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Mothers Against Drunk Driving (MADD)MADD is an interest group and to be more precise a single-issue interest group because it was established with the main objective of advocate against drunk driving. (Baumgartner and Beth 25-26). MADD works to prevent drunk driving, it provides support to victims of drunk driving, tries to stop underage use of alcohol, and finally it advocates for more strict alcohol policies. The goals and accusative of Mothers Against Drunk Driving organization have no direct benefit to the members of the group but rather the goals benefit the whole community.In my point of view, MADD is making a positive contribution to democracy.For democracy contribution, citizens’ participation in public life is needed. MADD aid this support in various ways such as lobbying for strict alcohol policies e.g. the legal drinking age to be 21, advocating that the legislators enforce tough laws and restrictions on drunk driving and push for tougher child endangerment laws (Berry 31-33).The pluralism theory of justice requires participatory type of government whereby the public for their own good influences the government’s rules and regulations. In regard to this concept, many single-issue interest groups similar to MADD such National Right to Life Committee (NRLC) against abortion attempts to change the government policies, laws and regulations so that they can be of great benefit to the public and uphold human rights of the citizens.Most interest groups advertise campaigns trying to influence public opinion on a serious concern of the community and carry out legal strategies influence court decisions to be in support of their goals. The pluralism theory acknowledges the positive contribution of these interest groups on the government.

Works Cited

Baumgartner, Frank R., and Beth L. Leech. Basic Interests: the Importance of Groups in Politics and in Political Science. Princeton, N.J.: Princeton University Press, 1998. Print.

Berry, Jeffrey M. Lobbying for the People: the Political Behavior of Public Interest Groups. Princeton, N.J.: Princeton University Press, 1977. Print.

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Adolf Hitler

Adolf Hitler rose to the rank of German Chancellor in the year 1933. At the time, the German president was looking for an able leader who would rescue the country from the deepening economic and political crisis. Unknown to President Hindenburg, he had appointed a fiend to lead the country who would plunge Germany into some of the darkest times in human history. Under the Nazi Party, Hitler and his fellow party members began to rid the country of all opposition by putting their leaders to death. These radicalists believed that the Germans were a superior race, and others such as the Jews were second rate citizens as well as an inferior race. Some of the steps that Hitler took to rid Germany of the Jews include forced sterilization and mass murder in death camps.

The main reason why Hitler wanted to rid Germany of the Jews was that he believed they belonged to an inferior race. The inferior races threatened the purity of the master race, the Germans, and hence, they had to be eliminated. The Hitler government also spread propaganda blaming the Jews for the misfortunes that had befallen the country, including the economic depression as well as its defeat in the First World War. From the year 1933, the government began organized persecution of the Jews (Shera). First, all Jews were removed from their positions in government and other positions in the country. As the years progressed, things only got worse. The Germans seized all properties and businesses belonging to the Jews. The culmination of this was the Kristallnacht or the Night of the Broken Glass in English. On this night, the Nazis destroyed the Jewish synagogues, their business premises as well as their homes. In addition to this, the Jews were arrested and even killed.

Despite the grave human rights violations happening in Germany, the United States and other countries refused to take in refugees from the country. At the time, the US congress had strict quotas on immigrants, as well as a strict screening process that discouraged many. In addition to this, the country experienced the economic depression of 1929, and it feared that immigrants would further strain public resources (Shera). The economic depression gave rise to other hostile beliefs such as xenophobia, anti-Semitism, and isolationism. Right after the depression came the Second World War that overshadowed the Jewish persecution in Germany. There is a debate surrounding the action or lack thereof of the Allied countries to save the German Jews. Many argue that the Allied countries did not know the exact locations of the death camps, making it impossible to carry out any actions such as bombings that would result in more casualties. However, some of the actions that the countries should have taken include taking in as many refugees as possible and launching intelligence-gathering operations to find out the locations of the death camps. The German holocaust left about six million Jews dead, the worst state-sanctioned case of mass murder in human history.

Works Cited

Shera, Shahid Rasool. “Deportation and Persecution of Jews: A Study of Patrick Modiano’s The Search Warrant.” IJELLH (International Journal of English Language, Literature in Humanities) 7.2 (2019): 9-9.

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Causes and Effects of the Soviet Union

Introduction

By January 1991, the Soviet Union was the world’s largest country occupying approximately one-sixth of earth’s land covering 8, 650,000 square miles. It had a population of 100 nationalities with its population amounting to 290 million. Further, it boasted tens of thousands of nuclear miles and its sphere of influence was exerted using measures such as Warsaw Pact that extended across Europe. Within one year, the Soviet Union had collapsed and ceased to exist. The dissolution of the Union had begun in the 1980s but it was only completed in December 1991 when only 15 independent countries had remained (Dabrowski, 302). While it is practically impossible to point out a single factor as a cause of an event as far-reaching and complex as the dissolution of a worldwide superpower, several external and internal factors had a hand in the dissolution of the Soviet Union. The purpose of this essay is to break down the events and uprisings that led to the dissolution of the Soviet Union and the effects of the collapse as well as what the collapse meant to the United States.

The dissolution of the Soviet Union was used to signify the end of the cold war that had existed between the United States and the Soviet Union. The cold war was a period characterized by constrained rivalry taking place towards the end of World War II. This rivalry took place along economic, political, and propaganda lines with the limited use of weapons. It did not involve large-scale fighting it was a result of the ideological and geopolitical struggle of worldwide supremacy after victory stemming from an alliance formed temporarily in 1945 against Nazi Germany. The Baltic States of Estonia, Latvia, and Lithuania were the first to claim their freedom. Soon the movement spread to other states including Armenia, Ukraine, Moldova, and Georgia who also demanded their freedoms which put more pressure on the government. What followed is that Soviet Union took back control of the government and kidnapped Gorbachev and reported to the world that he was not in a position to rule. They intended to take over the government during the protest. They tried to use the military to shut down protests but the military declined shooting at its people. This takeover could not materialize without the proper backing of the government. The Soviet Union officially broke when Gorbachev make a public announcement about his resignation on 25th December 1991. Following the dissolution, the former global superpower was replaced by 15 independent countries namely Uzbekistan, Ukraine, Armenia, Azerbaijan, Turkmenistan, Tajikistan, Belarus, Estonia, Russia, Moldova, Lithuania, Georgia, Kyrgyzstan, Kazakhstan, and Latvia.

External and Internal Factors Leading to the Collapse

The Political Factor

By the time Mikhail Gorbachev took over as the secretary-general of the Soviet Union in 1985, he found the economy in total disaster. His only domestic goal was to streamline the cumbersome bureaucracy that existed in government. His initial attempts with the reforms did not yield significant results leading to the institutions of policies named glasnost which means openness and perestroika which means restructuring. Glasnost was to be used to foster dialogue while perestroika was to allow private ownership following the introduction of quasi-free-market policies in the running of government policies (Gutman and Volker 96). Worth noting, igniting a renaissance within communist thoughts, glasnost opened doors to criticisms in the entire Soviet Union apparatus. Further, the State lost control of the public sphere as well as media and as a result, the democratic movement reforms throughout the Soviet bloc were in steam. Perestroika displayed the worst communist and capitalist systems. This is because the price controls were removed within some markets but the bureaucratic structures that existed were left in place and as such, communist officials pushed back against the policies that failed to benefit them on an individual level. What happened, in the end, was that Gorbachev’s abandonment of the Brezhnev Doctrine and his reforms facilitated the demise of the Soviet Union empire. By 1989, Hungary resulted in dismantling its border fence with Austria. Additionally, in Poland, Solidarity had swept into power, the Baltic States had already taken steps towards independence, and the wall at Berlin was already toppled. By this time, the Iron Curtain had already fallen and it was clear that the Soviet Union could not last long.

The Economic Factor

In 1990, the Soviet Union had the largest economy in the world. Despite this, the Union experienced consumer goods shortages as hoarding had become commonplace. The black market economy of the Soviet Union was estimated to be the equivalent of about 10% of the country’s gross domestic product. There was economic stagnation which continued hobbling the country for years and the perestroika policies only exacerbated the problem rather than resolving it. Notably, hikes in wages were supported by printed money and this only fueled an inflammatory spiral. The fiscal policy was mismanaged which made the country more vulnerable to external factors. The sharp decline in oil prices sent the Soviet Union’s economy to a tailspin. Between the 1970s and 1980s, the Soviet Union was named as the top producer of energy in the world in the production of resources including natural gas and oil. The export of these commodities played a significant role in shoring up the biggest command economy in the world. Oil prices declined significantly from 120 dollars per barrel in 1980 to 24 dollars per barrel in 1986 leading to the dry-up of external capital of the important lifeline. Worth noting, oil prices spiked temporarily as a result of Kuwait’s invasion by Iraq in 1990 but by then the dissolution of the Union were well in progress.

The Military as a Contribution Factor to the Soviet Union’s Collapse

It has been widely held that the spending of the Soviet Union dramatically accelerated as a response to Ronald Reagan’s presidency and proposals including the Strategic Defense Initiative. Since the early 1970s, the Soviet Union military budges had been on an upward trend, however, analysts from the west were only left with guesses regarding hard numbers ( Hofman, Oane & Artemy, 193). The estimates of the Union’s military spending ranged from 10 to 20 percent of the Union’s gross domestic product. It was hard to come up with an exact accounting within the Soviet Union because the budget military involved various government ministries with each having its competing interests. It is said that the spending of the military was consistently agnostic of the general economic trends. Even when there was lagging on the part of the Soviet Union economy, the military continued being well funded. The military was given priority when it came to matters of developing talent and research. As a result, the would-be entrepreneurs and technological innovators that could have provided support for Gorbachev’s partial transition to become a functional market economy were instead channeled towards defending industries.

