Impact Of The World War On Australians - 1464 Words

Although both the World Wars had significant impacts on Australians, the statement that wartime controls in World War One had a greater impact on Australians than they did in World War Two is fairly inaccurate. There are a number of reasons as to why this was the case, as demonstrated through the government s wartime controls. One of the wartime controls that was utilised by the government in both World Wars but had greater impact on Australians in World War Two was conscription. Another wartime control that had a higher degree of impact on Australians in World War Two than in World War One was the detainment and isolation of ‘enemy aliens’ when the government again took steps to protect their national security. With such a large number of servicemen deployed overseas, the role of women in Australia also changed drastically to meet the needs of the armed forces, the government and the economy and this influenced Australian life more in World War Two. Therefore, although both wars affected the lives of many Australians in mental, physical, social and economic aspects, the wartime controls of World War Two had a much greater impact on Australians than in World War One. In Australia, during World War One, conscription was one of the most divisive and bitter arguments of the time, however, it can be argued that conscription had a huger impact on Australia in World War Two than in World War One due to its implementation. By 1916, two years after World War One had begun, most ofShow MoreRelatedThe Impact On The Australian Home Front1244 Words   |  5 Pagesafter the outbreak of World War I, an immense wave of support flooded Britain from her ally, Australia. All Australian political parties, community leaders, newspapers and churches were on-board with this major movement to help the mother country. All believed it was a morally right and necessary commitment . World War I, 1914 – 1918 had a significant and long lasting impact on the Australian home front. ‘The civilian population ’ had to undergo many changes to cater for the war. At this time women’sRead MoreWorld War One On The Changing Role Of Women933 Words   |  4 Pageswas the impact of World War One on the changing role of women, effects of weaponry and trench warfare and discrimination against German and Turk Australians? World War One was a significant event in Australian society, from 1914-1918.The impact of World War One on the changing role of women, effects of weaponry and trench warfare and discrimination against German and Turk Australians.These different topics all changed Australian society in varied ways. The changing role of women in World War One hasRead MoreImpact Of World War I On Women s Roles1517 Words   |  7 PagesAsmeeta Singh Assess the impact of World War I on the role of women in Australian society. In assessing the impact of World War 1 on women’s roles in Australian society, it is clearly obvious that there was no great effect. Women took on a great deal of responsibility when men were at war and many aspects were discovered about women’s abilities and many injustices were also created, which revolved around women, their jobs and the rest of their daily lives. According to https://womenshistory.netRead MoreHow did the perception of women change in WW2 Essay1670 Words   |  7 Pagesï » ¿How was the perception of women changed throughout the Second World War? World War Two (WW2) broke out in 1939 and would have great effect on the Australian Home Front. The impact was particularly felt by women and their role in society changed to a significant extent. These changes are clearly evident from many factors that took place during the course of the war although, the most significant changes were due to the introduction of women to the predominantly male orientated workforce, fashionRead MoreThe World War I, The Australian Home Front1702 Words   |  7 PagesDuring World War I, the Australian home front was impacted by a long and varying list of occurrences during the period of time between the years of 1914 to 1918. The home front was influenced politically through the arguments over the conscription vote and as Australia became divided between the different war beliefs. It was also influenced by social change, as the use of censorship drastically altered the Australians’ views of war and women began to pick up odd jobs in order to ass ist the soldiersRead MoreSignificance Of The Manhattan Project And Nuclear Threat On Australia And The War1636 Words   |  7 PagesNuclear Threat having Impact on Australia and the War Sub-questions – - What was the Cold War? - Who were the inventers of the bomb? And what did they do after? - What was the significance of the bomb to the war and Australia? - The Expectation of the first Nuclear War - Nuclear Threat having impact on Australia? Word Count = 1191 What was the Cold War? The Cold War was the name of the relationship between the United States of America, and Post-1977 Russia after the end of World War II. The Cuban MissileRead MoreChanging Role Of Women During World War II1434 Words   |  6 PagesRole of Women in World War II When Britain declared war against Germany in 1939, the Australian Prime Minister, Robert Menzies, proclaimed that Australia was also at war. The declaration of war saw Australians respond to another world conflict. On this occasion, Australia itself would be under the threat of attack. World War II would not only require young men to travel overseas and fight but it also significantly impacted the lives of Australian women. The contribution Australian women made towardsRead MoreAustralia is at War839 Words   |  4 Pages‘Australia is at War’ is a primary source from the year 1939 and is a speech by renowned Prime Minister Robert Gordon Menzies (1894 – 1978). This speech was delivered at the beginning of World War II declaring Australia’s participation and assistance to its â€Å"Mother Land†, Great Britain. World War II was developed and initiated by the infamous Adolf Hitler, a notorious German leader and the head of the Nazis. German’s inv asion of Poland initiated Great Britain’s move towards force rather than theirRead MoreEssay on The Effect of the Vietnam War on the Australian Society912 Words   |  4 PagesThe Effect of the Vietnam War on the Australian Society The Vietnam War had great political impact and led to deep division within Australian society. The Australian people were forced to take the issues about the Cold War, Vietnam and the arms race seriously because of Australia’s military involvement in Vietnam from 1962 to 1972. As a result, our fear of communism and of Asia increased dramatically. Australia, occupying a large mass of land, yet having a small Read MorePeter Weir’s film Gallipoli1722 Words   |  7 Pagescalled an ‘Australian classic’. The impact and effect this film has had upon the psyche and perspective of several generations of Australians has been significant. Whilst it can be argued that every Australian is aware of the ANZAC legend, and the events that occurred on the Turkish beaches in 1915, Weir’s film encapsulates and embodies a cultural myth which is now propagated as fact and embraced as part of the contemporary Australian identity. The film projects a sense of Australian nationalism

