Case History for Therapy essays

Case History for Therapy essays Mariah C. is a 26 year old Caucasian woman who lives in a suburban western town. She has come to therapy because of difficulty with interpersonal relationships, both in her personal and work life. Mariah has been married for 6 years to Cliff. They have two children Melissa who is 4 years old and Mackenzie who is 18 months old. Mariah has never been in therapy before. She works full time, as does her husband. Her children are in daycare full time. She is presenting with symptoms of irritability, difficulty sleeping, new onset hypervigilance and anxiety. Mariahs first problems started in her relationship with Cliff, about three months after the birth of her last child. She reports a change in her mood, and states she is more irritable with Cliff and the children, generally for things that would not have bothered her before. Around this same time she noted some difficulty with concentration, attention to detail and a diminished energy. Other symptoms include decreased libido. Mariah denies any thoughts of self-harm. Mariah reports that she had a similar episode while she was in training to be a medical assistant. It lasted approximately 3 months and resolved relatively spontaneously without intervention with a therapist. She has sought therapy this time because she is feeling like the symptoms are more severe than before and have also stated affecting her relationships. Mariahs past medical history is unremarkable. She has been hospitalized twice for childbirth. She had an appendectomy when she was 12. She has recently discontinued breastfeeding her youngest child. She was recently started on Paxil 20 mg every morning by her family practice physician. It was at the urging of her physician that she had presented for counseling. She has been employed as a medical assistant at a local family practice clinic. She has held the same job for the last 4 years. She expresses satisfaction with ...

How to Ask Questions in Spanish

How to Ask Questions in Spanish English and Spanish questions have two key characteristics in common: They often begin with a word to indicate that what follows is a question, and they usually use a word order that is different than that used in direct statements. But the first thing you may notice about written Spanish questions is a punctuation difference- they always begin with an inverted question mark ( ¿). With the exception of Galician, a minority language of Spain and Portugal, Spanish is unique in using that symbol. Using Interrogative Pronouns The question-indicating words, known as interrogatives, all have their equivalents in English: quà ©: whatpor quà ©: whycundo: whendà ³nde: wherecà ³mo: howcul: whichquià ©n: whocunto, cunta: how muchcuntos, cuntas: how many (Although the English equivalents are the most common ones used to translate these words, other translations are sometimes possible.) Several of these interrogatives can be preceded by prepositions: a quià ©n (to whom), de quià ©n (of whom), de dà ³nde (from where), de quà © (of what), etc. Note that all these words have accents; generally, when the same words are used in statements, they do not have accents. There is no difference in pronunciation. Word Order in Questions Generally, a verb follows the interrogative. Provided ones vocabulary is sufficient, most simple questions using interrogatives can readily be understood by English speakers:  ¿Quà © es eso? (What is that?) ¿Por quà © fue a la ciudad? (Why did he go to the city?) ¿Quà © es la capital del Perà º? (What is the capital of Peru?) ¿Dà ³nde est mi coche? (Where is my car?) ¿Cà ³mo est usted? (How are you?) ¿Cundo sale el tren? (When does the train leave?) ¿Cuntos segundos hay en una hora? (How many seconds are there in an hour?) When the verb needs a subject other than the interrogative, the subject  follows the verb:  ¿Por quà © fue à ©l a la ciudad? (Why did he go to the city?)  ¿Cuntos dà ³lares tiene el muchacho? (How many dollars does the boy have?) As in English, questions can be formed in Spanish without the interrogatives, although Spanish is more flexible in its word order. In Spanish, the general form is for the noun to follow the verb. The noun can either appear immediately after the verb or appear later in the sentence. In the following examples, either Spanish question is a grammatically valid way of expressing the English:  ¿Va Pedro al mercado?  ¿Va al mercado Pedro? (Is Pedro going to the market?) ¿Tiene que ir Roberto al banco?  ¿Tiene que ir al banco Roberto? (Does Roberto have to go to the bank?) ¿Sale Marà ­a maà ±ana?  ¿Sale maà ±ana Marà ­a? (Is Marà ­a leaving tomorrow?) As you can see, Spanish doesnt require auxiliary verbs the way that English does to form questions. The same verb forms as are used in questions are used in statements. Also, as in English, a statement can be made into a question simply by a change in intonation (the voice tone) or, in writing, by adding question marks, although it isnt particularly common. Él es doctor. (Hes a doctor.) ¿Ãƒâ€°l es doctor? (Hes a doctor?) Punctuating Questions Finally, note that when only part of a sentence is a question, in Spanish the question marks are placed around only the portion thats a question: Estoy feliz,  ¿y tà º? (Im happy, are you?)Si salgo,  ¿salen ellos tambià ©n? (If I leave, are they leaving too?)

