Teenage Pregnancy as Social and National Issue in the US Coursework

Teenage Pregnancy as Social and National Issue in the US - Coursework Example In the United States, the high rate of adolescent pregnancy has been a cause of social concern for over two decades. The number of teenagers who get pregnant and who become single mothers has been very alarming. The society has recognized it as a problem that has to be dealt with effectively (Armstrong, 2001). To understand this problem, it is necessary to take a step back and see the various reasons as well as the high-risk groups that are involved in the issue. This study explores how teenage pregnancy is a social and national issue in the United States. It also tries to analyze the various reasons that are responsible for adolescent pregnancies in the United States. It is understood that teenage pregnancy also has consequences and implications not only on the individual but on the society as well as the government. This research also tries to understand the various implications that teenage pregnancy has on many different levels.   Furthermore, it also takes a look at the variou s programs that have been undertaken to prevent teenage pregnancy and the various steps adopted to support teenage mothers and their children so that they are assimilated in the society.After the issue of teenage pregnancy came into scrutiny, many research agencies, as well as independent bodies, tried to understand the gravity through empirical research (Moncola et al, 2003). The results of the research were staggering because it was revealed that the United States has the highest rate of teen pregnancy among the developed nations of the world. The research done by UNICEF regarding this matter revealed that the rate of adolescent pregnancy is almost double that of Great Britain and 10 times that of Japan. Below is a comparison chart that shows how the United States ranks the highest among the countries that are a part of OECD (Organization for Economic Cooperation and Development).

Agricultural pricing policies and distributional issues Essay Example for Free

Agricultural pricing policies and distributional issues Essay The actual cause of food insecurity across the globe has been a longstanding debate among the social, economic, political, and scientific fronts of the society. It is a common assertion that the cause of food insecurity revolves in ineffective agricultural pricing policies and distribution issues (Case, etl, 2008). On the contrary, some individuals have blamed the problem to natural causes such as drought which are beyond our control ability (Kracht Schulz, 1999). Nevertheless, given available scientific evidence that the world has enough resources to sustain its population, the problem of food insecurity is no doubt a question of poor agricultural policies. This paper seeks to refute the claim that â€Å"famines are acts of God resulting from bad weather or other natural disasters. Therefore, there is nothing we can do about them except to send food relief after they occur†. The actual causes of famines   Effective agricultural practices are instrumental in ensuring sustainable food security in the world. On the other hand, resources such as land, rains, and farming capital remain a major challenge to the realization of large scale agricultural production (Babu, etl, 2009). Famine is defined as a period of food scarcity for sustaining a given population. True to the letter, famines are cause by a combination of natural and mankind factors. Drought and crop disease outbreaks have been blamed for compromising the yielding capacity of crops (Babu, etl, 2009). This is because they negate the projected production provisions made by farmers. In addition, disasters like floods and strong winds potentially damages plants. Poor agricultural practices are one of the commonly asserted mankind contributions to famine in the global community. Just like other investments, the level of agricultural outputs is dependent on the farming techniques employed by the farmer. The problem of global warming has also been blamed for causing weather prediction uncertainties (Babu, etl, 2009). This has prompted the development of adaptive agricultural strategies to enhance production security under such situations. Nevertheless, most farmers, particularly in developing nation are still engaged in traditional farming practices which are no doubt a source of production risk in the event of weather failure. Moreover, failure by government to give farming incentives and subsidies (Babu, etl, 2009) serves to lower agricultural production. Another artificial cause of famine is lack of effective food preservation and weather prediction strategies. Food security should be a matter of priority in any sober government. This means that the government should have a reliable strategy for monitoring its food reserves (Kracht Schulz, 1999). Failure in food production due to natural causes does not always lead to famine as can be evident from the 1989-1992 droughts that were witnessed in southern Africa region. Though agriculture production was low during this time the strategic approach employed by Southern African Development Community (SADC) played a crucial role in evading a famine crisis in the region (Babu, etl, 2009). Therefore, poor food conservation and weather forecasting strategies are major cause of famine. The impact of agricultural pricing policies on famines Consideration of agricultural pricing policies is quite important in understanding the problem of famine in a given community. Agriculture as a business serves as a source of livelihood for many individuals in the community. This is particularly true in developing nations where their economy is heavily dependent on agriculture (Case, etl, 2008). On the other side, in a free market economy, the price of products is determined by the factors of demand and supply. This has the implication that overproduction of agricultural products calls for decreased prices in the market. However, the government as having the responsibility of protecting its economy has been engaged in regulating product prices. This is evident from government policies such as purchasing agricultural products from farmers into its food reserves at competitive prices (Kracht Schulz, 1999). Such are instrumental in ensuring farmers of competitive market availability for their products. Nevertheless, government agricultural pricing policies have been blamed for inhibiting production (Case, etl, 2008). According to available information, seasonal overproduction in the agricultural sector has witnessed low prices for such products as well as damage of products due to lack of markets and effective preservation practices. Through this, the community suffers the consequences of food insecurity, an element that might lead to famine if poor persistent poor weather conditions occur. In addition, motivation of farmers through effective pricing policies is found to promote innovative agricultural practices (Kracht Schulz, 1999). This is because it serves to guarantee farmers sustainable returns for their investments. Available literature has it that the globe is witnessing a gradual shift from agricultural economy to better paying jobs in the formal job market. This is in part a consequence of poor pricing policies in the agricultural sector which threatens sustainable economic independence of farmers (Case, etl, 2008). Indeed, lowered agricultural production in developing nations has been blamed on poor product prices. This trend is of major concern to the realization of food security in the world, a factor which contributes much to the problem of famine. On the other hand, most developed nations have limited commercial agricultural production to big farms whose production can be efficiently monitored by the government (Clapp, etl, 2009). This gives the government an added advantage of closely considering its moderation of product prices to protect this major source of food supply to the nation’s population. On the contrary, most developing nations engage in small scale, typically subsistence farming (Clapp, etl, 2009). Such compromises the development of effective government product pricing policies.