The Soviet Union Involvement with Afghanistan

In addition to budgetary concerns, the Soviet Union’s dealings with Afghanistan that took place between 1979 and 1989 were a major contributor to the break of the Soviet Union. The Soviet Union army had a lion role in the Second World War and it was a significant tool in the repression of the Prague Spring and Hungarian Revolution. The army had waded into a quagmire within regions known as the Graveyard of Empire. Many troops that participated in the 10-year occupations died; about 15,000 troops were killed in the process and thousands more wounded. Furthermore, about a million Afghans who were mostly civilians were killed and at least 4 million externally displaced as a result of the fighting. The army which bested Hitler and destroyed dissent in the cold war was frustrated with mujahideen equipped with surface-to-air-miles from America. Dissent regarding the Afghanistan war remained muted as long as the government remained in control of the press. However, glasnost policies opened doors for vocalized widespread war-weariness. The army turned out to be the most powerful opponent of Gorbachev’s policies reform efforts. The army was back-footed by the stalemate in Afghanistan and as a result, it lost the little leverage it has on checking the advancement of perestroika policy reform. Within the Soviet’ republic, the Afghans expressed agitation of what they thought to be Moscow’s war. Soldiers from the Central Asian republics felt connected to religious and ethnic ties to Afghans than with Russians. Within European republics, the cleavage with Moscow turned out more dramatic. In Ukraine, antiwar demonstrations emerged and opposition forces within Baltic republics only viewed the Afghanistan war through the lens of Russian occupation in their countries. This accelerated the secessionist movement which proceeded and the consequent declarations of independence by all Baltic States in 1990.

Nuclear-related Cause.

When the cold war was taking place, the United States and the Soviet Union were on the edge of nuclear destruction. They had not considered the fact that the Soviet Union would be brought to its knees by an incident that involved civilian nuclear plants. In 1986, there was an explosion at the Chernobyl power station and this happened after only a year of Gorbachev being in power. The explosion and fires that followed released radioactive fallout that was 400 times more than the atomic bomb dropped on Hiroshima. The officials of communist parties acted quickly to suppress information regarding the severity of the explosion. They went as far as directing May Day celebrations and parades to continue in affected regions despite the imminent exposure to radiation. Reports in the western region about the dangers of the high level of wind radioactivity were branded as gossip and apparatchiks quickly gathered Geiger counters from the classrooms. On 4th May, the workers managed to bring the radiation under control but Gorbachev never issued any official statement until 18 days after the disaster occurred. Gorbachev referred to the Chernobyl incident as a misfortune and he painted western media s malicious lies and a highly immoral campaign. As time went by, the propaganda of the communist party grew at odds with the experiences of the people that had been in the contamination zone that were attending to the physical effects of the radiation poisoning. The trust that had been remained in the Soviet Union became completely shattered. Decades later Gorbachev marked the disaster’s anniversary by noting that ‘even more than my launch of perestroika, Chernobyl was perhaps the real cause of the collapse of the Soviet Union five years later.”

Ethnic Tensions

In the 1980s when Perestroika took effect, there was an ever-rising level of violence that was caused by the competition among the ethnic nationalisms that were in the republics of the Soviet Union. An example is the ethnic violence happening in Almaty, Kazakhstan’s capital towards the end of 1986 when frustrated Kazakh youth became frustrated with the selection of an ethnic Russian as the head of the republic. The frustration led to riots and eventually, troops had to be employed to quell the unrest. Worth noting in Sumgait, a city in Azerbaijani, there was pogrom and violent events took place in Baku, Tbilisi, and other places. The most deadly conflict happened in Karabakh between Armenia and Azerbaijan. This is sometimes referred to as the main political trigger which led to the disintegration of the Soviet Union. In the late 1980s, ethnic conflicts took a dangerous turn leading to the loss of lives of hundreds of people in the war (Li 163). However, even in 1990, many of the republics of the Soviet Union still did not want to leave the USSR. Russian historian Alexander Shubin describes the incidence as relatively calm with only Georgia and the Baltic States firmly set on a path to separation.

Guns and Butter

Every economy has limitations when it comes to the number of resources it can employ to make strategic goods (guns) or consumer goods (butter) for the nation. If a country happens to give more focus on guns people will be left without access to consumable goods and if the country pays more attention to the production of butter, the country is left without enough resources need to grow and protect the economic capacity of the nation. Stalin had “five-year plans” which were almost completely driven by the growing need to increase capital goods production for the entire nation. The Soviet Union had to become industrialized to compete with other nations in the world and they resulted in channeling all available resources towards this goal (Kenez, 77). Politburo did not change direction to improve the availability of consumer goods. Shortages encountered in the economy undermined the need for the superiority of the system used by the Soviet Union, and people cried out in revolution.

Effects of the Collapse of the Soviet Union

End of the Cold War

The dissolution of the Soviet Union marked the end of the cold war. The cold war virtually ended after the democratization and liberalization of Eastern European countries happened. Other events that marked the end of the cold war were the demolition of the Berlin Wall, the liquidation of the Warsaw Pact, and the peaceful co-existence and cooperation of the erstwhile adversaries. The presence of the socialist Soviet Union kept the chances of re-emergence of the cold war alive. It was only until the USSR was disintegrated and Russia was unable to oppose the west that the chances of a re-emergence of the cold war finally come to an end. As such, it is only right to associate the final cremation of the cold war with the dissolution of the Soviet Union.

Uni-polarity in International Relations

In the 1950s, there was bi-polarity which was eventually replaced by poly-centrism in the 1960s. In the 1990s, bi-polarity was eventually replaced by a unipolarity approach to international relations. The collapse of the Soviet Union, the disintegration of the socialist bloc, and the Warsaw Pact termination led to unipolarity in the diplomatic relations within the United States (Miller, 79). This led to the U.S being the sole-surviving superpower across the world. This unipolarity in the relations reflected in the presence of NATO and the United States’ dominant position in the world. It also showed in the United Nations unwillingness on their part to challenge the power of the United States in the world.

Fundamentalism in Central Asian Countries

As a result of the dissolution of the USSR, six of the republics that became sovereign states and were found in the Central Asian regions opted to become Islamic republics. They joined the nine Islamic states to collectively form the Economic Co-operation Organization (ECO) found in Central Asia. This rise of fundamentalism in the Islamic region gave strength to similar forces that were in various parts of the world. It compelled other countries to better realize the dangers posed by the increasing power of the factor in Islamic politics within the world of politics. It further compelled a change in the U.S policy towards West Asia, India, China, and Central Asia. Additionally, the Central Asian Crude also became an emerging factor of interest in the regions across the world.

Rise of Economic Blocs

Following the collapse of the USSR and the socialist bloc, the international economic systems also began experiencing changes. Politics of economic relations started being dominant dimensions of relations to the nations. Several economic factors began appearing on the scene and being more active after 1990. Various organizations including NAFTA, APEC, AFTA, PIF ASEAN SAARC, and OPEC became actively engaged in cooperation and economic diplomacy. As a result, the dissolution of the USSR, the collapse of the socialist bloc coupled with the end of the cold war, and the liberalization of Eastern Europe served as a source of big and profound changes in international relations between republics particularly towards the end of the 20th century.

Changes in Asian Politics

The collapse of the Soviet Union brought changes to the politics of Asia. India in particular ended up losing one of its dependable and time-tested friends. India’s foreign policy had to adjust with Russia and other republics of the USSR. It took the country one year to adjust her relations and provide proper direction for economic, social, and cultural cooperation with Russia and other CIS members. Additionally, India found it helpful to work on improving its reactions with the United States. The economic changes and necessities in India’s economic policies with the public sector came up with policies to privatize policies which also further led to improved relations with the United States. Pointers to improved relations were the holding joint Naval exercises where the Indian voted the United Nations in factor of the resolution that maintained that Zionism was not apartheid (Scarborough, 106). Further, the Indian vote favored various decisions by the United States to respect the Gulf War and Crisis. After the USSR collapsed, China was left an isolated communist state. China was compelled to adopt rapid economic liberalization and mend fences with Vietnam, Japan, and other Asian countries. Further, China found it hard to attempt to restrain the domination of the UN Secretary Council by the United States. Vietnam also resulted in leaving Cambodia, mend fences with their neighbor China and develop cooperation that was friendly with other Asian countries. Similarly, Japan found it important to redefine and reassess its role within Asia and the world in general. Japan opted to develop its own military power within the new environment and it developed trade relations with Asian countries including China, India, and ASEAN countries. Pakistan opted to orient its policies in consolidating unity among the Islamic states of Central Asia. The necessity of relations with Asian countries was achieved by western powers. Within nine months of being a sovereign state, Russia also gave up giving priority to the development of relations in Asian countries particularly in China, India, Vietnam, Japan, and other ASEA countries

Conclusion

The dissolution of the Soviet Union took place in December 1991 remaining with only 15 independent countries namely Uzbekistan, Ukraine, Armenia, Azerbaijan, Turkmenistan, Tajikistan, Belarus, Estonia, Russia, Moldova, Lithuania, Georgia, Kyrgyzstan, Kazakhstan, and Latvia. The Baltic States of Estonia, Latvia, and Lithuania were the first to claim their freedom. Soon the movement spread to other states including Armenia, Ukraine, Moldova, and Georgia who also demanded their freedoms which put more pressure on the government. Some of the factors associated with the collapse of the USSR have to do with politics, the economy, and the military as contributing factors. Further, the Soviet Union Involvement with Afghanistan, guns and butter, ethnic-related, nuclear-related causes are linked with the dissolution of the Soviet Union. The collapse of the Soviet Union brought changes to the politic of Asia, led to the end of the cold war, a rise in economic blocks, and Fundamentalism in Central Asian Countries. The dissolution of the Union had begun in the 1980s but it was only completed in December 1991. While it is practically impossible to point out a single factor as a cause of an event as far-reaching and complex as the dissolution of a worldwide superpower, several external and internal factors had a hand in the dissolution of the Soviet Union.

Works Cited

Dabrowski, Marek. “Currency crises in post-Soviet economies—a never-ending story?.” Russian Journal of Economics 2.3 (2016): 302-326.

