Cause and Effect Research Paper Example | Topics and Well Written Essays - 750 words

Cause and Effect - Research Paper Example The causes of advertising for blood donations in the past thirty years are the high demand for blood, the need to strengthen civic engagement beliefs, the reinforcement of social norms, and the effectiveness in appealing to different donor motivations, while the effects of advertising for blood donation differ, depending on the kind of motivations used, although studies showed that the most effective blood donation advertisements are those that appeal to altruism and social norms. Two of the contributing causes of advertising for blood donation are the high demand for blood and the improvement of civic engagement. The American Red Cross reported that only five percent of the eligible population donates blood, when it is estimated that almost 95 percent of all Americans will need blood in their lifetime (Windley, 2006, p.1). In her dissertation â€Å"Young Blood: Persuading Young People to Give Blood By Applying Concepts of Self-Perception and Social Norms Theories To Recruitment Ads,† Windley (2006) stressed that many first-time donors do not come back as repeat donors, especially when they are motivated initially through pressure from their family and friends. Misje et al. (2005), in their journal article â€Å"Motivation, Recruitment and Retention Of Voluntary Non-Remunerated Blood Donors: A Survey-Based Questionnaire Study,† noted from their review of literature that social pressure is not enough to sustain repeated blood donations (p.236). T hese sources agreed that social pressures are not sustainable forces in the voluntary blood donation settings, and they indicated the importance of advertisements in attracting blood donors. Local and international health organizations are then beefing up the call for blood donation through different marketing campaigns. Aside from the demand for blood supply, declining sentiments of civic engagement also drives advertisements that recruit blood donors, based on the study of Windley (2006). Different generations

Experience in a Group Project Essay Example | Topics and Well Written Essays - 1500 words

Experience in a Group Project - Essay Example The Cardinal Newman College owns St Augustine Centre that is essentially is a leisure centre. Located in the heart of Avenham, the St Augustine Center has a lot of facilities to provide the community with that include but are not limited to sports, library and recreation. Newman College is one of the best colleges in the area and is for students aged between 16 and 18 years. St. Augustine’s Regeneration Trust (START) was the original owner of this building. The centre opened in 2005 with the aid of Diocese that loaned  £500,000 to START along with forwarding a Letter of Comfort to the bank worth 1.1 million. Unfortunately, money was used wrongly and the loan had to be raised to  £700,000. After some years, Diocesan Trustees resolved to give this building in the control of Cardinal Newman College and proposed that the local community secured the facilities. The Diocesan loan has been returned. Our goal was to enhance the use of this center by the local community. For that, we had to generate awareness among the community, increase center and gym memberships among the local community, improve the quality of fitness programs, and develop retention methods. In order to accomplish the task, five students were assigned to our group, me included. For the rest of the paper, I shall refer to them as A (me), B, C, D, and E. After our group had formed, the first challenge that we had to face was the selection of company with a problem that fell in the scope of our domain and was also worth spending the time finding solution for. Different members came up with different proposals, but either the problem was too aggravated to be solved in the time we had or else, the company was not willing to let us intrude into their business. After much search and days of uninterrupted struggle, we were able to find Newman College with the problem of church utility. Soon after we had found it, we conducted a thorough literature review of the college to see the origin of the problem, what events had happened since its formation till now, and the challenges that the college administration was facing with respect to the church. We approached the college administ ration for this, introduced ourselves and proposed to find a solution for their problem. They happily agreed to provide all assistance that we might need in our way of finding the solution for this long cultivated problem. The five of us took care of the different areas. I was chosen as the leader, so my task was to administer the project, enhance the coordination and cooperation among team members, keep the project on the track, and keep track of time and cost because we had time and cost constraints and could not spend beyond the amount specified by our college. I would provide all team members with the required equipment and facilities and would ensure their maximum utility. B took the charge of generating awareness. C was responsible to improve the center and gym memberships. D was to devise and improve the quality of fitness programs and E was supposed to develop the retention methods. Marketing, finances and human resources happen to be the key elements for success in any proj ect, so our first meeting with Cardinal Newman was about these elements. From our side, B met with Katie O’Reilly, the Director of Corporate Resources. This meeting was very useful and generated important information for us regarding the project. After the first meeting, B was assigned the task of conducting all correspondence and meetings with Katie. The meetings were not scheduled strictly. They were irregular in general but were conducted quite often.

