Challenges Faced by Transgender Young Adults

Challenges Faced by Transgender Young Adults

Student’s Name

Institution of Affiliation

Date

Identity crisis is a common problem among young adults, especially transgender people who experience changes later in their lives. Gender dysphoria is phycological distress that results from an incongruence between an individual’s sex that is assigned at birth and one’s gender identity which they developed later in life. Young adults are at a stage in life that poses a major psychological problem in which a person fails to relate to either socially acceptable gender – male and female. While a person may be born female, and transform later in life to be a male, they may undergo psychological and hormonal changes that they previously not experienced. As a result, most transgender people are vulnerable to symptoms of depression and anxiety as they are not sure whether they will be fully adopted by society for what they have chosen to be and what they were previously. For this assignment, I will analyze the poem, “A letter to the girl I used to be” by Ethan Smith to help understand the challenges that young adults pass through especially those experiencing gender changes.

The text, “A letter to the girl I used to be,” highlights the story of a young man in his early 20’s narrating the changes and challenges that he faced when transforming from a female to a male. According to the poem, Ethan describes how it feels to be trapped inside the wrong body. He writes to a young girl, a female version of his younger self named Emily. Previously, he was a girl, but presently, he is a male. In the poem, Ethan goes back to the days when he was Emily, and here he experiences numerous challenges. For example, he states that every time she goes to watch baseball, a voice he no longer recognizes whispers “Ethan, do you remember? When you were gonna be the first girl in the major leagues-Seattle Mariners. Rally Cap.” By this, Ethan is referring to him as a young girl who reminds him of the time, he was young and wanted to be the first girl baseball league player. When Ethan was Emily, he wanted to be a baseball player, but maybe his ambitions have changed since transforming from a female to a male, and this is why he is conflicted about his past and present interests.

References

Ethan Smith. “A Letter to the Girl I Used to Be.” Retrieved from: https://youtube.be/Lkn06Y8prDU

Challenges and Solutions to Evidence-Based Practice

Challenges and Solutions to Evidence-Based Practice

Name:

Institution:

Date:

Research and Policy Differences

Evidence-based practice refers to the application of evidence to inform social work practice. Social workers rely on empirical and other types of evidence in making professional decisions in various scenarios during the course of their work. One of the advantages of evidence-based practice is that social workers rely on tested and proven methods which lead to the best outcomes. Despite the benefits of evidence-based practice, there are several challenges that social workers encounter. One of these is the disconnect between research and policy. Much research goes into finding the best evidence-based practices, but it takes time for these practices to be translated into policy. By the time social work policies are updated to reflect available research, there will be newer practices still, meaning social workers are unable to work with the latest evidence in the course of their practice (Grady et al., 2018). Both the social workers and the people they work with lose out as they may not have access to the most recent findings that may work best for them.

The solution to this disconnect between research and policy is to work towards an integrated system where policymakers work with researchers. The whole point of research is to find new and more effective ways of doing things, and this research should not go to waste due to the red tape and bureaucracy in policymaking. Policies should be frequently updated to reflect current research, encouraging innovation and leading to better outcomes for clients.

Generalization

A second challenge with evidence-based practice is that it is mainly based on aggregate data, which is a generalization that may not apply to individual scenarios. Research generally relies on samples to study trends and the efficacy of different interventions. While samples are usually taken to represent a general population, every individual has a unique situation. The evidence used by the social worker may not apply to certain people in these circumstances. This presents a challenge to social workers who work with people from different backgrounds as they need to come up with different solutions (Scurlock-Evans & Upton, 2015). There may not be adequate evidence to guide the social worker on what they should do in some cases. Samples give a general idea of what to expect, but this comes at the price of specificity. The worker has to adjust their knowledge to the specific situation based on factors such as age, gender, cultural background, race, and severity of the problem.

The best way to deal with this challenge is to encourage social workers to tailor available evidence to individual situations. Cultural competence training is essential towards this end. This involves training workers to be aware of the cultural backgrounds of their clients, which affects the way they accept and respond to treatment. There is no one size fits all solution in social work, meaning that social workers should be competent enough to recognize which solutions work best in specific situations. Tailoring evidence to specific situations based on the circumstances will ensure the best outcomes for both the social worker and their clients. Social workers must have a high level of awareness to make the best judgment in different situations.

In summary, evidence-based practice is an essential tool for social workers. It guides them on which solutions work best based on collected evidence. The workers have a good idea of what solutions they should apply and what results to expect. Despite challenges such as the disconnect between research and policy and generalization, evidence-based practice is still a critical tool in social work. It equips social workers with relevant information and evidence that guides their practice, allowing them to make the best decisions for their clients.

References

Grady, M. D., Wike, T., Putzu, C., Field, S., Hill, J., Bledsoe, S. E., & Massey, M. (2018). Recent social work practitioners’ understanding and use of evidence-based practice and empirically supported treatments. Journal of Social Work Education, 54(1), 163-179.

Scurlock-Evans, L., & Upton, D. (2015). The role and nature of evidence: A systematic review of social workers’ evidence-based practice orientation, attitudes, and implementation. Journal of evidence-informed social work, 12(4), 369-399.

Motors And Generators

Motors And Generators

Electric Motors and Generators, group of devices used to convert mechanical energy into electrical energy, or electrical energy into mechanical energy, by electromagnetic means. A machine that converts mechanical energy into electrical energy is called a generator, alternator, or dynamo, and a machine that converts electrical energy into mechanical energy is called a motor.

Two related physical principles underlie the operation of generators and motors. The first is the principle of electromagnetic induction discovered in 1831 by the British scientist and inventor Michael Faraday. If a conductor is moved through a magnetic field, or if the strength of a magnetic field passing through a stationary conducting loop is made to vary, a current is set up or “induced” in the conductor. The converse of this principle is that of electromagnetic reaction, first observed by the French physicist André Marie Ampère in 1820. If a current is passed through a conductor located in a magnetic field, the field exerts a mechanical force on it.