Gutman, Garik, and Volker Radeloff, eds. Land-cover and land-use changes in Eastern Europe after the collapse of the Soviet Union in 1991. Springer, 2016.

Hofman, Irna, Oane Visser, and Artemy Kalinovsky. “Introduction: Encounters After the Soviet Collapse: The Contemporary Chinese Presence in the Former Soviet Union Border Zone.” Problems of Post-Communism 67.3 (2020): 193-203.

Kenez, Peter. A History of the Soviet Union from the Beginning to its Legacy. Cambridge University Press, 2016.

Li, Jie. “The 1990s Chinese Debates Concerning the Causes for the Collapse of the Soviet Union among PRC Soviet-watchers: The Cases of Brezhnev and Stalin.” International Journal of China Studies 9.2 (2018): 163-199.

Miller, Chris. The struggle to save the Soviet economy: Mikhail Gorbachev and the collapse of the USSR. UNC Press Books, 2016.

Scarborough, Isaac. The extremes it takes to survive: Tajikistan and the collapse of the Soviet Union, 1985-1992. Diss. The London School of Economics and Political Science (LSE), 2018.

Management

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Institution

Introduction

Coors is one of the largest brewing companies in United States and has maintained high production level since its establishment almost two hundred and thirty years ago. The company specializes in production of high-quality brewed malt in U.S. through various management strategies. Some of the important aspects of production used by Coors are a quality water-source selection, stringent processing standards, and a well-strategized cold filtering brewing approach. The high competitive advantage enjoyed by the company has enabled it expand its distribution to new markets within U.S. in order to gain a higher market share (Ghemawat, 1992; 1). The following discussion focuses on the key aspects that made Coors brewing industry achieve a high competitive advantage and its strategies to invest in new markets.

Discussion

Coors’s Competitive advantage

Adolph Coors founded Coors Brewing Company after realizing that Colorado offered a source of fresh water for the brewing industry. Most of the company’s managerial achievements have been credited to Adolph’s family. However, in the 21st century, the beer market changed drastically calling for the company management to define newer methods of conducting production and marketing segmentation processes. The business evolved into a competitive industry that accommodated both local and international competitors. Coors developed various production strategies that would enable his company rank among the best beer producers in the U.S. by the year 1985 (Ghemawat, 1992; 2).

The main question that arisen from this situation was the ability of Coors to maintain his family culture while changing the company’s structure meets international standards. Another question was the ability of Coors to grow the company’s core products in order to compete effectively with other brands. Lastly, the company had to address its distribution logistic issues concerning product delivery from the processing firm to wholesalers and retailers across the country. Addressing these issues required that the company show a high performance index.

Performance matters a lot in every organization since it indicates its value in relation to other organizations in the same field. In Coors Brewing Company, the performance was improved by introducing new management rules that ensured all departments show a high level of production irrespective of the prevailing situations. The financial performance measure of an organization is determined by the profit sharing plans, and progressive people management strategies, which creates positive effects. In addition, the company acquired an effective procurement process that ensured the cost of production was at the lowest possible value. The market structure adopted by an organization acted as an element of undertaking need analysis of the market share. In this, the market structure had to segment the potential market of the organization products for effective analysis of the needs, and formulation of measures that need adoption by the company (Ghemawat, 1992; 2-3).

On the other hand, production played a major role in attaining the competitive advantage of Coors Company. The management team at Coors recognized a need to expand their operations internationally by improving their products. The company opened new stores in major towns in U.S. to enable customers have access to their products. The company made use of demographic marketing selection strategy whereby product branding was used as the main marketing strategy. The market segment was developed in order to increase sales of products like, canned beer. In order to achieve high profit margins, Coors Company used cost effective production methods that made it more compettive among its rivals. The company aimed at produxing more barrels in order to increase its economies of scales. The cost of producing brewing barrels differed with time prompting the company to ensure a production of more than 100,000 barrels annually ((Ghemawat, 1992; 4).

The other aspect of production that enabled Coors Company achieve a compettive advantage was distribution of its products. The company made use of wholesalers and reatilers while other smaller companies made home deliveries. Coors is an established brewing company and many consumers had gained the trust on its products as opposed to the newerly established companies. Coors innovation strategy was promoted through offering branded products at consumer friendly prices in all stores countrywide. The retailing department that consisted of merchandisers and store operators ensured customers always received fresh drinks with different flavours at all times. Wholesalers liaised more frequently with buyers to ensure that the purchased products achieved the targeted sales plan. This involves devising the necessary techniques by delivering the production plan to buyers, who in turn, come up with decisions on the products to buy, brands, and the amount (Ghemawat, 1992).

Marketing was another factor that Coors management took into consideration in order to plan competitive strategies. The demand for beer in U.S. kept increasing between 1980 and 1985 due to the increased rate of population growth. The company had to devise effective marketing strategies because new beer brewing companies kept on emerging that offered distinctive products to potential consumers. To improve on marketing, the company ventured into a brand name creation of its beers. In line with brand name change, the company took an extensive promotion of its products. This called for the company to venture in as many places as possible, to create customer awareness of their branded beers. Advertising methods such as media campaign, and offering additional promotions to the customers brought high profits for the company (Ghemawat, 1992).

Coors’s brewing division

Coors always stressed on quality brewing and could not entertain any behavior that provoked the rights of consumers. He upheld effective corporate social responsibility and ethics in his business that made him receive many customers. Moreover, the company took good care of various farmers who provided raw materials (barley) for beer production. In his constitution, Coors developed policies that ensured the rights of persons were respected. The following policies aimed at achieving the following organizational objectives:

A perfect management regulations through proper distribution of rights and responsibilities among the company staff, managers, and stakeholders, customers and the society

Creating a strong company cultural structure and protect it in order to hold the business integrity and provide responsible practices, and

To encourage employees on how to make an efficient use of the available resources and using them to attain a competitive advantage

In addition, the company developed rules and regulations guiding the use of beer in clubs and at homes in order to promote responsible drinking (Ghemawat, 1992; 5).

Conclusion

Organizations undergo various challenges as they develop the necessary strategies to assist in managing the current business operations in terms of competitiveness and positioning. Managers should be capable of integrating best organizational behavior practices in carrying out their regular business operations, in order to achieve their specific organizational objectives. In every organization, people have the responsibility of providing leadership, stewardship, and follower-ship. People learn innovations and ideas that assist them transform their organizations into greater levels hence achieving a greater competitive advantage. Coors Brewing Company’s strategic approach enabled it maintain its lead in beer production in U.S. between 1980 and 1985.

Reference

Ghemawat, P. (1992). “Adolph Coors in the Brewing Industry”, Harvard Business School. 9-

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Mothers and daughters have been written about, criticized, publicized, condemned, and praised for a long time. As more and more material becomes available on mother-daughter relationships, it becomes apparent that being a mother and being a daughter means different things to different people depending on race, economics, social status and blood type. This paper will explore the meaning of being a mother and being a daughter by combining all of these independent variables. A definition of motherhood and daughterhood will be clearer, however, as experience will tell us, not everyone can be categorized, or even explained.

In “Choosing Consciousness”, Elizabeth Minnich describes mothers as:

“.The people who take day-by-day care of children, the ones whose lives are intricately involved with their children, the ones who keep the children safe, who wrestle with their souls and fight with them and love them and try to heal them and give up on them and give in to them” (Minnich, 195).

In her opinion, as well as many other authors we have read, a mother does not need to be blood related. She only needs to care for her child, be there for her child, and love her child. She is the dominant woman force in her child’s life, influencing, teaching and setting an example for her child.

This idea is reflected in other cultures as well. In black communities, especially, a mother is not necessarily one who gave birth to her daughter. She is the person who sets examples for the daughter and is there to help coach the daughter through the trials and tribulations of life.

“Biological mothers or bloodmothers are expected to care for their children. But African and African-American communities have also recognized that vesting one person with full responsibility for mothering a child may not be wise if possible” (Collins, 47).

Collins believes that in order to be a mother, you only need to care for a child, and this idea has been central to African and African-American motherhood. Community outreach and the caring of adjacent women have been very important to the raising of daughters in black communities.

Although being a caring and nurturing force in a daughter’s life is central to becoming a mother, other pieces we have read have supported the idea that a mother needs to teach her child to grow, and then let her go to off to find herself and her own understanding.

In “Annie John”, by Jamaica Kincaid, Annie is stunned when her mother suddenly turns her cheek on her in order to let her go and become a “lady”. It is not until the end of the story that Annie realizes that her mother was only acting on what her conception of motherhood embraced; once a daughter reached a certain age, she was to start her own life, evolving into her own identity.

Susan Walters also discusses the concept of mothers enabling their daughters to grow into women, while sending them off to experience independence and break ties with their family. Her article emphasizes societies need for daughters to emerge from their mothers’ care and create their own lives, instead of keeping close ties with each other. In this case a mother is only a notch on the totem pole of their daughter’s life.

The existence as a daughter has been explored in depth as well. Is a daughter just an extension of her mother or is she an individual paired with someone to facilitate her emergence into the real world? Is she a friend or is she a student?

This central idea is explored in the Walters article as well. A story included in the article suggested that a daughter not be afraid to become affiliated with her mother. She said that “the sacrament of ‘separation'” from her mother was based on society’s perpetualization that a daughter must become independent from her mother and that a fondness for her mother was simply a clinging that wasn’t natural or healthy. However, a kinship with a mother is the most natural occurrence ever. The relationship that a daughter has with her mother should be one of the most formative ones of her life, and she should embrace the experience without the pressure to run away from it.

Of course a healthy relationship between a daughter and a mother is not always the case. In the novel “Ellen Foster” a little girl was faced with many woman figures that were not nurturing or facilitating to her growth. Instead of being nurtured, Ellen took care of all the women in her life until she found someone to ultimately fill the mother role in her life. She explored both the mother and the daughter roles in her witty narrative. Not only was she the sole nurturer, but she finally becomes the one that was nurtured and loved.