Critical Literature Review Example | Topics and Well Written Essays - 1750 words

Critical - Literature review Example The way to behave was more readily mapped, and people knew what to do in the various phases of their lives from childhood through teenage years, work, marriage, parenthood, retirement and preparing for death of loved ones and of one’s own self. The modern industrialised, capitalist world, he argues, is fluid and contains many more uncharted areas and this requires that our self-identity should form a trajectory, requiring that we make day to day adjustments depending on what happens in our lives. (Giddens: 1991, p. 14). Incessant streams of new information result in a process of what Giddens calls â€Å"chronic revision† (Giddens: 1991, p. 20) and the complexity of modern capitalist society requires people to place their trust in increasingly opaque systems and organisations, many of which are subject to quite spectacular failures and radical transformations. Crossley partly agrees with this analysis and adds the observation that modern societies consist of overlapping networks, and that embodiment is reflexive, and imposed upon individials from many souces (Crossley: 2006, p. 112) Giddens describes the way that all human beings put on â€Å"performances† of their self in different social situations. ... 57. Bourdieu’s influential work on human judgement and taste proposes that all human culture is structured in a hierarchical way and that people access this culture through the family that they are born in and then via all the opportunities that they meet in later life (Bourdieu: 1984, pp. 1-5) This theory implies a structuralist view whereby social patterns tend to repeat themselves again and again through the generations. Bourdieu uses the concept of habitus, which is the partly unconscious way in which people deal with the society around them. (Bourdieu: 1984, pp. 169-174) He argues that people learn how to see the world, and consume all it has to offer, in their early childhood, and that they are conditioned by their family background to approach things in certain habitual ways: â€Å"The manner in which culture is acquired lives on in the manner of using it.†(Bourdieu: 1984, p. 1) The foods people eat, the clothes that they wear, the music and films they like, the values they place on educational achievement and all the other products of the modern world are therefore embodied in each person in stratified ways, and this explains the differences between social classes and the tendency for people to remain within their original social class. When this insight is applied to inborn qualities like race and gender it also helps to explain why people from ethnic minorities, women and people from lower social classes still suffer exclusion and unequal access to promotions in work even when educational barriers have been removed. Bourdieu’s point is that how people learn things is just as important, as what they learn because this

Role of marketing in a consumer society Essay Example | Topics and Well Written Essays - 2500 words - 1

