Thursday, March 12, 2020

Effects of Parenting and Peer Pressure on Adolscent Sexual Activity

Effects of Parenting and Peer Pressure on Adolscent Sexual Activity Free Online Research Papers What prompts adolescents to engage in sexual activity in regards to peer pressure, parental guide and religious beliefs? Approximately one in every five adolescents have had sexual intercourse by his/her fifteenth birthday. Recent studies have shown that peer pressure has the strongest impact on adolescents decision making towards sexual activity. Parenting and religion have been found to be less influential. For that reason, adolescents as well as parents need to be informed about the effects of peer pressure on sexual decision-making. Literature Review: Adolescent Development Adolescence is a time in development when children become mature in age, physical appearances and the beginning stages of sexual maturation. There is no specific age range for adolescent; it can range from elementary to senior-year in high school. Physical appearance is the main predictor when a child transitions into an adolescent. Adolescent males experience voice change, height and weight spurts, growth of facial and body hair and their first ejaculation experience. Adolescent females experience menstrual cycles, breast development, widen hips, and height and weight spurts. These physical changes are called puberty, or sexual maturation. The onset of puberty varies between age and gender. There is a strong impact on early and late puberty in adolescent males and females. Adolescent females that reach puberty early are sometimes embarrassed and ashamed of their newly shaped body. Most of them appear older and sexually ready in the eyes of younger and older men. According to Paludi (2002) these females are physically ready for sexual activity, but mentally and emotionally they are not. Adolescent males that reach puberty early are satisfied with their body change. They are taller and muscular, which enables them to perform better in sports. These males tend to become sexually active; they are accepted by peers and become popular with females because of their â€Å"adultlike† appearance (Paludi, 2002). Late maturing females feel left behind; they feel that they do not get the same attention from males as the early matured females. Their self-esteem is higher and they perform better in sports. Late maturing males are shorter and skinnier from the rest. They have extremely low self-esteem, peers ridicule them, they tend to shy themselves from others, and they avoid any sports. Adolescents face many obstacles in life and within those obstacles they must learn how to achieve them successfully. According to Paludi (2002), adolescents deal with identity development, building and maintaining friendships, physical appearance, and sexual activity, because at this time in development â€Å"everybody’s doing it.† Sex is the primary focus on almost every adolescent’s mind. Their peers are having sex, so they want to join the â€Å"club† and have sex as well, despite the consequences. Adolescents have many questions and concerns regarding sexual activity. â€Å"What does it feel like,† â€Å"If I do it, my friends will like me more,† â€Å"My friends are doing it, so why can’t I have some fun,† â€Å"My boyfriend/girlfriend would LOVE me if I do it.† Most adolescent engages in sexual activity because they need and want to be accepted by their peers and/or their significant other. Some adolescents are curious about sex and want to find out what the big deal is about it. Adolescents have sex for the wrong reasons and don’t think about the consequences that may follow. In a study done by Prinstein and LaGreca (2004), reported that only 10.9%, of their sample of 148, reported never using birth control and 14.5% reported that they never used protection against STD’s. This study proves that adolescents are not concerned about the consequences of sex, just the pleasure and social acceptance. Although adolescents are engaging in sexual activity, many don’t. Despite the pressure from peers, adolescent that lives in a religious home or with parents that educate them about sex and the consequences, tend to wait longer to have sex. Not saying that these adolescents wait until marriage to engage in sexual activity, but there is a delay. What prompts adolescents to engage in sexual behaviors as related to the influences of parenting, religion, and peer pressure? Despite the strong and positive relationship between parent and child and/or the high religious beliefs, peer pressure has the strongest influence toward adolescent sexual behavior. This essay will discuss the three influences and how each can directly or indirectly affect sexual decision making in adolescents. Influential Factor: Peer Pressure Could it be the effects of peer pressure that elicits sexual activity in adolescents? Being accepted from peers is very important in adolescence. Having high social preference and a healthy friendship offer benefits, such as opportunities to develop appropriate emotional regulation skills, practicing appropriate interpersonal behaviors, or receiving friendship support (Prinstein LaGreca, 2004), decreases the chances of adolescent sexual activity. Engaging in sexual activity among adolescent is not to gain experience, enjoyment, or curiosity, it’s mainly to fit in some sort of peer group or â€Å"club.† Peer rejection is the number one reason adolescents engage in any risky behavior, particularly sex. Adolescents teased about not being sexually active, usually had sex to stop the teasing. Adolescents reported that if most of their peers are having sex; they are more likely to engage in sexual behaviors (Norman Romer, 1998). Adolescents want to gain respect from their peers, so they will do anything to get that respect. Adolescent boys will more likely engage in sex to gain respect. Adolescent males that are not sexually active reported higher intention to initiate sexual intercourse within the next school year (Norman Romer, 1998). Adolescent believe that if they don’t have sex, they would be ridiculed and stigmatized. Adolescents with low social preference are more likely to engage in sexual behaviors to gain respect and boost their social skills. Most adolescents have sex for many wrong reasons, seeking acceptance from peers, seeking love away from home, and curiosity. Adolescents that perceive their peers to be initiating new behavior tend to alter their own behavior to reflect their perception of the normative behavior. Adolescents that are not receiving any love or attention at home will seek love and affection elsewhere. Adolescents that look for love elsewhere have to deal with the pressure of not being loved, looking for love, and keeping that love. Once they found love, they have to deal with pressure from their significant other. The significant other may pressure them like saying, â€Å"I will love you if you do it,† or â€Å"You must not love me if you don’t.