I think the explanations of what it means to be a mother and what it means to be a daughter also explain how we can fulfill each others needs, fantasies and desires. As a daughter, we need to look at what we would want in a daughter, what being a daughter means to us and reflect that on our mothers. If we feel that we should be students then we need to observe and learn everything our mother has to teach us. If it is a friend we feel a daughter should be than we should confide in our mothers, trust their instincts and also be there for them.

As a mother it is essential to throw out the cultural pressures that are put on us. We need to explore those things that were missing from our mothers and practice those things on our daughters. We need to create our own definition of mother and emphasize it to our daughter. I think that Minnich’s experience of being a stepmother epitomizes what a mother should do to fulfill her daughter’s needs:

“.being a stepmother means loving the children more than our society expects.less than we (who usually try to hard) fear the children need and often both more and less than we can accept because it hurts to love unreservedly).” (Minnich, 193).

There are many forces that bring us to these realizations as mothers and daughter, the most influential, I think, is our societies views on the roles mothers and daughters have. Walters discusses the effects that the media has on influencing our opinions of mothers and daughters.

“From this venerable Greek myth of Persephone and Demeter to the modern fable of maternal malevolence embodied in contemporary films such as Mommie Dearest, the narrative of mothers and daughters has largely been portrayed in terms of conflict and the ambivalent struggle of separation” (Walters, 20).

These images have manifested an invariable struggle between mothers and daughters that is not close to reality. Through these mediums we have lost the idea that a mother is someone to love and a daughter is someone to respect and cultivated a theory that we need to break free from our repressive mothers and that daughters are “greedy and insufferable.” The Hollywood portrayal of mothers and daughters is not accurate nor should it be thought of as normal.

It is not only this fallacy that the media has created that is the problem. There is little to no research and images of the black mother-daughter relationship or any other race for that matter. In a world that is so diverse and in a country that should be not racist, we are manifesting racism by not acknowledging the diversified mother/daughter relationship.

“We (white women) become complicit in the intersections of racism/sexism by not challenging the treatment of black mothers and by replacing purified images of white ones (nurturing, caring, empowering, ethical, etc.” (Flax, 68).

Our “eurocentric” perspectives on black mothers have debilitated society from seeing what motherhood really is in African-American communities. As Collins put it, “Adhering to these standards brings the danger of the lowered self-esteem of internalized oppression, one that, if passed on from mother to daughter, provides a powerful mechanism for controlling African-American Communities” (Collins, 45).

In all that we have read, I have expanded my knowledge about the mother/daughter relationship into realms that I never knew existed. Considering my close relationship with my mother, I was unaware that other relationships like mine existed and that relationships so different from mine were possible. I have enjoyed to opportunity to research into the lives and minds of so many scholars. Viewing these relationships from other perspectives, other cultures and other races has shown me what a mother means to different people with different experiences. The only thing that remains central is the idea that mothers and daughters should nurture each other, comfort each other and, most importantly, learn and grow with each other.

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Adolescence is typically a period of life that occurs mostly between the ages of 10 to 16 years. This period the youth undergo different physical and behavioral changes. Since many years ago, this stage has been viewed as a stage of tremendous stress and storms for youth and all who came across them. This stereotyping of young people being caught in changing bodies and raging hormones has been affecting not only their parents but also educators. Much weight has been given to difficulties associated with adolescents and has also led to many views on the level of control and patients among the youths who are trying to interfere with their adolescents. Recent research has to try to answer some of the questions pertaining to rapid change during early adolescence and how the schools and other educational institutions, including social welfares designed to serve these young students. The purpose of this paper is to discuss how the adolescent developmental characteristics of the students impact the classroom, such as the learning environment and a diverse student population in the school. It also explains how organizations structure impacts middle school programs and practices. Lastly, the paper tries to look at how is this information valuable to you as a future teacher as you consider socially equitable practices and your knowledge of middle schools.

Middle-level educators in the middle grades enjoy being with young adolescents as they are knowledgeable about the dynamic uniqueness of this stage. The value detailed study and carry research on decision reflecting the interest and the need of the student. These educators are more sensitive to students’ behavioral differences and respond positively toward them; hence, they are likely invertible to students’ role models. By the provision of good leadership, they improve schools’ effectiveness. They also send influential messages to the students and practice those qualities that they want students to emulate.

Through active learning, students are able to express their preferences and need where the educators are able to plan for instructions and assessment. Middle grades schools also become successful through the concept of active learning. This concept also assists students to hypothesize and get adequate information which helps them in understanding their goal hence playing a major role in the achievement of their education.

The challenging curriculum is another concept. The concept relates the curriculum as a vehicle for accomplishing the vision and mission of the school. In most of the middle grades schools, curriculum program not only includes classwork but also programs like group discussions, games, drama and music production, and student government. Some of the middle grades schools run their curriculum through units and projects where they mainly focus on the major issues and complex tasks. There is also a hidden curriculum where the students learn through seeing and interacting with people from different backgrounds, which mostly affects their way of doing things and also has a powerful influence on students’ education. Therefore, teachers in these schools should not only focus on the programmed curriculum but also focus on the positive interaction with the students and make sure that students are all treated equitably.

Even if the learning task is difficult, it should be seen as achievable, and this is by moving beyond the syllabus. Teachers should use their professional knowledge in consultation with the students to guide them on how to gather ideas from a vast range of information, and this can be achieved through teachers’ guide to students in examining the values, views, assumptions and address them on how and why things are happening. The concept will help the students to place emphasis on the understanding of the basic concept and able to use information informing creative solutions from the overwhelming data available.

Organizational structure nature effective interdisciplinary. Students and teachers work together to maintain high discipline, which signifies high performance in the schools. The disciplinary team also enhances parents’ contacts and improving the learning climate in the schools. Furthermore, a well-structured organization has a positive impact on the professional of teachers. A similar dairy schedule inhibits plans on how to integrate curriculum, analyze the collected data, monitor the students’ work, and discuss the arising hypothesis. Schedules that provide extensive class time schedules allow activities like mocks trial, fieldwork and trips, and debates, which are valuable learning experiences.

In most cases large schools, are divided into sub-divisions; houses or schools within the school in which replicates smaller grade levels, which make the school at large. The replication of lesser grades fosters a long term relationship between students and their teachers, which creates a sustainable relationship between teachers, parents, and students. The schools have also created a program where a parent can receive any information pertaining to students’ academic progress, and also, the student can receive a telephone from any family member in case of concern. The program has helped families stay engaged with their students’ educational progress though it is very difficult as most students prefer to keep home and school separate. But this type of communication leads to higher achievements among the students.

Adolescent involves dynamic behavioral and physical changes. Through learning, research, and long term association with the middle-level students, as a future teacher will be in a position of noting different traits and how to deal with them. Through good relationships with the students, you will get first-hand information about their preferences, and your instructions will be received. Students will be more likely to respect, obey, and listen to you. A good relationship with the student will report to improved performance in the curriculum, and this is due to the fact that students can easily approach you for help if they have a problem in a particular unit or subject. It is the fact that students get more encouraged to working hard if they know for sure that their teacher looks at them, which helps in the identification of the means and the strategies to use in order to maintain a good relationship with the students. Furthermore, through cross interaction with the student, the teacher will identify the best teaching method to adopt, hence improving a grade in your subject.

In conclusion, middle-class teachers use their research knowledge about young adolescent development and use the knowledge to integrate classroom events. They also use the knowledge in building good relationships with the student and initiating programs that help families stay engaged with their students’ educational progress though it is very difficult as most students prefer to keep home and school separate. This type of communication leads to higher achievements among the students. As a future teacher, one should embrace listening, and direct interaction with the student as this will create a good relationship between the teacher and the students, which are of benefits to both the teacher and the students’ performance.

Reference

Lounsbury, J. H. (2010). This we believe: Keys to educating young adolescents. Middle School Journal, 41(3), 52-53.

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Causes of Civil War

The American Civil War in the United States of America began on April 12th 1861. It wasn’t between just two states, but instead, many states against one another. One part wanted to keep the Union and believed that slavery should not be abolished, while the other part wanted to abolish slavery and break away from the Union. The major causes of the American civil war included sectionalism, slavery, cultural and economic change, expansion of the federal government, nationalism and populism.

In regards to sectionalism, at the time of the Civil War 1861-1865 there was a widespread agreement that slavery should be abolished. The Northern states had begun to pass laws which outlawed slavery in their own states, but Southern states continued to allow it in their own territories (Wilpone-Welborn, 2018). The majority of these were slave states and many Southern leaders had attempted to convince their state governments to adopt anti-slavery laws as early as 1829. Southerners argued that they could not survive without slavery and that their economy was heavily dependent on it. Northerners reacted to this by saying that slavery was morally wrong because it prevented people from working in whatever job they choose, rather than what they were naturally good at. They also needlessly mistreated those who were inherited into slavery and said that there was no excuse for holding another man as property. Southern leaders counter-argued that the North was trying to attack their rights as a state by banning slavery from their own territories and therefore had no right to dictate to them. This disagreement led directly to six separate states in the south deciding to form their own central government called the Confederacy, which meant simply ‘separateness’. Excessive devotion to their respective interests led to the civil war between the Northerners and the Northerners.

Slavery as another factor: the North wanted to abolish slavery whereas the South wanted to keep it. Prior to the Civil War, slavery was a huge part of the Southern economy. The South was very dependent on slave labor for their economy because of the nature of their work, and therefore could not survive economically if they had to free their slaves. It is important to remember that slaves were not only used for agricultural labor but also in mining and household duties amongst other things. According to David Williams, “Slavery provided an extremely strong motivation for secession, since states needed direct access to the international slave trade in order to grow and develop (Mathisen, 2018). In addition, the slave trade financed some of the costs of fighting a war”. In addition, “slaves were literally property and as such were considered to have certain rights under the Constitution. Thus, they had a monetary value”. The South also felt that they had been wronged by the North because before secession was declared, North Carolina’s governor and their legislature had made it very clear that if their state seceded “they would not sell or otherwise give away any portion of their slaves”.