Irritable Bowel Syndrome (IBS): Causes and Treatments

Irritable Bowel Syndrome (IBS): Causes and Treatments Lucy Crawshaw Irritable Bowel Syndrome – What is IBS and what are the treatments? The aim of this report is to provide information on Irritable Bowel Syndrome (IBS) and inform those diagnosed with IBS about the treatments available. IBS is a common condition of the small and large intestine, or ‘bowel’. It affects about 15% of the population and of those affected, about 9% are female and 6% are male. IBS is a functional condition, meaning that it disrupts bowel function but does not cause detectable abnormalities in the structure of bowel. This can lead to doctors and the public trivialising the condition, even though it affects patients’ quality of life by causing pain, problems associated with passing faeces and psychological issues such as depression. The Digestive System The body’s cells require many different molecules and ions to function; it is the digestive system (shown in Figure 1) which supplies these nutrients. The term ‘digestion’ encompasses ingestion, digestion (the breakdown of food into its component nutrients), absorption of nutrients and excretion of waste products. During ingestion, food is placed into the mouth, chewed and mixed with saliva to form a soft mass, or bolus. Saliva contains enzymes which catalyse, or speed up, the breakdown of food. After the bolus is swallowed, it travels down the oesophagus into the stomach, aided by peristalsis (muscular contractions which travel down the particular organ). In the stomach, gastric juices including hydrochloric acid and enzymes break down the bolus into a liquid called chyme. The chyme enters the small intestine along with pancreatic juices containing enzymes, and bile (which is produced by the liver and 269 words stored in the gall bladder), where it is fully digested. The nutrients released are absorbed through blood vessels in the small intestine. Peristalsis pushes the undigested matter, including fibre, resistant starch and bacteria into the large intestine (which is divided into the cecum, colon and rectum). Once in the colon, water is absorbed, turning the matter into faeces. The faeces moves into the rectum by peristalsis, after which it is excreted from the anus. What are the symptoms? The severity of IBS symptoms vary but are usually worse in the morning and after eating. Typical symptoms include painful abdominal cramps, which ease after passing faeces, abdominal bloating, flatulence, changes in the consistency of faeces (ranging from diarrhoea to constipation) and passing mucus with faeces. Sufferers may also feel the sudden need to empty their bowels or feel that their bowels are not empty despite having been to the toilet. Other symptoms can include feeling sick, back ache, lethargy, bladder problems including the urgent need to urinate, difficulty emptying the bladder and incontinence and dyspareunia, or pain during sex. IBS is unpredictable in that sufferers may experience no symptoms for months, then experience a ‘flare-up’ for no discernible reason. Symptoms may settle within 2 to 3 days or can take months to settle. IBS has also been linked with psychological problems such as depression and anxiety. It has been estimated that 3 in 4 sufferers will develop depression and about 50% will develop Generalised Anxiety Disorder (GAD). What are the causes? The exact cause of IBS is unknown although several theories have been proposed. Some experts believe that IBS is caused by a change in the speed at which chyme is processed through the bowel; slower processing allows the colon more time to absorb water, causing constipation by making faeces harder and more difficult to excrete. If processed more quickly, less water is absorbed, resulting in diarrhoea. A second theory is that IBS is caused by disruption to nerve signals between brain and bowel, increasing sensitivity to pain, so that mild indigestion to a non-sufferer may cause severe pain to IBS sufferer. Both of these changes may be linked to food poisoning or intolerance to certain foods. Another theory suggests that these changes may be caused by stress, anxiety or trauma during childhood (such as abuse or neglect), which decreases the level of the neurotransmitter serotonin in the body. Serotonin is produced by the brain and intestines, and is important in controlling mood and digestion. Reduced serotonin levels have been linked to depression and slow peristalsis in the bowel, leading to constipation. Higher levels of serotonin in the body can increase peristalsis, causing diarrhoea; this theory may help to explain the link between IBS and depression. IBS may also be related to Small Intestinal Bacterial Overgrowth (SIBO), where bacteria from the large intestine migrates to the small intestine and ferment the indigestible components of chyme, and giving off