Role of marketing in a consumer society - Essay Example The growth of Starbucks is also based on their sound management as well as effective operations (Reference for Business 2011). Starbucks developed a strategy to open only company?owned stores and avoid franchising. This strategy facilitates the company to keep full control of its excellent products and services. Starbucks strived to control more of its supply chain with the purpose of maintaining high quality of coffee high with consistent levels by working with growers and upholding the standard of coffee. These two strategies facilitate Starbucks to distribute the first part of its value proposition as well as quality (Marangos n.d.). In this paper, the role of marketing in consumer society will be described properly with reference to Starbucks. The company developed various strategies and marketing techniques while operating in consumer market. Various strategies were adopted to satisfy customers with delicious coffee drink. The company operates in broad marketing environment, whi ch has been explained by taking into consideration various factors related to the environmental issues. The theory of consumer society had also been discussed by analyzing the satisfaction level of consumers. 2.0 Marketing Techniques and Strategies From the case study it has been observed that Starbucks has developed expansion and growth strategies in order to make expansion of their brand or products. The marketing strategy of Starbucks is totally unique and different from others. They have adopted the strategy based on various factors such as expansion of business in favorable areas with suitable demographic profile in order to support and render service to them. This strategy was developed based on the growing reputation of Starbucks brand (CalaRos Bay 2004). Various small business firms at the outset face the issue of expansion or growth of their business. Thus, based on these two concepts, expansion as well as growth strategies have been adopted. Business expansion is a stage o f a life of the company in consumer society and business growth is the increase in financial fortunes for employees along with owners. Expansion strategy is developed with a view to validate the initial business start up idea of entrepreneur and the subsequent efforts of fulfilling the vision into success. Growth strategy means that the variety of changes will take place in the company’s business market. Growth causes challenge in managerial legal and financial aspects. This strategy will enable to raise the market share of company and large number of competitors in the market (Reference for Business 2011). The rapid store expansion strategy of Starbucks is domestic store expansion along with international store expansion. The other strategies are employee training in addition to recognition, where recruitment, hiring and training methods for baristas and store managers are included. They also provide screening, training programs and awards for partners. The other strategies are real estate group, store development group and retail operation group, planning as well as construction. For providing facilities to consumers as well as employees, several strategies are developed such as a broad range of store formats, a â€Å"stores of the future† project team, high traffic and high visibility of the location of

The Role of Leaders in Criminal Justice Essay Example for Free

The Role of Leaders in Criminal Justice Essay Criminal justice is a system in which legislations and organizations are enacted to maintain social order and punish violators of the law. It is a field of criminology involving the study of crime including causes, criminal behavior and other aspects of it (Nuocleous, 2004, pp 93-94). It is composed of law enforcement, courts and corrections. Although criminal justice is inclined more into the legislative body, leaders in its role in governance, contributes greatly in prevention of crime. Leaders should be empowered in order to administer justice to prevent crime (Tshehla, 2005, p 1). However, given this important role of leaders in crime prevention, there are organizational conflicts between or among municipalities or amongst the people themselves. An example of this is the conflict that usually arises between a community leader and his local councilor for instance. This usually happens because of the overlapping roles in the absence of concrete guidelines that will distinguish the tasks that one must undertake. Because of this, the two parties see each other as a constant hindrance in undertaking their jobs. This also mainly causes leaders to be hesitant in getting themselves involved in the operational and technical side of crime prevention (Tshehla, 2005, pp 3-6). Given the importance of both parties in the effectiveness of crime prevention, leaders and their legislative counterparts should have a clear understanding of the roles that they are ought to play to be able to efficiently cater to the needs of the community that they are serving. Communication among leaders, their legislative counterparts and the police sector must first and foremost be given adequate importance to become effective law enforcers. References: Neocleous, Mark (2004). Fabricating Social Order: A Critical History of Police Power. London: Pluto Press, ISBN. Tshehla, Boyane. 2005. Traditional leaders’ role in justice and crime prevention. Published for Institute for Security Studies.