† With the feeling of being wanted and loved these adolescents will do anything to keep their love interest and make them happy. Some adolescents are curious about sex. They want to know more about it, they want to be apart of the group that is sexually active. Adolescents have sex to kill their curiosity. Acceptance is so important that adolescents overlook the consequences of sexual activity. Adolescents don’t care about the consequences concerning sexual activity, like STD’s or pregnancy. Consequences are far from their minds; they feel that no harm can come their way if they have sex for the first time. Most adolescents that engage in sexual activity don’t use any type of birth control or protection from STD’s. In one study they reported that 10.9%, of a sample size of 148, reported that they never used birth control and 14.5% reported that never used any protection against STD’s (Prinstein LaGreca 2004). Peer pressure toward sex is the same across different cultures. In Musaka, Uganda being sexually experienced is important not just from the enjoyment, but also for the sense of belonging to an informal peer group or club (Kinsman, Nyanzi Pool, 2000). Within the group or club one can share experiences, knowledge and opinions about sex. Like in the United States, adolescents in Uganda that are sexually experienced were seen as better people and demanded more respect at school. Adolescents that weren’t sexual active were ridiculed and looked down upon. To reduce these negative actions they soon became sexually active. Future research should better describe how perceptions of peer norms are constructed, communicated and internalized by young adolescents. By educating families about the roles of peer influence, this may encourage parents to address their child’s perception of peer norms. Peer pressure is a strong motivating factor in regards with sexual behavior in adolescents, but parenting skills can also influence adolescent sexual behavior. Having an opened parent-child relationship can reduce early sexual activity in adolescents. The effects of Parenting Parent-child closeness is associated with reduced adolescents pregnancy, postponing intercourse, having fewer sexual partners and the use of contraceptives (Miller, McCoy, Olsen , Wallace, 1986). When the parent/s are opened about sexual information, adolescents are less likely to engage in sexual activity at an early age. Although having an open parent-child relationship delays’ sexual activities in younger adolescents, older adolescent are more influenced by peer pressure no matter how opened the parent-child relationship is. Parent-child relationship is important to adolescents’ decision-making, especially when it comes to sex. Adolescents don’t make the right choices about sex because they are unaware of the consequences with sex. Peers talk about all the positive outcomes about sex, the feeling, gaining power and respect. None of the negative outcomes about sex are told such as pregnancy, STD’s, disrespect to parents and self. Parents have to be opened with adolescents about sexual information so their curiosity is killed, and they are aware of both positive and negative outcomes regarding sex. A stricter parenting style leads to early sexual activity in adolescents. One study found that Mormons, which are strict parents and have stricter views about sexual activity, reported higher permissiveness in adolescents (Miller, McCoy, Olson , Wallace, 1986). Stricter parenting rules affect adolescents plus parents that have no set rules. Adolescents become more permissive when the parents lack rules about dating. When the adolescents have no rules about whom they date, where they go, and the arrival time back home, tend to be more sexually active (Miller, McCoy, Olson , Wallace, 1986). Parents’ attitudes and values about sex do influence adolescent sexual activity. If a parent is opened about sex and explains the positive and negative outcomes of sex, adolescents will respect parents’ views about sex and postpone sexual activity. Forming a close parent-child relationship is the best way to delay adolescent sexual activity. Adolescents that wait to have sexual intercourse usually get positive responses from parents about how proud they are, or the parents would speak highly of them. To reduce the effects of peer pressure on sexual decision-making parents can have open conversations with their teens about sexual intercourse. Parents should allow their children to be open and have their own opinions about sex. Having parent-child communication about sex will reduce an adolescent’s curiosity about sex, and they will be aware of the consequences of sex. Open parent-child communication will also reduce the effects of peer pressure on adolescent sexual decision-making. Adolescent will be aware of the types of peer pressure, and they will be able to avoid the pressure from peers, especially in regards with sex. Although positive response from parents has a delay in adolescents’ sexual behavior, peer pressure is more influential. Parents influence younger adolescents, but as they get older they ultimately shifts from parent to peer (Norman Romer, 1998). Parenting does not have a directly influence adolescents’ decisions about sex, but parenting does indirectly affect adolescents. For example, the types of peers the adolescents involve themselves with and the timing of their sexual debut, indirectly affect adolescents. Religion Religion is another factor that delays early sexual behavior in adolescents. It has been found that having high levels of religion reduces early sexual behavior in adolescents. Religious involvement may deter adolescent sexual behavior because most religious institutions hold norms contrary to the act. Like parenting, religion affects the onset of sexual activity in adolescents, but the pressure form peers are more influenced. There are differences between religion and spirituality. Religion involves a set of institutionalized and beliefs and spirituality are the experience, the way an individual expresses their relationship with others, the world around them and God (Rostosky, Regenrus, Comer Wright, 2003). There are eight dimensions of spirituality church attendance frequency of attendance, religion importance, intrinsic motivation, a built-in motivating force of an individual