hydrogen, carbon dioxide and methane gas. How is IBS diagnosed? As IBS causes no physical changes to the bowel, doctors must rely on patients describing their symptoms. A diagnosis can be made if the patient has been suffering from the typical symptoms for the previous 6 months. However, doctors may wish to carry out tests including blood tests and faeces tests, to rule out other conditions which cause similar symptoms, like inflammatory bowel disease, 1eliac disease or infections. What are the treatments? As yet, no cure has been found for IBS, however symptoms can be managed. One of the easiest treatments is modification of the diet. Dietary advice is best provided by healthcare professionals on an individual basis, based on the patient’s symptoms and reactions to certain foods. Recording a food diary detailing what is eaten and any ill-effects is an effective way of identifying the changes which are needed. Seeking dietary advice may also benefit other aspects of patient health, including ensuring a balanced diet, and weight management. Fibre, from components of plants like cellulose, lignin and pectin which are resistant to digestive enzymes, is an important factor in the diet. Soluble fibre dissolves in water, causing it to swell and form a gel, softening faeces and stimulating peristalsis. It is though that increasing soluble fibre and water in the diet can ease the symptoms of IBS. In contrast, insoluble fibre acts as an irritant to IBS sufferers as it remains intact during digestion, increasing the speed at which faeces travels through the bowel. Soluble fibre is found in foods like rice, pasta, oats, root vegetables and fruits including bananas and mangoes. Generally, foods which are stringy, have tough skin or contain seeds are high in insoluble fibre. Specific examples include cereals, wholegrain foods, nuts and seeds, salad and dried fruit. Insoluble fibre should not be completely excluded from the diet but should be consumed in small quantities alongside soluble fibre. Cooking, chopping and pureeing foods containing insoluble fibre may help to reduce their ill-effects. To reduce flatulence, a low FODMAP (Fermentable Oligosaccharides, Disaccharides, Monosaccharides and Polyols) diet is recommended. FODMAPs are carbohydrates which are resistant to digestion and as a result, ferment in the bowel. Foods containing FODMAPs include processed wheat products, dairy products containing the sugar lactose, beans and some fruit and green vegetables, including peaches, nectarines, apples, cherries, cabbage, broccoli and peas. Other ‘trigger foods’ that should be avoided include red meat, dark poultry meat and skin, saturated fats (such as butter and lard), sulphur-rich foods including onions and garlic, acidic foods like vinegar and citrus fruits, fructose (fruit sugar) and artificial sweeteners. IBS sufferers are advised to eat regularly, avoid skipping meals and take their time whilst eating. Drinking about 2 litres of non-caffeinated, non-alcoholic liquid per day is also recommended. It is though that probiotic products like yoghurts and capsules may ease IBS symptoms in some patients. It is currently recommended that patients should use a product for 4 weeks before deciding whether it is beneficial. Other suggested ‘off-the-shelf’ products include remedies containing herbs like peppermint, fennel and acacia. Another effective way to manage IBS, whilst also benefiting other aspects of a patient’s health, like weight management and fitness, is to conduct about 150 minutes of moderate-intensity exercise per week (like cycling and walking). Exercise reduces stress by increasing serotonin levels and also pumps blood away from the bowel and towards other muscles, which may help to ease IBS symptoms both during exercise and in the long-term. Stress can also be reduced with relaxation techniques such as breathing exercises and meditation and activities like yoga. Other methods to reduce stress or treat IBS-linked depression are counselling, hypnotherapy and Cognitive behavioural therapy (CBT), which teaches people to alter their thinking and behaviour. Alternative treatments like acupuncture and reflexology are not recommended. When other treatments fail, doctors may recommend medication. While medication can ease the symptoms of IBS, it may also pose a risk to health due to possible side effects. Antispasmodics such as Mebeverine are prescribed to relax the bowel muscles thus reducing painful abdominal cramps. For patients with constipation, bulk-forming laxatives, like Normacol or Fybogel, can make bowel movements easier and more regular, due to the insoluble fibre contained within these drugs. In contrast, antimotility medicines such as Loperamine slow peristalsis allowing faeces time to solidify in the bowel, thus easing symptoms for patients with diarrhoea. Finally, irrespective of whether a patient is displaying