Isolation in A Rose for Emily Essay -- essays papers

Isolation in A Rose for Emily The year is 1852, Emily Grierson has just been born into the small town of Jefferson. A town she will soon discover has distinct hierarchial differences and social classes that are to be followed by everyone in her community. However this same community and the values which it holds will eventually be a key factor in determining Miss Emily's madness. "A Rose for Emily", tells the story of a woman who fails to live up to her high reputation and fitting in a community where almost everyone knows each others business. William Faulkner lets the reader into the life of Emily Grierson from two different key perspectives, man and woman. The men represent respectful affection towards Emily, while the women are just plain curious and enjoy gossiping behind her back. In this story Faulkner reveals how a community's actions, or in this case, lack of action can contribute to one's madness. Faulkner opens "A Rose for Emily" with a lengthy fifty-six-word single sentence that shows the community's reaction to her death and describes the scene through gender differences. Although both men and women attend the funeral, they do so for very distinct reasons. Faulkner writes, "When Miss Emily died, our whole town went to her funeral: the men through a sort of respectful affection for a fallen monument, the women mostly out of curiosity to see the inside of her house, which no one save an old manservant- a combined gardener and cook- had seen in at least ten years" (p.52-53). With this initial passage we see what motivates the townspeople to attend Emily's funeral. Although the men attend the funeral to show a sort of respectful affection, the reader gets the feeling that the men have attended because th... ...uses to enter. It is safe to say that there are a large number of factors that help contribute to Miss Emily's madness. Her father's over controlling relationship, is not a healthy one and does not really prepare her for dealing with relationships in the future. However, when her father dies she does not receive the support she deserves from the community, simply because of her high patriarchal status. She is not regarded as a real person, who has feelings just like anyone else, instead she is put on a pedestal that she can not live up to and like an old fallen monument she leaves the people of Jefferson behind, without having a friend or someone that even cared about her. Maybe if someone would have come to her in her time of need she could have received the help she desperately needed and maybe she might have lead a fulfilling, normal and enjoyable life.