Social Determinants Of Health And Health - 873 Words

these issues though those might be temporary. A final solution will have to be a national policy change in immigration, however, until then we could pursue some international options to aid undocumented immigrants in the United States. Better research on immigrant health and health outcomes would go a long way to shining a light on how to tackle these problems. The current debate in the research concentrates on social determinants of health such as acculturation, which of course influences a lot of other health and healthcare decisions made by immigrants. However, only focusing on social determinants of health undermines the importance of other factors that also heavily affect immigrant health in the United States. Specifically in the case of undocumented immigrants, the debate need to focus on systemic issues impeding access to healthcare as well as pre and post migratory social, political, and economic factors. Some examples that Martinez et al listed include, â€Å"specific environmental conditions such as pollution and contamination of water, as well as pre-and-post migration experiences ranging from rape, sexual assault, and abuse to extortion and several other specific geopolitical and economic factorsâ €  (966). Social strife, political persecution or famines are real problems that can affect an individuals’ health and specifically their mental health for the rest of their lives. Torres et al urge â€Å"those involved in public health research, policy, and practice† toShow MoreRelatedThe Social Determinants Of Health2207 Words   |  9 Pagesdisadvantage and significantly more health problems than the non-Aboriginal Torres strait Islander population in Australia† The social determinants of health Health as a whole is determined by the quality of life, as well as an individuals’ ability to create personal positive social and physical environments. These environments include homes, schools, workplaces and the community as a whole. According to the World Health Organisation (WHO, 2003), the social determinants of health are conditions in whichRead MoreSocial Determinants Of Health And Health Disparities1724 Words   |  7 Pagespublic health analysis have increasingly focused on how social determinants of health influence health outcomes and disparities (Clarke, C. E., Niederdeppe, J., Lundell, H. C., 2012). They have also explored strategies for raising public awareness and mobilizing support for policies to address social determinants of health, with particular attention to narrative and image-based information Clarke, C. E., Niederdeppe, J., Lundell, H. C., 2012). The relationship between the social determinants of healthRead MoreThe Social Determinants Of Health An d Health898 Words   |  4 PagesMental health outcomes vary differently by socioeconomic location for women and men. It is important to critically analyze the various social locations that low-income women living with mental health concerns are currently occupying. These women are occupying these social locations because of the structural inequities that they encounter in relation to their experiences with the social determinants of health. Explanatory frameworks are used to illustrate the relationship between the social determinantsRead MoreSocial Determinants Of Health And Health1170 Words   |  5 PagesSocial determinants of health are social, economic and physical factors that affect the health of individuals in any given population. There are fourteen social determinants of health but Income is perhaps the most important of these because it shapes living conditions, influences health related behaviors, and determines food security. In Canada, people with lower incomes are m ore susceptible to disease/ conditions, higher mortality rate, decreased life expectancy and poorer perceived health thanRead MoreSocial Determinants Of Health And Health1238 Words   |  5 Pagesthat are not in the proper state of health. The purpose of using social determinants is to create the optimal social/physical environment that will contribute and allow individuals to enjoy a healthier lifestyle, and thus become healthier. (Social Determinants of Health - Healthy People, n.d., p. 01) The Five key areas that are addressed in the social determinants of health are: Economic Stability, Education, Social and Community Context, Health and Health Care, and Neighborhood and Built EnvironmentRead MoreThe Social Determinants Of Health1194 Words   |  5 Pageswatching television, reading or watching over her six cats. Social Determinants of Health are conditions such as living conditions or environments one has experienced while living their life and how that affects one’s health (Mikkonen, J., Raphael, D., 2010). In this case study of Norma James presented above, the three Social Determinants of Health (DOH) relevant to this case study are Income and Income Distribution, Health Services and Social Safety Net. The following of the paper will discuss theRead MoreThe Social Determinants Of Health1623 Words   |  7 PagesStress has been identified as one of the social determinants of health. It has different meanings in various contexts, so a proper definition will give a good insight of the term.   Ã‚  Ã‚  Ã‚  Stress can be defined as a state of emotional or mental disturbance resulting from adverse or demanding conditions.   Ã‚  Ã‚  Ã‚  Stress can also be defined as a physical, chemical, or emotional factor that causes bodily or mental disturbance and could be a causal in disease formation. StressesRead MoreThe Social Determinants Of Health1377 Words   |  6 Pages A group of fellow students and my self conducted a public health walk in the area of hackney borough. Our aim was to observe the community and how their surroundings affected their health. On 4th November 2014, we met at 10am and started our walk at St. Johns church. Prior to this day we met up to plan on our walk and how we will conduct it. While on our walk we observed how diverse and cultural the area was, we observed the people socialising in the street, the services available for these peopleRead MoreThe Social Determinants Of Health1306 Words   |  6 PagesConditions of birth and people’s growth, lifestyles, occupations and age strongly influence their health. This essay focuses on children between the ages of zero to 19 and examines what the social determinants of health are. Firstly, it attempts to analyse poverty, family violence, addiction and the impacts on the health of younger New Zealanders who are exposed to those determinants. Secondly, strategies, initiative s and prevention services are identified at national, regional and local levels toRead MoreThe Social Determinants Of Health981 Words   |  4 Pagesthe first time. The social determinants of health most likely had an impact on the life expectancy of the vulnerable populations (Gupta, 2004). Applying the primary health care principles such as equity, cultural competence, community participation and maximum self-reliance, health promotion and disease prevention, access to health services and resource, use of acceptable technology and involvement of government departments to Mrs Azizi’s care will reduce the prevalence of health inequities amongst