What it takes to be a teacher

What it takes to be a teacher What It Takes To Be a Teacher Choosing a career is a challenging, exciting, and perhaps even a threatening task for most today (Morales, 1994, para. 1). â€Å"You may have a clear idea about a career youd like to pursue. Then again, you might not have a clue† (Mariani, 2011). In todays society there are thousands of careers to choose from. Woman, as well as men are open to career options from Computer Engineering to Teaching. As our society begins to advance there are many careers which can one day be taken over by more advanced technology, such as computers. Teaching however, is a career that will always be in demand. Teachers are responsible for teaching fundamentals which are needed in everyday life. Not only is teaching a promising career, it is also a rewarding and beneficial career. Pursuing a career as a teacher is very demanding, however, it can be a rewarding career. â€Å"Teacher: one whos occupation is to instruct† (Merriam-Websters, 1993, p. 1059). The teaching process can be broadly defined as the transmission of knowledge (Morales, 1994, para. 14). Teaching developed into a profession after the early 1800s when the first teacher training was founded in Europe ( The World Book Encyclopedia, 2011, p. 68). Since the 1800s, teaching has long evolved and become extremely important to society. Whether in elementary or high schools or in private or public schools, teachers provide the tools and the environment for their students to develop into responsible adults (U.S. Department of Labor, 2009). Teaching is a career which I have always found interest in. A puzzling question comes to mind: Why would anyone choose to teach in this day and age when there is such a wide range of careers from which to choose and when becoming a teacher is being made tougher and tougher? ( Morales, 1994, para. 3). For me the answer to this question is simple. Teaching is a rewarding, and beneficial career. There is so much more to teaching then showing students how to read, and write. According to the United States Department of Labor (2009) Teachers play an important role in fostering the intellectual and social development of children during their formative years†. The path to becoming a teacher will require years of schooling. The traditional route to becoming a public school teacher involves completing a bachelors degree from a teacher education program and then obtaining a license (U.S. Department of Labor, 2009). Aspiring secondary school teachers most often major in the subject they plan to teach, while also taking a program of study in teacher preparation (U.S. Department of Labor, 2009). Along with years of schooling, â€Å"Every state requires a public elementary and high school teachers to obtain a teaching certificate before teaching in that state† (The World Book Encyclopedia, 2011, p. 68). As technology continues to grow and people become more knowledgeable the requirements to becoming a teacher are gradually becoming more difficult. Evidence of tougher certification requirements is widespread. State legislators are mandating teacher accountability by passing laws that make it more difficult to enter the teaching profession ( Morales, 1994, para. 4). Being able to teach is not the only skill teachers need to have in order to land a teaching position. In addition to being knowledgeable about the subjects they teach, teachers must have the ability to communicate, inspire trust and confidence, and motivate students, as well as understand the students educational and emotional needs (U.S. Department of Labor, 2009). Although teaching may look simple there are many responsibilities a teacher holds. They plan, evaluate, and assign lessons; prepare, administer, and grade tests; listen to oral presentations; and maintain classroom discipline (U.S. Department of Labor, 2009). Teachers also hold another responsibility as stated by April Whatley, â€Å" Teacher educators are those individuals responsible for the development of future teachers† (2009). When one decides on becoming a teacher they must first realize there are certain job conditions they will be forced to work with on a daily basis. â€Å"Teachers