Treatments Of Alcoholism Essays (2906 words) - Health, RTT

Treatments of Alcoholism On any given day in the United States... 10,657 babies are born. (US Census Bureau). Twenty of these babies are born with Fetal Alcohol Syndrome. Twenty may seem as though it is not a lot, but when you compare it to the fact that this number is more than HIV positive, Muscular Dystrophy, Spina Bifida and Down Syndrome combine it creates a whole new parameter. Fetal Alcohol Syndrome is a direct result of a woman's competed disregard for the fetus. Fetal Alcohol Syndrome (FAS, hereinafter), is a series of both mental and physical birth defects that can include, but are not limited to, mental retardation, deficiencies in growth, central nervous system dysfunction, behavioral maladjustments, and craniofacial abnormalities. It is common knowledge not to smoke or drink during pregnancy. Growth abnormalities can be significant and also includes all three of the following respects of growth: weight, length and head circumference. Most of the time the baby's growth abnormalities are so severe they need to be hospitalized because of obvious failure to survive. A baby with craniofacial abnormalities can be recognized by their eyes in that they are small with exaggerated inner epicanthic folds. (Health Visitor Nov. 1981) The bridge of the nose is normally poorly developed. The ears are often large and simple in form. (Midwives Chronicle and Nursing notes) At first, when the baby is delivered, the affected infant shows signs of alcohol withdrawal; with signs that are much similar to delirium tremens in adults. They are often anxious, have a weak grasp, poor hand-to-eye coordination and consistent difficulty in feeding and sucking. People can not blame the mother's for the most part though. It is a common ignorance among the health care providers. Most health care providers are untrained and unfamiliar with substance abuse issues among pregnant women. FAS is widely misdiagnosed and or under diagnosed. Only ten percent of medical schools require students to complete a course on the proper diagnosis of individuals with alcohol and other drug addictions. Many women do not receive proper pre-natal care, and a study performed by a National Center for Health Statistics found that doctors appear less likely to tell a pregnant black woman to quit drinking and or smoking than they would be to a white woman. (The New York Times, January 19, 1994) As mentioned above, a baby with FAS can suffer from many different birth abnormalities. These disabilities will indeed last a lifetime. There is no amount of alcohol found to be safe to consume during pregnancy. FAS is, however, 100% preventable when a woman abstains from alcohol. FAS is the leading known cause of mental retardation. Approximately, one out of 750 live birth are born each year with FAS. (The Journal of American Medical Association, 1991) Thirty to 40% of the mothers who drink "heavily" throughout pregnancy have the syndrome. FAS is not limited to any one group, race, culture, or socio-economic background. Between one-third and two-thirds of children in special education have been affected by alcohol in some way. (The Journal of American Medical Association, 1991) Comparison of children and adults with FAS shows that with the approach to adolescence, the specific craniofacial features are not as noticeable as they are in infancy. Average academic functioning of these children and adults does not seem to develop beyond early school grade level. The short stature and small head (micro cephalic), seem to be permanent. The most noticeable behavioral problems were found to be with comprehension, judgment, and attention skills, causing these adults bo rn with FAS to experience major psychological and adjustment problems for the rest of their lives. Numerous studies with animals, of experimental alcoholism, where nutritional status has been well controlled, have shown that the damage to the developing fetus, such as low birth rate CNS ( Central Nervous System) impairment, etc. are caused by the direct consequence of the effects of alcohol. In addition, some of these studies have shown a clear continuum effect; the higher the blood alcohol of the mother, the greater the damage to the developing fetus. Even though the direct connection between alcohol intake and birth defects is now indisputable, there are other etiological factors associated with maternal drinking that must also be considered as contributing factors in an adverse pregnancy outcome. The