psychological symptoms of IBS, antidepressants may be prescribed. Tri-Cyclic Antidepressants (TCAs), like Amitriptyline, interact with neurotransmitters (including serotonin) in the brain where they reduce anxiety and pain, and in the intestines where they slow peristalsis, making them effective for treating patients with diarrhoea. Selective Serotonin Reuptake Inhibitors (SSRIs), like Citalopram, increase serotonin levels in the body, proving them beneficial to patients with constipation. Is treatment effective? A study entitled ‘Effects of a health program comprising reassurance, diet management, probiotics administration and regular exercise on symptoms and quality of life in patients with irritable bowel syndrome’ found that such treatment significantly eased the symptoms of 143 IBS patients who suffered from pain, diarrhoea-dominant IBS or constipation-dominant IBS (as shown in Figure 2). However, this study does not show the individual effect of each treatment. With regards to probiotics, the NHS argues that little evidence supports their use, however studies such as those cited by probiotic manufacturer OptiBac suggest that their products can be highly efficacious. There is also little evidence to support the use of herbal remedies. A review of previous studies entitled ‘Efficacy of antidepressants and psychological therapies in irritable bowel syndrome: systematic review and meta-analysis’ found that antidepressants were 34% more effective than placebo drugs in reducing the symptoms of IBS, while psychological therapies reduced symptoms in 33% of patients. The conclusion stated that both treatments are ‘effective’. What are the implications treatment? The ease of availability of information about self-help treatments, (especially on the internet) could be considered unethical as patients may fail to seek professional medical help. The implication is that patients may receive inadequate treatment for their IBS or that other causes of their symptoms may not be diagnosed, which could prove fatal. The lack of conclusive evidence supporting the use of herbs and probiotics as self-help treatments raises questions as to the ethics of manufacturers promoting such products as they may give rise to ‘false hope’ of a cure. There are also questions as to the ethics of prescribing medication for a ‘functional’ condition. In addition, social stereotyping could lead to patients prescribed antidepressants being labelled as ‘crazy’ etcetera. Finally, the treatment of IBS has a significant economic impact on the UK; the National Institute of Health And Care Excellence (NICE) estimate that diagnosis and management of IBS cost the NHS  £7,879000 in 2008. Evaluation of reference materials Websites like ‘NHS Choices’ and ‘Patient’ provide a useful overview on IBS and cover a wide range of topics, however fail to fully explore many areas including how the different types of fibre affect IBS, why exercise is beneficial to sufferers and how certain drug treatments work. Despite the ethical issues related to selling untested remedies, of all the references cited, ‘Help for IBS’ provides the most practical advice on changing dietary fibre intake, including food preparation tips. In contrast, other websites like ‘NHS Choices’ purely state that changes should be made. ‘Help for IBS’ also includes information on other ‘trigger foods’, which was not available in the other resources. Bibliography SOANES, C., STEVENSON, A., (2009), Oxford Dictionary of English, Oxford, OUP http://www.bsg.org.uk/clinical/commissioning-report/ibs/functional-symptoms.html  (12 Nov 2014) http://www.patient.co.uk/health/irritable-bowel-syndrome-leaflet (11 Nov 2014) http://www.nhs.uk/Conditions/Irritable-bowel-syndrome/Pages/Introduction.aspx  (11 Nov 2014) http://www.bbc.co.uk/bitesize/standard/biology/animal_survival/the_need_for_ food/ revision/4/ (12 Nov 2014) PAUL, I., (2002), Digestive System: Biology, USA, Macmillan Reference Science Library http://www.medicalnewstoday.com/articles/232248.php (13 Nov 2014) http://ibs.about.com/od/medicationforibs/a/Antidepressants-For-IBS.htm  (13 Nov 2014) http://digestivehealthinstitute.org/2013/05/10/resistant-starch-friend-or-foe/  (14 Nov 2014) (2008), Diagnosis and management of Irritable Bowel Syndrome in primary care, London, NICE http://www.co-operativepharmacy.co.uk/Pharmacy/Medicine-Chest/NHS-Articles/L/Laxatives/ (13 Nov 2014) http://www.webmd.com/diet/fiber-health-benefits-11/insoluble-soluble-fiber  (13 Nov 2014) http://www.helpforibs.com/diet/fiber2.asp (15 Nov 14) http://www.optibacprobiotics.co.uk/faq/which-probiotics-are-for-ibs (16 Nov 2014) http://www.sparkpeople.com/resource/fitness_articles.asp?id=840 (13 Nov 2014) http://www.lef.org/protocols/gastrointestinal/constipation/page-04 (16 Nov 2014) (2008), National Costing Report: Irritable Bowel Syndrome, London, NICE EL-SALHY, M., LILLEBO, E., REINEMO, A., SALMELID, L., HAUSKEN., (2008), Effects of a health program comprising reassurance, diet management, probiotics administration and regular exercise on symptoms and quality of life in patients with irritable bowel syndrome, Gastroenterology Insights FORD, A.C., TALLEY, N.J., SCHOENFELD, P.S., QUIGLEY, E.M.M., MOAYYEDI, P., (2008), Efficacy of antidepressants and psychological therapies in irritable bowel syndrome: systematic review and meta-analysis, Gut