Cultural and economic change affected the civil war in that the increase in Northern industry and the shift away from agriculture motivated abolitionists to call for the outlaw of slavery (Wilpone-Welborn, 2018). When the North began to undergo a lot of cultural changes, they also started to challenge slavery. Many people in the North felt that it was wrong to prohibit tradesmen and mechanics from working at their jobs, as well as forcing them into doing physical labor because they were a natural fit for it. They believed that this was morally wrong and that we live in a world where we should all be able to freely choose our future professions. Many Northerners also viewed slavery as an evil that they were trying to eliminate, but the southern states did not feel this way at all. The South disliked the fact that they were constantly being criticized for allowing slavery in their territory and believed that it was a local matter (Wilpone-Welborn, 2018). This difference of opinion led directly to the beginning of the American civil war between the north and south over slaves.

Expansion of the federal government was also a major cause of the civil war. It was important to the United States government that they were able to go into foreign territories and take hold of them by force, as well as bring them under their control (Wilpone-Welborn, 2018). They believed that if they did not expand west and take control over these new territories that other countries would take what is rightfully the United States’. They also felt it was necessary for the safety of the United States if this were to happen. This expansion of the federal government had been going on for a long time and was implemented by the party in power. George Washington tried to limit government, but former presidents Abraham Lincoln and Lyndon Johnson had both tried to expand it. This expansion stood in direct opposition to the concept of state’s rights that many southerners believed in, and as a result, aggravated the civil war.

The last major cause of the civil war was nationalism and populism (Wilpone-Welborn, 2018). The North and South had very different views on this subject as well, with the South believing that it was essential for them to remain one nation because they felt that they were one people. They also argued that since they were culturally similar, it was important for them to stay together because they would not be able to survive as two separate nations. The North felt that they were two separate countries and wanted to maintain this way of life. Many Northerners also viewed the South as “a sort of whipped dog” that was being held back by the dominance of the South’s slave labor. In these two countries, nationalism and populism were mainly being used as reasons to support their factions’ positions in the civil war.

References

Mathisen, E. (2018). The second slavery, capitalism, and emancipation in Civil War America. journal of the civil war era, 8(4), 677-699. https://www.jstor.org/stable/26520991Wilpone-Welborn, H. (2018). The Civil War in the United States ed. by Karl Marx and Friedrich Engels. Civil War History, 64(4), 390-391. https://muse.jhu.edu/article/722204/summary

Causes and Effects of Childhood Obesity

Student’s name

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Introduction

According to the CDC, 1 in 5 children suffers from obesity in the United States. Child obesity has become a severe health issue, with some categories of children being affected more than others. Between 2017 and 2018, obesity had a prevalence of 19.3% and affected approximately 14.4 million children and adolescents. Children with a body mass index higher than or the same level as their peers are considered to have obesity. Body mass index is a tool used to calculate weight status and is determined using age and gender. This text discusses the causes and effects of childhood obesity, including poor diet, family factors and lack of exercise and diabetes, asthma, and depression, respectively.

Causes of Childhood Obesity

To begin with, some of the common causes of childhood obesity have to do with lack of exercise, a poor diet, and family factors. Lack of exercise for children is a trigger for childhood obesity. Children that do not exercise regularly are more prone to becoming obese since they do are not burning any calories. Children spend a lot of time doing sedentary activities such as playing video games and watching television. Such activities where the child spends not being active is a big contributor to the obesity problem. Additionally, watching too much TV can exacerbate the problem of childhood obesity, seeing that it features advertisements that advocate for unhealthy eating. Advertisements for unhealthy foods tend to encourage children to carry on taking unhealthy foods, placing them at a high risk of becoming obese (Ordway, Sadler, Holland, Slade, Close, & Mayes, 2018). Diet is another risk factor associated with childhood obesity. The American culture is usually a high fast-food culture. As a result, people tend to consume high-calorie foods, including baked goods, fast foods, and snacks at vending machines. Such foods are likely to do more harm than good. They are the main reason why children in the United States continue to suffer obesity at an alarming rate. Additionally, children are notorious for consuming candy which also causes weight gain. Deserts also contain lots of calories which is unhealthy for both children and adults. More research points to sugar drinks such as sports drinks and fruit juices as being the cause of obesity in other people. Out of all behavioral factors associated with child obesity, poor diet patterns in children has been linked with a high risk of childhood obesity. Intake of sugar-sweetened beverages and free sugars is a huge determinant of body weight in children. Family factors are another common cause of childhood obesity. If a child comes from a family where there has been a history of being overweight, there is a huge possibility that the child will put on some unusual weight. This is particularly true if the child is in an environment where foods with high calories are always available and physical exercise is not encouraged. Family dynamics come into play in influencing child obesity because if the child inherits genes that place them at high risk of obesity, there is a huge possibility that they become obese. Developing a model that encourages good nutrition and fitness practices at home goes a long way in overcoming genetic predisposition for childhood obesity.

Effects of Childhood Obesity

Some of the common effects of childhood obesity include asthma, diabetes, and depression. While some of the effects are physical, some tend to be social and emotional. Asthma is one of the physical complications associated with child obesity. Research has found that obese children are at a third higher risk of suffering from asthma compared to their healthy counterparts. While there are various ways to reduce the incidence of asthma in children, datas has revealed that suppressing the onset of childhood obesity can significantly reduce the public health hazard that is asthma. Worth noting both obesity and asthma has been cited as a significant health problem for children worldwide, and findings reveal that their prevalence is rising. According to a 2018 Nutrients review, although asthma and obesity tend to co-exist in some of the children, rising evidence points to the existence of a phenotype known as obese asthma in which increased body weight modifies and affects asthma characteristics. This asthma phenotype is characterized by worse control, additional control, severe and more frequent acute episodes, low quality of life, and reduced reaction to inhaled corticosteroids. Diabetes is another known effect of childhood obesity. Children that have obesity are at an increased risk of growing health problems such as diabetes, particularly type 2 diabetes. Type 2 diabetes is a health condition where one’s body is unable to metabolize glucose well. Diabetes is life-threatening, leading to nerve damage, kidney dysfunction, and eye disease (Tyson & Frank, 2018). Just like adults, children are at risk of developing type 2 diabetes as a result of being overweight. Worth noting, type 2 diabetes is a condition that can be easily reversed through lifestyle and diet changes. Another consequence linked with childhood obesity is depression. Children that suffer from obesity tend to suffer at the hands of their peers. They have to contend with peers’ bullying and teasing, resulting in low self-esteem and a high risk of anxiety and depression. Children presenting with obesity tend to be vulnerable as being bullied makes them anxious and depressed. This may cause psychological and emotional stress which limits their access to treatment. It makes them shy away from seeking the help that they need. Children with obesity should be offered long-term and adequate treatment to help reduce the risks. Worth noting in some regions of Sweden, children rarely get any form of treatment that they need.

Conclusion

In closing, the problem of childhood obesity is becoming an issue of concern for society. Childhood obesity is caused by poor diet, family factors, and lack of exercise. Some of the consequences of childhood obesity include depression, asthma, and diabetes type 2. There is a need to support the enforcement and encouragement of healthy lifestyles at home to address this problem. Parents should remain informed about the health hazard that obesity poses and strive to provide their children with healthy food options. If such behavioral change can take place consistently, it would pay off in the long term. Exercise and dietary interventions should be combined and employed on a community basis to stop the pandemic of obesity in children. Moving forwards, parents should set good examples that their children can follow. They should strive to make regular physical activity and healthy eating a family affair because all people are involved and everyone benefits. Additionally, parents should avoid giving non-foods as rewards to their children in their parenting duties. In essence, they should not promise candy to their children as a reward for good behavior.

References

Ordway, M. R., Sadler, L. S., Holland, M. L., Slade, A., Close, N., & Mayes, L. C. (2018). A home visiting parenting program and child obesity: A randomized trial. Pediatrics, 141(2).

Tyson, N., & Frank, M. (2018). Childhood and adolescent obesity definitions as related to BMI, evaluation and management options. Best Practice & Research Clinical Obstetrics & Gynaecology, 48, 158-164.

Motions in the Night Sky

ASTR 1010L

The goals of this lab are to build on what you know about the night sky by learning how the objects in the sky move.

Get out the planisphere you constructed in the Introduction to the Night Sky and set it to see the sky tonight at 9 p.m.

Review your answers to Questions 9 through 13 of Introduction to the Night Sky and make sure you are still happy with them.

Let’s go back to the two constellations that you chose that are nearest the eastern horizon and watch what happens to them as the night progresses.

Which two constellations did you choose (Question 11 of the Introduction to the Night Sky)?

Orion and Monoceros constellations

Move today’s date so that it is aligned with 10 p.m. What happens to the position of your constellations?

The Orion constellation has moved slightly near the northern part of the hemisphere along the Orion belt. The Monoceros constellation has moved slightly towards the Southern hemisphere near the Canis Major constellation

Move the date so that it is aligned with 11 p.m., observe, then move the date so that it is aligned with 12 a.m., observe, then move the date so that it is aligned with 1 a.m. Describe what happens to your two constellations over four hours (from 9 p.m. to 1 a.m.).

The Orion constellation changes position from the Eastern hemisphere at 9 p.m, by 10 p.m, the constellation is close to the northern hemisphere. By 1.am, the Orion constellation is headed towards the North eastern hemisphere along the Orion belt. On the other hand, the Monoceros constellation moves slightly towards the Southern hemisphere near the Canis Major constellation at 9 p.m. At 10 p.m. the constellation is moving towards the South Western hemisphere. By 1.am. the constellation has moved towards the Western hemisphere.

Which of the constellations is closer to the zenith?

Ursa Major and Canis.

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Where is the other constellation?

While Ursa is slightly below zenith, Canis is slightly above zenith

Are the two constellations that were near the western horizon at 9 p.m. (Question 12 of the Introduction to the Night Sky) still visible?

