable . Then he splits a caterpillar upon her bosom which glisten towards her bosom and ,seemingly entered it . Troy wins and Bathsheba is quite overcome having her passions spent . Troy takes off her lock of hair as a trophy. Troy departs in a flash , like a brand . The simile symbolizes the harmful nature of the passion he has aroused. The storm scene in chapter 36-38 contain rich symbolism. The flashes symbolize the blinding truth of Bathshebas predicament and her womanish folly. But the relation between her and Oak strengthens as the thatch begins to conceals the Ricks. And when the storm comes, it is described with extended imagery ,the mailed army of lightning springs like a serpent , with the shout of a fiend . Hardy uses such imagery to convey the forces of nature hostile to human beings . The scene of chapter 44 is significant as it indicates Bathshebas return to the same hollow where sword-play was performed by Troy. The aforesaid hollow is now turned into a malignant swamp. The swamp is the symbol of utter despair into which Bathsheba has fallen . The symbolism goes far deeper as Bathsheba had seen the place before when she was captivated by Troy at the sword play. At that time , the ferns were soft , feathery arms caressing her feet but now they are withering fast and the hollow is a nursery of pestilences . The two different states of the hollow reflects the two opposing states of mind and suggests the outcome of marriage with Troy . Now she has understood the implications of her marriage and she herself and Nature are fused as the leaves rush away in the breeze. This symbolizes Nature as a stark force and implies that the parallel between Nature and human mood should not be pursued by man.

Beliefs of Calvin and Augustine

Beliefs of Calvin and Augustine The Traditional Calvinist view to the doctrine of Perseverance of the saints finds its origin in the philosophy of the sixteenth-century Swiss Reformer John Calvin (1509-1564). He wrote and published the first edition of his Institutes of the Christian Religion. This is the most about writing on systematic theology which the world had ever known at that time. To this present day his belief have pervade spread through the Protestant world. Because God is sovereign over all His creation, Calvin argued, He must be the sole actor in the salvation of His human creatures. He believed that any response, prior to regeneration, from a depraved human being would make God less than sovereign in human redemption. John Calvin drifted from his Roman Catholic faith while studying the vast writings of Augustine, the Roman Catholic Bishop of Hippo (354-430). He constantly praised Augustines work with frequent quotes and references from his writings. Many prominent Calvinists acknowledge that Calvins fundamental beliefs were through the writings of Augustine and were already formed while he was still a faithful Roman Catholic. He systemized Augustines doctrines, which have been developed, for the most part, the Five Points of Calvinism presented today. Augustines influence remained with him throughout his life. The beliefs of Calvin and Augustine embody the Five Points of Calvinism presented today. Just as the Synod of Dort, (the synod which first formally presented these points as the Five Points of Calvinism-TULIP),[1] was a Calvinistic Synod, so John Calvin was an Augustinian. These Augustinian teachings that he presented in his Institutes of the Christian Religion included the sovereignty of God, which made Him the cause of everything, including sin, election, and the predestination of the elect to salvation and of the non-elect to damnation. Professor Herman Hanko, co-authored one of several books called TheFivePointsofCalvinism,written to explain and defend Calvinism, says that: Boettner agrees. He says: Calvinist theologian R. Laird Harris states that: We see that John Calvin took what Augustine had written and refined it. Many of our doctrines that we understand and recognize today have developed from earlier stages of belief. This is the case with the doctrines of Augustine. An example of this is the doctrine of Eternal Security. He did not teach this, but he was a crucial figure in establishing the root source that is the basis in which this doctrine could develop in to how we understand it today. With a little research, one can understand how his influence on theology as a whole goes without question. The foundational beliefs, biases, and doctrines that many believers have today, Protestants and Catholics, are to be discovered in the beliefs of Augustine. While most Calvinist and Catholic theologians agree with Augustine, some Protestants do not. However, most of them, if not all, will acknowledge his huge influence on Christian beliefs and doctrines. Augustine was born November 13, 354 in Tagaste Numidia. He was brought up in a divided household: Augustines father was not a Christian and directed his son towards secular knowledge which could bring him an income. When he became an adult, Augustine moved to Carthage and he took an interest in debating. Around the year 375, Augustine became a Manichaean Gnostic. Augustine was a Manichaean for nine years and was greatly influenced by them, whose doctrines were heretical. The Gnostics believed in two gods, one evil and one good. Some Gnostic groups renounced marriage and procreation. Many believed that the dualism of flesh and spirit-the flesh being evil and the spirit being good. Many historians have noted that Augustine has brought this Manichaean influences into the Church. The Manichaean teachings are believed to have influenced Augustines doctrine of the total depravity of mankind, the elect and predestination. These are the foundations and essential elements of the doctrine of Eternal Security that was to follow after Calvin got a hold of them. Because of Augustines sinful lifestyle, he could not advance in the Manichaean religion. He had a reputation of being a fornicator and a womanizer. Historian James ODonnell, is a University Professor at Georgetown University. He says: Later Augustine became a skeptic and turned to the philosophy of Neo-Platonism (a form of thought rooted in the philosophy of Plato). He began to merger these beliefs with his Gnostic and Christian beliefs. Augustines writings were strongly influenced by his studies in Neo-Platonism, Gnosticism, and the Christian Scriptures. Much like Calvinists today, he used Scripture out of context to match his theology. In 384, Augustine went to Milan as a incredulous professor of rhetoric. Before he left Milan in 388, he had been baptized by Ambrose and was indebted to Ambroses Catholic Neo-Platonism, which provided a philosophical base that eventually transformed Christian theology.[2] Augustine was not only influenced by the Manichaean Gnostics, but he was also being influenced by his mentor Ambrose. Ambrose had absorbed the most up-to-date Greek learning, Christian and pagan alike-notably the works of Philo, Origen, and Basil of Caesarea and of the pagan Neo-Platonist Plotinus.[3] With his philosopher ideas mixing Scriptures with Platonism with its elements of mysticism and some Judaic and Greco-Roman reading, he influenced Augustine in his theology. Maybe this is why, that no one that has ever lived has influenced Christian theology as Augustine has. He is responsible for much of what we consider to be Catholic doctrine today. Not surprisingly, he is also credited with being a major participant in Protestant beliefs as well. The historian Jaroslav Pelikan remarked: Commenting on Augustines book entitled, The City of God, the historian Edward Gibbon wrote: [1] A century after the Reformation a reaction against this extreme Genevan Calvinism developed around Amsterdam pastor and theologian, Jacob Arminius. After his untimely death in 1609, some of his followers, the Remonstrants, pressed his denial of Calvinism in five points. At the Synod of Dort (1618-19) they were banished from the Netherlands Reformed churches by the Calvinists, who set out their doctrine in five opposing points, the famous acronym, TULIP. [2] Encyclopà ¦dia Britannica, Inc., Saint Ambrose, (Last accessed 7/31/15): http://www.britannica.com/EBchecked/topic/19014/Saint-Ambrose [3] Encyclopà ¦dia Britannica, Inc., Saint Ambrose, (Last accessed 7/31/15): http://www.britannica.com/EBchecked/topic/19014/Saint-Ambrose

Comparative Political Systems France Germany Politics Essay