Comparing the Behavior of Characters in Richard III :: William Shakespeare

RICHARD III Compare the behavior and reactions of Richard, Anne and Elizabeth in Act One Scene Two and Act Four Scene Four. In the start of both scenes, both Elizabeth and Anne are enraged and verbally attack Richard. Both women did not intend to marry Richard. hard was a very clever man, until he became king. He became over confident and did not even realise when he was losing a battle with the not-so-soft Elizabeth. He was successful with the weak, tenderhearted Anne in Act one Scene Two. He was very ruthless. He was very determined to get what he wanted, whatever he had to do for it. In Act Scene Two, Richard is very clever and intelligent with his moves in convincing Anne to marry him. In fact his knowledge and organisation led him to having three stages of development in manipulating Anne. Anne was an easy target though. He thought that Elizabeth was just as easy to convince, so he did not put any extra effort in. But little did he know that that extra effort would have saved his life. He totally put aside his manipulation skills and took it calm and easy in Act Four Scene Four, so he had to get quite desperate at the end of the scene. He was satisfied to know that he won both oral battles against the ladies, at least he thought so. But Elizabeth was not as weak as poor Anne was. She had a couple of tricks up her sleeve. She was aware of Richard’s evil plans. She had a feeling Richard had slaughtered her dear sons, as well as innocent lady Anne. She knew for sure that he had murdered Anne’s husband and father in-law. And she had a feeling that he had done more harm than what meets the eye. She acted as though she gave in and made the path clear for Richard to marry her daughter (Elizabeth, of the same name). Richard had weakened since he had become king and was no longer ruthless as he had no reason to be ruthless. He had got what he wanted and was pleased with himself. He thought he was invincible, and he was too confident, which cost him his life. If he had been more careful, he would have been aware of the danger that lied before him. But, he did use some similar techniques in both the scenes. Comparing the Behavior of Characters in Richard III :: William Shakespeare RICHARD III Compare the behavior and reactions of Richard, Anne and Elizabeth in Act One Scene Two and Act Four Scene Four. In the start of both scenes, both Elizabeth and Anne are enraged and verbally attack Richard. Both women did not intend to marry Richard. hard was a very clever man, until he became king. He became over confident and did not even realise when he was losing a battle with the not-so-soft Elizabeth. He was successful with the weak, tenderhearted Anne in Act one Scene Two. He was very ruthless. He was very determined to get what he wanted, whatever he had to do for it. In Act Scene Two, Richard is very clever and intelligent with his moves in convincing Anne to marry him. In fact his knowledge and organisation led him to having three stages of development in manipulating Anne. Anne was an easy target though. He thought that Elizabeth was just as easy to convince, so he did not put any extra effort in. But little did he know that that extra effort would have saved his life. He totally put aside his manipulation skills and took it calm and easy in Act Four Scene Four, so he had to get quite desperate at the end of the scene. He was satisfied to know that he won both oral battles against the ladies, at least he thought so. But Elizabeth was not as weak as poor Anne was. She had a couple of tricks up her sleeve. She was aware of Richard’s evil plans. She had a feeling Richard had slaughtered her dear sons, as well as innocent lady Anne. She knew for sure that he had murdered Anne’s husband and father in-law. And she had a feeling that he had done more harm than what meets the eye. She acted as though she gave in and made the path clear for Richard to marry her daughter (Elizabeth, of the same name). Richard had weakened since he had become king and was no longer ruthless as he had no reason to be ruthless. He had got what he wanted and was pleased with himself. He thought he was invincible, and he was too confident, which cost him his life. If he had been more careful, he would have been aware of the danger that lied before him. But, he did use some similar techniques in both the scenes.