They are no longer visible to the naked eye.

What happened to them?

They have moved quite far from the to the hemispheres further from the Earth.

Look again at the two constellations that started off (at 9 p.m.) on the eastern horizon. Where in the sky are they just before the sun rises at 6 a.m.?

Both the constellations have moved towards the western hemisphere. While the Orion constellation is in the North Western hemisphere by this time, the Monoceros constellation is moving towards the South Western hemisphere.

At 6 a.m., can you see either of the constellations that were visible on your western horizon at 9 p.m.? If so, where are they?

The constellations that were there at 9.pm. are now moving either to the northern or southern hemisphere by 6.am.

Take your planisphere back to 9 p.m. tonight. Now move the time from 9, to 10, then 11, 12, and 1 a.m., watching the constellations that were near your northern horizon at 9 p.m. (Question 13 of the Introduction to the Night Sky).

Describe their motion in the sky.

Constellations that were near the northern horizon are either moving towards the eastern or western hemisphere of the sky. By 10 p.m the constellations are either in in north eastern or not western hemispheres of the sky. Between 12 am. And 1.am. the constellations are headed towards either the eastern or western hemispheres.

Are they ever going to set in the west?

Yes, before 6.am, they would have settled at the west.

Slowly spin the star wheel all the way around so that tomorrow’s date is lined up with 9 p.m. What happens to these two constellations?

The two constellations return back to the same position they were at 9.pm the previous day.

Find Cassiopeia, if it wasn’t one of the two northern constellations you were watching. Sketch Cassiopeia below, paying attention to the orientation of the “M” that is shown on your planisphere when observing at 9 p.m.

Move your planisphere to 1 a.m., then sketch Cassiopeia again, again paying attention to the orientation of the “M” that is shown on your planisphere.

Move your planisphere to 5 a.m., then sketch Cassiopeia again, again paying attention to the orientation of the “M” that is shown on your planisphere.

Imagine you could observe Cassiopeia 4 more hours later, at 9 a.m. (It’s still there, but the daytime sky is too bright to see any stars except the Sun!) To do this, estimate getting today’s date and moving it around to where 9 a.m. would be on the planisphere. Sketch Cassiopeia again, again paying attention to the orientation of the “M” that is shown on your planisphere.

What do you notice about the orientation of your “M” compared with how it looked at 9 p.m.?

The orientation of “M” is less clear at noon compared to how it looked at 9 p.m.

Both the east-to-west motion of some of the stars as well as the “circling around” of the stars in the north is due to the Earth’s constant rotation. In order to visualize this, we’re going to utilize the online simulations you downloaded for the Introduction to the Night Sky lab. Open the NAAP Labs from UNL Astronomy (the downloads page is linked again in iCollege if you need it).

Choose “3. The Rotating Sky”, then open the Rotating Sky Explorer.

On the left is the celestial sphere view of the sky showing where you are standing on the Earth. Move the dot on the map in the lower left corner so that you are approximately in Atlanta (lat 34° N, long 84° W). You should see the celestial poles and celestial equator marked on the celestial sphere. There are also two circles shown that are perpendicular to the celestial equator; you may ignore these.

Add the Big Dipper, Orion, and the Southern Cross to your celestial sphere by clicking “star patterns…” in the Star Controls box in the lower right. Click “start animation”.

What happens to the celestial sphere (look in the “celestial sphere view” on the left) as the Earth rotates?

As the earth rotates, the celestial sphere rotates on the opposite direction of the earth’s rotation.

Why do you think this is?

It is because while the earth rotates round the sun from West to East, the celestial sphere rotates from East to West

Before proceeding with this animation, we need to understand the “horizon diagram view”. Go back to the NAAP labs main page and click on “Two Systems – Celestial, Horizon”. You are again seeing the celestial sphere view of the sky. You can’t control your location on the globe, but the

simulation places you at approximately the correct latitude. For what the simulation is trying to help you understand, though, your location doesn’t matter.

Click “switch”. What happens? How is the horizon view different from the celestial view? (You may want to switch back and forth a few times and watch.)

It is difficult to observe the whole celestial sphere from the Earth, as the horizon limits our view of it.

Go back to the first simulation (Rotating Sky). While the animation is going, watch Orion in the “horizon view”. Describe its motion.

I can see that the stars at the Orion constellation are moving from left (east) to right (west). Besides, at the horizon view, Orion is near the western horizon.

Which of the constellations that you named on your planisphere behave like Orion behaves in the simulation?

Lyra Constellations

Now watch the Big Dipper. What is similar and what is different about its motion as compared to Orion?

The Big Dipper moves around the Earth’s geographic North Pole. Unlike Orio which moves from east to west, the Big Dipper moves from west to east.

Which of the constellations that you named on your planisphere behave like the Big Dipper behaves in the simulation?

Ursa Major and Canis.

Finally, watch the Southern Cross. Compare and contrast its motion to the Big Dipper.

It moves like a big hour hand. It circles around the south celestial pole in a clockwise direction throughout the night.

Can you see the Southern Cross from Atlanta? Explain.

All right, back to our planispheres. As you spin the wheel over 24 hours, there is one star that hardly moves. Which star does it look like to you? Sketch the constellation containing the star, and circle which star you think it is.

Let’s go ahead and check your answer. The star that doesn’t move very much is at the end of the Little Dipper, labelled by its constellation name (Ursa Minor) on the planisphere. We call this star Polaris because it’s very close to the North Pole on the celestial sphere. This star is right under the S in Ursa Major on this planisphere.

Notice that this star is not very bright! The brightest stars in the sky are marked with s on the planisphere, while fainter ones are just dots.

You can find this star most easily by finding the Big Dipper in the sky, then using the two stars farthest away from the dipper handle to point to Polaris (also called the North Star). Sketch this below.

Polaris will not change position over the course of a night regardless of where a person is, but where Polaris appears in a person’s sky depends on where on Earth that person is located.

914400422488If you are on the North Pole (90° N latitude), Polaris will be directly over your head (at your zenith!) 90° above the horizon. If you are anywhere along the equator (0° latitude), Polaris will be 0° above the horizon – in other words, not really visible.

Look at the diagram below.

If you are somewhere near halfway between the equator and the North Pole – like we are in North America – where do you see Polaris (the North Star) in the nighttime sky? Add your position on the globe in the sketch above, and then draw a dashed line between you and Polaris (the North Star). Is Polaris over your head? On your horizon? Somewhere in between?

The Polaris is over my head on the since it is o n the north pole.

Does this agree with what your planisphere tells you about where Polaris is?

Yes it does since when the earth is rotating towards the sun in a clockwise motion, the Polaris remains at the north pole which is normally above at the horizon.

Stars and constellations that are close to Polaris – like Cassiopeia – simply circle around all day and all night without ever setting. These stars and constellations are called circumpolar. Which stars are circumpolar depend on where on the Earth you are located – the closer to the North Pole you are, the more stars and constellations that will be circumpolar.

What constellations are circumpolar in the latitudes for which the planisphere was designed (about 25° to 40° N)? (Watch the sky over 24 hours – which constellations never set?)

Ursa Major and Cassiopeia are circumpolar in the latitudes 25° to 40° N. The Big Dipper constellations never set.

How would you describe how the position of each of these constellations changes over the course of 24 hours?

After 24 hours, the Ursa Major and Cassiopeia are set and are at western hemisphere. However, the Big Dipper constellation continues to move, it does not set.

How would you describe how the orientation of each of these constellations changes over the course of 24 hours?

After 24 hours, the Ursa Major and Cassiopeia are set and are oriented same hemisphere as they were 24 hours earlier. However, the Big Dipper constellation continues to move, it does not set.

The circles the stars make around the pole is beautifully demonstrated in photography where the shutter is left open for a long period of time while the camera is pointed to the north.

Open “Circumstellar Star Photography” and look at the photographs. The top photo is a little distorted due to the wide angle lens being used, but the one halfway down the page is not distorted (the one captioned “The stars revolve around the North Star, which serves as the center of the great celestial clock.”). Roughly sketch something that looks like the photograph in the space below.

This article contains good information and animations – it’s a great resource to skim through to help you understand what you’re seeing with the planisphere!

Look at the diagrams in the “Circumpolar Stars in the Northern Hemisphere” image. Hopefully this will help you visualize why some stars rise and set and some never do – it depends on how close they are to the North Celestial Pole (or South Celestial pole, if you were observing from the Southern Hemisphere) and the latitude from which you are observing.

Take a few minutes to do your best to verbally summarize why some stars are circumpolar and why some stars rise and set, and what stars have the paths they do through the sky.

Circumpolar stars neither rise nor set, but stay up at all hours of the day, every day of the year. Even when you can’t see them when the sun is out and it is daytime.

Remember that how high in the sky the North Star (Polaris) is tells you your latitude. Where would you be if it were directly overhead?

In the north pole.

And if you were at the North Pole, all the stars and constellations you see would be circumpolar: you can only see down to the celestial equator, and nothing would ever rise or set because the sky would make a circle around the North Star which is directly overhead. The animated diagram “Circumpolar Stars at the North Pole” linked in iCollege shows this.

What about if you were on the equator of the Earth? Where in the sky would the North Star/North Celestial Pole be?

The North Star will be in the north direction.

What about the South Celestial Pole?

It will be overhead on the south pole.

So how many constellations would be circumpolar to you?

Two constelations

Check yourself by looking at the “Stars from the Equator” diagram on iCollege.

If you were in the southern hemisphere, your view of the sky would be different – you would see the stars that are above you “down there”.

Print out the “Southern Star Wheel”, if you did not do that when you printed out the planisphere.

Compare the two star wheels when they are NOT in the planisphere. What constellations are on both star wheels? (Note that the shapes of the asterisms may not look the same – this is because of the distortion of any two-dimensional map that represents three-dimensional space – it’s just like Greenland is distorted and looks huge on some map projections!)