The simplest of all dynamoelectric machines is the disc dynamo developed by Faraday. It consists of a copper disc that is mounted so that part of the disc, from the centre to the edge, is between the poles of a horseshoe magnet. When the disc is rotated a current is induced between the centre of the disc and its edge by the action of the field of the magnet. The disc can be made to operate as a motor by applying a voltage between the edge of the disc and its centre, causing the disc to rotate because of the force produced by magnetic reaction.

Generally, in larger machines, electromagnets are employed. Both motors and generators consist of two basic units: the field, which is the electromagnet with its coils; and the armature, which is the structure supporting the conductors that cut the magnetic field and carry the induced current in a generator, or the exciting current in a motor. The armature is usually a laminated soft-iron core around which conducting wires are wound in coils.

If an armature revolves between two stationary field poles, the current in the armature moves in one direction during half of each revolution and in the other direction during the other half. To produce a steady flow of unidirectional, or direct, current from such a device, it is necessary to provide a means of reversing the current flow outside the generator once during each revolution. In older machines this reversal is accomplished by means of a commutator-a split metal ring mounted on the shaft of the armature. The two halves of the ring are insulated from each other and serve as the terminals of the armature coil. Fixed brushes of metal or carbon are held against the commutator as it revolves, connecting the coil electrically to external wires. As the armature turns, each brush is in contact alternately with the halves of the commutator, changing position at the moment when the current in the armature coil reverses its direction. Thus there is a flow of unidirectional cur!

rent in the outside circuit to which the generator is connected. DC generators are usually operated at fairly low voltages to avoid the sparking between brushes and commutator that occurs at high voltage. The highest potential commonly developed by such generators is 1,500 V. In some newer machines this reversal is accomplished using power electronic devices, for example, diode rectifiers.

Modern DC generators use drum armatures that usually consist of a large number of windings set in longitudinal slits in the armature core and connected to appropriate segments of a multiple commutator. In an armature having only one loop of wire, the current produced will rise and fall depending on the part of the magnetic field through which the loop is moving. A commutator of many segments used with a drum armature always connects the external circuit to one loop of wire moving through the high-intensity area of the field, and as a result the current delivered by the armature windings is virtually constant. Fields of modern generators are usually equipped with four or more electromagnetic poles to increase the size and strength of the magnetic field. Sometimes smaller interpoles are added to compensate for distortions in the magnetic flux of the field caused by the magnetic effect of the armature.

DC generators are commonly classified according to the method used to provide field current for energizing the field magnets. A series-wound generator has its field in series with the armature, and a shunt-wound generator has the field connected in parallel with the armature. Compound-wound generators have part of their fields in series and part in parallel. Both shunt-wound and compound-wound generators have the advantage of delivering comparatively constant voltage under varying electrical loads. A magneto is a small DC generator with a permanent-magnet field.

In general, DC motors are similar to DC generators in construction. When current is passed through the armature of a DC motor, a torque is generated by magnetic reaction, and the armature revolves. The action of the commutator and the connections of the field coils of motors are precisely the same as those used for generators. The revolution of the armature induces a voltage in the armature windings. This induced voltage is opposite in direction to the outside voltage applied to the armature, and hence is known as back emf or counter emf (electromotive force). As the motor rotates more rapidly the back emf rises until it is almost equal to the applied voltage. The current is then small and the speed of the motor will remain constant as long as the motor is not under load and performing no mechanical work except that required to turn the armature. Under load the armature turns more slowly, reducing the back emf and permitting a larger current to flow in the armature. The motor !

is thus able to receive more electric power from the source supplying it and to do more mechanical work.

Because the speed of rotation controls the flow of current in the armature, special devices must be used for starting DC motors. When the armature is at rest, it has virtually no resistance, and if the normal working voltage is applied, a large current will flow, which may damage the commutator or the armature windings. The usual means of preventing such damage is the use of a starting resistance in series with the armature to lower the current until the motor begins to develop an adequate back emf. As the motor picks up speed the resistance is gradually reduced, either manually or automatically.

The speed at which a DC motor operates depends on the strength of the magnetic field acting on the armature, as well as on the armature current. The stronger the field, the slower is the rate of rotation needed to generate a back emf large enough to counteract the applied voltage. For this reason the speed of DC motors can be controlled by varying the field current.

Alternating-Current (AC) Generators (Alternators)

As stated above, a simple generator without a commutator will produce an electric current that alternates in direction as the armature revolves. Such alternating current is advantageous for electric power transmission, and hence most large electric generators are of the AC type. In its simplest form, an AC generator differs from a DC generator in only two particulars: the ends of its armature winding are brought out to solid unsegmented slip rings on the generator shaft instead of to commutators, and the field coils are energized by an external DC source rather than by the generator itself. Low-speed AC generators are built with as many as 100 poles, both to improve their efficiency and to attain more easily the frequency desired. Alternators driven by high-speed turbines, however, are often two-pole machines. The frequency of the current delivered by an AC generator is equal to half the product of the number of poles and the number of revolutions per second of the armature.

It is often preferable to generate as high a voltage as possible. Rotating armatures are not practical in such applications because of the possibility of sparking between brushes and slip rings and the danger of mechanical failures that might cause short circuits. Alternators are therefore constructed with a stationary armature within which revolves a rotor composed of a number of field magnets. The principle of operation is exactly the same as that of the AC generator described, except that the magnetic field (rather than the conductors of the armature) is in motion.