Comparative Political Systems France Germany Politics Essay France is a democratic republic with a parliamentary founded on the principle of the division of powers: executive, legislative and judiciary. The Federal Republic of Germany has a democratic constitution and its constitution was elaborated in 1949 with the great West powers help such as the United States, Great Britain and France. Their parliamentary and democratic constitution is based on the Constitution of the United States and the French Declaration of the Rights of Man and of the Citizen of 1789. But Germany is a federal country and differs with France by its original organization. Firstly, what is a federal state? In fact, it is like an association of different states where the central power coordinates several departments. However, each state itself has significant autonomy. Each federated state has its own government, its own deputy chambers. After the First World War, the Weimar Republic also had a federal system. The only period without federalism was under the third Reich with Hitler in 1949. The notion of native country is very strong in every German speaking country. Indeed, the native country is more important than the nation. In addition of being a federal country, German political system is very structured. The executive power is in the hands of the President, the chancellor and the Là ¤nder. The president is not elected by the universal suffrage and in fact, has just a representative role. The president is elected for a term of five years, not more than two terms by a federal assembly which is constituted by deputies of the Bundestag, the federal dieting and by the Landtage delegates. Moreover, during the French-German summits, we can see two public figures on stage; on the one hand is the German chancellor and on the other hand is the French president. Thus in France, unlike in Germany, the President is the most important figure. The French presidential election proceeds like the legislative elections. There is then a second round if none of the candidates obtains the majority in the first round. The candidature to the presidential election obliged the candidates to obtain 500 signatures of elected people, whether they are Deputies or local Counselor. The French President appoints the Prime minister who appoints the government. The President leads the ministers council. The President approves or refuses to promulgate new laws or to appoint the public officials. He is the head of the national protection and has the highest power to decide to use the French nuclear or not. He is also the head of the foreign affairs, one of his most important representative roles. He can dissolve the National Assembly after consulting the Prime Minister who is the head of the National Assembly and the Senate. The German chancellor, or prime minister, is in charge of the Federal Government, is appointed by the Parliament and finally forms the Government. The Là ¤nders are elected by the universal suffrage, have their own parliament and their local government. The French Prime Minister, appointed by the President, can recruit the ministers he wants and suggests them to the president. The prime minister exerts a strong power on the Assembly and leads the French government. The German legislative power is the federal parliament which is constituted by two chambers: the Bundestag or the deputy chamber which is elected by the universal suffrage for four years and the Bundesrat which represents each Là ¤nder. The members of the Bundesrat are appointed by their local government. The Bundestag votes the laws, elects the federal chancellor and controls the government. Half of their deputies are directly elected by a simple majority, the other half are locally elected and have to have at least 5 five per cent in the party they are in to be represented. The Bundestag has 656 seats. The Bundesrat represents the sixteen federal Là ¤nder and is composed of sixty nine delegates appointed by the local government. Each Là ¤nder is represented by three to six delegates who can only express their opinion in a whole. When the Bundestag and the Bundesrat disagree, an arbitration committee is formed with members of these two chambers. The French fifth Republic is a democratic and parliamentary regime. It is bicameral with the presence of the National Assembly and the Senate. Both of them form the Congress. The Senate represents regions and villages and is composed of 422 members called senators. Their term of office is very long because it lasts nine years. One third of the senators are reelected every three years. They are indirectly elected by the senator delegates. The senate discusses the laws which have been voted by the National Assembly and approves or refuses them. The senate tends to be conservative and this can explain the left parties toughness with their members than with the right parties. Unlike Germany, France is a totally centralized country where the central power is in Paris. Doubtlessly, the different regions exist but hardly have autonomy because decisions are taken in Paris. This can be explained by the wishes of all the kings of France since Hugues Capet in 987, later followed by Louis XIV who all wanted to attract aristocratic people in order to watch them closely. The French revolution and then the emperor Napoleon had just strengthened the French centralization. Despite many clashes in France, French people are more patriotic than German people. French people feel that they are the heirs of a long cultural and state tradition. They feel that they belong to an entity, the nation which is for them something stable, immutable, or even endless. The French communist PCF (parti communiste franà §ais) party was the second most powerful party in the West after the Italian communist party. During these last three decades, the French communist party has always had the dissenting role. Despite their high affinity with the working class, they are left out of the national government. Their role is almost only local where there is a high amount of working people. The extremist FN (Front National) party like the National Front has always been led by one man named Jean-Marie Le Pen who is the heir of a tradition which is the extreme right. Their supporters and the extreme left have in common the basic dissatisfaction of their present governing political party. Like the leftist, the extreme right hates the ruling and political class which are for them part of the general conspiracy against people. This party dream of a fundamental change of the society. Unlike the extreme right party which is anti-individualistic and anti-Semitic, the extreme left is individualistic and anarchistic. Their ideal is a hierarchical society, strictly ordered and disciplined. This party is hardly happy because they think that their country is gnawed by virus which is composed of Jewish people, crooked politicians, selfish intellectuals, homosexuals, immigrant workers, and sick people from the HIVà ¢Ã¢â€š ¬Ã‚ ¦ Jean-Marie Le Pen supports the idea of xenophobia which is widespread in France because some French people are overwhelmed by a swarthy immigrants and colored peoples wave. The feeling of their powerlessness caused by this immigration is growing more and more because all these hated people have the French nationality. Jean-Marie Le Pen and his supporters want to modify the French nationality regulation, making it restrictive. The oldest and one of the greatest parties in Germany is the SPD which is a social democrat party. This party was founded before the Second World War. The CDU party was founded in 1945 after the Second World War for the socialist reorganization of the society. This party thinks that the Marxist socialism is the best way to come to the Christian ideals. This party is like the PSU party, they are both communist. The FDP is a liberal politic German party founded in 1948. This party defends the basic freedom and free trades. This party is nowadays the third party of the Bundestag by their seats number which has 96 deputy seats. It is also present in five out of sixteen Là ¤nder. It is the party of the executive people, the high and middle class. The FDP has governed for 42 years in total and is now still governing after ten years of opposition. To conclude, these two countries have slightly different political systems but they are both one of the worlds power. The Federal Republic of Germany is the most populated country in the European Union with about 80 million inhabitants since the reunification of Germany in 1990. Moreover it is the third economic power after the United States and Japan. Thus, it is an important part of the European Union like France with their economic power. France is historically one of the firmest supporters of European Integration and this has benefited French industrialization significantly.