may experience stress in dealing with large classes, heavy workloads, or old schools that are run down and lack modern amenities† (U.S. Department of Labor, 2009). A positive aspect of being a teacher is the hours and vacations you receive. Unlike any other job most teachers work normal 40 hour work week, but have two months of paid vacation. â€Å"Many teachers work more than 40 hours a week, including school duties performed outside the classroom† (U.S. Department of Labor, 2009). During the summer teachers have the advantage of a long vacation. â€Å"Most teachers work the traditional 10-month school year, with a 2-month vacation during the summer† (U.S. Department of Labor, 2009). Teachers salaries range widely depending upon where one works, how much they work and what degree they hold. â€Å"Median annual earnings of kindergarten elementary, middle and secondary school teacher ranges from $47,100 to $51,180† (Krasna, 2010). Throughout the day teachers deal with students who can often cause stress when they become disobedient. There are also other factors that teachers deal with on a daily basis that can cause stress, such as grading large amounts of work. â€Å"Teachers may experience stress in dealing with large classes, heavy workloads, or old schools that are run down and lack modern amenities† (U.S. Department of Labor, 2009). Throughout most of the day teachers are working with students. Teachers are sometimes isolated from their colleagues because they work alone in a classroom of students† (U.S. Department of Labor, 2009). Like any other career there are many positive and negative aspects to becoming a teacher. One large advantage is all the paid vacation time a teacher has. All the extra time a teacher has allows them to pursue other things. â€Å" During the vacation break, those on the 10-month schedule may teach in the summer sessions, take other jobs, travel or pursue personal interests† (U.S. Department of Labor, 2009). Being a teacher also has its disadvantages, â€Å"One challenge is that there isnt always a clear answer to the questions people face† (Krasna, 2010). In todays society it is becoming more difficult to land a job as a teacher. The credentials to become a teacher becoming more difficult. Although, it is getting more difficult to land a job as a teacher, teaching is a career that will always be needed, regardless of what time period one is in, or where they are located in the world. Schools in the United States and Canada hire new teachers each year. Some opportunities occur because experienced teachers retire or leave to pursue other career paths† (The World Book Encyclopedia, 2011, p. 68). There are many opportunities to increase you position as a teacher. â€Å"Master of education programs typically prepare their recipients to be elementary secondary or special education teachers and can offer courses in teaching methods , curriculum and instruction , classroom management and mathematics† (Krasna, 2010). According to the U.S. Department of Labor (2009) With further preparation, teachers may move into such positions as school librarians, reading specialists, instructional coordinators, and guidance counselors. Teachers may become administrators or supervisors. In some systems, highly qualified experienced teachers can become senior or mentor teachers, with higher pay and additional responsibilities. They guide and assist less experienced teachers while keeping most of their own teaching responsibilities. Being a teacher is an extremely beneficial career, although, it is definitely a career that is harder then it looks. Throughout all the research I have done, I have come to realize this is definitely a career I want to pursue and commit my studies to. There are many benefits to becoming a teacher. Teachers impact many lives and help many people. To attain my goal of one day becoming a successful teacher I will need to earn my degree in teaching. I hope to one day be able to lend the world my knowledge, and be considered a teacher. â€Å"Teaching offers inner rewards; a sense of having contributed to the betterment of humanity, a sense of having made a difference in this ever-changing world† (Morales, 1994, para. 14).