Underline the main features of The Good Friday Agreement essays

Underline the main features of The Good Friday Agreement essays A remarkable feature of Westminster's approach to the Northern Ireland 'Troubles' since 1969 has been the extent to which governments and oppositions down the years set party conflicts aside in searching for remedies and solutions. When Labour came to power in 1997, the outgoing Secretary of State, Sir Patrick Mayhew, was at pains to do all he could to help the incoming minister, Dr Mo Mowlam. Discussions continued month after month between party representatives. Both Prime Minister Tony Blair and Taoiseach, Bertie Ahern involved themselves in the details to a remarkable degree. Finally, on Good Friday 1998, all the main parties - with the exception of the Democratic Unionist Party - announced agreement. Essentially the SDLP MP who described the accord as 'Sunningdale for slow learners' was not wrong. A power-sharing devolved government would be formed with ministerial posts distributed according to party strength. The involvement of parties representing paramilitaries (primarily the Ulster Democratic Party, the Progressive Unionist Party and Sinn Fein) depended on the maintenance of cease-fires and 'decommissioning' of paramilitary weapons. A copy of the agreement was delivered to every household in Northern Ireland, and in May 1998 the accord was approved by referendum north and south; by a narrow margin, even unionist voters gave their approval. Two architects of the agreement, David Trimble and John Hume were awarded the Nobel Peace Prize. A Northern Ireland Assembly was elected, with its representation also indicating majority support for the agreement. The issue of decommissioning, however, constantly delayed the formal creation of an executive, as the IRA had a policy of 'not an ounce, not a bullet' being given up from their armoury, while the Unionists refused to become ministers until some arms had been handed in. Northern Ireland remained a deeply divided society and this was most evident in opposing views on policin...