The Woods Essay -- essays research papers

Jack was steaming mad. He had just had yet another fight with his mom about wasting food and was heading to the old tree house in the woods. They were always fighting about wasting food. He saw where she was coming from. They were pretty tight on cash, but if she was so intent on not wasting food why didn't she eat it. He was sitting at the foot of the abandoned tree house, drawing a dragon in the sand, when he suddenly felt the overwhelming need to go deeper into the woods. He knew he shouldn’t go. There were dangerous animals like wolves and bears in the woods, but he had to. Some hidden force was calling to him. He had to go regardless of the dangers. The force was too strong. Resistance was futile. He got up and went. He went deeper and deeper into the woods. Crossing over bridges and going through thick bundles of trees and bushes. He kept going until he came upon an old house. The house looked abandoned, but it couldn't have been. There was smoke coming out of the chimney. It was almost nighttime and he was very thirsty. Maybe the person inside would be nice enough to give him some water and let him stay the night, but then again maybe they would be a psychotic serial killer on the run from the cops. He went up to the door and knocked anyway. The door creaked open to reveal an old man sitting in a rocking chair by a fireplace. Above the fire was a black cauldron. He didn't seem to notice that Jack had entered. The old man just sat there rocking back and forth. Jack cleared his throat to sort of announce his presence. The old man turned around and told Jack to come in and sit down. He went over and sat in a chair also near the fire. They both sat in silence for a while. Then the old man took a bright blue stone out of the cauldron. He took a piece of cloth out of his pocket and wrapped it around the stone. He told Jack to take it, that it would keep him saf e on his quest as he gave it to him. Jack asked him what quest he was talking about and that he wasn't on a quest. The old man told him he was and to go, there was much to be done before the morning. Jack figured that he was no longer welcome in the house and left. He was going to go home but couldn't remember which way he came from. He looked around for a little then decided he would go towards the setting sun. He walked for a very long time thinking he might be going the wrong way because he d... ...m until he reached the top just incase it happened again. He said he would be very grateful if they did. He climbed the rest of the way to the top without incident. He thanked the fairies and they went back down leaving him to find his way back alone. He found his way to the tree house after many hours of being lost in the woods. He figured it was about noon and decided to go back to his house after he left the dagger at the tree house but brought the water with him. He went back to his home and his mother was so happy to see him. He asked her where his dad was and she told him sadly that he was sick in bed and that he had been very sick for the past two days. Jack went in, his mother followed him and stood in the doorway. He gave his dad the special water and told him he should be better soon. His dad asked him what it was and he told him not to worry about that and to just get better. His mom then asked him where he got it and he said she wouldn’t believe him if he told her. Jack was home and his mother treated him better than she did before he left. His dad had gotten better and so had his life. Jack was now thankful for what he had rather that sorry for what he didn't have.

Development of Emotional Intelligence (EI) :: Management Business Work Leadership Essays

The development of Emotional Intelligence requires a recognition of one's own strengths and limitations, an exploration of how current decisions are framed through beliefs and prior experiences, and the actualisation of potential by using the greater self knowledge gained. However, in a report by the Institute of Management (2002) research showed that the quality of leadership in the workplace was poor. Further, the research reinforces a positive relationship between financial turnover and the priority given to leadership development (Institute of Management, 2002). Fifty-five percent of those questioned gave the characteristic of being inspiring as the most important attribute of leadership, but only eleven percent say they are witnessing it at work. Inspiration could be defined as the extent to which a leader stimulates enthusiasm amongst subordinates for the work of the group, and says things to build their confidence in their ability to successfully perform assignments and attain group objectives. In those organisations that do invest in bringing out the potential of their leaders it could be argued that a focus on working relationships could be considered most valuable. Again, it could be argued that self-and-other awareness is a prerequisite for developing these working relationships. In today’s younger managers, knowledge and ambition are identified as traits that are not valued leadership qualities (Institute of Management, 2001). The research by the Institute of Management goes on to say that a majority of executives favoured a model of leadership in which the leaders main role is to create a sense of purpose and a central vision or set of goals, and then help bring out the potential of others around them to achieve such goals (Institute of Management 2001). In times of economic change where there is a run down of the old structure of commerce, new fields of commerce are sought, in part, by innovation. Innovation can be seen as the "successful exploitation of new ideas" (The Scottish Office, 1996). To help exploit new ideas we need inspiring leaders. Leadership’s underlying constructs are inspiration and individualised consideration, entailing shifts in the beliefs, needs and values of the followers (Fiedler, 1996). The transforming leaders' behaviours emanate from deeply held beliefs and values, such as justice and integrity (Fiedler, 1996). Fiedler (1996) argues that past research into leadership has been focused on traits and abilities, and that the most important lesson over the past forty years is that the leadership of groups and organisations is a highly complex interaction between the individual and the social and task environment.