decision-making, extrinsic motivation, how religion is pursued as the external social influences, belief in God degree to which an individual adheres a notion of a divine persona, divine support, self support components of an individual relationship with God and how it is positively related to self-esteem, and spiritual interconnectedness, supportive components between family and friends. Out of the eight dimensions of spirituality, only spiritual interconnectedness among friends is the only dimension that seems to delay sexual activity in adolescents. Adolescents who had friends who attended church were more likely to delay sexual activity (Rostosky, Regnerus, Comer , Wright 2003). Having strong spiritual interconnectedness among friends delays sexual activity in both male and female adolescents. Adolescents that follow the same beliefs about premarital sex will influence other adolescents not to engage in premarital sex. In addition, religiosity delays the onset of sexual activity in females, but there is no effect in males. There were significant gender differences in religiosity and attitudes toward sexual behavior. Females that are more religious sought more negative outcomes in sexual activity emotionally and health concerns (pregnancy and STD’s). Males were more positive about emotions concerning sexual activity and negative outcomes concerning health related issues. Despite the importance of religion and beliefs, having multiple romantic partners increased the likelihood to engage in sexual intercourse, for both males and females. Having a religion with beliefs and rules helps control sexual behavior among adolescents. Strong beliefs of religion delays sexual initiation indirectly in older and younger adolescents. Religion indirectly affects adolescents with the anticipation of the negative consequences such as guilt, loss of respect, embarrassment of pregnancy, and/or upsetting parents. Religion also affects the onset of adolescent sexual activity as referred to demographically connections like gender, age, ethnicity, etc. African-American adolescent males that were more religious were more likely to engage in sexual activity than White non-Hispanic males and African-American males that were less religious. To conclude, peer pressure is the strongest influential factor with sexual activity in adolescents. Good parenting and beliefs in religion delay the onset of sexual activity in younger adolescents. As they get older, adolescents stray away from religious beliefs and parents’ wishes and follow their peer’s actions. Being accepted by their peers is important for adolescents, being sexually active before getting married is not a concern when it comes to sex. Being ridiculed about being sexually inactive is something adolescent experience in middle school and high school. Most adolescents want to be apart of the sexually active group, so they can share ideas, opinions and excitement about sex. Those that are not sexually experienced by the time they reach high school, intend on having their first sexual encounter soon before the year of high school ends. Ultimately, sexual decisions are personal value choices. Yet they are molded and shaped by many social contexts in which adolescents develop. There may not be just one main factor that ultimately causes or deters sexual behavior in adolescence, but there is a whole host of influential factors, in which some are stronger than others. Throughout this research, peer pressure appears to be the strongest motivating factor in whether or not an adolescent decides to engage in sexual behaviors. The best combination seems to be religiosity and peer interconnectedness, with parenting being the least influential. Though that does not discount the effects parenting has on adolescent sexual decision-making, a positive parent-child relationship does have some influence on sexual initiation and type of peer group orientation. Ways to reduce the strong effects peer pressure is to have open parent-child communication about sexual intercourse, the good and bad outcomes of sexual intercourse, and opinions about sex. Adolescents involved in youth groups at church become aware of opinions of peers their own age about risky behaviors, especially sexual behaviors. Youth groups and parents that speak positively and openly about sexual behavior are great opportunities for adolescents to be aware of the pressures of sex and other risky behaviors. To effectively reduce sexual risk taking among adolescents, programs need to be designed that address multiple social contexts and promote contradictory sexual ideologies. References Hardy, S.A, and Raffaelli, M. (2003). Adolescent religiosity and sexuality: An investigation of reciprocal influences. Journal of Adolescence, 26, 731-739 Holder, D. W., Durant, R. H., Harris, T. L., Henderson-Daniel, J., Obeidallah, D., Goodman, E. (2000). The association between adolescent spirituality and voluntary sexual activity. Journal of Adolescent Health, 295-302. Kinsman, J., Nanzi, S., Pool, R. (2000). Socializing influences and the values of sex: The experience of adolescents in rural Musaka, Uganda. Culture, Health, and Sexuality, 2, 151-166 Meier, A.M., (2003). Adolescents’ transition to first intercourse, religiosity, and attitudes about sex. Social Forces, 81, 1031-1053. Miller, B. C., McCoy, J. K, Olsen, T. D Wallace, C. M. (1986). Parental discipline and the control attempts to adolescent sexual attitudes and behavior. Journal of Marriage and the Family, 3, 502-511. Norman, S. B., Romer, D. (1998). Early sexual initiation: The role of peer norms, 102. Paludi, M. A. (2002). Human Development in Multicultural Contexts, (4), 134- 146. Prinstein, M., La Greca, A. (2004). Childhood Peer Rejection and Aggression as Predictors of Adolescents Externalizing and Health Risk Behaviors: A 6-year Longitudinal Study. 72, 103-112. Rostosky, S. S., Regnerus, M. D., Comer, M. , Wright, L. (2003). Coital debut: The role of religion and sex attitudes in the health survey- Journal of Sex Research,40. Shah, F., Zelnik, M.(1981). Parent and peer influence on sexual behavior, contraceptive use and pregnancy experience of young women. Journal of Marriage and the Family, 43, 339-349. Teyber, E. (2001). Helping Children Cope With Divorce. 210-219 Wills, T. A., Gibbons, F. X, Gerrard, M., Murray V. M., Brody, G. H. (2003) Family communication and religiosity related to substance use and sexual behavior in early adolescence: A test for pathways through self control and prototype perceptions. Psychology of Addictive Behaviors, 17, 312-323. 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Tuesday, February 25, 2020