Prendre Conjugation in French, Translation, and Examples

Prendre Conjugation in French, Translation, and Examples The French verb prendre,  which commonly means to take,  is a frequently used and very flexible  irregular French -re verb. The good news is that  prendre can help you learn similar verbs. In this article you can find the different meanings and the most frequently used prendre conjugations: the present, present progressive, compound past, imperfect, simple future, near future indicative, the conditional, the present subjunctive, as well as the imperative and the gerund of prendre. There are other verb tenses for prendre, but they are not used as frequently. For example, the passà © simple and imperfect subjunctive are formal and most often found in writing. Prendre Is the Model for an Irregular -re Verb Subgroup There are patterns for irregular French  -re verbs, and  prendre  is in one of those groups. In fact, all verbs ending in the root word  -prendre  are conjugated the same way. These verbs drop the d in all three plural forms and take a double n in the third person plural.   This means that after you learn the conjugations for  prendre, you can apply what you learned to conjugate these other verbs: Apprendre   to learnComprendre  Ã‚  to understandEntreprendre  Ã‚  to undertakeMà ©prendre  Ã‚  to mistakeReprendre  Ã‚  to retake, take againSurprendre  Ã‚  to surprise The Many Meanings of Prendre The verb  prendre  usually means to take, both literally and figuratively. Il ma pris par le bras.  Ã‚  He took me by the arm.Tu peux prendre le livre.  Ã‚  You can take the book.Je vais prendre une photo.  Ã‚  Im going to take a picture.Prenez votre temps. Take your time. Prendre  is such a flexible verb that it can change meanings based on the context. The following is a list of some of the uses of prendre, although there are many more. Prendre  can mean to come over or to strike: La colà ¨re ma pris.   I was overcome with anger.Quest-ce qui te prend  ?  (informal)   Whats come over you? Whats the matter with you? Prendre may also mean to catch in instances such as: Je lai pris tricher.   I caught him cheating. There are times when prendre  will take on the meaning of to take in, to dupe, or to fool: On ne my prendra plus !   They wont fool me again! You may also use prendre when you want to say to handle or to deal with: Il y a plusieurs moyens de prendre le problà ¨me.   There are several ways to deal with the problem. One of your options for saying to set is a form of  prendre: Le ciment na pas encore pris. The cement hasnt set yet.   When you want to say to do well, to catch on, or to be successful you can also turn to  prendre: Ce livre va prendre.   This book is going to be a great success. Sometimes, prendre  can even mean to catch or to start: Jespà ¨re que le bois va prendre.   I hope the wood catches on fire. Finally, prendre  can also mean to pick up or to fetch, especially when used with another verb: Passe me prendre midi.   Come pick me up at noon.Peux-tu me prendre demain  ? Can you pick me up tomorrow? Using Se Prendre The  pronominal  se prendre  has several meanings as well. To consider oneself:  Il se prend pour un expert.   He thinks hes an expert.To get caught, trapped:  Ma manche sest prise dans la porte.   My sleeve got caught in the door. You may also use  sen prendre , which means  to blame, to challenge, or to attack: Tu ne peux ten prendre qu toi-mà ªme.   You only have yourself to blame.Il sen est pris son chien.   He took it out on his dog. Similarly, the construction  sy prendre   means to do something about it: Il faut sy prendre.   We have to do something about it. We have to take care of it. Expressions With Prendre There are many  idiomatic expressions  using the French verb  prendre.  Among the most common are these which you can use to practice your  prendre  conjugations. Prendre sa retraite   to retirePrendre une dà ©cision   to make a decisionPrendre  un pot  (informal) to have a drinkQuest-ce qui ta pris  ?   Whats gotten into you?Être pris   to be tied up, busy Present Indicative Je prends Je prends le petit dà ©jeuner 7 heures du matin. I have breakfast at 7 in the morning. Tu prends Tu prends le train pour aller travailler. You take the train to go to work. Il/Elle/On prend Elle prend un verre de vin la fin de la journà ©e. She has a glass of wine at the end of the day. Nous prenons Nous prenons beaucoup de photos pendant le voyage. We take many photos during the trip. Vous prenez Vous prenez le livre de la bibliothà ¨que. You take the book from the library. Ils/Elles prennent Ils prennent des notes en classe. They take notes in class. Present Progressive Indicative The present progressive in French is formed with the present tense conjugation of the verb à ªtre (to be) en train de the infinitive verb (prendre). Je suis en train de prendre Je suis en train de prendre le petit dà ©jeuner 7 heures du matin. I am having breakfast at 7 in the morning. Tu es en train de prendre Tu es en train de prendre le train pour aller travailler. You are taking the train to go to work. Il/Elle/On est en train de prendre Elle est en train de prendre un verre de vin la fin de la journà ©e. She is having a glass of wine at the end of the day. Nous sommes en train de prendre Nous sommes en train de prendre beaucoup de photos pendant le voyage. We are taking many photos during the trip. Vous à ªtes en train de prendre Vous à ªtes en train de prendre le livre de la bibliothà ¨que. You are taking the book from the library. Ils/Elles sont en train de prendre Ils sont en train de prendre des notes en classe. They are taking notes in class. Compound Past Indicative The  passà © composà ©Ã‚  is translated to English as the simple past. It is formed using the auxiliary verb  avoir  and the past participle  pris.  