Development of Online Grading System Essay

Introduction The logistical problems associated with distributing, collecting, grading, and returning assignments and the difficulties in ensuring fairness and consistency in grading tend to increase non-linearly with the number of students enrolled in a class. This is especially true in project based design courses where evaluation is subjective, deliverables are team-based, and the philosophies and expectations of course faculty members may vary substantially. Online course management programs can be very helpful in the dissemination of information and the collection of grades in very large courses like those offered as part of the freshman core curriculum. However, the automated grading capabilities of these programs are generally limited to question banks with clearly defined right and wrong answers. More advanced computer-assisted grading systems have been developed for the assessment and grading of students. However, fully automated systems are still limited to applications with well-defined rules and objectives. Computer-assisted grading rubrics that guide the grading process and compile the final results are a more promising alternative. Our members report that using computer-assisted grading rubrics during essay grading reduced the grading time by half compared to traditional hand grading without a rubric and by two-thirds compared to hand grading with a rubric. In addition to the â€Å"reduced time in grading assignments,† and our other members notes that computer-assisted grading rubrics can lead to increased â€Å"validity and accuracy of grading – making grading more even handed,† increased feedback for students, and increased student satisfaction. Kurt and Gilbert also observed that the use of grading rubrics increased the consistency of grades across multiple graders, especially when teaching assistants were involved. The advantages of computer-assisted and web-based grading rubrics have led to the development of online tools for the assessment of student. However, these systems still do not fully address the problems of real and perceived teacher bias in grading, grade inflation, and professor pleasing. For example, 51% of respondents in a 20013 faculty survey on capstone design courses rated their perception of grading fairness as only â€Å"fair – I seldom hear complaints† and none rated their perception as a â€Å"all bias and distortion have been eliminated†. These types of concerns have led many students to prefer that design projects be evaluated by external jurors because they â€Å"want the jury process to be more objective and believe that the presence of external jurors will help achieve this†. This led San Sebastian to â€Å"to take professors out of the grading process† entirely and â€Å"replace them with professional evaluators who never meet the students,† who â€Å"don’t worry that students will punish harsh grades with poor reviews† and who have â€Å"no temptat ion to skew results in any way other than to judge the students’ work. This paper presents an online computer-assisted rubric-based grading website that was developed in conjunction with a distributed jury-based grading system to improve the fairness, consistency, and efficiency of grading in a large required first year project-based design course. This work provides a brief overview of the course, its deliverables, and the breakdown of the final grade. It discusses the design requirements, features, and implementation of the online grading system. Reactions from course faculty and staff members based on end-of-semester survey results are presented. Finally, the current limitations and future development directions of the online grading system are discussed. CHAPTER 1 Introduction Leader : Marchjohn Glorioso Members : Kurt Mallari Gilbert Cruz View as multi-pages