Best Practices for Diverse Learners Free Essays

Best Practices for Diverse Learners The society of the United States of America Is culturally diverse. This diversity reflects on the demographics that our schools have. Every school leader needs to understand the diversity that exists at their schools. We will write a custom essay sample on Best Practices for Diverse Learners or any similar topic only for you Order Now Understanding the diversity will determine how professional educators meet the difficulties or handles everyday situations that school generates. Understanding this cultural composition is not enough. There must be a group of leaders, teachers, researchers and other stakeholders committed to deal with the educational processes that English language earners face. I selected this group because In my teaching career I have observed that many efforts have been made to reach this group, but ELLS continue to struggle to meet the standards. According to Miller (201 1), educators who create culturally relevant learning contexts are those who see students’ culture as an asset, not a detriment to their success (p. 69). I feel passionate about the potential and the richness that these students can bring to the classroom. Therefore, I have to peruse the following question: What strategies can be developed by leaders to engage ELL dents to become life long learners and ensure academic success? Leadership that fosters culturally diverse settings will result into a positive climate that will impact students’ achievement. Future Focused Plan As a future focused leader I understand the great need of developing radical alternative that can represent an option for English language learners. Therefore, I suggest a strategic plan to develop a choice program. This choice program will be known as Dual Language Academy. This choice program will be a campus that will exclusively offers a two-way dual language model. This choice program will offer to English-speaking children and minority language speakers learn together in the same classroom, with the goals of bilingualism, bilaterally, cross-cultural understanding, and high academic achievement for all (Landholding-Leary 2001). The first step of this plan is to assess the area demographics to identify the needs of parents, children and the community. According to Brandenburg (2009) approximately 20% of all public school students speak a language other than English at home, which accounts for more than 10 million students. Second, Identify and Involve key stakeholders. These stakeholders have an important role in order for the program to be successful. Here and Eifel (2007), provided a promising suggestion so that schools can help students succeed academically: expand stakeholder involvement beyond the school itself. During this process a leadership team will be established. Members of this team could consist of Superintendent, School Board members, school administrators, resource staff, teachers (bilingual and monolingual), and parents. Third, design and obtain an approval of a budget that supports the implementation of the program. The budget must include areas that are not typically noninsured in traditional schools. For example, testing materials in two languages, supplemental classroom and library materials in the target language, external evaluator, specialized professional development and marketing. Additionally, the Implementation of a strong parental Involvement Initiative, for example Parental and families still experience power differences and conflicts in their relationships with school personnel (Reynolds, 2010). It is important to involve parents and community from the beginning, and encourage them to volunteer in the classroom and learn as much as they can about the program. As Cummins (2000), argues, we do indeed need to transform bilingual programs from subtractive, deficit-oriented transitional programs to additive, enrichment-oriented dual-language programs that are desirable even to the most elite. A dual language program can offer an alternative for ELLS to develop critical thinking skill and simultaneously acquire the English language. An additional benefit is to offer a choice program to monolingual students to become bilingual, obliterate and bacterial in order to face the challenges of the global society. Forces, Detractors and Tensions In times that accountability and policymaking are presents in the educational system many forces, detractors and tensions can be encountered. According to Ackermann (201 1), the ability to communicate clearly, confidently, and compassionately and through a variety of media, during prolonged or recurring periods when finances and resources are diminishing, is an essential skill for supervisors in student services (p. 6). Clear communication with stakeholders is the key to implement a productive initiative. While conducting the literature review for this assignment an interesting detractor was identified. Researchers have identified as a possible trend of segregation as a consequence of a not well-balanced dual language program. As a future-focused leader this is an aspect that needs to be taken in consideration when developing the objectives of a two-way dual language program. According to Palmer (2010) we need to explore questions regarding equity of access, equitable delivery of services, and equitable treatment in the classroom (p. 110). Equity must be the primary principle in order to provide multidimensional realm of opportunities for diverse academic environment. Conclusion Finally, the educational field bases its decisions in the value that it is given to data that have been collected and analyzed. School leaders need to be able to develop the ability to balance their performance with what it entails to be an effective leader. Schools need to elaborate efforts that develop a conversation on the importance in acknowledging diversity as an essential tool to increase academic performance by the development of effective educational alternatives. A dual language model can be the key to reach the future academic success for all English language learners. Cummins, Jim. (02000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Cleveland, England:Multilingual Matters. Brandenburg, E. (2009). The Demographic Context of Urban Schools and Districts. Equity Excellence In Education, 42(3), 255-271. Here, K. D. , Eifel, A. (2007). Extending the responsibilities for schools beyond the school door. Policy Futures in Education, 5,567-580. Landholding-Leary, Kathy. (2001). Dual Language Education. Cleveland, England: Multilingual Matters. Miller, H. (2011). Culturally Relevant Pedagogy in a Diverse Urban Classroom. Urban Review: Issues And Ideas In Public Education, 43(1), 66-89. Palmer, D. (2010). Race, Power, and Equity in a Multivalent Urban Elementary School with a Dual-Language â€Å"Strand† Program. Anthropology Education Quarterly, 41(1), 94-114. Reynolds, R. (2010). â€Å"They think you’re lazy’ and other messages Black parents send their Black sons: An exploration of critical race theory in the examination of educational outcomes for Black males. Journal of African American Males in Education, 1(2), 144-163. Ackermann, T. (2011). Dynamics of Supervision. New Directions For Student services, (1 36), 5-16. How to cite Best Practices for Diverse Learners, Papers

Othello Injustice As A Theme Essay Example For Students