The current generated by the alternators described above rises to a peak, sinks to zero, drops to a negative peak, and rises again to zero a number of times each second, depending on the frequency for which the machine is designed. Such current is known as single-phase alternating current. If, however, the armature is composed of two windings, mounted at right angles to each other, and provided with separate external connections, two current waves will be produced, each of which will be at its maximum when the other is at zero. Such current is called two-phase alternating current. If three armature windings are set at 120° to each other, current will be produced in the form of a triple wave, known as three-phase alternating current. A larger number of phases may be obtained by increasing the number of windings in the armature, but in modern electrical-engineering practice three-phase alternating current is most commonly used, with the three-phase alternator the dynamoelectric !

machine typically employed for the generation of electric power. Voltages as high as 23,200 V are common in alternators.

Two basic types of motors are designed to operate on polyphase alternating current: synchronous motors and induction motors. The synchronous motor is analogous to a three-phase alternator. The field magnets are mounted on the rotor and are excited by direct current, and the armature winding is divided into three parts and fed with three-phase alternating current. The variation of the three waves of current in the armature causes a varying magnetic reaction with the poles of the field magnets, and makes the field rotate at a constant speed that is determined by the frequency of the current in the AC power line.

The constant speed of a synchronous motor is advantageous in certain devices. However, in applications where the mechanical load on the motor becomes very great, synchronous motors cannot be used, because if the motor slows down under load it will “fall out of step” with the frequency of the current and come to a stop. Synchronous motors can be made to operate from a single-phase power source by the inclusion of suitable circuit elements that cause a rotating magnetic field.

The simplest of all electric motors is the squirrel-cage type of induction motor used with a three-phase supply. The armature of the squirrel-cage motor consists of three fixed coils similar to the armature of the synchronous motor. The rotating member consists of a core in which are imbedded a series of heavy conductors arranged in a circle around the shaft and parallel to it. With the core removed, the rotor conductors resemble in form the cylindrical cages once used to exercise pet squirrels. The three-phase current flowing in the stationary armature windings generates a rotating magnetic field, and this field induces a current in the conductors of the cage. The magnetic reaction between the rotating field and the current-carrying conductors of the rotor makes the rotor turn. If the rotor is revolving at exactly the same speed as the magnetic field, no currents will be induced in it, and hence the rotor should not turn at a synchronous speed. In operation the speeds of rota!

tion of the rotor and the field differ by about 2 to 5 per cent. This speed difference is known as slip.

Motors with squirrel-cage rotors can be used on single-phase alternating current by means of various arrangements of inductance and capacitance that alter the characteristics of the single-phase voltage and make it resemble a two-phase voltage. Such motors are called split-phase motors or condenser motors (or capacitor motors), depending on the arrangement used. Single-phase squirrel-cage motors do not have a large starting torque, and for applications where such torque is required, repulsion-induction motors are used. A repulsion-induction motor may be of the split-phase or condenser type, but has a manual or automatic switch that allows current to flow between brushes on the commutator when the motor is starting, and short-circuits all commutator segments after the motor reaches a critical speed. Repulsion-induction motors are so named because their starting torque depends on the repulsion between the rotor and the stator, and their torque while running depends on induction.!

Series-wound motors with commutators, which will operate on direct or alternating current, are called universal motors. They are usually made only in small sizes and are commonly used in household appliances.

For special applications several combined types of dynamoelectric machines are employed. It is frequently desirable to change from direct to alternating current or vice versa, or to change the voltage of a DC supply, or the frequency or phase of an AC supply. One means of accomplishing such changes is to use a motor operating from the available type of electric supply to drive a generator delivering the current and voltage wanted. Motor generators, consisting of an appropriate motor mechanically coupled to an appropriate generator, can accomplish most of the indicated conversions. A rotary converter is a machine that can be used to convert current from alternating to direct, using separate windings on a common rotating armature. The AC supply voltage is applied to the armature through slip rings, and the DC voltage is led out of the machine through a separate commutator. A dynamotor, which is usually used to convert low-voltage direct current to high-voltage direct current, is!

a similar machine that has separate armature windings.

Pairs of machines known as synchros, selsyns, or autosyns are used to transmit torque or mechanical movement from one place to another by electrical means. They consist of pairs of motors with stationary fields and armatures wound with three sets of coils similar to those of a three-phase alternator. In use, the armatures of selsyns are connected electrically in parallel to each other but not to any external source. The field coils are connected in parallel to an external AC source. When the armatures of both selsyns are in the same position relative to the magnetic fields of their respective machines, the currents induced in the armature coils will be equal and will cancel each other out. When one of the armatures is moved, however, an imbalance is created that will cause a current to be induced in the other armature. The magnetic reaction to this current will move the second armature until it is in the same relative position as the first. Selsyns are widely used for remote-c!

ontrol and remote-indicating instruments where it is inconvenient or impossible to make a mechanical connection.

DC machines known as amplidynes or rotortrols, which have several field windings, may be used as power amplifiers. A small change in the power supplied to one field winding produces a much larger corresponding change in the power output of the machine. These electrodynamic amplifiers are frequently employed in servomechanism and other control systems.

Torque, a twisting effort applied to an object that tends to make the object turn about its axis of rotation. The magnitude of a torque is equal to the magnitude of the applied force multiplied by the distance between the object’s axis of rotation and the point where the force is applied. In many ways, torque is the rotational analogue to force. Just as a force applied to an object tends to change the linear rate of motion of the object, a torque applied to an object tends to change the object’s rate of rotational motion.

Induction (electricity), in electricity, the creation of an electromotive force (voltage) in a conductor moving across a magnetic field (hence the full name, electromagnetic induction). The effect was discovered by the British physicist Michael Faraday and led directly to the development of the rotary electric generator, which converts mechanical motion into electric energy.