Science Vs Religion :: essays research papers

Science and religion cannot co-exist. What are your views on this? In the begining there was darkness. Then there was light. Then there was consciousness. Then there were questions and then there was religion. Why are we? Where do we come from? Why does the world and nature act as it does? What happens when we die. Religion tended to the answer to all these questions with the stories of gods and godesses and other supernatural forces that were beyond the understanding of humans. Where as science seems able to explain everything with prof and evidence right before your eyes. Science deals with subject matter and account for civilizations while religion is concered with the civilization, but looks at its spiritulisation and faith. As the scientists looks at the building, materials and whereas religion is not focusing on these physical components. This also gives birth to the question that whether science is able to explain all or whether religion is able to explain all aspects of life?science does seem to explain all. It is because of the fact that science has enabled humans to fly, explore the depths of the oceans,walk on the moon. It makes the life of humans easier than before with lots of facilities. Howerver, strong and almost perfect the view of science is in today's society it cannot cover the entire spectrum of the human experiences. Nor does it explain some of the striking similarities present in the various religions of the earth. There have been many clashes between religion and science in history. Some past leaders were used to imprisoned scientists. Now much has changed. People asks for the facts and figures, but spiritualisation, your character building is not the things provided by science. So, science and religion are different in the sense of facts and faith. These both are important for our lives, because you cannot write on walls without pens and brains.

Clinical Assessment of a Patient with Compound Myopic Astigmatism and Convergence Insufficiency Essay

Abstract Myopic astigmatism is a specific type of astigmatism wherein the light focuses before it reaches the retina. This condition is classified as a combination of astigmatism and myopia, or nearsightedness. If both principal meridians are nearsighted, but one is more pronounced than the other, it is considered to be a compound myopic astigmatism. Convergence Insufficiency on the other hand is a condition wherein the eyes are unable to turn inward or converge properly during near work which causes a difficulty to focus normally due to the deficiency in eye teaming which creates a strong tendency for the eyes to drift outward. Convergence insufficiency is likewise associated as exophoria at near. Keywords Myopia, Astigmatism, Exophoria, Convergence, Convergence Insufficiency Introduction Myopia or nearsightedness, is a refractive error, which means that the eye does not bend or refract light properly. In this sense, the light that enters the eye focuses the image in front of the retina. In cases of myopia, a person is to see things at near with much more clarity than fixating at distant targets. Myopia occurs when the eye is has a longer axial length than normal would have or an eye that has a cornea which is relatively steeper than an emmetrope’s. The degree of myopia or nearsightedness affects the eye’s ability to focus on distant objects. People with high amounts of myopia can see clearly only objects just a few inches away, while those with lower amounts of myopia may still see objects at a distance with enough clarity. Astigmatism on the other hand is a condition wherein the rays of light entering the eye focuses on different areas, in the case of Compound Myopic Astigmatism, both the power meridian and the axis meridian forms its focus in front of the retina. Astigmatism usually is caused by an irregularity in the shape of the cornea, which instead of the cornea having a symmetrically spherical shape, it is shaped more like a football, with one meridian being curved either steeper or flatter than the other meridian. In some cases, astigmatism is caused by the irregularity of the shape of the crystalline lens inside the eye. This type of astigmatism is called lenticular astigmatism, which has a different nature from the more common corneal astigmatism. As a result of either type of astigmatism, a person’s vision for both near and distant objects appears to be either