Othello Injustice As A Theme Essay Injustice in the Tragedy of OthelloIn the Tragedy of Othello, by William Shakespeare, an injustice is done to the main character, Othello the Moor. He is manipulated by the archetypal villain Iago to satiate Iagos need for control and his desire to revenge himself upon Othello. Othello the General has promoted another, Cassio, to hold the position that Iago feels he deserves. For the injustice that Iago feels has been committed against him, he brings about the destruction of Othello and his wife, Desdemona, using Cassio as his tool for doing so. Iago is the master villain in Othello, and is indeed a prototypal villain; that is, he is the mold for many other villains in many other works. He is cunning, decisive, and able to take advantage of any set of circumstances. He molds the people around him and his surroundings to suit his own peculiar; ends. And best of all, Iago appears to be a good and honest person to all involved parties until just before the close of the play. Everyone is his willing dupe. Every master villain attempts his level of excellency. Iago, to achieve his revenge, makes Othello wrongfully suspect his wife of infidelity, and makes him insane with jealousy, enough to kill her in his rage. Othello is the general of the city of Venice, and a foreigner, a dark-skinned Moor. He has eloped with a senators daughter, Desdemona, and they love each other dearly. Othello is a level-headed practitioner of war, and is not ruffled by hints and allegations; that is, until his mind is poisoned by the machinations of Iago. Iago plants ideas in Othellos head, uses the innocent actions of others as his proof; and Othello, who is not practiced in worldly matters, believes his honest Iago;, and eventually is consumed by the lie. Shakespeare sets up the character of Othello as a man who is calm and steadfast, as shown by reactions of Othello in Act I, scenes ii-iii, when Senator Brabantio accuses Othello of using witchcraft to woo his daughter. Othello replies calmly and eloquently in contrast to Brabantios hysteria, explaining that he did not use any sorcery except that of his presence. He tells Iago, when Iago urges him to hide, My parts, my title, and my perfect soul/ Shall manifest me rightly.; Othello is a man who is in control of his emotions, and is seen as a strong, respectable man in such. Iago subtly manipulates Othello throughout the course of the play to have Othello believe that Desdemona is committing adultery. The first thing Iago does is to discredit Cassio is the eyes of Othello (II.iii). He gets Cassio drunk and Roderigo picks a fight with him. Othello finds Cassio at fault for the fight, which he seems to be at first glance., and removes him from his office. The reader feels bad here for Ca ssio and Othello, because they have both unwittingly fallen for the machinations of Iago. Even after it is done with, neither have any idea they were manipulated by Iago, but think he is a wonderful person, better, in fact, because of this incident. Iago drives a stake in between Othello and Cassio, one that he slips in to break them apart. Once Cassio is relieved from his post, he is no longer present to refute the allegations that Iago makes against him. Iago tells Cassio that he has a good chance of being reinstated to his post if Desdemona pleads in his behalf. Cassio thinks this is an excellent plan, and thanks the honest Iago; for his suggestion. Of course, at this point the reader knows that Iago plans for Othello to see them talking intimately, and to draw the idea of an affair from that. .uac2bd4abdd7a1b85affd7849acf6a79a , .uac2bd4abdd7a1b85affd7849acf6a79a .postImageUrl , .uac2bd4abdd7a1b85affd7849acf6a79a .centered-text-area { min-height: 80px; position: relative; } .uac2bd4abdd7a1b85affd7849acf6a79a , .uac2bd4abdd7a1b85affd7849acf6a79a:hover , .uac2bd4abdd7a1b85affd7849acf6a79a:visited , .uac2bd4abdd7a1b85affd7849acf6a79a:active { border:0!important; } .uac2bd4abdd7a1b85affd7849acf6a79a .clearfix:after { content: ""; display: table; clear: both; } .uac2bd4abdd7a1b85affd7849acf6a79a { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uac2bd4abdd7a1b85affd7849acf6a79a:active , .uac2bd4abdd7a1b85affd7849acf6a79a:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uac2bd4abdd7a1b85affd7849acf6a79a .centered-text-area { width: 100%; position: relative ; } .uac2bd4abdd7a1b85affd7849acf6a79a .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uac2bd4abdd7a1b85affd7849acf6a79a .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uac2bd4abdd7a1b85affd7849acf6a79a .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uac2bd4abdd7a1b85affd7849acf6a79a:hover .ctaButton { background-color: #34495E!important; } .uac2bd4abdd7a1b85affd7849acf6a79a .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uac2bd4abdd7a1b85affd7849acf6a79a .uac2bd4abdd7a1b85affd7849acf6a79a-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uac2bd4abdd7a1b85affd7849acf6a79a:after { content: ""; display: block; clear: both; } READ: Teen Suicide - EssayWhen Iago and Othello come upon Cassio and Desdemona talking, Cassio leaves. He does not want to confront Othello at that moment. Iago, of course, takes full advantage of the situation and makes a reference to Cassio sneaking away so guilty-like.; We feel a bit of apprehension here, as we know Iago is about to dupe Othello, or at least try to. Othello, as true to his nature, does not see a connection between the sneaking; away of Cassio and the defense of Cassio that Desdemona immediately launches into. We see here again how noble Othello is. He completely trusts his wife, to the point that the possibility of an affair does not even occur to him. Iago h as to near spell it out for him; and Othello repeatedly asserts that he is not bothered by Iagos claims, he does not think but Desdemona honest.; Othello has the utmost faith in his wife. Shakespeare makes sure the audience knows that Othello is not by his nature a suspicious person, but a trusting one. The audience naturally feels an empathy for the noble, honest, trusting moor. It is these kinds of people that we wish to win. It is in our nature to love the hero. There is a surge of faith here when Othello reveals his overriding trust in his wife. After Iago leaves we find out just how trusting Othello is. Othello knows that the honest; Iago knows much more than he of politics, and knows; that Iago would be slow to implicate a friend such as Cassio without proper reason. Since Iago seemed so unwilling to voice his suspicions, Othello wonders what else Iago knows that he is not telling. Othello begins to doubt his wife, but does not wish to: If she be false, then Heaven mocks itself!/ Ill not believe it.;From here to the end of the play, Iago draws Othello in, convincing the noble Othello that his wife is guilty of infidelity. Othello is convinced by the honest Iago;, despite his own intuitions. Once Othello loses control of his emotions, he is putty in Iagos hands. Iago can tell Othello anything and have him believe it, no matter how improbable. Iago shows him Cassio with the handkerchief, and Othello flies into a rage without even questioning why. He is acting exactly as Iago expects and wants him to. It is truly a sad sight to the audience to see their noble Othello reduced to the baseness that he has been. In the last scene of the play, we see Othello with a soliloquy that is composed and rational again, just before he kills his wife. This is the most disheartening of all, we know that as composed as he is, he must feel that he is doing the right and just thing. We know that he has fallen for Iagos falsehoods hook, line, and sinker. Thus is the injustice done to Othello. He is destroyed by a cold plotter, a man that has no sense of morals, who used everything possible to his advantage, even his reputation for honesty; for no more reason than that he was passed over for a promotion. We know that the noble Othello is fooled, and feel sorry that such an honest man has been duped.