Port Sunlight and Letchworth Case Study Example | Topics and Well Written Essays - 3000 words

Port Sunlight and Letchworth - Case Study Example They all had a common ending; they died and were named conservation areas. The two towns seem to have been built for the primary purpose of industries and improving the lives of the employees and their families. These industries created jobs for the people around it together with their families. Eventually there was a growth in population thus an increase in demand for housing, schools, hospitals and any other social amenities. One distinct thing about these two towns is that the pioneers had great ideas but all had to consult and involve architectures who would put the design on the ground in an even better way than the former. A William Hesketh Lever built the town for his employees who worked in his soap factory. He bought a land big enough to hold the factory and a garden village to house his employees. Though he participated a lot in designing and planning of the village, he hired architects to give put their best towards a beautiful village. Living houses were built together with other public buildings. Apart from the buildings and good living conditions for his workers, he went a step further to introduce schemes for his employees. They included welfare schemes and educational schemes. His main aim was to create an environment of coexistence and brotherhood. The architectures at Port Sunlight integrated a broad variety of features in their planning, borrowed from Europe and Britain a combination that came to be referred to as the Old English. The villages at Port Sunlight consisted of tremendous blocks of housing of low concentration and a number of public buildings such as gymnasiums, theatres and libraries that were surrounded by gardens and open green spaces. The village layout was designed in such a manner that it restricted any open view of the factory and of the inside. The houses were so uniquely built that their backs could not be visible. The factory was purposely built a one storey structure. This was primarily to provide aeration, enough light and a healthier environment for the workers and also to reduce its corporal impact on the village. In Letchworth, the situation was rather different. The planning was more impressive than that of Port Sunlight. The designing and planning of the town is owed a lot to a construction company, by then known as Garden city Company, who also remained the consultants for a long time. For many years the development of the town was controlled by this company. The streets were made beautiful with trees and beds of roses along them. There were a number of factories, unlike in Port Sunlight where factories grew much later. Therefore, in the planning the factories had to be placed in the correct relation to one another. The factories were placed into estates called industrial estates. Currently it is a very common idea but back then it was a world-shattering idea. But at the same time it was not easy for the town to attract other industries. This was because, the public buildings that had been put in the plan to surface around the town, did not really materialize for a long time. For this reas on the growth of the town was retarded. The shopping places were placed in the town centre and were served by wide enough pavements and ample parking sites. This gave the shoppers a