David Emil Durkheim and the Social Causes of Suicide Essay -- Suicide

David Emil Durkheim is a renowned sociologist and also France’s first professor of sociology. Born on 15th, April in France, he successfully advocated for sociology to be recognized as an academic discipline. He did his first recognizable work titled ‘The division of labor in society’ in 1893 and then started the first European department sociology in a university in his homeland of France. David Durkheim's main concern was to try and understand how communities could maintain their integrity and coherence in the modern era where common religions and ethnic backgrounds were stumbling blocks. He went ahead and developed many other sociology theories and arguments until his death in 1917. Some of his famous published work includes social stratification, sociology of knowledge, deviance and religion. But one of the most outstanding and fascinating of his work is suicide which was published in 1897 (Calhoun, 2002). How Durkheim was able to show the social causes of suicide. Durkheim compares the suicide rates among different categories of people both in individual levels and in the community at large. He treats suicide as a social fact explaining its occurrence by the use of social facts like; lack of group attachment and lack of behavior regulation. In personal perspective he argued that suicide is a personal act that involves personal psychology and purely individual thoughts. His explanations on suicide were partly hindered by unavailability of very precise or complete statistical data. He went ahead and described suicide as caused by factors like climate, race, mental illness, hereditary and imitation (Sociology 250, 1999). Durkheim was able to show the social cause of suicide by observing and studying on varying socia... ...ciologytwynham/suicide-presentation-927179 Durkheim Emile. Emile Durkheim on suicide. Retrieved from: http://www2.uvawise.edu/pww8y/Soc/-Theorists/Durkheim/Suicide.html Eskenazi Karin, (2009). Largest ever study of suicide in the military. Retrieved from: http://www.medicalnewstoday.com/releases/157916.php Evans, (2011). Suicide causes and motivations. Retrieved from: http://www.crimescenecleanup.com/Suicide_Causes_and_Motivations.html Hassan Riaz, (1996). Social factors in suicide in Australia. Retrieved from: http://www.aic.gov.au/documents/4/9/0/%7B490EDFD9-212E-414F-B4E5-F3DA8A6D0413%7Dti52.pdf Kushner Howard I & Sterk Claire E, (2005). The limit of social capital. Retrieved from: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1449331/ Sociology 250, (1999). Social facts and suicide. Retrieved from: http://uregina.ca/~gingrich/o26f99.htm

Examination of the factors that contribute to depression among young women aged 15 to 25 of age in the UK

Abstract This dissertation identifies the factors that contribute to a mental health problem (depression) among young women 15 to 25 of age in the UK. The literature review revealed that the young women aged 15 to 25 are exposed to the risk of being depressed as a result of the interplay between biological and environmental factors. Furthermore, the rates of depression were found to be higher in the women population compared to men. The study also reveals that depression in the young women of this age bracket has negative effects on their family and friends. Although the family members and friends are always willing to help their loved ones recover from mental health problems they are prevented from doing so because of their lack of knowledge and skills in handling depression. As a result, depression ends up disrupting the relationship between the patients and their loved ones who equally end up being distressed as well. The findings reveal that the government should increase the funding on i ts programs and consistently review the performance of the policies in order to correct any mistakes in time. Introduction The main purpose of this study is to review literature on the factors that contribute to depression among young women aged 15 to 25 in the UK. The study will explore the impact of the patient’s condition on the family members and friends, and evaluate the effectiveness of the different initiatives to support young women with depression. The study carries out an extensive review of academic articles and will access all available data to discuss the research objectives. Additionally, it will perform an appraisal of the findings and results obtained from related literatures. Thereafter, a conclusion will be provided on all issues deliberated in the study, and then a recommendation will be given for the public education and possibly for future mental health research project among young women in the United Kingdom. Background and Rationale for the study The World Health Organization (WHO) defined mental health as a state of well-being in which an individual realizes his or her own abilities, can cope with the normal stresses of life, can work productively and is able to make a contribution to his or her community, whilst, mental problems or illness refers to conditions that affect cognition, emotion, and behaviour for example, schizophrenia, depression, and autism (Manderscheid et al, 2010). Women are more likely to suffer from depression compared to men. Brady (2013) confirmed that the investigation of national mental health surveys have shown that psychological disorders are 20% to 40% likely to occur in women than men. Walsh (2009) claims that this disparity is due to many elements, as studies have given a number of factors have been responsible for the cause of mental health problems among women in the UK; some of the influences include the increasing responsibility of women performing multiple roles in the society, such as care ers, homemakers and breadwinners. Seeman (2006) stated that the care giving role of women, which sometimes extends to spouses, children and the elderly, may induce increased stress and possibly cause mental health problems. Likewise, the associated issues of pregnancy and child-bearing are an additional consideration responsible for a high rate of mental health problems among women (Kidd et al, 2013). Ussher (2010) notes that the issue of domestic violence is also a contributing factor because women have depression or mental health problems because they have been subjected to domestic violence. These women sometimes find it hard to go for counseling as a confidential and safe means by which they can outlet their feelings. There are very few studies that have identified the relationship between mental health problems among young women and depression; this supports studies that have linked stress as a catalyst responsible for mental health problems amongst young women (Pratt et al 201 2). Weich (2004) confirmed that some UK based studies have reported an excess in the prevalence of the most common mental disorders of anxiety and depression. The cost of treating depression and other mental problems is a big financial burden to the government. The Centre for Mental Health (2010) concluded that mental problems have not only a human and social cost, but also an economic one, with wider costs in England amounting to ?105 billion a year. Rosenfeld (2009) asserts that very few studies have focused on the causes of depression among young women in the age group of 15-25. Most studies focus on depression on women, men, or adolescents without necessarily narrowing down to young women (Rosenfeld, 2009). The rationale for this study is to identify the causes of depression among the young women aged 15-25, evaluate the effects of depression on the family members and friends, explore the government policy and interventions and then offer recommendations on how to protect the yo ung women from depression. The study of depression in young women is important because the depression suffered at this age group has a direct effect on the future lives of these women (Thomas et al 2008). It is therefore