For example, we took is  nous avons pris. Je ai pris J'ai pris le petit dà ©jeuner 7 heures du matin. I had breakfast at 7 in the morning. Tu as pris Tu as pris le train pour aller travailler. You took the train to go to work. Il/Elle/On a pris Elle a pris un verre de vin la fin de la journà ©e. She had a glass of wine at the end of the day. Nous avons pris Nous avons pris beaucoup de photos pendant le voyage. We took many photos during the trip. Vous avez pris Vous avez pris le livre de la bibliothà ¨que. You took the book from the library. Ils/Elles ont pris Ils ont pris des notes en classe. They took notes in class. Imperfect Indicative The imperfect tense is used to talk about ongoing events or repeated actions in the past. It can be translated to English as was taking or used to take. Je prenais Je prenais le petit dà ©jeuner 7 heures du matin. I used to eat breakfast at 7 in the morning. Tu prenais Tu prenais le train pour aller travailler. You used to take the train to go to work. Il/Elle/On prenait Elle prenait un verre de vin la fin de la journà ©e. She used to have a glass of wine at the end of the day. Nous prenions Nous prenions beaucoup de photos pendant le voyage. We used to take many photos during the trip. Vous preniez Vous preniez le livre de la bibliothà ¨que. You used to take the book from the library. Ils/Elles prenaient Ils prenaient des notes en classe. They used to take notes in class. Simple Future Indicative Je prendrai Je prendrai le petit dà ©jeuner 7 heures du matin. I will eat breakfast at 7 in the morning. Tu prendras Tu prendras le train pour aller travailler. You will take the train to go to work. Il/Elle/On prendra Elle prendra un verre de vin la fin de la journà ©e. She will have a glass of wine at the end of the day. Nous prendrons Nous prendrons beaucoup de photos pendant le voyage. We will take many photos during the trip. Vous prendrez Vous prendrez le livre de la bibliothà ¨que. You will take the book from the library. Ils/Elles prendront Ils prendront des notes en classe. They will take notes in class. Near Future Indicative The near future is translated to English as going to verb. In French it is formed with the present tense conjugation of the verb aller (to go) the infinitive (prendre). Je vais prendre Je vais prendre le petit dà ©jeuner 7 heures du matin. I am going to eat breakfast at 7 in the morning. Tu vas prendre Tu vas prendre le train pour aller travailler. You are going to take the train to go to work. Il/Elle/On va prendre Elle va prendre un verre de vin la fin de la journà ©e. She is going to have a glass of wine at the end of the day. Nous allons prendre Nous allons prendre beaucoup de photos pendant le voyage. We are going to take many photos during the trip. Vous allez prendre Vous allez prendre le livre de la bibliothà ¨que. You are going to take the book from the library. Ils/Elles vont prendre Ils vont prendre des notes en classe. They are going to take notes in class. Conditional The conditional is used to talk about hypothetical or possible events. It can be used to form if clauses or to express a polite request. Je prendrais Je prendrais le petit dà ©jeuner 7 heures du matin si j'avais le temps. I would eat breakfast at 7 in the morning if I had the time. Tu prendrais Tu prendrais le train pour aller travailler si c'à ©tait moins coà »teux. You would take the train to go to work if it were less expensive. Il/Elle/On prendrait Elle prendrait un verre de vin la fin de la journà ©e si elle n'à ©tait trop fatiguà ©e. She would have a glass of wine at the end of the day if she were not too tired. Nous prendrions Nous prendrions beaucoup de photos pendant le voyage si nous avions une bonne camà ©ra. We would take many photos during the trip if we had a good camera. Vous prendriez Vous prendriez le livre de la bibliothà ¨que si vous le vouliez. You would take the book from the library if you wanted it. Ils/Elles prendraient Ils prendraient des notes en classe s'ils pouvaient. They would take notes in class if they could. Present Subjunctive You will use the subjunctive whenever the action of taking is uncertain. Que je prenne Marie propose que je prenne le petit dà ©jeuner 7 heures du matin. Marie proposes that I eat breakfast at 7 in the morning. Que tu prennes Jacques suggà ¨re que tu prennes le train pour aller travailler. Jacques suggests that you take the train to go to work. Qu'il/elle/on prenne Anne conseille qu'elle prenne un verre de vin la fin de la journà ©e. Anne advises that shehave a glass of wine at the end of the day. Que nous prenions Notre mà ¨re exige que nous prenions beaucoup de photos pendant le voyage. Our mother demands that we take many photos during the trip. Que vous preniez Laurent prà ©fà ¨re que vous preniez le livre de la bibliothà ¨que. Laurent prefers that you take the book from the library. Qu'ils/elles prennent Le professeur souhaite qu'ils prennent des notes en classe. The professor wishes that they take notes in class. Imperative When using  prendre  in the  imperative  to express a command, you do not need to state the subject pronoun. For instance, use  prends  rather than  tu prends. To form the negative commands, simply place ne...pas around the positive command. Positive commands Tu prends ! Prends le train pour aller travailler ! Take the train to go to work! Nous prenons! Prenons beaucoup de photos pendant le voyage ! Let's take many photos during the trip! Vous preniez! Preniez le livre de la bibliothà ¨que ! Take the book from the library! Negative commands Tu ne prends pas ! Ne prends pas le train pour aller travailler ! Don't take the train to go to work! Nous ne prenons pas! Ne prenons pas beaucoup de photos pendant le voyage ! Let's not take many photos during the trip! Vous ne preniez pas! Ne preniez pas le livre de la bibliothà ¨que ! Don't take the book from the library! Present Participle/Gerund The  present participle  in French has several different uses. One of them is to form the gerund (usually preceded by the preposition en), which is often used to talk about simultaneous actions. Present participle/gerund ofPrendre prenant Je t'ai vu en prenant mon petit dà ©jeuner. I saw you while I was eating my breakfast.