Sunday, February 9, 2020

Ultimate axial bearing capacity of jacked pile in layered sand with Dissertation

Ultimate axial bearing capacity of jacked pile in layered sand with using Driven Program 1.0 - Dissertation Example The experiments are performed on three different water tables from dry level, cross-surface level and to the bottom of the 15m depth. Four different depths of steel and concrete piles are used for the experiment which is performed with the help of computing software Driven 1.2 providing all supposed calculation. Different depths of the surface are varying from medium sand to coarse sand with fine gravel. 8 tests were conducted for each of four piles making a series of tests manifesting the behaviors and measures of ultimate axial bearing capacity over the standards. A comparison of results manifests the consequences and derivations of the experiments as well as the supposed notions of the experiments. ... In fact, all the early eras of human faculty in constructions had been depending on pile engineering to provide them with the sufficient strength for lasting long enough. British Architecture and pile-engineering is considered to develop rapidly with the emergence of modern architecture techniques around the beginning of the eighteenth century which is also an era that brought new technologies to most of the Europe. A success of a civil work is always inherited in its performance over the forces of deformations. And the task of a foundation is obviously to provide the strength to the construction structure. Thus, the success of pile engineering resides in a toleration of all possible factors that deform the structure and lead to a failure. Therefore, pile engineering mostly circulates around the idea of toleration. The major mean of the piles is to provide a foundation that can tolerate the weight of the construction, deformation torques, and the supposed climatic and geographical ch anges expected to affect the construction during its life. In our current ongoing proceedings, we are setting up an experiment that will analyze the bearing capacity of two sets of piles. This experiment is performed to analyze particularly the ultimate bearing capacity of the jacked piles, as the jacking method is best usable for our supposed layered sand structure and is also very commonly used in most of the constructions popular today. We have chosen steel and concrete piles to be analyzed during the experiment. As a specimen of the behavior of the piles, this experiment manifests a comparative and analytical result that shows up the

Saturday, February 8, 2020

Research Essay Topics For SAT II

Research Essay Topics For SAT IIResearch essay topics for the SAT II are sometimes not the easiest things to tackle. There are so many different people, words, and topics that will have you completely stumped. Luckily, there are a few guidelines you can follow to help you succeed.The first thing to remember is that this is a recent student. You should be using your common sense. A common word may seem obvious to you but it's often an unexpected topic. For example, 'network marketing'asset management' may sound very similar to a student who's never heard of either before. Rather than getting discouraged when the words don't seem to make any sense, go back to your research dictionary and see if you can find a synonym for your topic.The next thing to remember is that you want to start from scratch. This means you want to start with just a few sentences that will simply tell the story of your life. The best way to do this is to write a short personal essay. Just be sure to go back to you r dictionary and use the words you're looking for before you begin writing, just in case the words don't make sense to you after you've used them once.After you have the main points down, you want to go into some detail. If you want to create a scenario, start by describing a specific event that is most likely going to happen. For example, if you want to tell about what you expect to see when you go to a party and see your best friend, write that down. Once you have a short, specific description of the scene, add details such as what your friend looks like, what she says, and what other people are wearing.After you have details written, you can now take these details and construct an essay topic for your research essay topics for the SAT II. Start by writing an essay with a beginning, middle, and ending. You will then write about how the events of your life led to this day. For example, if you wrote down a good-bye letter, then you can use this to explain why you wanted to change sc hools and what influenced you to make this decision. Remember, always take into account how the main events of your life led to this situation.Research essay topics for the SAT II are easy if you follow these guidelines. Don't get discouraged if your main point isn't clear, you'll get the hang of it as you continue to write your essay.Finally, remember that the SAT II is an essay that is intended to measure your ability to do research and analyze information. In addition to providing detailed examples, you'll need to provide solid, intelligent research.