important to look into ways of protecting them against depression because this will not only save the government money that is currently being used on treatment but also ensure that the young women enter the early adulthood stage with a strong mental ability. To the healthcare profession, this study will be helpful in the treatment of depression through making maximum use of preventive measures and formulating a basis for further research on ways of reducing the rates of depression among women aged 15-25. Aims and Objectives The primary aim of this project is to review literature on the factors that contribute to depression among young women aged 15 to 25 in the United Kingdom. The objectives of the study are as follows: To identify and understand the risk factors responsible for depression as a mental health problem among young women aged 15 to 25 in the UK. To examine the impact of depression on the family and friends of the depressed persons To investigate ggovernment initiatives that support young women with depressionEthicsThis study addressed ethical and anti- oppressive issues that relate to research and practice. It adhered to all the ethical principles that guide the use of secondary data. The review was conducted with an interest of finding ways of improving the lives of young people with depression through evaluating ways of reducing the causative agents and providing care for the already depressed population. The findings are meant to benefit both the depressed young people and form a basis f or future research. Literature ReviewMethodsThis review followed an inclusion and exclusion criteria in determining which articles and books to review and which ones to ignore based on the relevance of their content to this dissertation. The journal articles were chosen from EbSCOhost, BNI, MEDLINE, EMBASE, CINHAL, government published documents and policy. Simple electronic database search was then done using the key words as a guiding criterion. All the journals and books were screened by reading the titles, abstract and in some cases full text in deciding which ones were suitable for this research. The key words for the search were â€Å"mental illness, young women, depression, and government policies to address depression†. The database search depended on wildcards and keywords in looking for information in the abstracts, title, subject heading, and full text. The words were used separately and then in combination to ensure that as many relevant articles are reviewed. The criteria for inclusi on and exclusion of articles and books The method for selecting articles made use of the inclusion and exclusion criteria to ensure that the search generated the best possible articles and books. The inclusion criteria targeted the articles that cover prevalence of depression among women, early adulthood, policy intervention in the United Kingdom, peer reviewed and possible methods of dealing with depression. The exclusion criteria on the other hand included the articles and books published prior to 2001, generalized the youth without separating young women from women, only included children under the age of 15, focused on bipolar mood disorder, studies with small sample sizes (less than 50), and those involving non representative samples like the ethnic minorities.ResultsA total of 100 citations were considered for the research, out of which 30 duplicate citations were filtered out. The remaining 70 citations were then screened using the inclusion and exclusion criteria outlined above. 50 articles were retained for inclu sion and the other 20 were excluded from the study. Therefore, this review is based on a sample of 50 citations. The details of the review are availed in the subsequent sections of this literature review. The articles were then grouped into those that cover the general correlates of and prevalence of depression, those that cover young women below the age of 30, and finally those that cover young women still under the care of their parents. Among the 50 citations considered for review, only a small percentage was longitudinal by design. The samples had different sample sizes with the least having 50 and the most having 20,000 participants. General correlates and prevalence of depression The findings of this review reveal that in the cases where the articles made comparisons between the males and females, women were more likely to be affected by depression compared to the males. Out of the 10 articles that compared the two sexes only three posted a different result. The three articles did not find any significant differences in the prevalence rates between young men and young women. The other seven articles all concluded that women are more vulnerable to depression than men. The prevalence rates ranged from as low as 4.3% to a high of 49%. Factors that contribute to depression among young women 15 to 25 of age in the UK Lundt (2004, p. 67) claims that in addition to women having higher rates of depression than men, many features of depression differ for women when compared to men. These differences include factors like the likelihood of occurrence, risk factors and the symptoms of depression. This literature review reveals an overwhelming support for a multidimensional model of the risk factors for depression in women with a complex relationship being exhibited between life stress, social, biological, sex role socialization and developmental factors. Hales (2008, p. 33) asserts that currently, the exact neurophysiological mechanisms surrounding depression have not yet been identified although stress appears to play a crucial role in the onset of depressive episodes particular at the initial stages. While the conventional perception of depression supports biopsychosocial model of risk factors, more contemporary conceptualizations and research emphasize on the impact of the sex role socialization (Tho mas, et al 2008, p. 41). The societal gender expectations have a direct influence on how to deal with depression. The women who are forced to adopt female roles that are more stereotyped often experience more depression compared to the ones that are not exposed to such hostile environments. Ussher (2010, p. 13) also adds that women are also more likely to make complex inferences and engage in more ruminative self-focus and this may maintain or even aggravate depression. Walsh (2009, p. 66) notes that there is no single theory explaining the gender differences in depression. In fact the different rates of depression are as a result of multidimensional and interactive issues that are functions of idiographic factors. Rosenfeld (2009, p. 76) supports this further by asserting that integrative biopsychosocial theories of depression have been espoused by many different theories. They note that there are five major categories of risk factors which are: Biological, Life stress, Sex role so cialization, Societal/Social and Developmental The interactive model of risk factors is an expansion of the Worrel and Remmer (1992) model (White, & Groh, 2007, p. 65). All the five factors are discussed in discrete sections below for purposes of clarity although in reality most of these factors are interrelated and involve more than one factor at a time. It is for this reason then that some factors will appear in more than one section. Biological Factors In the past, most scholars held the assumption that there were two subtypes of depressions, neurotic and endogenous (Stahl et al. 2003, p. 56). The endogenous depressions were believed to be driven by purely biological factors whereas the neurotic depressions were thought to be functions of interpersonal and intrapersonal factors. However, more recent research shows that very few depressions are purely biological and there is a general consensus that most depressions have a biopsychosocial basis (Savoie et al 2004, p. 29) Although genetics play a significant role in unipolar depression, heredity is not an