Nelson Mandela And His Life And Work History History Essay

Nelson Mandela. The adult male everyone knows about. The adult male who was against the Apartheid. He did n't merely speak about it, but he besides did something about it. He ‘s a great adult male. In this chapter we ‘ll speak about his life, his actions and how these actions have changed the universe. Biography Rolihlahla Mandela, subsequently called Nelson Mandela, was born on July 18, 1918 in Mvezo. A bantam small town in the state of Transkei, South Africa. Mandela ‘s male parent had three married womans. The 3rd one was Mandela ‘s female parent, here name was Nosekeni Fanny. Mandela ‘s male parent was destined to be a main and served as a counselor to tribal heads. But this was non traveling tot happen. Over a difference with the local colonial magistrate, he lost his rubric and luck. Because of this event, they were forced to travel tot Qunu. This was an even smaller small town so Mvezo and lay in North of it. The small town was n't developed by far. There were n't any roads, merely some foot waies. The household lived in huts and could merely afford the local crop to eat. This consisted corn, sorghum, Cucurbita pepo and beans. Water could merely be fetched from springs and watercourses and cookery was done outdoors. Mandela ‘s household had a truly heard clip, but he himself could still be a kid. He played games with the other male childs who lived in the small town. Rolihlahla ‘s male parent ‘s friends suggested that Rolihlahla would travel to the Methodist church and so he became the first in his household to go to school. As was the usage at the clip, Rolihlahla got a new first name. This was likely due to significance of his old name: ‘troublemaker ‘ . His instructor told him his new name would be ‘Nelson ‘ . Since so Mandela was no longer called Rolihlahla, but Nelson Mandela. The name of the adult male we know today as a really great adult male in history. When Nelson Mandela was nine old ages old his male parent died of a lung disease. This changed his life dramatically. He was adopted by Chief Jongintaba Dalindvebo, the moving trustee of the Thembu people. Old ages earlier Nelson ‘s male parent had recommended Jongintaba to be made a head. So this was done as a gesture to him. This acceptance meant that Nelson had to go forth the small town Qunu. He moved to Mqhekezweni, the provincial capital of Thembuland. Here was the head ‘s royal abode where Nelson would be populating in the following few old ages. His new household treated him good. Nelson was given the same position and duties as the trustee ‘s two other kids, his boy Justice and his girl Namafu. Nelson besides got instruction. He studied English, Xhosa, history and geographics at a one-room school next to the castle. During his stay in Mqhekezweni, a few senior trustees came to the Great Palace on official concern. It was caused by them that he got so interested by African history. They told him about South Africa. About the manner how the people lived in peace before the white people had arrived. The people of South Africa lived as brothers until the white work forces ruined that bond. The white work forces took all the land for themselves and left nil for its original dwellers. This cognition has had a great influence on his ulterior life. When the male childs in Africa were 16 old ages old, they would do the passage from boyhood to manhood. So would Mandela. This was a ritual every male child would travel through in his life. When it was Mandela ‘s bend, it was n't an ordinary rite. Most of the clip the rite was something you should be happy about. You were turning into a adult male! But this clip it was n't that cheerful. The chief talker at the ceremonial, Chief Meliggili, spoke unhappily of the immature work forces as a coevals enslaved in their ain state. Their land was under the control of the white work forces, so they would ne'er hold the power to regulate themselves, he said. Because of this it was non the ceremonial the immature male childs had expected. But at least, Nelson had eventually turned into a adult male! In 1939, the twelvemonth when Nelson turned 18, he went to the University College of Fort Hare. This was the lone residential Centre of higher acquisition for inkinesss in South Africa. You can compare Fort Hare with Oxford or Harvard. Mandela took all the needed classs, but focused on Roman Dutch jurisprudence. This was to fix for a calling in civil service as an translator or clerk. This was the best profession you could obtain as a black adult male. A few hebdomads after Nelson got home from the University College of Fort Hare, the trustee Jongintaba announced he had arranged a matrimony for him. Mandela was shocked and felt trapped. He ran off to Johannesburg, where he had a assortment of occupations. While he was working he besides was finishing his unmarried man ‘s degree via correspondence classs. After this he went to the University of Witwatersrand where he studied jurisprudence. During his survey he became actively involved in the anti-apartheid motion and joined the African National Congress ( ANC ) in 1942. Within the ANC, a little group of immature Africans ( Nelson Mandela included ) bonded together, naming themselves the African National Congress Youth League. They wanted to alter the old tactics of polite petitioning. They wanted to make something that was effectual. In 1949 the ANC officially adopted the methods of the Youth League. From now on they used methods like work stoppages, civil noncompliance and non-cooperation with the white work forces. Their end was to acquire redistribution of land, merchandise brotherhood rights and free and mandatory instruction for all the black kids. For 20 old ages Nelson directed a run of peaceable, non-violent rebelliousness against the South African authorities and its racialist policies. These runs included the Defiance Campaign in 1952 and the Congress of the Peoples in 1955. But non everything was condoned. In 1956 Mandela and 150 others were arrested, but besides instantly acquitted. During this period, a new organisation was formed, the Africanists. Another group of black militants, but who disagreed with the methods of the ANC. They thought it was