Autobiography free essay sample

Sylvania Growing Pains Growing up I was an abused child who wanted nothing more than to break free of the horrible torture that was imposed on me every day of my childhood. My mother hated me, and she was not shy in saying so. She would belittle me as if It gave her some kind of sick pleasure in destroying my fragile, developing ego. Naturally, I would grow up to be a person who didnt have any ambition or goals for the future. This was because I focused all of my energy on the thought of getting away.I just wanted o be free, somewhere, anywhere; it didnt matter to me. I am not sure exactly when my mother decided that she hated me, but It was definitely apparent in all of her actions. She would blame me for anything that happened in her life that prevented her from getting what she wanted. We will write a custom essay sample on Autobiography or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page My father left us when I was only two years old. My mother always spoke ill of him and told me that I was better off not knowing who he was. For some reason I think he would have stayed If It wasnt for the responsibility of taking care of me and I think that my mother knew that as well.My childhood years were occupied mainly by making excuses for the numerous Injuries that my mother forced upon me every day because some part of me still cared about my mother, and I never wanted her to be In trouble, or maybe perhaps more logically, I was too scared. In my teenage years, most of my time was spent in school, and after I left there I would come home to a strung out mother that would be ranting and raving about dishes that needed to be done and telling me about how I was her biggest mistake. ND that I was nothing but a lazy, hopeless loser, which I knew wasnt true, but when oh are a child the thoughts Just run through your head over and over like a bad dream that you cannot wake up from. During that time, I had to find a way to break out. She would never let me leave the house unless It was to go to school, so I would leave at seven every morning and not return until midnight or later because I couldnt face the beatings anymore. Began to heavily use drugs and try to escape to a place without pain and fear. Unfortunately, I knew that when I did come home, that I was really In for It.I remember that when my mother was angry her normal hazel yes would turn into a tornado of green fury. A few of my injuries were quite serious, the broken nose, bruised ribs and the constant thoughts of feeling like I shouldnt even exist. Many days I would sweep up the chunks of pulled out hair that left tiny little bald marks all over my aching head. When I would escape would go to my best friends house. Her mother Denies despised my mother and always said that if she could adopt me that she would do it in a New York minute. I loved to be there because I felt safe.My mom hated Denies ND would Insult the family and call them unspeakable obscenities. She knew that I would have rather been with my best friends family than with her, and she would accuse me of not having a loyal bone in my body. I did though; I was loyal to what I thought was right and true, and it definitely wasnt beating an innocent child because I OFF she was the one who couldnt accept the blame for anything. She was the one that would never apologize no matter how much pain she had put me through. It was obvious to me that my mother had a serious problem.The drugs that she would take gust to get through the day and the abusive childhood had played a role in the person that she had become. Her father had started the cycle of abuse and my mother let it continue turning her into the weak domineering, selfish evil mother that I never wanted or deserved. I always blamed myself for her behavior, partly because every time that she would punch me, I always told myself that I would never forgive her. I ignored that promise to myself all the time. It was only a matter of time before I decided that I had enough. My mother had dropped me off at my grandfathers souse and she left to do some errands. That was when I decided that I was leaving. I didnt care about the consequences, I called my best friend and she came and took me away. I remember seeing my grandfathers face wrinkled in disappointment screaming at me to come back, but I Just ran. I felt like an escaped prisoner and it felt good, although I knew that I would be caught eventually and the punishment would be more severe than any other that I knew in my short life. My mother had returned to my grandfathers house and discovered that I was gone.The next thing I knew, she had showed up at my friends house and was beating down the door. My best friends mother, Denies answered and told her that I was not there. My mother warned her that she was going to call the police. At that time, I decided to flee to another safe house. When I walked out the door, there was my mother, she grabbed me and threw me in the car. I knew that I was in serious trouble and she told me that I was in for it when we got home. When we arrived at the house, my mother dragged me in with the clench of her long fingernails digging onto my fragile, numb arm.She then opened the door and flung me inside like a rag doll. Then she proceeded to kick me wholeheartedly in my ribcage over and over until she was sick of hearing my cries for her to stop. She then proceeded to spit on me, and then she called the police. The police arrived and I was so relieved. My mother had apparently had a bleeding scratch on her finger, and I was crying so hard that I couldnt even catch my breath to speak in my defense, so I was taken away for assault. . The police took me away and I stayed in Juvenile hall that night.My mother had refused to come and get me. At that time, the charges were dropped due to insufficient evidence and her past domestic violence disputes. The courts then told her that she had to sign me over to the care of the state. I was adopted by a nice Christian childrens home. I stayed with a polite family who took care of me till my senior year. My mother never addressed her problems. She thinks that everything is fine and dandy to this very day; however, my bruised inner ego is still suffering and she thinks that I have forgotten.I will never forget these horrendous acts upon which I suffered because of her inadequacies. Occasionally I speak to my mother, only because I decided to be the better person. Some days I wish that I hadnt but I know that in the end, she will know that I made it. I got away and I am free. This experience has taught me that although I could not choose my mother, that I could choose to try to have a wonderful life that is free of negative thoughts and self destructive behavior. I have a new outlook on life. I now know that my inner strength she does not I will still be smiling. Autobiography free essay sample I am Laura Torrealba, I was born in July 26th in Aragua de Barcelona Anzoategui State, I am the oldest of six children. I have two sisters and three brothers. When I was 19 years old I move to Maracay because I wanted to find more work and study opportunities. I live in my aunt’s house and I work in a shop in C. C. Parque Aragua. I am a quite person, friendly, joyful and quite stubborn. I like reading books especially novels and go trekking with my boyfriend and his friends. When I moved to Maracay I could find more options than I had in Zaraza or Aragua de Barcelona, in my studies I wanted to study English but it was difficult because as Aragua de Barcelona as Zaraza offer a few careers none of them had relation with English. In Maracay I could find what I want in UPEL so I took the test and I passed it, I was really excited. We will write a custom essay sample on Autobiography or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Nowadays I have still been studying English in this university, for me it is really important to study what you really want because this is the best way to achieve to be successful. I had never had a job before arrive to Maracay, I could find one so I could learn to be more responsible and how to earn my own money. It was not easy but I think that when you work you learn the true value of something so you appreciate because you have efforted to get what you really wants. It was a big chance and I felt a little scared because I had never been in a city for long time, the first thing I learnt was how to go home using different ways, I used to go out and explore the city by myself until met Jairo Montilla my neighbor, we went out to the cinema, zoo, some places I had never been before, that was great!. When I started the university, I met most of my best friends and nowadays I feel like home. I have lived a lot of experiences since I moved to Maracay, most of them are beautiful, I love this city but I still miss my town and my family, I am going to live here of awhile until I graduate and I will back to my farm with my dad and my brothers and sisters. Autobiography free essay sample My name is Andrea Moore. I am twenty nine years old. I am the oldest of three children and I have been married for three years to Tim Moore. Tim and I live in Philadelphia, MS. We have two â€Å"children† named Mia (a dog) and Bella (a cat. ) The most important thing in my life is my relationship with my Lord and Savior Jesus Christ. Without that relationship I would not have gotten anywhere in life. I have completed some college courses. My major in college was in Elementary Music Education. Music is a big part of what I do! I try my best to incorporate music into my every day teaching routine. I am currently employed at First Baptist Child Ministry Center in Philadelphia, MS where I have had a total of 3 years experience. One and a half years was spent teaching two year olds and for the past year and a half I have been teaching in the four year old kindergarten program. We will write a custom essay sample on Autobiography or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I believe that God has blessed me with a gift to work with children. Since I was in Jr. High School I have enjoyed being around and teaching children. I began babysitting children at the age of 12. I am a very hands-on learner and believe that most children are the same. Most everything that I do in my classroom is very hands-on. It is also my belief that learning should be made fun for everyone involved! Children learn as they play so why not make learning fun! I enjoy searching books and the internet for new ideas to help my children learn. Even though God has not yet blessed me with children of my own, I believe that each year I am blessed with a classroom full of children that become my own in a way.

Tips for Proofreading for Yourself and Others

Tips for Proofreading for Yourself and Others The importance of proofreading cannot be overlooked. Because proofreading can often be a tedious project, below are some tips that can make the process more manageable.Tips for reviewing your own workOne of the major difficulties with proofreading is that it is very hard to proofread our own work. Often, when we review our own document, we see what we want to see rather than what we have actually written. This can lead to missed errors. Below are some tips for proofreading your own work:Slow down. Proofread line by line and focus on each line. Sometimes I cover the rest of the paragraph with a piece of blank paper so I am only looking at one line at a time.Know your own weaknesses. Make a list of common errors and check every document for those errors, one at a time.Do not proof for every type of mistake at once. Rather, do one proof for spelling, one for typos, one for consistency of word usage, one for formatting, and so on.Read your work aloud. This will often alert you to run-on sentences and other errors that you may not catch by simply reading the document to yourself.Eliminate distractions. Careful editing requires great concentration. Therefore, it is a good idea to turn off distractions such as the radio, the television and your cell phone.Make a hard copy. Always print out your work rather than reading directly from the computer screen.Sleep on it. Before you start editing your document, wait a night, preferably longer. The goal is for your brain to forget what you wrote so that it sees what is really written, not what it expects to see. You will be amazed by how many more errors you will catch!Dont be afraid to cut. Almost all of us are too wordy. If you cannot justify a point, statement, sentence or word, eliminate it. Conciseness should always be your goal.Dont overlook headings, bibliographies, tables, page numbers or footnotes. Errors often lurk in these places.Check the numbers. This is also where many mistakes can happen. You dont want to write that your product costs $10,000, when it really costs $10.00.Watch out for homonyms. Homonyms are words that share the same pronunciation or spelling, but mean entirely different things. Mixing up the words accept and except can completely alter the meaning of a sentence!Read it backwards. This is good trick to prevent your brain from automatically correcting wrong words inside sentences. In order to break this pattern, you can read the text backwards, word by word.Repeat. Unfortunately, one round of editing is usually not enough. After corrections have been made, dont forget to proof the revised document. First check to see that all of the corrections were made, then read over the document one more time to make sure you didnt miss something the first time around!Tips for reviewing the work of othersMost of us have been asked to review someone elses writing, whether it be a friend, family member or colleague. For many, this is a dubious task; but in fact it is often easier to proof read someone elses writing than your own. Although there is not one right way to edit, here are some tips to make the process a little easier:Ask for clear instructions. For example, does the writer want you to review the content of the paper or just the mechanics, such as grammar and spelling?Avoid meaningless changes. Maybe you prefer the word happy to the word glad, but unless the change makes a substantial improvement to the document, you should bite your tongue!Admit your shortcomings. If you are not sure about the proper placement of a comma or are uncertain if a word is used correctly, do not guess. Simply flag the item so that the writer can further research it if he or she chooses.Be nice. Avoid harsh comments such as I have no idea what you mean! Rather, phrase your comments diplomatically in the form of suggestions or questions, i.e. I would suggest clarifying this point so that your reader fully understands it. Perhaps, you can provide examples.Be specific. Rather than s imply stating that a paragraph is confusing, offer specific suggestions for improving it.Be consistent. Although you do not need to learn standard proofreading marks, your editing should be consistent. In other words, use the same symbols/marks for the same mistakes throughout the draft.Use the track changes feature. This is the easiest way to make your changes and comments apparent to the writer. It also allows the writer to easily accept/reject your changes.Dont proof for every type of mistake at once. This tip applies to all forms of editing. Rather, do one proof for spelling, one for typos, one for consistency of word usage, one for formatting, etc.Dont hesitate to suggest omissions. Your goal, as an editor, is to help the writer make the document more concise. Therefore, if you do not think that a word, sentence or even paragraph strengthens the writers message, do not hesitate to suggest omitting it.Make yourself available to discuss your edits and suggestions. Written comment s can be unclear and impersonal. Therefore, it is good practice to sit down with the writer to answer any questions he or she may have after reviewing your comments/edits.Stay positive. Try to point out something positive about the writing, making your praise as long and detailed as your most in-depth criticism.Proofreading skills do not develop overnight, but rather improve with practice. You can develop these skills by reviewing your own work, as well as the work of others.