important factor as it is in bipolar depression. Depression affects women throughout their lives and it is caused by a combination of different factors that range from hormonal, pregnancy, postnatal to biological factors (Paxton, & Robinson, 2008, p. 16). At a later stage in life women may also suffer from depression caused by menopause. These are the factors that make women more vu lnerable to depression than men. Additionally, women are more likely to be diagnosed with depression in their early lives than men. Nimrod (2012, p. 43) found that females start experiencing depression in their early adolescence. The study highlights that depression can occur in the young women and puberty increases the risk. This assertion was supported by Greenblatt (2011, p. 45) who claims that the depression in women mostly starts at puberty. The hormonal levels at puberty are a major cause of depression in young women. The changes in oestrogen and androgen are more responsible for the depression than puberty itself. Hales (2009, p. 77) asserts that this view is consistent with the fact that depression can be as a result of hormonal changes that are related to the reproductive system of women. This is particularly evident in the young women who often complain of both emotional and physical premenstrual symptoms. The young women may also suffer depression during pregnancy. Erland sson and Eklund (2006, p. 32) claim that while pregnancy does not necessarily cause depression, pregnant women who have a history of depression are more likely to suffer relapses because of their reluctance to use antidepressant medication. This thought is supported by Castle et al (2006, p. 61) as they highlight the implications of managing and treating depression in women. Their research revealed that although many women are often reluctant to take medication during pregnancy, the effectiveness of using antidepressants outweighs the consequences of untreated depression on both the child and the woman. As such, their research outlines the importance of the role of nurses, health visitors, general practitioners, mental health practitioners and the other health professionals in educating the young pregnant women and their families. Additionally, the research also highlights the importance of taking the risks of managing and treating depression during pregnancy into consideration as w ell as empowering the young women to make decisions based on the best guidelines and available evidence. However, every pregnant woman must be considered differently and individually because there are many factors that influence their decisions on whether to use the antidepressants or not. Sleath et al (2005, p. 47) say that additional information is required by both pharmacological and non-pharmacological treatments and that all medical practitioners must always weigh up the different treatment options available as well as the wishes of the patient before making any decisions. In fact this is the reason why Pestello & Davis-Berman (2008, p. 15) asserts that current advice must be provided based on evidence based practice and practice guidelines. Mirowsky and Ross (2003, p. 55) claim that there is often an increased risk of depression after childbirth because of the hormonal changes in the postnatal period. During this time, there is often an influx of other factors like breast feed ing that may influence a young woman not to use antidepressants. Although infertility does not lead to depression, the young women struggling with infertility may be susceptible to depression. In fact Demyttenaere, De Fruyt, & Stahl (2005, p. 37) claim that depression may play a role in infertility. Some studies indicate a positive correlation between depression symptoms prior to attempting to conceive and infertility. However, the inability to conceive may lead to depression which may in turn affect the probability of being able to conceive (Ravindran, et al 2002, p. 99). Several other medical conditions like anemia, AIDS, Addison’s disease, cancer, diabetes, infectious hepatitis, influenza, systemic lupus, hypothyroidism, multiple sclerosis, ulcerative colitis, rheumatoid arthritis, hyperthyroidism, mononucleosis, and Cushing’s disease can cause symptoms of depression in young women (Pratt, et al. 2012, p. 21). Furthermore, other medical conditions like heart disease , asthma and hypoglycemia can equally cause anxiety like symptoms. Lazear et al (2008, p. 30) claims that there is a positive correlation between depression and coronary heart disease. Depression occurs with a high rate mostly after coronary heart disease. In fact recent research indicates that depression is a risk factor for coronary heart disease and a predictor of poor outcome (Eklund, Erlandsson, & Persson, 2003, p. 48). Life stress factors Hales (2012, p.50) claims that certain types of stressful life events eventually lead to depression in most young women. One of the possible reasons for the intermittent nature of depression is explained by the kindling hypothesis. According to this hypothesis, the strength of the association between stressful life events and depressive onsets decrease with an increase in the number of episodes (Eklund et al 2010, p. 82). It is the unspecified changes that take place during the repressive episodes either through learning or brain changes rather than the stressful life events that kindle future episodes. Erlandsson and Eklund (2003, p. 68) note that in people with recurrent depressions, the relationship between stress and depression declines progressively through approximately nine episodes and then stabilises through the future episodes. The stress diathesis theories of depression indicate that depression results from the way an individual interprets the life stressful events (Castle , Kulkarni, & Abel, 2006, p. 51). Hopelessness depression is a stress diathesis theory whereby an attributional style interacts with the negative style events to generate specific subtype of depression with symptoms of sadness, loss of motivation and suicidal ideation. In the context of this model, the internal factors (an attributional style) interact with the external factors (negative life events) to produce depression in the young women. Therefore, stress in womens’ lives has a direct impact on the levels of depressions. Caretaking and parenting demands on women often confer an increased risk for depression. Young women with children are particularly vulnerable especially for those that do not work outside the home (Duncan, 2004, p. 58). In fact, the more children in the house the more depression are reported. The responsibility of caring for the aging parents is often left to the adult daughters, which in turn increases their vulnerability to depression. Women seem to be more vulnerable to the negative effects of interpersonal relationships (McLeod & McLeod, 2009, p. 28). Women in unhappy marriages are three times more likely to be depressed than the single ones or men (McLeod & McLeod, 2009, p. 28). Women are more vulnerable to interpersonal violence than men are, and depression is a function of interpersonal violence (Beck, & Alford, 2009, p. 77). Depression can occur because of psychological and neurological changes caused by the interpersonal traumas. Smith & Elliott (2010, p. 44) claim there is a positive correlation between women with histories of childhood sexual and physical abuse and reversed neurovegatative depressive symptoms such as weight gain, increased appetite and hypersomnia, which suggests unique biological processes in trauma related depressions. Depression may also occur because of the effects of brain injuries suffered by battered women (Thomas, et al. 2008, p. 49). Sex Role socialisation Factors Certain types of stereotypical female personality traits as well as the gender role socialisation often contribute to the vulnerability of young women to depression. Weiten (2010, p. 37) claims that women with stereotypical beliefs on