Digital Fortress Chapter 36

â€Å"Manual abort?† Susan stared at her screen, mystified. She knew she hadn't typed any manual abort command-at least not intentionally. She wondered if maybe she'd hit the wrong sequence of keys by mistake. â€Å"Impossible,† she muttered. According to the headers, the abort command had been sent less than twenty minutes ago. Susan knew the only thing she'd typed in the last twenty minutes washer privacy code when she'd stepped out to talk to the commander. It was absurd to think the privacy code could have been misinterpreted as an abort command. Knowing it was a waste of time, Susan pulled up her ScreenLock log and double-checked that her privacy code had been entered properly. Sure enough, it had. â€Å"Then where,† she demanded angrily, â€Å"where did it get a manual abort?† Susan scowled and closed the ScreenLock window. Unexpectedly, however, in the split second as the window blipped away, something caught her eye. She reopened the window and studied the data. It made no sense. There was a proper â€Å"locking† entry when she'd left Node 3, but the timing of the subsequent â€Å"unlock† entry seemed strange. The two entries were less than one minute apart. Susan was certain she'd been outside with the commander for more than one minute. Susan scrolled down the page. What she saw left her aghast. Registering three minutes later, a second set of lock-unlock entries appeared. According to the log, someone had unlocked her terminal while she was gone. â€Å"Not possible!† she choked. The only candidate was Greg Hale, and Susan was quite certain she'd never given Hale her privacy code. Following good cryptographic procedure, Susan had chosen her code at random and never written it down; Hale's guessing the correct five-character alphanumeric was out of the question-it was thirty-six to the fifth power, over sixty million possibilities. But the ScreenLock entries were as clear as day. Susan stared at them in wonder. Hale had somehow been on her terminal while she was gone. He had sent her tracer a manual abort command. The questions of how quickly gave way to questions of why? Hale had no motive to break into her terminal. He didn't even know Susan was running a tracer. Even if he did know, Susan thought, why would he object to her tracking some guy named North Dakota? The unanswered questions seemed to be multiplying in her head. â€Å"First things first,† she said aloud. She would deal with Hale in a moment. Focusing on the matter at hand, Susan reloaded her tracer and hit the enter key. Her terminal beeped once. TRACER SENT Susan knew the tracer would take hours to return. She cursed Hale, wondering how in the world he'd gotten her privacy code, wondering what interest he had in her tracer. Susan stood up and strode immediately for Hale's terminal. The screen was black, but she could tell it was not locked-the monitor was glowing faintly around the edges. Cryptographers seldom locked their terminals except when they left Node 3 for the night. Instead, they simply dimmed the brightness on their monitors-a universal, honor-code indication that no one should disturb the terminal. Susan reached for Hale's terminal. â€Å"Screw the honor code,† she said. â€Å"What the hell are you up to?† Throwing a quick glance out at the deserted Crypto floor, Susan turned up Hale's brightness controls. The monitor came into focus, but the screen was entirely empty. Susan frowned at the blank screen. Uncertain how to proceed, she called up a search engine and typed: SEARCH FOR: â€Å"TRACER† It was a long shot, but if there were any references to Susan's tracer in Hale's computer, this search would find them. It might shed some light on why Hale had manually aborted her program. Seconds later the screen refreshed. NO MATCHES FOUND Susan sat a moment, unsure what she was even looking for. She tried again. SEARCH FOR: â€Å"SCREENLOCK† The monitor refreshed and provided a handful of innocuous references-no hint that Hale had any copies of Susan's privacy code on his computer. Susan sighed loudly. So what programs has he been using today? She went to Hale's â€Å"recent applications† menu to find the last program he had used. It was his E-mail server. Susan searched his hard drive and eventually found his E-mail folder hidden discreetly inside some other directories. She opened the folder, and additional folders appeared; it seemed Hale had numerous E-mail identities and accounts. One of them, Susan noticed with little surprise, was an anonymous account. She opened the folder, clicked one of the old, inbound messages, and read it. She instantly stopped breathing. The message read: TO: [email protected] FROM: [email protected] GREAT PROGRESS! DIGITAL FORTRESS IS ALMOST DONE. THIS THING WILL SET THE NSA BACK DECADES! As if in a dream, Susan read the message over and over. Then, trembling, she opened another. TO: [email protected] FROM: [email protected] ROTATING CLEARTEXT WORKS! MUTATION STRINGS ARE THE TRICK! It was unthinkable, and yet there it was. E-mail from Ensei Tankado. He had been writing to Greg Hale. They were working together. Susan went numb as the impossible truth stared up at her from the terminal. Greg Hale is NDAKOTA? Susan's eyes locked on the screen. Her mind searched desperately for some other explanation, but there was none. It was proof-sudden and inescapable: Tankado had used mutation strings to create a rotating cleartext function, and Hale had conspired with him to bring down the NSA. â€Å"It's†¦Ã¢â‚¬  Susan stammered. â€Å"It's†¦ not possible.† As if to disagree, Hale's voice echoed from the past: Tankado wrote me a few times†¦ Strathmore took a gamble hiring me†¦ I'm getting out of here someday. Still, Susan could not accept what she was seeing. True, Greg Hale was obnoxious and arrogant-but he wasn't a traitor. He knew what Digital Fortress would do to the NSA; there was no way he was involved in a plot to release it! And yet, Susan realized, there was nothing to stop him-nothing except honor and decency. She thought of the Skipjack algorithm. Greg Hale had ruined the NSA's plans once before. What would prevent him from trying again? â€Å"But Tankado†¦Ã¢â‚¬  Susan puzzled. Why would someone as paranoid as Tankado trust someone as unreliable as Hale? She knew that none of it mattered now. All that mattered was getting to Strathmore. By some ironic stroke of fate, Tankado's partner was right there under their noses. She wondered if Hale knew yet that Ensei Tankado was dead. She quickly began closing Hale's E-mail files in order to leave the terminal exactly as she had found it. Hale could suspect nothing-not yet. The Digital Fortress pass-key, she realized in amazement, was probably hidden somewhere inside that very computer. But as Susan closed the last of the files, a shadow passed outside the Node 3 window. Her gaze shot up, and she saw Greg Hale approaching. Her adrenaline surged. He was almost to the doors. â€Å"Damn!† she cursed, eyeing the distance back to her seat. She knew she'd never make it. Hale was almost there. She wheeled desperately, searching Node 3 for options. The doors behind her clicked. Then they engaged. Susan felt instinct takeover. Digging her shoes into the carpet, she accelerated in long, reaching strides toward the pantry. As the doors hissed open, Susan slid to a stop in front of the refrigerator and yanked open the door. A glass pitcher on top tipped precariously and then rocked to a stop. â€Å"Hungry?† Hale asked, entering Node 3 and walking toward her. His voice was calm and flirtatious. â€Å"Want to share some tofu?† Susan exhaled and turned to face him. â€Å"No thanks,† she offered. â€Å"I think I'll just-† But the words got caught in her throat. She went white. Hale eyed her oddly. â€Å"What's wrong?† Susan bit her lip and locked eyes with him. â€Å"Nothing, â€Å"she managed. But it was a lie. Across the room, Hale's terminal glowed brightly. She'd forgotten to dim it.