When a conductor, such as a wire, moves through the gap between the poles of a magnet, the negatively charged electrons in the wire will experience a force along the length of the wire and will accumulate at one end of it, leaving positively charged atomic nuclei, partially stripped of electrons, at the other end. This creates a potential difference, or voltage, between the ends of the wire. If the ends of the wire are connected by a conductor, a current will flow around the circuit. This is the principle behind the rotary electric power generator, in which a loop of wire is spun through a magnetic field to produce a voltage and generate a current in a closed circuit (see Electric Motors and Generators).

Induction occurs only if the wire moves at right angles to the direction of the magnetic field. This motion is necessary for induction to occur, but it is a relative motion between the wire and the magnetic field. Thus, an expanding or collapsing magnetic field can induce a current in a stationary wire. Such a moving magnetic field can be created by a surge of current through a wire or electromagnet. As the current in the electromagnet rises and falls, its magnetic field grows and collapses (the lines of force move outward, then inward). The moving field can induce a current in a nearby stationary wire. Such induction without mechanical motion is the basis of the electric transformer.

A transformer usually consists of two adjacent coils of wire wound around a single core of magnetic material. It is used to couple two or more AC circuits by employing the induction between the coils.

When the current in a conductor varies, the resulting changing magnetic field cuts across the conductor itself and induces a voltage in it. This self-induced voltage is opposite to the applied voltage and tends to limit or reverse the original current. Electric self-induction is thus analogous to mechanical inertia. An inductance coil, or choke, tends to smooth out a varying current, as a flywheel smooths out the rotation of an engine. The amount of self-induction of a coil, its inductance, is measured by the electrical unit called the henry, named after the American physicist Joseph Henry, who discovered the effect. The inductance is independent of current or voltage; it is determined only by the geometry of the coil and the magnetic properties of its core.

Transformer, electrical device consisting of one coil of wire placed in close proximity to one or more other coils, used to couple two or more alternating-current (AC) circuits together by employing the induction between the coils (see Electricity). The coil connected to the power source is called the primary coil, and the other coils are known as secondaries. A transformer in which the secondary voltage is higher than the primary is called a step-up transformer; if the secondary voltage is less than the primary, the device is known as a step-down transformer. The product of current times voltage is constant in each set of coils, so that in a step-up transformer, the voltage increase in the secondary is accompanied by a corresponding decrease in the current.

Large devices are used in electricity supply, and small units in electronic devices (see Electronics). Industrial and residential power tranformers that operate at the line frequency (50 Hz in the United Kingdom), may be single phase or three-phase, and are designed to handle high voltages and currents. Efficient power transmission requires a step-up transformer at the power-generating station to raise voltages, with a corresponding decrease in current. Line power losses are proportional to the square of the current times the resistance of the power line, so that very high voltages and low currents are used on long-distance transmission lines to reduce losses. At the receiving end, step-down transformers reduce the voltage, and increase the current, to the residential or industrial voltage levels, usually around 240 volts.

Power transformers must be efficient and should dissipate as little power as possible in the form of heat during the transformation process. Efficiencies are normally above 99 per cent and are obtained by using special steel alloys to couple the induced magnetic fields between the primary and secondary windings. The dissipation of even 0.5 per cent of the power transmitted in a large transformer generates large amounts of heat, which requires special cooling provisions. Typical power transformers are installed in sealed containers that have oil or another substance circulating through the coils to transfer the heat to external radiator surfaces, where it can be discharged to the surrounding atmosphere.

In electronic equipment, transformers with capacities in the order of one kilowatt are largely used ahead of a rectifier, which in turn supplies direct current (DC) to the equipment (see Rectification). Such electronic power transformers are usually made of stacks of steel alloy sheets, called laminations, on which copper wire coils are wound. Transformers in the 1 to 100 watt power level are principally used as step-down transformers to couple electronic circuits to loudspeakers in radios, television sets, and high-fidelity equipment (see Sound Recording and Reproduction). Known as audio transformers, these devices use only a small fraction of their power rating to deliver signals in the audible ranges, with minimum distortion. The transformers are judged on their ability to reproduce sound-wave frequencies (from 20 Hz to 25 kHz) with minimal distortion over the full sound power level (see Frequency; Sound).

At power levels of one milliwatt or less, transformers are primarily used to couple ultra-high-frequency (UHF), very-high frequency (VHF), radio-frequency (RF), and intermediate-frequency (IF) signals, and to increase their voltage. These high-frequency transformers usually operate in a tuned or resonant circuit (see Resonance), in which tuning is used to remove unwanted electrical noise at frequencies outside the desired transmission range.

Bibliography:

Advanced Democracies

Student’s Name:

Tutor’s Name:

Course:

Date Due:

Advanced Democracies

Under the British system, the first-past-the-post method of voting uses the plurality voting system which is also referred to as simple plurality or ‘winner-takes-all’ applies. Under first-past-the-post system, voting procedures can be applied for elections of single and multiple members. In election for a single member, the candidate who garners highest number of votes is elected and not necessarily the one with majority votes. The second election produces the second candidate in similar manner and the two go for runoff voting system. In a first-past-the-post ballot for a multiple member, first lot of candidates on the ranking of the number of votes obtained fills the available positions. This is the kind of system has the advantage that the vacancies are filled by people who have preference from electors.

Representative democracy manifests in France, with public officials being elected either directly or indirectly by the citizens or appointed by officials who are elected. In her national level, France elects the president and a legislature, with the president (head of state) being elected after every five years, directly by the nationalists. The parliament consists two chambers, the National Assembly which consists 577 members who are directly elected by the citizens for a period of 5 years and the Senate which has 348 members, with 328 being elected by the electoral college for six-year period. Other 12 are elected by the Assembly of French Citizens Abroad.