Smoking and How to Quit Assignment Example | Topics and Well Written Essays - 1000 words

Smoking and How to Quit - Assignment Example Gathering evidence can be time-consuming and hectic if the researcher is not well guided on how to do it. Different patients require different study designs and methods of gathering evidence. Finding research evidence can be undertaken by using the 7 levels study types for evidence-based research. They include; This study relies heavily on randomized control trial whereby smokers are randomized into different groups and each group receives a different treatment. At the end of the trial, the effects of the different treatments are measured. This helps to compare and decide on which treatment is the best. The evidence types found could be referred to other health professionals especially those pertaining to physical health and their professional opinions could be used in determining the best smoking cessation methods. Mostly the evidence found using systems research and summaries is usually very conclusive and could be used in determining the best nicotine usage cessation techniques. Extensive studies conducted could gather a lot of data concerning how many people have successfully managed to quit in a number of therapy clinics and which methods best worked for them. Some health team members that could be referred to with this evidence include; cardiologists, psychologists, pulmonologists, probation workers, dermatologist, opticians and nephrologists (Funnel, 2008). These health professionals once they access the clinic system and analyze the data that has been collected will be able to give their professional opinion about the best quitting technique. Patients need to consult with their family members so that they can help in deciding which is the best method for smoking cessation, based on the evidence type used in research (Boyle, 2010). Involving the patient’s family members is important because it will help the patient to get moral support from family members.

Gourmet review about Great wall Chinese food (experts review) Essay

Gourmet review about Great wall Chinese food (experts review) - Essay Example The staff in this restaurant is simply adorable catering to every need of the customers without having to be asked twice about the same thing. Their service is also faster compared to other Chinese restaurants and hence encouraging people to come back again for excellent service (Tripadvisor 2015). The pricing is just right and within the normal pricing range of other Chinese restaurants. This is despite the personalized services offered to the customers whether it is during peak or off peak hours (The Examiner, 2012). They also offer specials which is effective and convenient for those customers in a hurry and have no time to start looking at the menu and deciding what to eat or take away. The specials are also sometimes new menus which increases the diversity of their foods (Schwab, 2015). With the competition in Chinese restaurants, what makes this restaurant stand out other than the quality location with good atmosphere is the fact that they serve special vegetarian food on Mondays (Lyness, 2013). This provides a chance for the unhealthy eaters to indulge in healthy food once a week as well as cater for the vegetarian population. Lyness, Stephanie. Dim Sum, and Much More, in a No-Frills Setting. The New York Times, 2013. Retrieved from

Finance accounting assignment Essay Example | Topics and Well Written Essays - 1250 words

Finance accounting assignment - Essay Example Income encompasses both revenue and gains. Revenue is income that arises in the course of ordinary activities of an entity and is referred to by a variety of different names including sales, fees, interest, dividends and royalties. â€Å"Revenue is recognised on the provision of goods and services that relate to the ordinary activities of the entity† (ACCA, 2013). Gain or loss is calculated with reference to the amount received in excess or short of the asset's carrying amount in the books of account. It is also important in accrual accounting that revenue and expenses are required to be matched with the accounting period. IAS 18 clearly specifies that â€Å"When the selling price of a product includes an identifiable amount for subsequent servicing, that amount is deferred and recognised as revenue over the period during which the service is performed† (ec.europa.eu, p. 2). For instance, income received in respect of annual maintenance contract by a company can recogni se only 1/12th of revenue in a month. It is immaterial whether a sale is made on cash or credit basis. Revenue is recognized when title of the goods or services is transferred to the buyer. In the case of construction companies or the projects which takes several years for completion, revenue is recognized to the extent the project is completed during the period. In the case of ‘hire purchase’ the sale at future date is agreed between the parties. The payments collected in instalments in advance by the seller are treated as hire till the last instalment payment is collected. Gross profit in this case is calculated only in proportion to cash received. This concept is important to avoid overstatement or understatement of profit or gains. Similarly, in sale and repurchase agreement, they should be dealt with together. IAS 18 has specified u/s14, the conditions to be satisfied for recognition of revenue from the sale of goods. Section 20 specifies the conditions for recogni tion of revenue associated with rendering of services and 30 specifies the bases for recognising interest, royalties and dividends. This standard also prescribes the norms for disclosure of the accounting policies adopted for recognition of revenue, including the methods adopted to determine the stage of completion of transactions involving rendering of services. Question 2: Case Study A. In the case of sale of electrical goods, it is important to ascertain whether the entity has transferred to the buyer the significant risks and rewards of ownership of the goods. Ibi Ryan Plc retains neither continuing managerial involvement to the degree usually associated with ownership nor effective control over the goods sold as he has sold the goods and despatched them in the normal course of business. Therefore, the accounting treatment is appropriate. B. C. The terms of the company’s contract with Witney specify that the goods remain the property of Ibi Ryan until they are paid for by Witney. Amount owing to Ibi Ryan from Witney ?600,000 includes ?50,000 for the products delivered by Liverpool warehouse. Therefore ? 600,000 treated as sale in the books of account should be reversed fully. 50% of this sale amount i.e. ? 300,000