Thursday, February 6, 2020

What Everyone Else Does When It Comes to Main Essay Topics for Ielts and Toefl and What You Should Do Different

What Everyone Else Does When It Comes to Main Essay Topics for Ielts and Toefl and What You Should Do Different Why Almost Everything You've Learned About Main Essay Topics for Ielts and Toefl Is Wrong At any time you find a question that provides you with an issue or situation, and asks you to spell out its causes and effects, you know that you're handling a Cause and Effect question type. The tone needs to be polite and the language ought to be grammatically and logically complete. Also, it's extremely important that every cause has its own effect. Quite simply, if you mention two causes, make certain to mention two corresponding outcomes. Some people think that money is easily the most important component for achieving happiness. Thus, they would find out the solution to tackle that problems presently. All people ought to be vegetarian. Other people would rather travel alone. For instance, the effect of environmental destruction in 1 country can influence many nations, not merely the culprit. Climate change isn't a recent phenomenon. It is a global problem. In conclusion, it is a global problem. To start with, here are a few points to take into account before you choose whether to select the IELTS or the TOEFL exam. TOEFL, on the flip side, is primarily utilised in the United States of america. What are the TOEFL Writing Topics and what's the very best preparation and the very best writiing practises. It is almost always better to be ready for the IELTS Writing test. You might take a different exam if you're moving to the United States of america. Many nations spend plenty of money on art. In many nations, schools have severe issues with student behaviour. If you're applying to school or employment in the United States of america, you will likely take the TOEFL. Prior preparation is extremely useful. After you've found your test center, you will choose whether you want to have a paper or computer sort of the test. Also, note that for obtaining a band score 9 you should have both exam abilities and language abilities. Learning from perfect instance is not a poor process for language apprehension. IELTS is considered an important language proficiency test. Exam skills deal with how quickly it is possible to frame an appropriate essay dependent on the topics given by IELTS. Then you are going to want to be aware of what the exam is and the way to be successful at it. There are four distinct pieces of the IELTS exam. The Tried and True Method for Main Essay Topics for Ielts and Toefl in Step by Step Detail The key is, not to give answers which are too short. There are a couple different means by which you might structure an essay like, but the simplest one could possibly be the very best. Short answers lose marks, but there aren't any additional marks for extended answers. Write your introduction in a couple of sentences. Do count your words to make sure that you have written enough. Nowadays people use social media to stay in touch with others and know about the news. Slang and senseless rhetoric ought to be avoided. Quite simply, rewrite the question in your words using synonyms. The key is to adhere to the bulleted points all of the time. The ideal way to do it is to give examples. A good example will demonstrate the point in a better method. Use particular reasons and examples to back up your opinion. In the end, irrespective of the sort of question you're asked, it's always a great idea to devote a few minutes before you commence writing outlining you answer. In case you're unhappy with the work you'll be able to secure the job revised free of charge. It's essential to be quick when writing but most importantly it is important to maintain calm. The author will state her or his opinion about a subject, then provide three major points that support it.

Wednesday, February 5, 2020

The Good, the Bad and Cause Only Essay Topics

The Good, the Bad and Cause Only Essay Topics The True Meaning of Cause Only Essay Topics For college students, writing a cause and effect essay does require a whole lot of thought and a specific amount of research essay, however, it doesn't need to be a complicated undertaking. Obviously, it's important to be confident, but it isn't necessary to deal with the college essay for a list of personal achievements. Even if you're the all-time best student, you shouldn't treat you essay carelessly. Your admissions essay needs to be well-structured, have a solid evidential base, and offer unique details about you. Cause Only Essay Topics Ideas Thus, some exact dangerous drugs are approved as they're required to deal with significant illness. There are many regions to explore while trying to find suitable cause and effect topics. Ensure you know the association between cause or events well. 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New Questions About Cause Only Essay Topics A cause-effect essay on the subject of deforestation could concentrate on the reasons behind the destruction and the effect it has. When you receive a task to compose a cause and effect essay you should begin with choosing a topic. Obviously, the topic you pick for cause and effect essay is going to be the guiding principle in the whole work. The attractiveness of a good cause and effect essay is the fact that it can consist of nearly result in writing, write can be regarded as a great topic, which range from homelessness to social media or even pollution or rock music. What You Should Do to Find Out About Cause Only Essay Topics Before You're Left Behind Topic selection is critical to compose the most suitable essay. Picking the essay topic has to be accomplished carefully. The middle area of the essay is its entire body. There are a lot of forms of essays there in the world you can merely lose your head. 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For every one of your requirements in any sort of academic paper writing, bear in mind that you may always contact the skilled and certified academic writers of ProfEssays.com. Picking the correct topic has to be accomplished with care because it's the fundamental foundation of essay writing. Keep in mind that choosing cause and effect essay topics, in addition to writing the paper, can be a difficult job however, you can always rely on our organization and we'll complete it in the very best approach.