Do humans have the obligation to help others?

It can also be a response to those who are in need or just a moral issue that we as humans try to make whenever we can. One of the reasons is that we help others because we can not bear to see a person in terrible condition, having a hard time, being physically or psychologically abused, do nothing.These and other everyday situations that come our hearts lead us to help those in need, makes us care for others, something that shows us that not everything in the world is money, fame and selfishness, is also love, mercy , generosity and courage †¦Being kind to someone who needs help is a basic human necessity. If someone needs help, for whatever reason, it is up to other individuals to intercede and help. Morally obligated may be a stretch, but when someone needs help there shouldn't be second thoughts about what to do. Whether someone needs a door held open or someone is drowning, helps should always be on the way.Most of the time, helping someone is a feeling that comes from the bottom of your heart, a feeling that is generally stronger when the person who needs help is a friend or relative, by matters of the heart. However, we will always see people totally unknown in distress, asking for help, and that's when this feeling†¦ with some justice, courage and other feelings or values that I can not think right now, come together to make the decision to help a person sometimes regardless of the situation or circumstances †¦Help when you can†¦ Humans we ´ll never live independently from a society. At some point, anyone depend on another human being for help. We do not know exactly when we need help, or who help us. Therefore, it is better to help a needy person, because maybe in the future you need it, otherwise it would be a little unfair to get help all the time and then ignore the problems of others, just because you do not care what happens to them as they do not  affect you, help others to help yourself†¦