In German, legislation is done by two chambers namely the upper house and the lower house and the President is the head of state, elected for a 5-year term period and must not exceed two terms. Voters who take part in the president elections are collectively called the Federal Convention and comprises of all Bundestag members as well as members nominated by the legislature, altogether totaling to 1244. The government is headed by the Chancellor who is elected after every 4 years by the Bundestag majority of members, upon a presidential proposal. In this nature of voting, there must be achievement of a majority of all Bundestag elected members. Bunsdestag members are elected through a system known as mixed member proportional representation, with half being elected directly by the citizens and the rest through a party list.

In my view, the Germany system of election and legislation seems better. There is high democracy, with a president only winning through coalitions.

Advanced psychopathology and diagnosis

Advanced psychopathology and diagnosis

Name:

Institution:

Course:

Instructor:

Date:

What do you think are the strengths and weaknesses in having standardized diagnostic criteria? Describe at least one strength and one weakness.

One strength in having the standardized diagnostic criteria is the fact it enables one in the medical field be able to understand a disorder, its failures and success through examination. Making an accurate definition and description of a disorder implies that the patient has a distinct illness, and this information is of relevance to the mental health professional who later on communicate with their patients (Lerner 2007, pp2-4). In terms of weaknesses a standardized diagnostic criteria is based on operational explanations rather than etiological understanding thus not properly incorporated into the evidence based patterns (Lerner 2007, p. 49), this means that diagnoses an change over time and since operational definitions are missing, then diagnostic criteria may not be stated formally (Lerner 2007, p. 1). Based on the weakness, I think the greatest problem in mental health is unjustified scientific validity, which is so widespread. This can create stigma more so to the patient diagnosed with mental illness.

Describe at least 3 things you learned in this class that you think will be helpful to you as a therapist. Describe why or how you think they will be helpful.

One of the things I have learned in class is working with the Diagnostic and Statistical Manual. The information provided in the manual can be extremely helpful and also DSM principles are sound; clinical work is not a laboratory and scientific investigations is unsurpassed as one way to eventually understand clinical occurrences. I also learnt that the discussion topics given in class were also helpful. Learning the numerous opinions relating to the mental field gave me a broader understanding of what to expect during field study and how to relate with other individuals during field work. The other important thing I learnt is that a good therapist ought to go beyond what is expected in terms of being a good listener. One ought to be attentive during face to face interviews and convey genuineness, respectful interest and some warmth towards the concerns raised.

In what ways do you think making a diagnosis can be helpful and in what ways may it be harmful? Give at least one way it which it may be helpful and one way in which it may be harmful.

Diagnosis is of great help because if one meets the correct diagnostic criteria then treatment provided would be medically necessary and thus help reduce the chances of erratic diseases like dementia, dissociation occurring again. Also proper diagnosis creates a sense of understanding and help by a professional. It also reduces anxiety and brings about connection towards people. Diagnosis may be harmful in the sense that it is not valid and reliable. Different clinical interviews with different professionals would not yield the same results. As such psychiatric disorders bring about stigmas that create suffering and pain beyond what is ordinary and understandable.

References

Lerner, A., J. (2007). Diagnostic Criteria in Neurology. New York: Springer.

Motorcycle and bicycle helmets laws in all states

General questions

Student’s name

Affiliation

Course

Date

Motorcycle and bicycle helmets laws in all states

All states should sign a bill requiring all cyclists and passengers to wear helmets when cycling to protect the riders from traumatic fatalities and brain injuries in the incident of a crash. Brain injuries can result to disability or death. A smaller number of motorcyclists die in states that require helmets, and encounter less cost to society. Some study shows that recently motor cycle accidents have increased with high percentage compared to motor vehicles. The reason of passing helmet laws is to succeed numerous safety programs of the federal government and the highway creation funds. Since 1967, laws requiring all motorcyclists to wear helmets have been a debate in many states. However about twenty states have accomplished to make that law effective. An example of a country where helmets laws are effective is Canada (2001). These laws should comply with every cyclist, no matter the age or the road distance. A state that enacts the helmets law only thinks of what is best for its people.

Economics of Organic Agriculture

Farm subsidies are expenditures made to provide economic stability to certain farmers in the duration of depression to make certain that a steady domestic food supply. The can be in form of credit, cash or organics (1984). These subsidies are provided to farmers to increase their income and manage the pricing and supply of certain commodities. The subsidies are primarily designed to improve the effects of the Great Depression. Farm subsidies protect the conjugal farm region as a determinant of homeland security. Thus it protects the states people from relying on imported food to feed its population.

Unpredicted catastrophes, government subsidies and war, may befall a country and have an impact on food supply accessible for acquirement in the global market. Without governmental subsidize aid, domestic farmers could basically be driven out of business by foreign competition, thus placing the States at the mercy of other states to supply even the easiest commodity.

Safe Driving and Standardization of Cell Phone Regulations

 There should be standardization of regulations regarding cell phone usage while driving across all states. The safety of the states motorists should regarded as vital as the convenience. Most countries ban mobile texting while driving however there no bill that has been passed to eliminates the use of cell phones while driving across all states. Most people believe that if this bill is enacted, it would limit their freedom. A research shows that one in 20 U.S. traffic accidents takes place when a driver has phone distracted driving. The drivers either alone or with passengers have accidents that leave them traumatically injured or disabled and most end up dead. In spite of the rising growth dependency on usage of cell phone, there should be regulations concerning their usage while driving and should be standardized across all states. There should be a change of enlightenment requirements to take place for instance; Responsibility should rest directly on the shoulders of each American to acknowledge, discover and act to broaden this knowledge in hopes to preventing this crisis from persisting. The Issues concerning the pessimistic side effects to standardize cell phone policy should be dealt with in the will to save lives, and this should be the reasons for the policy (Thulin & Gustasfon, 2004).