Sustainable Developmentu Essay Example | Topics and Well Written Essays - 1000 words

Sustainable Developmentu - Essay Example The main problem that the world has been facing has been resulting from overexploitation of resources and pollution of the environment. Therefore the concept of sustainable development has become synonymous any time the world is talking about looking at the problems that are threatening the survival of the future generation. Sustainability in the world has been encompassed in the concept of sustainable development that has become a common term all over the world. There have been development of various polices by various governments which are aimed at ensuring that there is sustainable development in their countries. As defined the UN, sustainable development is development that meets the needs of the present generation without compromising the ability of the future generation to meet their needs. Therefore it is development that is well integrated in the use of resources which will enable us to meet our needs from those resources and at the same time enable the future generation to meet their needs from the same resources. We are therefore the custodian of the resources for the future generation. (Bateman 2005, p. 4) There are many reasons that have been given to explain why the world needs to embrace the concept of sustainable development. ... Therefore we have to take a step to protect what is providing us with all we need. The other fact has been the interfaced with the emerging technology in the world. As we strive to meet our needs there has been technological freedom that has made it difficult to control environmental degrading technologies which continue to be a danger to the world. Therefore we have to come up with measure that will help us to regulate our technology in order to be in line with environmental sustainability means. (Ramond, Lindsey and Todd 2003, p. 3) What is being done to ensure sustainable development There have been various efforts that are being implemented in all sectors of the world in order to ensure that there is sustainable development. There have been realizations that we cannot do without technology and therefore one of het best approach to curb the rate of degradation of the environment and ensure sustainability has been the adoption of the appropriate technology. Technology has been playing a crucial role in sustainable development since it has been one of the most significant way in which humans have been interacting with the environment. Therefore a sustainable technology is the helps the society to move towards sustainability and that fits well with the goals of sustainable development. It is practical solution that is used for economic development and satisfaction of human needs while living in harmony with the environment. A sustainable technology is a technology that meets some of the basic characteristics through which it can be distinguished from others. It is a technology that minimize the use of non renewable energy an natural resource

Discussion Assignment Example | Topics and Well Written Essays - 250 words - 73

Discussion - Assignment Example We can look at how specifically Americans and Singaporeans are influenced by the Chinese films, which are their main markets unlike Hong Kong which focuses on the entire global market. Singaporeans are busy training karate due to the influence the films have had on them. The most recent Chinese film that I have watched was Man of Tai Chi starring Tiger Chen and Keanu Reeves. The film is action-based just like a majority of other Chinese films where the two actors decide to take revenge for their family who were murdered by the rulers of the land. What is common about these film is how Chinese have strong family ties that two people can decide to fight an entire army just to avenge their family. Also, the famous martial arts and Kung Fu were depicted in the film, which every Chinese film lover loves to watch. The thought that comes to someone about Chinese is that even if they are very much developed, they still value their traditional values, which have been able to hold them together for this