Foundation Stage Curriculum in Design and Technology

Foundation Stage Curriculum in Design and Technology Introduction The following study is designed to be a very brief introduction to one distinct area of the Foundation Stage Curriculum. It would be impossible to fully discuss all the issues which have been raised by my study, nonetheless, it will attempt to provide a succinct introduction to each of the main points. Rationale I have chosen to research the Designing and Making aspect of Knowledge and Understanding of the World from the Foundation Stage Curriculum (DFES 2000, 91). I have chosen this particular area of Learning because I feel that I have had limited experience of teaching Design and Technology at any point in the Primary age range, and as such wish to develop extend and develop my understanding through further research. The Foundation Stage Curriculum could be considered to be the basis for all other learning throughout a child’s life, and as such a thorough grounding in teaching and learning Knowledge and Understanding of the World, should provide a sound basis for teaching Design and Technology in other phases of the Primary school, as this quote demonstrates: ‘In this area of learning, children are developing the crucial knowledge,  skills and understanding that help them to make sense of the world. This  forms the foundation for later work in science, design and technology,  history, geography, and information and communication technology  (ICT).’ (DFES 2000, 82) In addition to the reason given above, I am also unsure how to best support a child as they develop designing and making skills at such a young age, with regard to providing them with a wide range of opportunities, yet taking health and safety into consideration. ‘Understanding design work will come from using a variety of joining methods and materials,’ (DFES 2000, 82), yet how should these methods be taught to best effect? It is also difficult to know which specific designing and making skills will be useful to the child, and what range of skills should be taught to the child. Should each child be taught a range of skills which are specific to them? My final reason for choosing to study this particular aspect of the Foundation Stage Curriculum has been derived from looking at the Ofsted Subject Reports for 1999-2000 (Ofsted 2000). ‘In one quarter of schools standards and the quality of DT have risen markedly since the previous inspection, but in one school in six DT provisions have deteriorated,’ (Ofsted 2000, 1), this shows that although the provision of design and technology has improved in a quarter of our primary schools, it has either stayed the same, or deteriorated badly in three quarters of primary settings. This would seem to support the assertion that the provision of good quality design and technology teaching and learning, should be of paramount importance to out schools, starting with facilitating children as they access the Knowledge and Understanding of the World portion of the Foundation Stage Curriculum. A solid base on which to build, as discussed above, should ensure that children are better place d to access the design and technology curriculum as they progress through school. Evidence The following is a summary of the evidence collected concerning the teaching of designing and making skills in the Foundation stage settings of two different Primary schools. The schools will henceforth be referred to as School A and School B. School A is a large Primary school with an integrated Foundation Unit. The majority of the staff in the Foundation Unit are ‘High/Scope’ trained and as such the setting follows the High/Scope daily routine, as outlined by Hohmann and Weikart (2002, 151-165). ‘In the High/Scope approach to early childhood education, adults and  children share control. We recognize that the power to learn resides  in the child, hence the focus on active learning practices. When we  accept that learning comes from within, we achieve a critical balance  in educating young children. The adult’s role is to support and guide  young children through their active learning adventures and  experiences. I believe this is what makes our program work so well.’ (Hohmann and Weikart 2002, 3) The above quote neatly summarises the main reasons which prompt different settings to adopt a High/Scope or ‘active learning,’ approach to the Foundation Stage Curriculum, the main idea being that children learn best from first hand experiences and from self-generated learning opportunities. This idea is further supported by the Curriculum Guidance for the Foundation Stage, for instance, ‘they learn effectively by doing,’ (DFES 2000, 82). I observed a plan-do-review session, as part of the daily routine at School A. During such sessions the children choose where they wish to work, for example in the water area, and formulate a plan which they will execute once they start work in their chosen area. Following the main, ‘doing,’ part of the session the children are encouraged to ‘review,’ what they have done and comment on the relative success or failure of the plan. In this way the children are encouraged to learn from their mistakes, and also to gain encouragement from their successes, (Hohmann and Weikart 2002, 167-243). I observed one child during the aforementioned session, Child A, and followed her through the entire process. She had planned to work in the construction area with the large bricks, and had decided to build a boat. Before beginning work she collected a piece of paper and a pencil and sat down to plan her boat. Child A worked for some time on this design before starting work. She used the large bricks to build her boat and then started to collect other equipment from around the setting to place ‘onboard,’ including large quantities of plastic food from the role play area. When asked about this Child A explained that she was going on a long journey and needed to take lots of food with her. During review time Child A explained to the rest of her group and the adults who were present, that she felt she had successfully carried out her plan, however, she would have preferred to build a boat that would float. The class teacher explained to her that this might be possible in th e following plan-do-review session. Indeed for the following session, the teacher collected lots of materials, such as plastic bottles and corks to give Child A the scope to build her own floating boat: ‘When adults seek out and support children’s interests, children are free  to follow through on interests and activities they are already highly  motivated to pursue. They are also willing to try new things and to  build on what they are already doing.’ (Hohmann and Weikart 2002, 55) The evidence outlined above shows a good example of how children can be supported in developing their own designing and making skills, and indeed can be highly motivated to do so. Child A was given the opportunity to meet an early learning goal through the medium of play: ‘Provide opportunities for children to practise their skills, initiate and  plan simple projects and select, choose and devise their own solutions  in design and making processes†¦.’ (DFES 2000, 91) In School B, I was able to observe the teaching of designing and making skills in a completely different way to that outlined above. I observed a Reception teacher leading a planned lesson in which the aim was for each child to produce a money box. The children were taken in small groups to sit with a classroom assistant to make their money boxes, while the rest of the children played. The children were asked to assemble the net of a box, which had already been cut out for them, by gluing the flaps and sticking them together. They were then permitted to decorate their boxes as they chose. It was difficult to assess whether any true learning had taken place during the lesson as the children were all producing exactly the same piece of work, and in many cases much of the actual assembly work was carried out by the teaching assistant. School B does not appear to have embraced the key features of the Foundation Stage Curriculum as outlined by Tassoni (2002, 1) in Appendix I, as such the children are unlikely to meet the Early learning goals for designing and making skills, one of which is detailed above (DFES 2000, 91). They would benefit from developing a child initiated approach to teaching design and technology in the early years, as advocated by the High/Scope approach (Hohmann and Weikart 2002) and the Foundation Stage Curriculum (DFES 2000). It is obvious from the evidence given that no real learning took place in the design and technology lesson which was observed in School B. Such a directed activity can leave no room for the child’s initiative and the development of their individual designing and making skills. Conclusion In conclusion, the evidence outlined above has led me to conclude that designing and making skills can be best taught through child initiated learning. The adult can support the child’s learning by providing further opportunities and materials once they have highlighted the child’s own interests. A directed approach to teaching design and technology in the Early Years does not follow the guidance given in the Foundation Stage Curriculum (DFES 2000), and as such should have no place in our schools as it does nothing to further the children’s learning. I now feel more confident that I would know how to approach the teaching of designing and making skills if placed in a Foundation Stage setting. Appendix I ‘Key Features of the Foundation Stage: Recognition that young children need to learn through practical experiences rather than being taught. Play is emphasised as the vehicle of learning for children. The importance of working from children’s interests and needs is highlighted. It is the first curriculum in England to cross the divide between pre-schools and schools. Personal, social and emotional development of children is recognised as providing the backdrop for other learning. The role of parents is promoted as that of being an equal partner.’ (Tassoni 2002, 1) Bibliography DFES (2000) Curriculum Guidance for the Foundation Stage London: Department for Education and Skills. Hohmann, Mary and Weikart, David P. (2002) Educating Young Children London: High/Scope Educational Research Foundation Ofsted (2000) Ofsted Subject Reports, 1999-2000: Primary Design and Technology (DT) London:Ofsted Tassoni, Penny (2002) Planning for the Foundation Stage: Ideas for themes and activities Oxford: Heinemann Educational Publishers