Greek Goddess Artemis and the Roman Goddess Diana Essay

The Roman empire developed much later than the Greek empire thus the Romans copied almost everything that the Greeks had developed over time, such as art, literature and Gods. However the Romans did give some of their Gods different names and duties than those of the Greek Gods. There are other differences, which is shown between the Greek Goddess Artemis and the Roman Goddess Diana. These two Goddesses are very similar, however some differences are apparent. The Greek Goddess Artemis is compared to her Roman equivalent Diana through genealogy, images and symbols, and modern connections. Artemis is the daughter of the Greek Gods Leto and Zeus, and the twin sister to the God Apollo. Although Artemis only has one sibling, she has many relationships with other Gods and had few enemies. One of these Gods is Orion, Artemis’s lover, who is a giant huntsman. Although Artemis ended up mistakenly killing her lover, she never married or had children. Artemis came upon many relationships through hunting, which is a common symbol for Greek Gods related to her. Other symbols associated with Artemis were most commonly directly connected with hunting. The bows and arrows are one of those symbols which resembles power and strength. However, Artemis usually used her power negatively by punishing people for their misdoings. One type of punishments was spreading the plague and transforming people into deers. A specific type of deer is the Kerynitian Hinds, which are deers larger than bulls with golden horns. These deers are also a symbol of Artemis because she used them for transformations often. A common image of Artemis that is recognized today is the moon. The moon is a present symbol that is on flags of several Muslim countries. However, the symbol didn’t have much more meaning other than representing the Gods associated with Greek Gods and their Roman counterparts. Because of the many symbols Artemis has, there is a vast majority of modern connections. The Artemis mission site by NASA is an example of how Artemis is connected with modern day science. The missions is run based on a spacecraft named Artemis that studies the moons relation to the sun. The Artemis spaceship bridge simulator is a game based on the spacecraft. Another association to modern science is through medicine. A human gene is also named after her. However, a lot of these association also apply to Artemis’s Roman equivalent Diana. The Roman Goddess Diana has many similar characteristics like those of the Greek Goddess Artemis. Diana is the twin sister of the Roman God Apollo and her parents are Leto and Zeus. Like Artemis, Diana has many relationships made through hunting. However she did not punish then due to the fact that she did not believe in punishment, especially not through transformations. Symbols that represent Diana are mostly associated with hunting. Bows and arrows represent power and strength, however they are not used negatively by Diana. She uses them as a sign of security. Nothing resembled to science can be associated with Diana, mainly because she is not well known in comparison to her Greek counterpart Artemis. As a modern connection, the moon is a similarity to Muslim countries, which is represented on several flags, however does not have any other meaning. The Roman Gods are a representation of strength and stability to the Muslim culture. The Roman Goddess Diana is very similar to her counterpart Artemis. Genealogy is identical due to the fact that the Romans based their Gods to the Greek Gods. This causes similar images and symbols, except that some Roman Gods weren’t as violent as the Greek Gods with their punishments. However, modern connections aren’t as similar as other aspects of these two Goddesses because the Greek Gods are more well known. Even though both the Greek Goddess Artemis and her Roman equivalent Diana have many similarities in genealogy, images and symbols, there are also differences in modern connections. Artemis’s parents are Leto and Zeus, and she only has one sibling, her brother Apollo. This is also true for Diana. Both these Goddesses have identical images and symbols, however Diana isn’t feared and she does not punish other Gods.. However, because of the Greeks being well known for their Gods and Goddesses, Artemis has more modern connection than Diana has.

Health and Safety Essay Example | Topics and Well Written Essays - 2250 words

Health and Safety - Essay Example The manager is now faced with a tough problem and that is to find means to save the image of the product and the company. This will cause a disruption in the manager’s planned routine and he will try to curtail losses as much as possible. Furthermore, the manager will try to gain back the confidence people has in his brand and his company and will therefore invest his time, energy and resources to retain the company’s market share. Hence, it is evident that safety plays a vital role in a manager’s job. Safety ensures the well being of a business in all aspects. Be it the manufacturing process, work place environment, food and beverages, occupational hazards or the environment in which business takes place. Safety is important for the efficient running of these processes and for the welfare of the people involved in these processes. For a business to prosper all business functions should work together and perform efficiently. Therefore, safety issues need to be considered right across the organizational domain starting from production and going up to shipment and delivery. For this reason most companies have developed standards for safety in their work domain and ensure that safety standards are always met. According to the WHO, food and waterborne diseases are the leading causes of illness and death in less developed countries, killing approximately  2.2 million people annually, an estimated 1.8 million of whom are children Therefore, the recent trends in global food production, processing, distribution and preparation are creating an increasing demand for food safety to ensure a safer global food supply (WHO). Even in the developed countries food safety has become a major concern. Food safety needs to be ensured in restaurants as well as homes to prevent people from catching food borne diseases. The WHO has identified five ways to ensure