blurred or distorted to a certain extent. Objects seen through the eyes of a person with astigmatism may either seem to be too tall, too thin, too wide, too short or simply having any alterations in terms of apparent size. Convergence insufficiency is a sensory and neuromuscular anomaly of the binocular vision system, characterized by a reduced ability of the eyes to turn inwards or towards each other which causes the eyes to sustain convergence. Symptoms of convergence insufficiency include diplopia or a doubling of vision and headaches when participating in near work. Individuals experiencing convergence insufficiency may complain that they have a noticeable difficulty concentrating on near work such as reading, using of the computer, etc. and can observe that objects such as words in a book seem to blur out after prolonged periods of reading or if reading when tired. People with convergence insufficiency may possibly have normal or 20/20 vision. To diagnose convergence insufficiency, certain tests and procedures may be done, such as; taking of a medical history, this may include questions about problems a patient would have with focusing, blurred or double vision, headaches , and other signs and symptoms. Likewise the near point of convergence (NPC) of a patient should be measured. An assessment of positive fusional vergence should also be done to determine the patient’s reserve in terms of convergence. Convergence insufficiency may be managed with convergence exercises determined by optometrists. Some cases of convergence insufficiency are successfully managed by prescription of eyeglasses, sometimes with therapeutic prisms incorporated in the prescription. Case Report A 17 year old female student was subjected to an eye examination last September 6, 2013 at the Philippine Sports Commission – Rizal Memorial Sports Complex. She complains about blurring of vision with objects at far for both of her eyes and likewise complains about headaches in the frontal area when doing nearwork which she complains as bothersome due to the headaches disabling her from reading for a long time. The patient’s last eye examination was done about 2 years ago she was prescribed with eyeglasses with a refractive power of -4.00 sph = -1.00cylx180 for the right eye which gives her a visual acuity of 20/70 or 6/21 and -3.50 sph = -1.00 cylx180 which also gave a visual acuity of 20/70 or 6/21. Her naked visual acuity for both eyes is 20/200 for far and 20/30 for near while pinhole visual acuity is measured at 20/25 for both of her eyes. The patient’s refractive error as measured through an auto refractometer was OD -6.00sph = -1.50 cylx180 and OS -5.50sph = -1.50 cylx180 which was further refined through subjective refraction to a refractive correction of OD -5.50sph = -1.50cyl x180 and OS – 5.00sph = -1.50cylx180 which gave her a visual acuity of 20/20 for both eyes. Alternate cover testing was also performed and a small amount of exophoria was revealed when the patient was fixating at a distance and likewise exophoria was also observed when the patient was fixating at a near object. Due to the unavailability of other materials necessary for a comprehensive eye examination in the field, further evaluation and investigation was not performed. Differential Diagnosis Astigmatism, Accommodative Insufficiency, Convergence Insufficiency Discussion In terms of refractive error, Compound Myopic Astigmatism can be observed with the patient’s final prescription. But analyzing and comparing the patient’s chief complaints from the results obtained from the eye examination there is a clear inconsistency between the frontal headache and the compound myopic astigmatism. It is known that frontal headaches are commonly associated with hyperopia rather than myopia but frontal headaches can also be associated with accommodative insufficiency and convergence insufficiency. Accommodative insufficiency could easily be ruled out considering that the patient is myopic and her refractive correction has increased more towards minus therefore nuancing out a further need to accommodate. This leaves out convergence insufficiency as a suspect, the symptoms have been aligned in terms of the headache, the difficulty in reading for a long period of time and the observable exophoria for near and far. Management Subject the patient to a comprehensive eye examination to assess her visual system and to verify the prognosis of convergence insufficiency.