uneffective. By 1959 the ANC lost much of its support, because of the Pan-Africanist Congress. The new name of the Africanists, who had grown in figure of back uping people. Mandela, who was ever committed tot non-violent protest, began to believe otherwise by 1961. He believed the lone manner to accomplish alteration was armed battle. Because of this new idea he co-founded Umkhonto we Sizwe, besides known as MK. This was an armed outgrowth of the ANC. It was formed to stop apartheid utilizing guerrilla war tactics and sabotage. He organized a three-day national workers work stoppage in 1961, which led to his apprehension in 1962. He was sentenced to five old ages in prison for the work stoppage. But this was n't the concluding determination. He was brought to test once more in 1963, where he and ten other ANC leaders were sentenced to life imprisonment for political offenses, including sabotage. Mandela was imprisoned on Robben Island. Here he received the lowest degree of intervention because of the fact that he was a black political captive. However, Mandela spent a portion of his imprisonment rather good. He earned a Bachelor of Law degree through a University of London correspondence plan. About everyone in the universe knew Mandela by so. He was a symbol of black opposition. Mandela got much international support, but this was n't that helpful for him. The South African authorities kept him locked up on Robben Island. Mandela did n't remain on Robben Island. In 1982 he and the other ANC leaders were moved to Pollsmoor Prison. This was to enable contact between the captives and the authorities of South Africa. Many offers were made to Mandela. So offered president P.W. Botha in 1985 Mandela ‘s release in exchange for abdicating armed battle, but this offer was rejected. The force per unit area continued to lift. Not merely local, but besides international. In 1989 Botha suffered a shot. Because of this he was replaces by Frederik Willem de Klerk. This alteration of president led to the release of Mandela in 1990. Not merely this had changed. The ANC were unbanned, the limitations on political groups were removed and executings were suspended. Mandela did n't desire foreign powers to interfere. He stated a committedness to work toward peace. But he did n't stop the armed battle of the ANC. This would go on until the black bulk received the right to vote. In 1991 Mandela was elected president of the ANC. He kept negociating with president De Klerk. He still wanted multi-racial elections. The white people were willing to portion the power, so that was n't the job. The job was that many black Africans wanted a complete transportation of power. The dialogues were frequently really labored and there were a batch of violent eruptions trough the whole state. Besides Mandela played a function in the agitation of the land. He made certain the presentations and armed opposition went on, to put an even heavier force per unit area on the South African authorities. Mandela ‘s tactics led to success. On April 27, 1994, the first democratic elections were held in South Africa. A few months subsequently, on May 10, 1994, Mandela ( who was 77 old ages old ) was chosen to be the state ‘s first black president. De Klerk was became his first deputy. Nelson and de Klerk won the Nobel Prize for Pease in 1993, for leveling apartheid. Mandela published his autobiography ‘Long Walk to Freedom ‘ in 1994. Much of this book had he, in secret, written while he was in prison. Mandela worked while he was president on the relationship between the black and the white people. He used the state ‘s enthusiasm for athleticss for this. He encouraged the black work forces to back up the white work forces with their athleticss, in peculiar Rugby. And so he encouraged the white work forces to back up the black work forces with their athleticss. This led to Mandela ‘s end, a better relationship between those to groups. Not merely did he work on this, he besides worked on the state ‘s economic system. He protected it from prostration. Mandela had formed a Reconstruction and Development Plan, which led to the creative activity of new occupations, lodging and basic wellness attention. In 1996 he signed into the jurisprudence of South Africa that everyone was equal to each other and that everyone had the right to vote. In 1999 Mandela retired from active political relations. He still maintained a busy agenda. He had founded his ain organisation: the Mandela Foundation. This foundation built schools and clinics in South Africa. He besides published a figure of books. Those were about his life and battle. Mandela was diagnosed and treated for prostate malignant neoplastic disease. Three old ages subsequently, in June 2004, he announced his formal retirement from public life. He returned to his native small town of Qunu. This was at the age of 85 old ages. In July 2007, Mandela convened a group of universe leaders in Asia, the Middle East and Africa. Among them Graca Machel, Desmond Tutu, Kofi Annan, Ela Bhatt, Gro Harlem Brundtland, Jimmy Carter, Li Zhaoxing, Mary Robinson and Muhammad Yunus. They named themselves ‘The Elders ‘ . This group wanted to happen solutions to jobs around the universe. The fought for peace, adult females ‘s equality, an terminal to atrociousnesss and democracy. Mandela besides fought against AIDS. This disease killed his boy, Makgatho Mandela in 2005. Mandela was married three times. To Evelyn Ntoko Mase from 1944 boulder clay 1957, they had four kids. From 1958 boulder clay 1996 he was married with Winnie Madikizela-Mandela with whom he had two girls. He ‘s now married to Gra & A ; ccedil ; a Machel since 1998. A closer expression to his actions

Emotional, Behavioral, and Physical Disabilities Essay