the gender roles of women and higher scores of measures of femininity are more vulnerable to depression. Furthermore, gender related personality traits like instrumentality are positively correlated to depression. The same is also true for socially influenced stereotypical female personality traits like dependency and passivity, which are conceptualised as mild manifestations of depression (Gotlib & Hammen, 2010, p. 22). Societal / Social factors Women are more likely to face lowered social status in work roles, family roles and community roles. Despite the gains, women have made both economically and socially, inequality between the sexes continues to persist in the society (Kittleson & Denkmire, 2005, p. 09). The reinforcement deficit theory postulated by Worrell and Remer (1992) indicates that depression is related to an unfavourable ratio between positive and negative person environment outcomes (Pettit & Joiner, 2005, p. 64). The low rate of positive outcomes is assumed to be caused by the increase in passive behaviour and dysphoric mood as the young women feel incapable of attaining personal goals leading to eventual withdrawal and despair. The inequity in family decision-making and access to family finance can cause women to feel powerless and unimportant, precursors to depression. Kantor (2007, p. 18) asserts that poverty is a pathway to depression. The majority of the people living in poverty in the United Kingdom ar e women and children. Dobson and Dozois (2008, p. 13) note that 10% of new cases of major depression are caused by poverty. The same is supported by Diamond (2005, p. 73) who hypothesises that depression is a function of financial hardships and poverty. Although gender differences in rates of depression do not differ by culture, the ethnic minority women and lesbians are at a higher risk because of the complexity and number of risks that they face on daily basis (Friedman, & Anderson, 2010, p. 63). The ethnic minority young women are more likely to be subjected to different socioeconomic factors for depression like ethnic/ racial discrimination, segregation into low status and high-risk jobs, lower educational and income levels, unemployment, single parenthood, poor health, marital dissolution and larger family sizes. Greenblatt (2011, p. 31) adds that being a member of a non-dominant group can also lead to experiences of discrimination and oppression, which are risk factors. Additi onally, intragroup and intergroup racism are also stressors that lead to poor health and psychological distress. Cultural role prescriptions for some ethnic minority women may at times lead to depression. For instance, for the Asian and British Indian women, the cultural norms of deference, passivity and courtesy may result in difficulties in self-assertion especially regarding issues of power consequently resulting in depression. Experiences of migration for any ethnic minority group may result in lack of social support, cultural conflicts, identity confusion, cultural adjustments, and feelings of powerlessness and diminished social status. Developmental Factors Gerrity et al (2001, p. 48) point out that prior developmental experience have a direct influence on the adult susceptibility to depression. This is particularly true for the individuals who have a history of neglect, abuse and parental loss as well as those that were brought up by depressed mothers. Additionally, the subsequent developmental transitions and the accompanying stressors increase the vulnerability of young women to depression. The developmental pathway of women often contain five major key points that begin when they start showing increased rates of depression in adolescence, continuing to the transitions on young adulthood, midlife and old age. Ussher (2010, p. 77) asserts that each of these transitions is accompanied by challenges and stresses. The intensity of these factors varies depending on the unique personality of an individual, social contexts, familial and social support, and life circumstances. One such interactive model indicates that girls arrive at the ado lescence stage with more pre-existing factors than boys do and these factors interact with social and biological changes of adolescence, which then extend into adulthood (Peacock & Casey 2000, p. 74). The young women in the age bracket of 15 to 25 are in the period of young adulthood. This period is a time of potential stress and strain for them because it is a time when they must make important interpersonal and vocational life choices that include decisions related to marriage and motherhood (White & Groh, 2007, p. 17). The young mothers with children at home face higher risks of depression. Epidemiological data indicates that the mid to late 20’s is the age at which women start experiencing depression because of the many decisions that they have to make (Stahl, et al 2003, p. 94). In the period of transition to adulthood, the women that were exposed to childhood adversities are more likely to be depressed compared to the ones that did not go through such terrible childhood s. The mid 20’s is the first time a woman must face the harsh realities of life in the context of the dreams and visions mapped out in the adolescence period. The discovery that adulthood is not as she expected often thrusts most women into despair and confusion. The fact that the young women are facing the challenges and stresses of adulthood for the first time in their lives makes them feel unprepared as the demands of adult life are at times very overwhelming (Ferentinos, et al. 2011,p. 63). These stresses make the young adult women vulnerable to psychological distress, particularly depression. Effects of depression on family and friends of the patients Weiten (2010) says that when a young woman gets depression, it does not affect her alone as it also has gross effects on their parents, siblings, friends and the whole family. All the people close to the individuals suffering from depression often get extremely worried about the patients. Beck and Alford (2009) claim that the worst part of it is that in most cases these people do not have the knowledge and skills to help the patients. This worsens the situation for the patients, as they feel helpless and in so doing adding more misery to the parents, siblings and close friends. Dobson and Dozois (2008) assert that the family members and friends get worried on the possibility of the young depressed women contemplating suicide because of their unstable conditions. In as much as they are always willing to help these young depressed women get back to the normal swing of things, the ways of doing it makes the whole thought a mirage. Therefore, they end up being very focused on them, alway s worrying for them and having difficult time connecting with the depressed young women because depression inhibits their ability to interact with other people. Depression hurts the young women both mentally and physically inhibiting their ability to work and function. The people who have affection for the young girls are often hurt by the experiences of their loved ones (Thomas et al 2008). Unlike the other physical illnesses, depression is not easily visible to people without prior experience. In fact, many people have no idea of its causes or treatment (Sleath et al 2005). The intangibility of the illness makes it very hard for the family and friends who are not able to feel or see the intensity of the suffering. Some family members and friends even deny the existence of depression because of the confusing nature of the illness. Castle, Kulkarni, & Abel (2006) claim that some family members and friends consider depression as a sign of personal weakness, while others often end up fighting alongside their depressed friends and family members. These too cases are both extreme and cause grief especially because the depressed young girls feel frustrated, misunderstood or overstretched to recover