Civil War Battle of Fort Pulaski

Civil War Battle of Fort Pulaski The Battle of Fort Pulaski was fought April 10-11, 1862, during the American Civil War (1861-1865). Commanders Union Major General David HunterBrigadier General Quincy Gillmore Confederates Colonel Charles H. Olmstead Battle of Fort Pulaski: Background Built on Cockspur Island and completed in 1847, Fort Pulaski guarded the approaches to Savannah, GA. Unmanned and neglected in 1860, it was seized by Georgia state troops on January 3, 1861, shortly before the state left the Union. For much of 1861, Georgia and then Confederate forces worked to strengthen the defenses along the coast. In October, Major Charles H. Olmstead took command of Fort Pulaski and immediately began efforts to improve its condition and enhance its armament. This work resulted in the fort ultimately mounting 48 guns which included a mix of mortars, rifles, and smoothbores. As Olmstead labored at Fort Pulaski, Union forces under Brigadier General Thomas W. Sherman and Flag Officer Samuel Du Pont succeeded in capturing Port Royal Sound and Hilton Head Island in November 1861. In response to the Union successes, the newly-appointed commander of the Department of South Carolina, Georgia, and East Florida, General Robert E. Lee ordered his forces to abandon the outlying coastal defenses in favor of concentrating at key locations further inland. As part of this shift, Confederate forces departed Tybee Island southeast of Fort Pulaski. Coming Ashore On November 25, shortly after the Confederate withdraw, Sherman landed on Tybee accompanied by his chief engineer Captain Quincy A. Gillmore, ordnance officer Lieutenant Horace Porter, and topographical engineer Lieutenant James H. Wilson. Assessing Fort Pulaskis defenses, they requested that a variety of siege guns be sent south including several new heavy rifles. With Union strength on Tybee growing, Lee visited the fort in January 1862 and directed Olmstead, now a colonel, to make several improvements to its defenses including the construction of traverses, pits, and blindage. Isolating the Fort That same month, Sherman and DuPont explored options for bypassing the fort using the adjacent waterways but found that they were too shallow. In an effort to isolate the fort, Gillmore was directed to build a battery on swampy Jones Island to the north. Completed in February, Battery Vulcan commanded the river to the north and west. By the end of the month, it was supported by a smaller position, Battery Hamilton, which was constructed mid-channel on Bird Island. These batteries effectively cut off Fort Pulaski from Savannah. Preparing for the Bombardment As Union reinforcements arrived, Gillmores junior rank became an issue as he was to oversee engineering activities in the area. This resulted in him successfully convincing Sherman to advance him to the temporary rank of brigadier general. As the heavy guns began to arrive at Tybee, Gillmore directed the construction of a series of eleven batteries along the islands northwest coast. In an effort to hide the work from the Confederates, all construction was done at night and covered with brush before dawn. Laboring through March, a complex series of fortifications slowly emerged. Despite work moving forward, Sherman, never popular with his men, found himself replaced in March by Major General David Hunter. Though Gillmores operations were not altered, his new immediate superior became Brigadier General Henry W. Benham. Also an engineer, Benham encouraged Gillmore to quickly finish the batteries. As sufficient artillerymen were not present on Tybee, training also commenced teaching infantrymen how to work the siege guns. With work completed, Hunter desired to commence the bombardment on April 9, however torrential rains prevented the battle from commencing. The Battle of Fort Pulaski At 5:30 AM on April 10, the Confederates awoke to the sight of the completed Union batteries on Tybee which had been stripped of their camouflage. Assessing the situation, Olmstead was disheartened to see that only a few of his guns could bear on the Union positions. At dawn, Hunter dispatched Wilson to Fort Pulaski with a note demanding its surrender. He returned a short time later with Olmsteads refusal. The formalities concluded, Porter fired the first gun of the bombardment at 8:15 AM. While the Union mortars dropped shells on the fort, the rifled guns fired on the barbette guns before switching to reduce the masonry walls at the forts southeast corner. The heavy smoothbores followed a similar pattern and also attacked the forts weaker eastern wall. As the bombardment continued through the day, Confederate guns were put out of action one by one. This was followed by the systematic reduction of Fort Pulaskis southeast corner. The new rifled guns proved particularly effective against its masonry walls. As night fell, Olmstead inspected his command and found the fort in shambles. Unwilling to submit, he elected to hold out. After sporadic firing during the night, the Union batteries resumed their assault the next morning. Hammering Fort Pulaskis walls, the Union guns began opening a series of breaches in the southeast corner of the fort. With Gillmores guns pummeling the fort, preparations for an assault to be launched the next day moved forward. With the reduction of the southeast corner, Union guns were able to fire directly into Fort Pulaski. After a Union shell nearly detonated the forts magazine, Olmstead realized that further resistance was futile. At 2:00 PM, he ordered the Confederate flag lowered. Crossing to the fort, Benham and Gillmore opened surrender talks. These were quickly concluded and the 7th Connecticut Infantry arrived to take possession of the fort. As it was a year since the fall of Fort Sumter, Porter wrote home that Sumter is avenged! Aftermath An early victory for the Union, Benham and Gillmore lost one killed, Private Thomas Campbell of the 3rd Rhode Island Heavy Infantry, in the battle. Confederate losses totaled three severely wounded and 361 captured. A key result of the fight was the stunning performance of the rifled guns. Tremendously effectively, they made masonry fortifications obsolete. The loss of Fort Pulaski effectively closed the port of Savannah to Confederate shipping for the remainder of the war. Fort Pulaski was held by a reduced garrison for the rest of the war, though Savannah would remain in Confederate hands until taken by Major General William T. Sherman in late 1864 at the culmination of his March to the Sea.