Infectious Disease Prevention and Contr Essays

Infectious Disease Prevention and Contr Essays Infectious Disease Prevention and Contr Essay Infectious Disease Prevention and Contr Essay Required Preparation: Read the textbook; review the power points before class. Read the assigned article, and be ready to discuss it in a group. Learning Objectives: 1. Review principles related to the occurrence and transmission of infection and infectious diseases. 2. Describe the chain of transmission of infectious diseases. 3. Apply the chain of transmission to describing approaches to controlling infectious disease. 4. Review types of immunity, including herd immunity. 5. Review principles of immunization and specify the immunization recommended for all age  groups in the United States. 6. Describe the legal responsibility for control of communicable diseases in the United States. 7. Describe the chain of transmission and control for priority infectious disease. 8. Identify nursing activities for control of infectious diseases at primary, secondary, and tertiary levels of prevention. 9. Review principles related to the occurrence and transmission of infection and infectious diseases. Key Terms: Knowing these terms will help you understand the concepts of this topic. communicable disease isolation mass screening mode of transmission  zoonoses incubation period nosocomial infection outbreak endemic epidemic pandemic cross-immunity Materials Needed for Class: This packet Today’s Activities: Lecture, group work with case studies Study Questions: Talk about the previous perspectives in communicable diseases. What happened in the last century to increase positive outcomes in community health? Talk about transmission of communicable diseases. Transmission depends on the successful interaction of three factors. What are they? What are the four main categories of infections agents that can cause infection? Discuss the modes of transmission. What are the three examples of disease spectrum? How are communicable diseases tracked? What about emerging infectious diseases? What are some examples- and what was done about it? How are communicable diseases prevented and controlled? What is the role of the nurse? Talk about agents of bioterrorism. How are anthrax and smallpox contracted? Treated? How do they present? Vaccines are one of the most effective methods of preventing and controlling communicable diseases. What are these diseases? How do they present? How are they treated? Food infection results from bacteria or viral or parasitic infection of food. Name some food- borne illnesses. What are food intoxications? Vector-borne diseases are transmitted by vectors. How are they treated? Prevented? Zoonosis is an infection transmitted from a vertebrate animal to a human. How is this prevented? Treated? Talk about hospital-acquired infections and universal precautions. Discuss disease surveillance. What are the uses? Purposes? Data sources? What are nationally notifiable diseases? State notifiable diseases? What is the system used for  this report mechanism? Discussion Questions: 1. Your college roommate went to bed not feeling well one night and early the next morning you had trouble arousing her. She was rushed to the hospital just in time to be effectively diagnoses and treated for meningococcal meningitis. The health department recommends immediate antibiotic treatment for everyone that was in close contact with your roommate. They set up a process to watch for additional cases to be sure an outbreak is not in progress. Fortunately, no more cases occur. You ask yourself: should your college require that all  freshmen have the meningococcal vaccine before they can register for classes? 2. As a health advisor to a worldwide HIV/AIDS foundation, you are asked to advise on ways to address the HIV and developing tuberculosis epidemics. You are asked to do some long- range thinking and to come up with a list of potential approaches to control the epidemics, or at least ways reduce the development of TB. The first recommendation to make is to forget about eradicating HIV/AIDS. How did you come to that conclusion? 3. Your hometown of 100,000 is faced with a crisis as an airplane lands containing a  passenger thought to have a new form of severe influenza that has recently gained the ability to spread from person to person through airborne spread. As the mayor of the city, what do you decide to do? 4. You are a principal at a local high school. One of your top athletes is in the hospital with a spreading bacterial infection due to a staphylococcus bacteria resistant to all known antibiotics. The infection occurred after what appeared to be a minor injury during practice. As the principal, what do you decide to do? Case Study # 1: A local university does not require proof of immunization from incoming students. The university administration is afraid that requiring evidence of immunization will deter students from registering for courses. How might you go about convincing the administration that immunization status should be validated before students are allowed to register? You believe that all college students should receive a meningitis vaccination prior to enrolling. What do you believe would work better: 1) requiring the immunization before the student arrives at the college or 2) providing vaccinations to students upon arrival at college? Case Study # 2: A Communicable Disease  Jane is an 18-year-old college student. She lives in the dorm with her roommate, Sally. Shortly after Jane returned from Christmas vacation, she developed a fever and a rash. She didn’t feel too bad, but Sally persuaded her to see a doctor. Because it was Saturday, Jane went to the emergency department (ED) of the local hospital. The physician there made a diagnosis of rubella. Later that night, he and the nurses in the ED became very busy with victims of a multi vehicle accident. As a result, no one completed the health department form reporting Jane’s rubella until 2 days later. By the time a community health nurse contacted Jane to complete a rubella case report, Sally and several other girls in Jane’s dorm had also developed rubella. Sally gave it to her boyfriend, who exposed those in his classes. One of the women in his English class is pregnant. Based on the information presented in the case description, what biophysical, psychological, physical environmental, sociocultural, behavioral, and health system factors are operating in this situation? What additional factors in these dimensions might influence the situation? How might you assess for the presence or absence of these factors? What primary preventive measures could have been employed to prevent this situation? What primary prevention measures are appropriate at this point? What secondary and tertiary measures by the community health nurse are appropriate at this time? What roles will the community health nurse perform in dealing with this situation? What other public health personnel might the community health nurse collaborate with in addressing the situation? How would you evaluate the effectiveness of interventions in this situation?