quickly. Demyttenaere, De Fruyt, and Stahl (2005) say that the symptoms of depression are very difficult to interpret. The young girls often get withdrawn and have little energy to perform ordinary daily tasks. Unfortunately, this is at times misinterpreted by the other family members as a lack of effort in helping in the daily house chores. Evaluation of initiatives for tackling the mental health problems among young women in the UK The purpose of this part of the dissertation is threefold: Make reference to some policies that touch on mental health of young women in the United Kingdom; Highlight some of the progress made by the government in helping the young people suffering from mental health problems; Identify the weaknesses and gaps in the policy and support and what should be done to improve their effectiveness. Owing to the large number of government policies on the young people, this dissertation will be highly selective in approach. INITIATIVES The National Service Framework for children, young people and maternity services policy contains the 11 standards that contribute to the mental well being of the young people. In 2007, the government developed the National Indicator Set to enable the central government manage the performance of the local government. These indicators were as follows: NI50, which monitors the emotional health of the children and young people; NI51 to monitor the effectiveness of government policy. The Children and Young People in Mind (CAMHS) made recommendations that highlight the role of all universal services like the police and midwives in promoting the mental health of children and young people. The government implemented two of its recommendations through the creation of National Advisory Council (NAC) and National CAMHS Support Service (NCSS). The role of the NAC is to hold the government accountable in ensuring that all the recommendations are met. The NCSS, on the other hand, was charged with the role of continually improving and sustaining service delivery. The New Horizons (2009) made mental health the responsibility of everyone. It required all the government departments to work as a team in the prevention of mental health problems and develop resilience in the households. It paid special attention to the need of improving transition from adolescence to adulthood and emphasised the importance of prevention of mental illnesses. In 2010, the Keeping Children and Young People in Mind applauded the need for the government to invest in the mental health and emotional well-being of the children and young people. The Progress Made The investment in CAMHS led to increased advocacy in building resilience, early intervention, general well being and the called for support from families. As a result, there was an increase in the number of professional staff to offer services to the young people (Ferentinos et al 2011). However, the progress was slower for the 16 and 17 year olds as evidenced by the increased number of young people of this age spending time in psychiatric hospitals. This implies that comprehensive implementation of CAMHS is not easy and will require more time and commitment from all the stakeholders. The Mental Health Promotion Driving Policy in the New Horizons is performing well although it is mainly adult focused which places the young women at an increased risk of being lost in the bigger agenda. The Challenges and Recommendations Most of the government policies on young people are properly aspirational although turning them into reality on the ground remains the biggest challenge. The process of implementation is very critical as it underlines the efficiency of the policies. It will be impossible to realise the vision of these policies without total commitment and consistent long term funding. This is why it is advisable for the government to look into ways of ensuring better management and leadership to ensure that these services reach the people as envisaged in the policies. Presently, there is still a gap in the logic on the empowerment of people, families and communities on taking care of mental health (Castle, Kulkarni, & Abel, 2006). Many people have gone through the process of intervention but the real solution lies on empowering individuals with the skills, knowledge and resources to deal with mental health challenges on their own. Helping the young women with self-awareness, social and emotional skil ls, and foster knowledge will help them take the responsibility for their mental health and emotional well-being. Conclusion This dissertation has identified the factors that contribute to a mental health problem (depression) among young women 15 to 25 of age in the UK. The secondary research also assessed the effects of the condition on the family and friends of the patients and then evaluated the policy and support for tackling the mental health problems among young women in the UK. The extensive review of academic articles and books revealed that the young women aged 15 to 25 are exposed to the risk of being depressed as a result of the interplay between biological and environmental factors. Furthermore, the rates of depression were found to be higher in the women population compared to men. The study also revealed that depression in the young women of this age bracket has negative effects on their family and friends. The worst part of it is that the family and friends are always willing to help their loved ones recover from mental health problems but are prevented from doing so because of their lack of knowledge and skills in handling depression. As a result, depression ends up disrupting the relationship between the patients and their loved ones who equally end up being distressed as well. The government has enacted many policies to contain mental health problems in the country, however there are still challenges as highlighted in the discussion. These policies although aspirational, still need more commitment in terms of funding, leadership and management for them to have their intended impact in the country. Recommendations The policies for helping the young girls aged 15 to 25 have already been identified and enacted by the government. The only challenge remaining is the implementation process, which is proving to be difficult as evidenced by the high number of young girls spending their time in the psychiatric hospitals. This can be addressed through increasing the amount of funds allocated to the project. This increase will enable the government to reach more people and empower them with the knowledge and skills on how to handle mental illnesses. As already outlined, the family members and friends are always willing to help the depressed young women but then they lack the necessary knowledge and skills. Equipping these people with the knowledge and skills will be helpful in reducing the rates of depression among young women aged 15 to 25 because they have a close contact and better understanding of their loved ones. Additionally, consistent evaluation and assessment of the policies will also be helpf ul to the government in terms of identifying new ways of helping the young girls. Limitations of the study The study was only reliant on secondary data as the researcher was not able to interact directly with the respondents. This implies that the errors that may have been made by the secondary data could have been replicated in the outcomes of this study. Secondly, very few policies are tailored for this particular age group so the policies used were those overlapping between late adolescence and early adulthood. This may have in some way affected the results although the impact may not be that big given that the age group of 15 to 25 lie in the same period of late adolescence and early adulthood. Bibliography Beck, A. T., & Alford, B. A. (2009). Depression: Causes and treatment. Philadelphia: University of Pennsylvania Press. Brady,. T. 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