At the “Southern Star Wheel” there are Ursa Major and Polaris. At the “Circumpolar Stars in the Northern Hemisphere” there are Big Dipper and Cassiopeia constellations.

You may also note that the order of months is opposite. If you had been given the whole planisphere for the southern hemisphere, you would see that the northern and southern horizon labels were reversed, so the eastern and western horizons would also be reversed. Stars still rise in the east and set in the west, but now they appear to rotate around the South Pole instead of the North Pole!

For our little project, though, you can just put the Southern star wheel into your planisphere. Notice that any constellations that are recognizable to you will be near the bottom of the visible window rather than near the top.

Rotate the star wheel around. Find the point that doesn’t appear to move in the sky as the stars rotate around.

Is there a star at this position?

Hopefully you noticed that there isn’t… There is no “southern Polaris” or “South Star”! Instead, to find true south, people in the Southern Hemisphere find what we in the Northern Hemisphere call the Southern Cross (we have our own “Northern Cross” that isn’t visible to them). They call it simply “Crux”. Crux is a small constellation. Find it.

Look for the two stars in Crux that are near the Cs in “CRUX” and “Acrux”, then draw an imaginary line from the one near the C in “CRUX” to the one near the C in “Acrux”, then keep going to the open space near Octans. The South Pole is along that line roughly above the C in “OCTANS”.

Either mark this spot on your planisphere or just watch it carefully as you spin the wheel around in time – do you see that it doesn’t move?

Yes, it does not move as I spin the wheel.

Another star of interest I’d like you to find is Alpha Centauri – this star system (containing three stars, including Proxima Centauri) contains the stars that are closer to our Sun than any others.

5923915-6731000Find the constellation of Centaurus. Alpha Centauri is one of the feet of the centaur – the one circled in the diagram to the right.

Is this a star you can see from the continental United States?

Yes, it is visible.

Why or why not?

It is visible because the star is in the southern hemisphere.

Ok, now back to the stars that we can see.

As you’ve seen, the stars that are visible to you change over the course of the night due to the Earth’s motion as it rotates every 24 hours. However, the stars that are visible to you also change over the course of a year as the Earth revolves around the Sun.

Put the Northern Hemisphere star wheel back in your planisphere.

Is there anytime during the night tonight (9 p.m. – 6 a.m.) that you would be able to see Orion?

It can be seen between 9 p.m. to 10.pm.

During what months would you be able to see Orion at 9 p.m.?

November to February.

Let’s look at why this is. The diagram below shows the Earth orbiting the Sun, then the celestial sphere of stars surrounding us. Of course in real life, the stars would be MUCH farther away – Alpha Centauri, the largest star in the closest star system, is a star a lot like our Sun. If you imagine putting it in the model you constructed for the first lab, it would be over 250,000 times farther away from us than the Sun is from the Earth!!!

265905742373837040613406174262187459362213655675622447846897799733229060304993Stars of Ophiuchus

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319341519939000 Earth in mid-June

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3846560-133903229060-13390Stars of Orion

The stars would also be in a big three-dimensional sphere instead of just a circle, but since the Earth orbits the Sun in a plane, just taking a slice of the celestial sphere near the ecliptic works just fine for our visualization. The stars are also varying distances from the Sun and Earth. However, just like with the size of the celestial sphere shown on the diagram, this doesn’t matter to understand about why you see some stars at different times of year.

The location of the Earth is shown in mid-June. Put another dot on Earth’s orbit where Earth will be in 6 months, in mid-December.

How do you know where to put your dot?

At the center of the circle.

According to the diagram on the previous page, can you see the stars that make up Orion when it is June?

Explain your reasoning.

The stars in Orion can only been seen between November and February for people in the northern hemisphere. Therefore, I will not be able to see the stars that make up Orion in June.

Remember that the Earth is rotating every 24 hours at the same time that it is revolving around the Sun. When you are on the part of the Earth facing the Sun, it’s daytime, and when you are on the part of the Earth away from the Sun, it’s nighttime.

If the Sun didn’t cause our daytime sky to be bright (blame the atmosphere for that – on the Moon you can see stars even when it’s daytime, as long as you don’t look in the direction of the Sun itself…), then when would the stars of Orion be right in “front” of you, according to the diagram? (This is equivalent to being close to overhead in the sky.) Noon, right?

Set your planisphere for today at noon. (Make today’s date be opposite 12 a.m.; “June” should be right where the planisphere says “Southern Horizon”.) Where is Orion?

Orion would be in the north pole. As the earth rotates round the sun, the position of Orion changes.

Based on the diagram on the previous page, at what time of night in mid-June will the stars of Ophiuchus be overhead? Hint: it’s when the Sun is completely behind you, roughly halfway between sunset and sunrise…

Set your planisphere for this time. Were you right? Explain how you know.

Yes, I was right, the stars of Ophiuchus in the planisphere were overhead at midnight .

Use your planisphere to determine what constellation will be overhead (or at least high in the sky) at midnight in mid-September. What is it?

Microscopium constellation

Use your planisphere to determine what constellation will be overhead (or at least high in the sky) at midnight in mid-March. What is it?

Canis Minor constellation

NOTE: Students often struggle with the last few and the next few questions. If you’re confused or unsure, please be in touch with Dr. Skelton by text or email!

In order to label the locations of these stars, you have to first label where the Earth is on its orbit in mid-September and in mid-March. To do this, you need to know that the Earth revolves around the Sun counter-clockwise, as seen from the top, on a diagram like the one on the previous page. So mid-September will be counter-clockwise from mid-June and halfway to mid-December. Mid- March will be counter-clockwise from mid-December and halfway to mid-June.

On the diagram on p.9, label Earth’s locations in mid-September and mid-March, then label the locations of the stars that make up the constellations that are overhead in mid-September and mid- March.

Set your planisphere back to tonight at midnight.

Can you see the constellations that were overhead in mid-September and mid-March?

Yes, though slightly not clear

Where in the sky is your mid-September constellation?

Southern hemisphere

Where in the sky is your mid-March constellation?

Northern hemisphere.

Use the diagram of the Earth, Sun, and stars to explain this – think about the fact that you can see half the celestial sphere at any given time.

The result of the Earth’s motion around the Sun is that over the course of months the stars would change position in the sky in a way that mimics the diurnal (daily) motion even if the Earth weren’t rotating.

To see this, choose Orion, Ophiuchus, or either of the constellations you wrote in Question 34 and locate it so that about half of the constellation is visible on the eastern edge of your planisphere.

What day of the year lines up with 9 p.m.?

274th day

Move the star wheel so that the day one month later lines up with 9 p.m. (For example, Ophiuchus is half visible at 9 p.m. on approximately April 15; for this question, move the star wheel so that May 15 now lines up with 9 p.m.) What happens to the constellation?

The constellation moves from the north western hemisphere to the northern hemisphere.

Continue to move the star wheel one month at a time (always lining up with 9 p.m.), stopping when the constellation is setting and only half visible on the western horizon at 9 p.m. Describe the motion of your constellation.

The constellation moves from the northern hemisphere to the north eastern hemisphere.

What month is your constellation only half visible on the western horizon at 9 p.m.?

June

How many months after it was half visible on the eastern horizon at 9 p.m. is this?

3 months

Does that number of months make sense? (Hopefully so…) Explain why.

Yes, 9.p.m is equated to the 274th day of the year which means the end of the third quarter of the years meaning there are only 3 months left before the end of the year.

5675630-16764000The combination of rotation and revolution of the Earth, however, means that over the course of a year of nights, all of the celestial sphere north of your southern limit (Question 43 of the Introduction to the Night Sky; should be about -55° declination) is visible. I have tried to show this in the diagram to the right; the dark circle represents the celestial sphere, the thin line shows the celestial equator, and the dashed line shows a declination of

-55°.

Based on this diagram, approximately how what fraction (or percent, if you prefer) of the celestial sphere would be visible over the course of a whole year to someone living in Atlanta (or similar latitude)?

Three quarters of the celestial sphere will be visible since Atlanta is in the southern hemisphere occupying a quarter of the hemisphere hence the part visible would be the remain three quarters of the hemisphere.

What if you lived at the North Pole of the Earth? What would your maximum southern declination be? (Don’t overthink this; it’s pretty straightforward.) Over the course of a year, what fraction or percent of the celestial sphere would be visible?

At the north pole, the fraction of the celestial sphere that will be visible would be three quarters of the entire sphere.

What if you lived at the equator? Over the course of a year, what fraction or percent of the celestial sphere would be visible?

At the equator, the fraction of the celestial sphere that is visible is half the sphere.

Now, let’s open Stellarium to confirm what we’ve been doing with the planisphere and watch it in the night sky. Make sure you’re set for tonight at 9 p.m.

To see the diurnal motion of stars, use the fast-forward button on the horizontal menu bar in Stellarium. It is toward the end of the horizontal menu bar and is called “Increase time speed” to make the celestial sphere advance faster through time.

What are at least three circumpolar constellations that you can see? Go ahead and advance the time a full 24 hours and image you could see the stars in the daytime.

What are at least three constellations that were visible at 9 p.m. but have set by 3 a.m.?

Ursa Major, Ursa Minor and Cassiopeia.

What is different about the declinations of the constellations that are circumpolar and those that aren’t? (Remember you can click on a star to get its RA and Dec.)

All the constellations visible at this time are circumpolar hence there is no difference in declinations.

If you were to observe the sky from a location on Earth closer to a pole than where you are now, would you see more or fewer circumpolar constellations? Would you see a larger or smaller number of all constellations (circumpolar and non-circumpolar combined) over the course of a night?

What if you were to observe the sky from a location on Earth closer to the equator than where you are now, would you see more or fewer circumpolar constellations? Would you see a larger or smaller number of all constellations (circumpolar and non-circumpolar combined) over the course of a night?

At a location closer to a pole, I a more likely to see fewer circumpolar constellations since I my view will be obstructed by the close proximity of the pole. On the other hand, circumpolar constellations are more visible at the equator.