Thursday, January 30, 2020

Roles, Responsibilities and Relationships in Lifelong Learning Essay Example for Free

Roles, Responsibilities and Relationships in Lifelong Learning Essay I am a Registered Mental Health Nurse working for a private company and was given the opportunity to work as an in-house trainer when the regional trainer left the company last year. It was my responsibility as the trainer to ensure all staff was brought up to date with Mandatory training such as Health Safety, Moving Handling, Data Protection, and Safeguarding Vulnerable Adults Children to name a few sessions. So the question had to be asked: What is the role and responsibility of the teacher in the lifelong learning sector? To find this out I would need to do some research to find the evidence as well as go to college to gain the relevant qualification to support my role as a teacher. Gravells, A (2012) believes, it is not just about the teaching but also about the learning that takes place; and that it is not just the students who will be learning but also the teacher. The sessions will have to be specific, at a language and stage the students can understand as well as assessing them as we go along to ensure learning has been achieved and at what level before we can move onto further sessions. Not only that, there will have to be feedback for the students as well as the teacher to assess if anything needs to be done to improve future sessions, as teachers can also learn from constructive criticism; this was something I had not thought about and will have to cope with as not everyone is perfect; Walker, G (10. 6. 2013) goes on to say that having critical feedback can promote good constructive growth in both relationships and the individual. It was at this point I decided to go to college and gain the relevant qualification that would help me gain insight and knowledge to ensure I was doing the teaching sessions correctly. The Institute for Learning (2008) is an independent professional body for tutors, trainers, teacher’s student teachers in the further education and skills sector who support excellence in professional teachers and trainers practice for learners in worked based learning so this was a good place to start for me to gain knowledge on behaviours expected of my students so that the company I work for, my students and myself and most of all the wider community would benefit. As part of my Professional Nursing Body NMC Code of Conduct (2008) my first concern would be to treat all individuals with respect and dignity, this also ties in with the Institute for Learning, who have similar codes of professional conduct. I would have to be professional in my role, although I know this is going to be a challenge as some of the people I will be teaching are my friends and I know that boundaries can be challenging at the best of times. As a teacher I will have professional boundaries to which I need to work within; it is all too easy to get involved with the personal lives especially as I will know my students on personal and professional levels; I will need to stick to the planned sessions and if I need to speak to anyone about their personal lives I will refer them onto their clinical supervisors. But I am sure I will remain professional and show respect to them, then the same will be reciprocated. I will uphold the reputation of the company, my nursing profession and that of the teaching role to ensure no damage is done. I will take reasonable care to ensure all members of staff who attend training will remain safe and I will protect and promote their health and well-being and help them develop knowledge at their level of learning. It was my role as a trainer to ensure people were first of all motivated to come to the training in the first place and once they were there I had to gain their interest by involving and engaging them in the sessions I was going to teach. I would need to identify their needs as each member of staff have done different learning schedules and some were more up to date on their mandatory training than others. I would then be able to assess, evaluate and mentor them throughout the days of training. According to Rogers (2001, p. 15) if you are not motivated you cannot and will not learn. She goes on to say, as a tutor, it is my role to keep them motivated by keeping the current flowing; to do this I need to research the information I will be teaching and ensure the students I will be teaching will understand the subject. Although this is a mandatory requirement of the company and policies and procedures had to be followed and are available both in the staff office and on the intranet of Lighthouse Healthcare for all to read and gain insight in what the company would expect from us as employees. As the trainer I would have a list of all the staff members personal details, under The Data Protection Act (1998 amended 2003) I would ensure all details are kept secure, relevant, used in accordance with the individual’s rights and kept no longer than necessary; if a member of staff leaves then all records will be archived until such a time it can be shredded. It would be my responsibility to identify the needs of each member of the group; if there was someone who was disabled or used a wheelchair, or they may be pregnant and could not do some of the techniques taught in some of the sessions such as moving and handling. If so then it was my responsibility under the Equality Act (2010) to ensure I have researched my attendees and provided them with the facilities and sessions appropriate to their needs. The Health safety at Work Act (1974) states staff should have a safe working environment, it is the duty of every employer to ensure, as far as is reasonably practicable, all employees have their welfare, health and safety at the workplace. At this point one member of staff did approach