Critical review of haemolytic disease of the newborn Essay

Critical review of haemolytic disease of the newborn - Essay Example The mother's immune system sees the baby's Rh positive red blood cells as "foreign." Just as when bacteria invade the body, the immune system responds by developing antibodies to fight and destroy these foreign cells. The mother's immune system then keeps the antibodies in case the foreign cells appear again, even in a future pregnancy. The mother is now "Rh sensitized." In a first pregnancy, Rh sensitization is not likely. Usually it only becomes a problem in a future pregnancy with another Rh positive baby. During that pregnancy, the mother's antibodies cross the placenta to fight the Rh positive cells in the baby's body. As the antibodies destroy the red blood cells, the baby can become sick. This is called erythroblastosis fetalis during pregnancy. In the newborn, the condition is called hemolytic disease of the newborn. (Vucinovic M, Jadric H, Karelovic D, Roje D, Haspl-Hundric Z, Hrgovic Z, Vucinovic Z, 2004). Hemolytic disease of the newborn (HDN) occurs due to maternal IgG antibodies crossing the placenta thereby producing hemolysis mainly due to Rh, ABO and Kell groups. A systematic approach to the Rh HDN involves an obstetric history of previous isoimmunized baby, timing and regular monitoring of maternal Rh antibodies and pigment assay of amniotic fluid. Timely decision regarding in utero transfusion and early termination of pregnancy based on the maternal monitoring has radically improved the outcome of these babies. Antenatal prophylaxis with anti D has resulted in great reduction in the magnitude of Rh problem. The fetal blood sampling and in-utero intravenous transfusions has made it possible for almost 100% survival of isoimmunized pregnancies without hydrops. Alternative methods--IVIG and plasma exchange are still of limited application. ABO HDN though common is not a serious form of disease and dose not warrants invasive antenatal monitoring. Anti-Kell is found in patients hav ing received multiple transfusions and the rapid progress of hemolysis in them may not allow such systematic follow up as in Rh HDN. (Narang A, Jain N, 2001). Antibodies are produced by B lymphocytes. Maturation culminates with migration of the B cells to the reticulo-endothelial tissues of the body including the lymph nodes and parts of the spleen, bone marrow, liver, gastrointestinal tract and other tissues. Antibodies are a miscellaneous mixture of serum globulins and share the ability to bind individually to specific antigens. Those serum globulins with antibody activity are known as immunoglobulins (Ig). All immunoglobulin molecules have common structural features. The part of the molecule that binds to the corresponding antigen is different in each immunoglobulin. The basic

Design of a Production System Case Study Example | Topics and Well Written Essays - 1250 words

Design of a Production System - Case Study Example Mexico has become the most favorable relocation site as it not only offers incentives of cheap labor but the low import duties to materials shipped into Mexico would help the firm to gain cost leverage in the manufacturing and production of subpacks. The proximity to US considerably reduces the transportation cost and time, while at the same time, the fluctuating rate of currency has also less impact on the production process as against Taiwan sourcing site In the rapidly changing environment of globalization, change is essential for development and organizations tend to adapt to the constantly evolving business environment. To exploit the emerging business opportunities, the organization needs to look forward to improve it performance outcome through diversification of its products and services using optimization of operational functions and effective supply chain management. Since supply chain helps coordinate the organization’s various linkages with the external agencies and promotes efficient receipt and delivery of goods and services, it has great potential to give Emerson Electric a competitive edge in the global and domestic arena. Indeed, the evaluation of operational logistics of relocation of company’s subpack production facility from China would greatly facilitate competitive advantage. The business relationship thrives on the modules of exploitation of knowledge gained through the strategic alliances. Hence, it is extremely important that the partners identify their core competencies and forge alliances on areas that either complements or supplements their competencies and market efficiency. Elements of product differentiation become the vital aspects for exploiting business relationships. In the tough economic scenario, the management would like to relocate the sourcing so as to cut cost and increase profit. ACP product line comprises of ceiling fans that are marketed under Northwind and 1895 brand names. Many components of the fans are

INTRODUCTION, ANALYSIS AND DISCUSSION and CONCLUSIONS AND Essay

INTRODUCTION, ANALYSIS AND DISCUSSION and CONCLUSIONS AND RECOMMENDATIONS - Essay Example It gives a clearly structure for the enquiry and help me to stay within a defined set of limits. This methodology provides the scheme for sampling, data collection, data analysis and explanation of findings for the research. For the sake of providing the best understanding, it will be appropriate to summarize important elements of the research to make the research methodology meaningful. Silverman, (2004) states that qualitative methods are meant to provide an observation of social phenomenon from a close analysis of facts and trends with a critical review of information to provide an opinion by me This means that qualitative research methods are mainly concerned with the assessment of social events with a view of making critical conclusion . However, Marshall and Rossman (2010) identify qualitative research as a field of enquiry that cuts across disciplines and fields and examines key concepts. Which means it is theoretical and does not really seem to be related to figures. On the other hand quantitative research focuses on figures and trends to provide ideas from experimental studies (Silverman, 2004). This is different from qualitative research which is more theories and ideas. In this research, the primary approach would be more theoretical, making it more of a qualitative research. It would examine patterns and trends in peoples perception towards Art Education at the secondary school level in both Iraq and the UK. Within the findings there would be some elements of statistical analysis to provide a pattern and tone that is quantitative in nature. Sampling is an important element for the study of a representative body to acquire information about a subject that can be generalised over a wider population (Dodds, 2011). In order to understand each of the four objectives, there will be the need to study a carefully selected proportion of the population to come up with findings that would be