Reference

Directions for future farm policy the role of government in support of production agriculture:

Report to the President and Congress. (2001). Washington, D.C.: U.S. Dept. of Agriculture, Office of the Chief Economist.

Thulin, H., & Gustafson, S. (2004). Mobile phone use while driving: conclusions from four

Investigations.

Quarterly, i. (1984). Farm policy: the politics of soil, surpluses, and subsidies. Washington,

D.C.: Congressional Quarterly Inc..Whohelements.org. (2014) Retrieved from http://www.whohelmets.org/helmet-laws/

Challenges facing African American Visual Artists

Challenges facing African American Visual Artists

Student’s Name

Institution

Challenges facing African American Visual Artists

Many African American visual artists meet a lot of problems in their work which hinders their working up to date. David C. Driskell who was an American artist but had an African origin is an excellent example of what artists with African origin faces in America. David C. Driskell drew pictures as well as painted walls, and during this time, he suffered a lot of challenges which according to him, shuttered his work. However, the spirit he had on artist did not sink, and as a result, David C. Driskell became a hero whose work remains in displays, and other exhibitions are set aside in his commemoration (Bey, 2011). This paper will consider more on the challenges which African American visual artists such as David C. Driskell and other professional minority artists faced throughout history and up to the present date (Landsmark, 1998).

One of the significant challenges which African American artists faced and continue to face up to present day is racism. David C. Driskell, for example, suffered a lot of racism in Chicago where he was brought up. In most instances of his career, he struggled to ensure that racism which he encountered from white American artists did not affect his work of drawing pictures and painting walls. Many of the American art was shifting towards artists such as Jackson Pollock and Pop arts who viewed skills at their job as superior and the work by David C. Driskell as inferior. David C. Driskell, however, took this challenge as a catalyst to propel the scope and quality of his work. (Driskell, 1995). David C. Driskell had a belief that heroes are not born with power but instead, are made by achievements of the human spirit which is not determined by whether a person is black or white as none of the races is superior as compared to the other (Calo, 1999).

In one of the interviews which Curlee Holton was asked concerning the challenges which African American artists face, he said that the primary problem in art industry was questioning which African American visual artists and other professional minority artists faced was on identity by birthright. Many people in people in the world especially the white people lack the sense of identifying the black people where they regard their heritage as inferior and theirs as superior (Davis, 2003). Curlee Holton said that African American artists were denied the right of expressing what they can draw or paint by the American artists hence shut down their freedom of expression. In the recent exhibition held in the commemoration of the art by David C. Driskell, Curlee Holton said that a black artist being given a chance to express what he can do without external influence is one of the most significant achievements which African American artists will have ever achieved (Douglas & Ater, 2007).

Additionally, another greatest challenge African American artists as well as other professional minority artists faced and continued to face up to date is that few American people were and are willing to buy their arts. Bennie Andrews who is one of the best-known artists in America said that only a few people had purchased his paintings even in his hometown of Atlanta (Driskell et al. 2001). He once said that being an artist is not easy but being an African artist is even more desperate. The work of African American artists seems to be even getting much tougher which is a report by several people who are involved in selling and also in exhibiting works made by black people. Mary Schmidt who works in s national museum in America said that it is hard for a black artist to be known because many people have no interest in their work (Kirschke, 2007).

As discussed above, it is clear that many American African artists and other professional minority artists face a lot of challenges which hinders their work to a great extent. Racism which is one of the problems they face makes the career of some artists to sink hence talents and works goes unnoticed. American African artists should be given equal opportunities to express what they can do as well as providing necessary support to develop their art without any form of discrimination.

Reference

Bey, S. (2011). Aaron Douglas and Hale Woodruff: African American art education, gallery work, and expanded pedagogy. Studies in Art Education, 52(2), 112-126.

Calo, M. A. (1999). African American art and critical discourse between World Wars. American Quarterly, 51(3), 580-621.

Davis, J. (2003). The end of the American century: current scholarship on the Art of the United States. The Art Bulletin, 85(3), 544-580.

Douglas, A., & Ater, R. (2007). Aaron Douglas: African American Modernist. Yale University Press.

Driskell, D. C., Cosby, B., & Hanks, R. (2001). The other side of color: African American art in the collection of Camille O. and William H. Cosby, Jr. Pomegranate.

Driskell, D. C. (Ed.). (1995). African American visual aesthetics: A postmodernist view (p. 1). Washington, DC: Smithsonian Institution Press.

Kirschke, A. H. (2007). Art in crisis: WEB Du Bois and the struggle for African American identity and memory. Indiana Univ Pr.

Landsmark, T. C. (1998). Comments on African American contributions to American material life. Winterthur Portfolio, 33(4), 261-282.

Adult Learning Theories Using Theorist Knowles & Dewey, John Dewey The later works 1938 to 1939, Vol. 13 (pp. 1-62). Carbonda

Adult Learning Theories Using Theorist Knowles & Dewey, John Dewey: The later works 1938—1939, Vol. 13 (pp. 1—62). Carbondale, IL: SIU Press.

Over half a century ago, Dewey (1938) expressed the belief that all genuine education comes through experience (Dewey 1938). Since then, many educators have struggled with the complex implications of that simply stated notion. Recognizing its complexity, Dewey advised using those cases in which we find there is a real development of desirable [experiences] and to find out how this development took place (p. 4) and using this new understanding to guide our efforts at teaching and learning.