me and stated they found it really hard to work more than 2 days in a row due to their depression, as the training was going to be for 3 days I suggested we did their 3rd day on another set of training days I had planned for the next month. This made the member of staff happy and we as employers showed we had fulfilled their needs under The Equality Act and the member of staff had not been discriminated due to their illness. I would need to book the appropriate room, ensuring the room is the right temperature and appropriate to the group’s needs. Maslow (1954) believed you must satisfy the lower levels of basic needs before you can progress to the higher levels; therefore, if his theory was to work, if all my students had their basic needs like food and warmth they should progress up the pyramid and achieve fulfilment and learning. Maslow (1954) ‘The earliest and most widespread version of Maslows (1954) hierarchy of needs includes five motivational needs, often depicted as hierachical levels within a pyramid. ’ As well as having the appropriate resources available, with a backup plan should there be any issues. I would need to plan the daily sessions according to the needs of the company training schedule which would need to reflect on the Health Inspectorate Wales (HIW) (2013) regulations and what they deem as necessary for mandatory training. These sessions would be spread over a course of 3 days so that it is not rushed and the needs of the students are thought of; they would need regular breaks to take away any boredom, as mandatory training is not the most exciting of subjects to teach or indeed learn but they are a company requirement that need to be completed yearly in accordance with HIW recommendations. It would also be my responsibility to provide hand outs, that are relevant and researched, at he beginning of the session with pens in case anyone wanted to take notes during the session; then at the end I would hand out evaluation forms to gain feedback on my teaching sessions; what have I learned from this, what went good and what could be improved on. This would then improve the quality of my work ready for future training sessions. Pennington (2008) explains that: According to Thorndike’s (1911) Law of effect, if the effect is rewarding for the organism, then the behaviour will tend to be reproduced again in the future. If the effect is punishing, the behaviour is not likely to be reproduced in the future. Therefore, I would need to ensure my sessions were interesting for people to learn so they would want to return back to my sessions over the next few days and for any future sessions I will have planned. If they have enjoyed the first sessions chances are they will enjoy the next ones. First of all I would explain the Health and Safety aspects of the room, what to do should the fire alarms sound and show them where the nearest fire exits were. Then to start the session I would do an ice breaker session as this would help people to relax and relieve any anxieties they may have, it will hopefully break down barriers, give people belonging to the group and help people remember names. It will promote team work and encourage people to share their interests and common grounds and it will give me some idea of how each person reacts and interacts in a group ready for the sessions I will be teaching. There are many books devoted just for ice breakers sessions but it all depends on what your needs are and who you will be working with but their main aim is to give ideas of how to get your students to work as a group and feel they are fully present; if you are not fully present in a group then you cannot learn. Rogers, J. 2001) I would need to stick to the schedule and not digress as this could delay the day and sessions may get rushed near to the end and important information may not be taken in; therefore the learning needs may not be met which could have a knock on effect putting theory to practice in the workplace. Whilst presenting I would have had to gain the knowledge to present it with confidence. According to Blooms Revised taxonomy Anderson, L. Et al. (2000), I would have to be creative, evaluate, analyse, apply, understand and remember my information teaching for it to work. Therefore, to be creative, I will need to bring in new ideas and a different way of viewing things should help with my planning. I will be able to evaluate and analyse through observation by doing an evaluation form for the students to complete when their training is finished. I will apply theory to practise with the knowledge I have gained and where I found the sources so the students can gain further knowledge themselves by reading and looking at the relevant websites. I will finally put my information on paper and powerpoint to ensure I have prompts to remind me and the handouts would reflect the knowledge with an area for the students to take notes to help them remember the information I have taught. The final part of the day would be the quiz I had prepared to see if they had taken in any of the knowledge I had taught over the previous days. My week would not end when the students left the room for the final day of training; I would then have to assess whether they have met the criteria of a pass or whether they would need to be referred back for further training. This is defined by scoring over 40/50 on the knowledge quiz, which was previously discussed at an executive meeting with the regional training officers at head office. I would also need to add the people who attended training onto the database of attendance to ensure they receive their certificates of attendance, it is also evidence they have attended mandatory training and it would allow them onto the unit to continue with safe practice after gaining knowledge through mandatory training and following the companies Policies and Procedures.