When it comes to students, teacher’s roles in determining how to teach a student with emotional and behavior disorder, Physical disabilities and Health Impairments, Traumatic Brain injury, Hearing impairments, and Visual impairments is to create an environment in which all students can feel safe and can participate to the best of their abilities. When it comes to proving a positive learning environment for students who has disabilities it can be a great challenge within the classroom cause each student has their very own needs, intellectual and physical abilities, perceptions and most of all learning styles which may vary for each student. It is very important to know the students needs and identify and areas of curriculum before teaching a student because may present problems for them. In order to do that a teacher most have some teaching strategies that they can modify in order to help teach their student who have disabilities where it can help identify the students special needs and it will offer strategies for the teachers to put within a lesson plan to teach and give all students a change to success in learning. There are lots of strategies teachers can use for example, when it comes to students with emotional and behavior disorders may students may have gifts or even learning disabilities in which case can divide from expectations or even from standards of behaviors. Some teaching strategies that teaching can use for a student with emotional and behavior disorders are a teacher need to work long term improvements without expecting immediate and strong success from the student, try to expose students with behavior disorder to students who are not special need. Try and allow students to walk around classroom and talk with the students about what they like or dislike helping learn about the student strength and weakness to be able to started making an outline of a lesson plan for them. Structure rules, a schedule for the student, arrange the room for students comfort for a more conductive learning environment for the students to learn in. teachers need to setup students a way to other outlets ways to reduce frustration and angry by model and role playing appropriate behavior for them to see. 2010 McGraw Hill) Most important I think a teacher and do also is create a cool off spot within the class for the student to calm down once they become frustrated or angry it can help model and reinforce proper behavior from the students one they have common down which will help the teacher to keep everyone else calm. Lastly they need to communicate with other teachers and the student parent to keep the line of communication open about the student educat ion. There are lots of different characters of students with emotional and behavior disorder and some examples are fighting and hitting, getting out of their sets, disturbing others by yelling and talking loud, destroying things by throwing, do not like to follow orders and some curses a lot in which cases some cannot help it. Next there are Physical disabilities and Health Impairments where student are not able to learning easy without help. For example students with Physical disabilities are those who have are orthopedic impairment in which one or more limbs are severely restricted and there are those who have health impairment. 2010 McGraw Hill) Some teaching strategies for teachers are to learn about special devices or procedures, help other students and adults understand and accept physically disabled students and to keep in mind that some students in wheelchairs have full uses of their hands and others do not. Most important allow student to participate in all activities like field trips, special events , projects and make sure they have full access to the classroom and nothing is blocked them in like them going down narrow hallways and heavy doors where they cannot get out. 2010 McGraw Hill) Some characteristics of Physical and health impairments are Mobility issues, fatigue, weak muscle, attention involvement and Hypotonic-low muscle tone. Lately there is traumatic brain injury (TBI) is a form of Acquired brain injury, occurs when a sudden trauma causes damage to the brain. TBI can result when the head suddenly and violently hits an object, or when an object pierces the skull and enters brain tissue. 2013 National Institute of Neurological Disorders and Stroke) Some teaching strategies for teachers are reduce distractions in the student’s work area like remove extra pencils and books, Divide work into smaller sections where the teacher have the student complete one section at a time, Ask the student to summarize information orally that has just been presented, Use cue words to alert the student to pay attention like â€Å"listen,† â€Å"look,† and â€Å"name† lastly establish a nonverbal cueing system by using eye contact and touch to remind the student to pay attention. 2000 TBI Challenge Vol. 4, No. 2) Some Characteristics of a person who has traumatic brain injury are headache, confusion, behavioral or mood changes, and trouble with memory, concentration, attention, or thinking. A person with a mild TBI may remain conscious or may experience a loss of consciousness for a few seconds or minutes. 2013 National Institute of Neurological Disorders and Stroke) In conclusion what can I do to nurture the self-esteem and self-determination, and enhance the self-advocacy skills, of students with emotional and behavioral disorders, physical and health impairments, and traumatic brain injury is to teach knowledge and skills to each students in other to become self determined. Also by set personal goals for each student and create actions plans to achieve the goals each and every day. Second Make good choices that re appropriated and that applies to the students everyday lives. When it comes completely down to the bottom line I will help my entire student achieve academic success. What can be done to help regular students understand, respect, and respond appropriately to students with disabilities in a class? I will post respect rules on my classroom walls, door, even in the school hallways. I will tell other students not to stereotype students that have disabilities because it is not nice to mock or tease students who are different and if I do catch them they will let them know that is disrespectful. I will tell them to show respect to them and try to get to know them better before making fun of the disable if that do not work and they are not trying to understand student with disabilities I will keep making sure that every student I come across so disrespect or even feel like they do not want to be around one of the student I will just tell them in a calm but nice voice â€Å"Try to walk in their shoes for once. †