Contact Zones Essay Example for Free

Contact Zones Essay Parodies are pieces of writing or presentations that deliberately copy and make fun of other writings or subjects. Although parodies may offend or make others uncomfortable, they have a peculiar way of benefitting learners by forcing them outside of their natural realms, allowing them to be analytical, and curious of their surroundings. Mary Louise Pratt describes this as creating a contact zone where parody, critique, and unseemly comparisons create social disruptions in which students are challenged. In her essay â€Å"Arts of the Contact Zone,† she proposes that classrooms should take up this style of educating. What would a contact zone in a classroom perform like? Out of all the elements that are capable of creating a contact zone, parody is one of the more familiar choices that would behave well in a classroom. Say for instance an English classroom is designed to be a parody of the students for a week. The professor decided that maybe the students are not performing as well as he had hoped. They haven’t been coming to class, they do not always bring their drafts and their efforts on their papers are lacking. He wants to challenge them by informing his students about all the stereotypes aimed at young students. He brings up statistics about texting in class, the percentage of homework actually turned in on time, the hours a night spent studying, partying, or drinking, test scores and more. He mocks them when he walks in the classroom, wearing baggy clothes and a sideways hat. He asks them to repeat their questions claiming he wasn’t listening because he was texting on his phone. What kind of reaction would the students have to this kind of behavior? As a student in this classroom, a person might be confused, angry even at the assumptions made about his or her generation. Everyone is different. The professor can’t make a generalization about everyone in the class based on a stereotype. It is not fair. But what the professor is really doing is allowing the students to question themselves. â€Å"The very nature of the course put ideas and identities on the line,† (496) Pratt says about a course similar to this. The students, seeing themselves in another person’s  perspective, may begin to question how they define themselves. Likewise, they will begin to analyze how their newly questioned selves affect their judgments on other elements of their lives, such as people they know or opinions they had prior. This is important because it gives them room to make change if they are dissatisfied with their findings. Although the classroom might have acted as a community, the separation between the students and the teacher by this newly established contact zone may start to break it apart. The students begin to form a safe house. â€Å"We use the term to refer to social and intellectual spaces where groups can constitute themselves as horizontal, homogeneous, sovereign communities with high degrees of trust, shared understandings, temporary protection from legacies of oppression† (497). In other words, a safe house is a group of people with like fears or concerns who find comfort in each other’s understandings of the conflicts within the contact zone. The parody the professor is making of his students would be discomforting and flamboyant; enough so that they would confide in each other for a reasonable explanation. Although each student is different, every person has room for personal growth and achievement; therefore â€Å"despite whatever conflicts or systematic social differences might be at play, it is assumed that all participants are engaged in the same game and that the game is the same for all players† (494). Pratt states that for the most part this is true, although there are a few exceptions. In this case however, we are assuming that the â€Å"game† is improvement individually, not to a set classroom standard. The professor expects each student to out-perform his stereotype, whatever it may be, and become more studious overall. In a way, safe houses have the potential to transform into alliances, where those communities could come together to attempt to defeat something bigger than their individual parts. For example, the students, embarrassed by what society has believed thus far of young scholars, may form an alliance and agree that the only way to change this viewpoint is if they all consent in working towards eradicating this label on the young people. They will learn to work hard to achieve success and think past what critiques may bound them to. Now there exists a choice the students can make: do they want to live up to the judgments made of them, becoming self-fulfilling prophecies, or do they want to prove their professor wrong? Most students would choose to challenge the professor’s exaggerated opinion. Therefore, unknowingly the students would react the way the professor determined they would. They start coming to class on time, engage in discussions and turn in their homework. They mute their phones and actually pay attention. All they are trying to prove is that the professor’s belief of them is false. Not every young student is neglectful of his work and not every young student would rather be somewhere else. Pratt’s idea of incorporating contact zones in classrooms in this case worked out well. The students became aware of whom they were perceived as and who they wanted to be. This challenge could work for any classroom. It is not unique to English classes alone. If a person is capable of feeling shame, embarrassment and guilt, the contact zone method could be very successful.

Inetgrity:The Control of a Dream :: Economics Businesses Papers

Integrity:The Control of a Dream Last year I spoke to you on Patriotism, the Belief in a Dream. I tried to relate this subject to the commitment one feels to employees, suppliers, and customers from the day they first start their business until it is molded into success, and beyond. I termed Patriotism as a love for and devotion to the success of the business. During the journey of building and running a business there are numerous challenges that test the meddle of the many individuals involved. The foundation of this business must be built on a bedrock of integrity or these challenges will destroy it overnight. But what is integrity and how can you get it ? Webster’s dictionary defines the word as soundness of and adherence to moral principal and character going further to say that it is a state of being whole, entire, or undiminished, in perfect condition. It is not hereditary. It is more about breeding than birth. It is a â€Å"second nature† developed through education, experience, and choice. One needs to pay more attention to virtues like honesty, integrity, responsibility, respectfulness, and fairness to build the character that can help you navigate the ever changing world of business. Teddy Roosevelt reportedly said, â€Å"To educate a person in the mind but not morals is to educate a menace to society†. Rarely has this been more evident than in the past few years where we have seen the highly educated managers of once respected corporations such as Enron, Arthur Anderson, WorldCom and others wreck havoc on our economy. In the last decade we have shown great concern about the low moral code being proliferated by the media, the entertainment industry, fast rising businesses, and even our top elected officials. I do not see where much has been done to correct a glaring issue that tears at the very heart of American society. Building Character isn’t easy. It starts with attentiveness but it’s not just a matter of hanging posters or listing virtues. It requires serious and sustained effort to enhance the ethical consciousness, commitment, and competence of our workers and our families. Our domestic school system is thought to be taking the issue more seriously, but most are only giving it lip service. Cheating and disrespect flourish in classrooms and on sports fields; and young people are unintentionally nudged toward moral agnosticism, or a belief that there really is no right or wrong.