The notion of inquiry appears in many places in Dewey’s work, though he began to refer to it using that term only in his later writings. In Experience and Education (1939/1991), Dewey wrote, “the immediate and direct concern of an educator is … with the situations in which interaction takes place” (Dewey 1938)

Dewey writes of a “new education,” wherein, rather than learning from “texts and teachers,” students learn from experience and there is “active participation by the students in the development of what is taught.” Dewey argues that this model breaks down the barrier between school and the rest of a student’s life, making a more fluid usefulness of knowledge gained in and outside of school. It only seems logical that students will invest more in knowledge that they have created themselves and can share with others in many areas of life. It gives the students the chance to become both teacher and learner.

Preparing for full lives as citizens and individuals; embedding inclusion, teamwork, creativity and innovation and to live rich and fulfilling lives as citizens and individuals, learners must be prepared for and have access to choices that affect their futures. But the purpose for learning does not lie only in the future; skills, knowledge, and experiences must have meaning in the present, too. Dewey believed skills must be useful in the here and now (Dewey 1938) Knowles, M. 1980. The Modern Practice of Adult Education: From Pedagogy to Andragogy. Englewood Cliffs: Cambridge.

The theory of andragogy was defined by Malcolm Knowles, who often has been referred to as the “father of andragogy.” He was one of the world’s leaders in the area of adult education.

The andragogical model designed by Knowles is based on several important assumptions including the need to know: Adults need to know why they need to learn something before undertaking to learn it, the learner’s self-concept: Adults have a self-concept that includes being responsible for their own decision, for their own lives, The role of the learners’ experiences: Adults come into the educational arena with both a greater volume and a different quality of experience than youth. This difference in quantity and quality of experience has several consequences for adult education that must be considered. This also means that adult learners, themselves, contribute rich resources to the learning process,

Knowles (1970), in his theory of adult learning, differentiates the way adults learn from the way children learn. These differences are stated as follows:

• Adults are autonomous and self-directed;

• Adults are problem centered (they need to understand the ‘Why’ behind the need to learn);

• Adults are practical and are problem-solvers, and

• Adults have accumulated significant life experiences.

Based on these differences, trainers need to focus more on the process and less on the content being taught. Presentation strategies such as case studies, role-playing, and simulations tend to be most effective. Teachers should facilitate those modalities rather than lecture.

The Readiness to learn: Adults come ready to learn the things they need to in order to better cope with real life experiences. The teacher needs to respond to this need by exposing students to models of superior performance, career counseling, simulation exercises, and other techniques, Orientation to learning: In contrast to children’s and youth’s subject-centered orientation to learning, adults are life-centered in their orientation to learning. They learn new knowledge, understandings, skills, values, and attitudes most effectively when they are presented in the context of applicability to real-life situations and the motivation: While adults are responsive to some external motivators, the most potent motivators are internal pressures, like the desire for increased job satisfaction, self-esteem, and quality of life.

Bibliography:

Dewey, J. (1939/1991). Experience and education. In J. A. Boydston (Ed.).

Katherine H. Murray Frommelt, 2000, Non-Traditional Student’s Response to Graduate education.

CENTRAL CLAIM FEMINISM IN OTHHELLO.

Name

Course

Professor

Date

CENTRAL CLAIM: FEMINISM IN OTHHELLO.

Othello was written at a period shaped by complex social and geopolitical issues. This article seeks to unravel the feminism and the feminist characters in Othello. The play is multifaceted and in that historic context it still speaks to audiences today in a dynamic and a legit way. William Shakespeare’s Othello gives a provision of understanding it from a feminist perspective. A critical feminist analysis of the play Othello has given us a solid and a definite judgement of the different central social values of women seen taking center stage during the Elizabethan society. During that period and time, the society was patriarchal and the women in the society were expected to be timid and fearful and to serve their male counterparts. Their voices were not heard and they had to device survival mechanisms. Women were thought to be physiological and psychologically inferior to men.

There are three women in Othello: Desdemona, Emilia and Bianca. From how the women behave in the play there are a clear indication of what the society was like at that time. In general, the paper will analyze how the women behaved and the feminism lens of that Elizabethan period. In my opinion from how the women in play behaved, it is a clear indication of what the society was like at that moment. In the play women are seen as possession, they are owned by their husbands and cannot make decisions of their own. It is also evident that the women were purchased through, marriage and now they live a; life that according to the men, they are to now pay back by their service in marriage and ensuring the man is satisfied.

Desdemona, is a victim of a society that places the value of women in their marital status. It is crystal clear that she is a virtuous woman however, the character traits displayed by Shakespeare in describing her echo a patriarchal society. Desdemona is portrayed as a “submissive”, “loyal” and “innocent”. Female submission, loyalty and innocence have always been a bone of contention for the feminist woman. These are all traits rooted in religious teachings but acted out in reality as a form of oppression to females. Submission instills some sense of inferiority to the woman while giving the male power to act with authority. Desdemona goes from being under the domination of her father to that of her husband, Othello. In the end, her loyalty and innocence costs her peace of mind, happiness and her life.

When her marriage to Othello is threatened, Desdemona is placed on the defensive side to prove her innocence with their husband’s opinions, although baseless, always triumphing. This is in line with the patriarchal view that a man’s opinions and decisions are final. This in conjunction with Desdemona’s view of her marriage as her source of prestige and status in her society place her in a position where she has no option but to defend her marriage because leaving it would be detrimental to her social status. (Massie,2017)

Her lowly status in society puts her in jeopardy when Lago aims to destroy her marriage. She is not in any position of power to deflect nor defend herself from Lago’s claims, Desdemona seems to have some form of social support structure as she tells a friend of the woes of her marriage. Nevertheless, this is not enough to fight off Othello’s decision due to his broken trust and fear of his reputation.

To conclude what has already been stated, feminism in Othello is alive and demonstrates that women have been struggling in a male dominated society. They have had to break barriers and to swim through very stormy seas to ensure they are valued and seen for who they really are not just vessels of pleasure.