History of Acquired Immune Deficiency Syndrome Essay -- AIDS Health Im

History of Acquired Immune Deficiency Syndrome Acquired Immune Deficiency Syndrome (AIDS), specific group of diseases or conditions that result from suppression of the immune system, related to infection with the human immunodeficiency virus (HIV). A person infected with HIV gradually loses immune function along with certain immune cells called CD4 T-lymphocytes or CD4 T-cells, causing the infected person to become vulnerable to pneumonia, fungus infections, and other common ailments. With the loss of immune function, a clinical syndrome (a group of various illnesses that together characterize a disease) develops over time and eventually results in death due to opportunistic infections (infections by organisms that do not normally cause disease except in people whose immune systems have been greatly weakened) or cancers. In the early 1980s deaths by opportunistic infections, previously observed mainly in organ transplant recipients receiving therapy to suppress their immune responses, were recognized in otherwise healthy homosexual men. In 1983 French cancer specialist Luc Montagnier and scientists at the Pasteur Institute in Paris isolated what appeared to be a new human retrovirus—a special type of virus that reproduces differently from other viruses—from the lymph node of a man at risk for AIDS (see Lymphatic System). Nearly simultaneously, scientists working in the laboratory of American research scientist Robert Gallo at the National Cancer Institute in Bethesda, Maryland, and a group headed by American virologist Jay Levy at the University of California at San Francisco isolated a retrovirus from people with AIDS and from individuals having contact with people with AIDS. All three groups of scientists isolated what is now known as human immunodeficiency virus (HIV), the virus that causes AIDS. Infection with HIV does not necessarily mean that a person has AIDS, although people who are HIV-positive are often mistakenly said to have AIDS. In fact, a person can remain HIV-positive for more than ten years without developing any of the clinical illnesses that define and constitute a diagnosis of AIDS. In 1997 an estimated 30.6 million people worldwide were living with HIV or AIDS—29.5 million adults and 1.1 million children. The World Health Organization (WHO) estimates that between 1981, when the first AIDS cases were reported, and the end of 1997... ...easures. In 1990 HIV-infected people were included in the Americans with Disabilities Act, making discrimination against people with AIDS for jobs, housing, and other social benefits illegal. Additionally, the Ryan White Comprehensive AIDS Resources Emergency Act established a community-funding program designed to assist in the daily lives of people living with AIDS. This congressional act was named in memory of a young man who contracted HIV through blood products and became a public figure for his courage in fighting the disease and community prejudice. The act is still in place, although continued funding for such social programs is threatened by opposition in the U.S. Congress. The lack of effective vaccines and antiviral drugs for AIDS has spurred speculation that the funding for AIDS research is insufficient. Although the actual amount of government funding for AIDS research is large, most of these funds are used for expensive clinical studies to evaluate new drugs. Many scientists believe that not enough is known about the basic biology of HIV and recommend shifting the emphasis of AIDS research to basic research that could ultimately result in more effective medicines. History of Acquired Immune Deficiency Syndrome Essay -- AIDS Health Im History of Acquired Immune Deficiency Syndrome Acquired Immune Deficiency Syndrome (AIDS), specific group of diseases or conditions that result from suppression of the immune system, related to infection with the human immunodeficiency virus (HIV). A person infected with HIV gradually loses immune function along with certain immune cells called CD4 T-lymphocytes or CD4 T-cells, causing the infected person to become vulnerable to pneumonia, fungus infections, and other common ailments. With the loss of immune function, a clinical syndrome (a group of various illnesses that together characterize a disease) develops over time and eventually results in death due to opportunistic infections (infections by organisms that do not normally cause disease except in people whose immune systems have been greatly weakened) or cancers. In the early 1980s deaths by opportunistic infections, previously observed mainly in organ transplant recipients receiving therapy to suppress their immune responses, were recognized in otherwise healthy homosexual men. In 1983 French cancer specialist Luc Montagnier and scientists at the Pasteur Institute in Paris isolated what appeared to be a new human retrovirus—a special type of virus that reproduces differently from other viruses—from the lymph node of a man at risk for AIDS (see Lymphatic System). Nearly simultaneously, scientists working in the laboratory of American research scientist Robert Gallo at the National Cancer Institute in Bethesda, Maryland, and a group headed by American virologist Jay Levy at the University of California at San Francisco isolated a retrovirus from people with AIDS and from individuals having contact with people with AIDS. All three groups of scientists isolated what is now known as human immunodeficiency virus (HIV), the virus that causes AIDS. Infection with HIV does not necessarily mean that a person has AIDS, although people who are HIV-positive are often mistakenly said to have AIDS. In fact, a person can remain HIV-positive for more than ten years without developing any of the clinical illnesses that define and constitute a diagnosis of AIDS. In 1997 an estimated 30.6 million people worldwide were living with HIV or AIDS—29.5 million adults and 1.1 million children. The World Health Organization (WHO) estimates that between 1981, when the first AIDS cases were reported, and the end of 1997... ...easures. In 1990 HIV-infected people were included in the Americans with Disabilities Act, making discrimination against people with AIDS for jobs, housing, and other social benefits illegal. Additionally, the Ryan White Comprehensive AIDS Resources Emergency Act established a community-funding program designed to assist in the daily lives of people living with AIDS. This congressional act was named in memory of a young man who contracted HIV through blood products and became a public figure for his courage in fighting the disease and community prejudice. The act is still in place, although continued funding for such social programs is threatened by opposition in the U.S. Congress. The lack of effective vaccines and antiviral drugs for AIDS has spurred speculation that the funding for AIDS research is insufficient. Although the actual amount of government funding for AIDS research is large, most of these funds are used for expensive clinical studies to evaluate new drugs. Many scientists believe that not enough is known about the basic biology of HIV and recommend shifting the emphasis of AIDS research to basic research that could ultimately result in more effective medicines.