10 Types of Energy and Examples

10 Types of Energy and Examples Energy is defined as the ability to do work. Energy comes in various forms. Here are 10 common types of energy and examples of them. Mechanical Energy Mechanical energy is energy that results from movement or the location of an object. Mechanical energy is the sum of kinetic energy and potential energy. Examples: An object possessing mechanical energy has both kinetic and potential energy, although the energy of one of the forms may be equal to zero. A moving car has kinetic energy. If you move the car up a mountain, it has kinetic and potential energy. A book sitting on a table has potential energy. Thermal Energy Thermal energy or heat energy reflects the temperature difference between two systems. Example: A cup of hot coffee has thermal energy. You generate heat and have thermal energy with respect to your environment. Nuclear Energy Nuclear energy is energy resulting from changes in the atomic nuclei or from nuclear reactions. Example: Nuclear fission, nuclear fusion, and nuclear decay are examples of nuclear energy. An atomic detonation or power from a nuclear plant are specific examples of this type of energy. Chemical Energy Chemical energy results from chemical reactions between atoms or molecules. There are different types of chemical energy, such as electrochemical energy and chemiluminescence. Example: A good example of chemical energy is an electrochemical cell or battery. Electromagnetic Energy Electromagnetic energy (or radiant energy) is energy from light or electromagnetic waves. Example: Any form of light has electromagnetic energy, including parts of the spectrum we cant see. Radio, gamma rays, x-rays, microwaves, and ultraviolet light are some examples of electromagnetic energy. Sonic Energy Sonic energy is the energy of sound waves. Sound waves travel through the air or another medium. Example: A sonic boom, a song played on a stereo, your voice. Gravitational Energy Energy associated with gravity involves the attraction between two objects based on their mass. It can serve as a basis for mechanical energy, such as the potential energy of an object placed on a shelf or the kinetic energy of the Moon in orbit around the Earth. Example: Gravitational energy holds the atmosphere to the Earth. Kinetic Energy Kinetic energy is the energy of motion of a body. It ranges from 0 to a positive value. Example:Â  An example is a child swinging on a swing. No matter whether the swing is moving forward or backward, the value of the kinetic energy is never negative. Potential Energy Potential energy is the energy of an objects position. Example: When a child swinging on a swing reaches the top of the arc, she has maximum potential energy. When she is closest to the ground, her potential energy is at its minimum (0). Another example is throwing a ball into the air. At the highest point, the potential energy is greatest. As the ball rises or falls it has a combination of potential and kinetic energy. Ionization Energy Ionization energy is the form of energy that binds electrons to the nucleus of its atom, ion, or molecule. Example: The first ionization energy of an atom is the energy needed to remove one electron completely. The second ionization energy is energy to remove a second electron and is greater than that required to remove the first electron.

BHE 415 - Community and Domestic Violence (Module 1-SLP) Essay

BHE 415 - Community and Domestic Violence (Module 1-SLP) - Essay Example Violence may affect anyone, including us and our loved ones. With an increasingly violent society, how can we have peace of mind? How are we sure that the next victims are not us or our family members? The reasons for violence are multifold. There are some theories which say that violence is genetic. Each of us has our own biologic make-up, or a set of genes that we inherit from our parents. Some studies have pointed out that children born to violent parents have the tendency to become violent later on. This was viewed as a result to hormonal imbalances, such as serotonin, testosterone and low blood sugar levels. Some factors like poor nutrition, head injury, exposure to toxic waste and chemicals can also make a person to be prone to create violence. (Wilson, 1985) The next factor is psychological. A person grows through time not only physically and mentally but also psychologically. If a person was abused during his childhood, may it be physically or sexually; if there is deprivation of love, care and physical needs, if a person has been denied of his right to education, then that person is prone to violence. Drug abuse is also a contributing factor. Many crimes have been committed by people taking illegal drugs or alcohol. (Monahan, 1992) As a result, violence not only the health and welfare of individuals—it also affects communities. It affects families by weakening their bond and creating chaos among the family members. Violence also affects people psychologically; the feeling of fear, insecurity, inadequacy and helplessness are enough to make a person become psychologically deranged. Abused people may have low self esteem, anxiety and depression. These people are prone to post traumatic stress disorder and suicidal ideations. (Elliot, 1994) The direct effects of domestic violence are devastating. It leads to low birth weight disabled infants who have the risk of dying. Injured children who are