Works Cited.

Massie, Elizabeth. “A Feminist Critique of Othello.” Pentangle’s History (2017): 29.

Pender, Carson. ““The Fruits Are to Ensue”: Male Dominance and Female Desirability in William Shakespeare’s Othello.” (2018).

Adult Therapy Presentation Case Report

Diploma in Dental Hygiene and Therapy

November 2013

Adult Therapy Presentation Case ReportCandidate Number:68

Diagnosis:dental caries

Date Treatment Commenced:21st May 2013

Date Treatment Completed:18th September 2013

Patient’s details

Gender:female

Age:40yrs

Occupation:

Referred by:Professor P Preshaw

Background history

This patient was referred by his general dental practitioner to professor Preshaw’s consultant clinic at the Newcastle dental hospital regarding her periodontal condition. GDP tried routine scaling and OHI, yet there has been no change

The patient was examined on professor Preshaw’s clinic and patient was then referred to myself for treatment of dental caries and generalised mild chronic periodontitis.

Restorative history

She is a regular attender to GDP every 6-12 months. She has been attending scale appointments for 30minutes, without LA; 31 is root filled with composite.

Presenting complaint

Patient noticed bleeding upon brushing, but other than that she did not have any concerns.

Medical history

Patient is fit and well

Social history

None smoker and drinks about 3 units per week

Oral hygiene habits

Patient brushes twice a day with an electric tooth brush and also reports using bottle brushes once per day

Basic Periodontal Examination

3 1 4

2 2 3

Examination

Minimal soft deposits present, generalised extensive hard deposits present, caries present on 16, 26, 27, 28, 46

Treatment plan

caries management 16, 26, 27, 28, 46

plaque score

full periodontal indices

course of RSI on pockets of 4mm+ with LA

OHI basis technique and interdental cleaning

Bitewings to confirm caries 46

Radiographic report: (DPT/OPG and bitewings)

View: DPT/OPG

Quality: Grade 1

18 17 16   14 13 12 11 21 22 23 24   26 27  28

47 46   44 43 42 41 31 32 33 34   36 37 38

Teeth present:

Unerupted: 48 horizontal impacted

Restorations: 36m, 31 lingual

Root filled: 31

Horizontal bone loss: 20-30%

Calculus present: 18d, 17dm, 16m, 26dm, 28d, 44d, 46m, 36m, 37dm

Radiographic report: (bitewing)

View: bitewing

Quality: grade 1 and 2

18 17 16   14 13           24   26 27  

47 46                 34   36 37 38

Teeth present on radiograph:

Restorations: 36m

Crestal bone loss: 10-15%

Overerrupted: 17

Caries into dentine: 16, 26, 27, 28, 46o

Treatment visits: (verbal consent was gained from patient and medical history was checked, with no changes throughout)

Visit 1: 21/05/13

Explained to patient that the treatment was to be carried out over several visits. Verbal Consent gained from patient for photographs and the use of the treatment carried out as my case study.

intra oral exam was undertaken

PPD’s under taken

recession and mobility completed

Plaque score completed 39%

OHI given, electric tooth brushing instructions given and introduced bottle brushes green, purple and red

Visit 2: 11/06/13

Pre-treatment photos taken with patient’s consent

bitewings taken

plaque score 29%

re-enforced OHI

Visit 3: 09/07/13

Buccal infiltration administered to 26, 27, 28 with epinephrine 1:80, 000 2,2ml

Access gained with high speed and round heard diamond bur

Caries removed on 26, 27, 28

26 and 27 filled with composite a1 shade and occlusion checked

28 filled with amalgam and calcium hydroxide placed before the restoration as filling was deep

Post ope given and patient warned about 28 being deep and might be sensitive to hot and cold

Visit 4 :10/09/13

46 and 16 caries removed without LA as patient requested to try without LA first and if needed she would let me know and it was not required at this time

46 setting calcium hydroxide placed before amalgam

16 was filled with composite a1 shade

occlusion checked for both dentations

gross scale lower arch

introduced single tufted brush and re-enforced OHI

diet sheet given

Visit 5: 18/09/13

plaque score 17%

vitality test done on the 28 and it gave positive response

localised RSI completed on pockets greater than 4mm without LA as patient declined LA

Full mouth fine scale

reviewed bottle brushes

re- enforced OHI

diet analysis carried out and diet advice given

Maintenance phase patient to be reviewed every 3months, for 6months on her periodontal condition

Reflection

One of my concerns, while treating this patient, was the fact that the patient did not seem to have any concerns about her teeth and she also didn’t seem to understand why she had been referred to professor Preshaw’s clinic by her GDP as she said her teeth didn’t bother her that much other than a little bit of bleeding upon brushing occasionally. Going by this, it made me assume that patient might not be ready to make any changes.

Yet, this turned out to be a mistake, because patient seemed very open to change. So even though, as a health care professional I am to understand that not everybody is ready for a change and I have to respect patient’s wishes, it would be wrong to rash to conclusions based on other observations than the one done by myself.

When I met the patient, she was very interested in what I was advising her and she was open to making changes. This taught me that I should not just read the letters and the notes and assume that patient might not be ready for a change. This also made me think about the methods of identifying patients that are ready for change and the ones that are not. Never take patients at face value, but always observe them and communicate with them in order to find out their inner concerns.

Another thing that I realised while treating this patient, was that sometimes when you are looking at the carious teeth on the radiograph, you cannot predict how deep the lesions are, before carrying out treatment; I always told myself that the lesions are not that deep, only to find them deeper than what I actually anticipated.

Overall I am quite pleased with the outcome of the treatment and patient was happy with the results.