Now let’s focus on Ursa Minor (the Little Dipper part). Advance time over 24 hours and watch the position of both Polaris and the constellation overall. Describe how the position and orientation of the constellation changes over 24 hours.

Draw a sketch showing this. Let the dot below be Polaris; show the position and orientation of the Little Dipper every 3 hours starting at 9 p.m. You should have noticed that Polaris does not move significantly over the course of the night (technically, its declination is just over 89°, so it does make a tiny circle in the sky, but it’s not very noticeable when observing with the naked eye rather than a telescope), so you can use the same dot for Polaris for the sketches at each time. Label your sketches with the times.

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Now observe the Litte Dipper at the same time of the evening for an entire year. Describe its change in position and orientation throughout the year. To show the annual motion of the stars, go back to the Date and Time window on the vertical menu bar and use the up arrow above the month number to advance through the year. The time setting remains the same. You may want to click and drag down the Date and Time window so it doesn’t block your view of how the constellations change.

Next, draw a sketch showing this. Let the dot again be Polaris; show the position and orientation of the Little Dipper every 2 months, always at 9 p.m. Label your sketches with the months!

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Finally, let’s see how the planets change with time. In the Introduction to the Night Sky lab, you should have found that Venus is currently visible in the evening sky. Set the time to tonight at 9 p.m., then watch Venus’ position relative to nearby stars over the course of the night.Describe Venus’ motion and whether or not its position changes dramatically with respect to the nearby stars.

Venus is the slowest moving planet. It only moves once every 243 days hence its position is not going to change.

Set the time back to tonight at 9 p.m. Note Venus’ position relative to nearby stars, then change the date to a week from now, then advance another week, and another, and another. What do you see about Venus’ motion relative to the stars?

Venus is the slowest moving planet. It only moves once every 243 days hence its position is not going to change.

Because Earth and Venus both orbit the Sun (and at different speeds, as we will see in a later lab), our position with respect to the Venus keeps changing continuously. The same is true for the other planets as well. Therefore, we see the planets in front of different back drops (the incredibly distant, hardly changing patterns of stars) depending on where we and they are in our orbits of the Sun. In fact, the term “planetes” means “wanderers” in Greek. The study of the motion o

Adolescent Suicide in the United StatesName

Institution

Introduction

In 2006, the United States recorded comparatively high incidences of suicide among the young adults aged between 15-24. With 4000 mortality rates associated with adolescent suicide, it has become the third leading cause of death among the college-going teenagers aged between 12-18 years of age. According to the hospital discharge information from the Center of Disease and Control, more teenagers and young adults die from suicide than other ailments such as cancer, HIV/AIDs, birth defects and other chronic diseases. In a more break-down of the suicide death among these age groups, mortality statistics indicates that there are ten youth suicides in every 100, 000 each year in US. Between 2000-2010, the suicide rates among the young adults have been estimated to be 10.5 percent per 100,000 youths (Blum & Qureshi, 2011).

Although adolescent females will tend to commits suicide compared to the males, Youth Risk Behavior Survey show that 85 of suicide deaths are male young adults. The survey also indicated that different ethnic groups have suicide disparities with most suicide among the adolescents recorded on Hispanic youth and the Native Americans. Additionally, the survey shows that 13.8 percent of youth admitted to contemplating suicide in 2009, and 10.5 percent said that even had plans to commit suicide. Some of the methods used to commit suicide among the youth include firearms, suffocation, and poisoning (Blum & Qureshi, 2011).

For instance, reports from Indian adolescent suicide between 2006 and 2010 indicated that 53.9 percent of the young adults suicide died firearms, and 23 percent was as a result of suffocation. However, adolescent suicide has been a major concern for the pediatric population when providing Medicare and preventive measures to victims of suicide. The pediatricians are confronted with deal with the risk factors associated with adolescents suicide that include health problems, family factors, substance abuse, bullying and stress. It is important to note that due to cognitive and the development factors among the young adults, pediatrician should judge and assess the risk factors and provide immediate interventions (Blum & Qureshi, 2011).

Challenges Facing Pediatrician in Prevention of the Adolescent Suicide

Psychiatric Risk Factors

Psychiatric autopsy is the most significant and statistics indicate that 90 percent of all suicide among the adolescent have at least one diagnosis. Prevention and interventions measures are should be put in place by the clinicians especially for suicides associated with depression. Depression is most common in girls, but there have been other suicide attempts from young adults engaging in substance abuse. In addition, statistics shows that some suicide attempts are fueled by anxiety, combined with drug abuse, health problems and victimization by the peers (Garfinkel, 2014).

Family Factors

A family with a history of attempted suicide, drug abuse and sexual abuse can greatly influence the risk of attempted and contemplated suicide among the adolescent. Also, families that the history depression disorders or children have been physically abused have increased the risk of adolescent suicide (Garfinkel, 2014).

Stress Problem

The adolescent’s perception to events that bring stress can also contribute to suicide. For instance, the suicidal behavior is normally linked to the stressful events such as interpersonal conflicts, parent-child conflict and romantic problems among the old teens. Putting into mind how teens are impulsive, even small levels of stress can trigger suicide. Therefore, the pediatricians have a role to play in counseling and resolving conflicting parties among the adolescents (Garfinkel, 2014).

Evidenced-Based Programs for Suicide Prevention

In order to establish evidence-based interventions for preventing suicide among the adolescents, the Best Practice Registry (BPR) has implemented programs that borrow from two sources. They include National Registry of Evidence-Based Programs and Practices (NREBPP) and SPRC/AFSP Evidence-Based Practices Project (EBPP). In addition, the literature research also provides a wide range of principles and processes that aim to create prevention interventions such as identifying risks and protective factors. Other changes include developing goals and objectives for monitoring cultures, setting up the language for counseling the target audience. The BPR planners must engage in systematic planning efforts to addresses the needs and the circumstances of the adolescent suicides and provide the necessary assistance (Garfinkel, 2014).

Changes Developed by the BPR for Effective Suicide Prevention Programs

Participating in the Systematic Planning Process

The systematic planning process includes community planning and multiple engagements of the stakeholders in assessing their needs and circumstances and creating interventions that match their problem. The goal of a systematic planning process is to identify the risk factors leading to adolescent suicide and conducting evaluation efforts for improvement of the intervention results (Capuzzi, & Golden, 2013).

Following Guidelines for Effective Prevention Practice

The suicide practitioners can benefit from a range of research work that focuses on prevention of problem related health and safety risks that lead to the adolescent suicide. For instance, prevention efforts identify the major areas of health and safety risk such as juvenile deliquescence and violence, school failures, substance abuse and the risk of sexual behavior. Furthermore, substance abuse has been divided into a number of domains for the ensuring best practice principles. They include community, family, peer, school, individual and the society at large (Capuzzi, & Golden, 2013).

Prevention Measure for Adolescent Suicide in United States

Strategies

The pediatricians can create awareness among the victims and communities that suicide is preventable and a public health problem. In addition, the practitioners can develop a broad-based support for adolescent prevention by selecting and training of medical workers to provide referral services to the suicide victims. They can also create strategies to cope up with the stigma that arises from the substance abuse and the mental health among the young adults. Through the prevention services, the practitioners can create connectedness and resilience with the victims and instill optimism in them (Capuzzi, & Golden, 2013).

Interventions

Direct talks

The World Health Organization encourage assessing the suicide thoughts by engaging the victims in a direct talk. Contrary to the misconception that trying to make the victims talk about their meditated suicide would lead to castigating the idea into action, the discussion is a way to show care and compassion. As such, the method gives assurance to the teenagers that other people care about them (Capuzzi, & Golden, 2013).

Nursing care in Adolescent Suicide Prevention

The Center of Disease Control reveals that the nurses are bringing positive changes in suicide prevention strategies. Nurses play an important role by evaluating the mental health of the suicide patients and providing the necessary care needed for a teen to open up their problems. In the United States, several prevention programs such as the Butler Foundation have engaged nurses in spearheading educational talks in schools such as in Ohio. For example, Cathy Strunk, who is the program coordinator the Surviving Teens in the United states, has developed train-the-trainer program to increase the number of nurses offering services to the suicide teen victims. The program was intended to link the teenagers and parents through the nurses in 2011 (Wood, 2011).

Conclusion

Many people often feel uncomfortable to talk about the issue of suicide because they are afraid that they will be blamed. Most suicide attempts remain behind the closed doors as the victims are usually not willing to share their problem. There is also the issue that talking about suicide can leave the families, and friends of the victim stigmatized. As a result, the problem of suicide is shrouded with secrecy and the victims do not receive interventions from the medical professionals. Nevertheless, research has uncovered a lot of information which can be used in prevention and intervention strategies.

References

Capuzzi, D., & Golden, L. (2013). Preventing adolescent suicide. Indiana: Routledge.

Blum, R.W., & Qureshi, F. (2011). Morbidity and Mortality among Adolescents and Young Adults in the United States. Johns Hopkins Bloomberg School of Public Health. Retrieved from:

http://www.google.com/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&cad=rja&uact=8&ved=0CB0QFjAA&url=http%3A%2F%2Fwww.jhsph.edu%2Fresearch%2Fcenters-and-institutes%2Fcenter-for-adolescent-health%2Faz%2F_images%2FUS%2520Fact%2520Sheet_FINAL.pdf&ei=PMZYVPLZMozjO5OigagK&usg=AFQjCNHEsj9hyuQuxCqa9CazjfQmozi7hg&sig2=ZAPsNgkGBbZ2XaCy0Oh0eA&bvm=bv.78677474,d.ZWUGarfinkel, B. (2014). Adolescent suicide: Recognition, treatment, and prevention. New York,

NY: Routledge.

Wood, D. (2011). Nurses on front lines for preventing teen suicide. Nursing News. Retrieved

from: http://www.nursezone.com/nursing-news-events/more-news/Nurses-on-Front-Lines-for-Preventing-Teen-Suicide_37656.aspx