General nursing skills Essay Example | Topics and Well Written Essays - 3000 words

General nursing skills - Essay Example I will also be discussing them in this assignment how important the skills I garnered will be in my future profession. The purpose of reflection is basically looking back at an event or time and analysing the emotions, feelings and other things involved at that point in time. Reflection usually involves questions such as â€Å"What went well?† and â€Å"How did I feel at that time?† Normally, reflection is done spontaneously, not based on formula. It normally occurs when feelings, emotions and thoughts about a particular event gradually surface (Atkins & Murphy 1994). However, there is no use in reflecting upon an activity if I the skills that I acquired during the activities and others that I improved upon will be going to waste. This is where the NHS framework is important. NHS knowledge and skills framework provides a comprehensive and consistent framework for review and development of a staff member. It determines and describes which knowledge and skills are important for staff to apply during at work and to deliver excellent services (Agenda for Change Project Team 2005). The NHS knowledge and skills framework has several purposes. NHS knowledge and skills framework is based on good people management. It is involved in looking at how people would like to be treated and more importantly, how they should be treated. Because of these, one of the purposes of NHS knowledge and skills framework is to check on the development of services by investing in staff members. This is done so that the service provided has good standards and it meets the needs of the public (Agenda for Change Project Team 2005). Another purpose of the NHS knowledge and skills framework is to support the learning process of the staff members, whether as a team or as an individual. It promotes effective learning and development. It aims to support the learning process of the members of the staff by letting them grow in various ways and

Contract Management for IT company Essay Example | Topics and Well Written Essays - 3000 words

Contract Management for IT company - Essay Example Moreover, in this similar regard, any contract management process is also renowned as a practice where the parties of the contract ensure both time and cost effective accomplishment of the purposes of the contact. A contract has the task of assuring the aspect that the operations of business are executed as per the terms and conditions mentioned in the contract amid the contract manager and the company (Rendon 2009). Contextually, this particular report will mainly highlight the accountability of a contract manager in case of supply of an IT project while dealing with the terms and conditions of a contractual agreement. With regard to the management of contract within the project, the project manager or the contract manager in this case will need to be quite aware of all the legal obligations that can hamper validity and enforceability of the contract. Contextually, some of the aspects that the contract manager will need to assure include certifying proper validity of the contract through proceeding systematically while entering the contract. In this context, it can be stated that the contract manager will need to ensure proper execution of offer, acceptance and settlements of the terms and conditions while framing the contract. The contract manager will also need to analyse the potential areas within the contract which might result in disputes or conflicts and devise his/her move accordingly. The contract manager in charge of framing the contract for an IT project will also need to be familiar with other legal provisions in contracting with suppliers from other nations outside the European Union. This will ensure better results in the contract management process. These aspects are described in details hereunder. It is evident that a contract is a particular agreement amid two or more parties where each of the parties will be liable to adhered to the terms and conditions of the contract. A contract is generally entered amid two

Steve Job's success and his (responsibilities) as a leader for do Assignment

Steve Job's success and his (responsibilities) as a leader for do changes to face the external environment changes - Assignment Example For example, when he became the Apple CEO, the company started manufacturing an unsystematic assortment of computers and peripherals. However, through his leadership, Jobs cut down the production of a myriad of products and instead urged his team to focus on making only four computers, and this was a success (Emerald, 2002). As a transformational leader, Steve Jobs took his responsibility from the end to end. In particular, he not only created a new vision for the company but was also involved in institutionalizing the change (Eisenbach, Watson & Pillai, 1999). He knew that in order to gain simplicity in Apple devices was to ensure a seamless integration of the hardware, software and other peripheral parts (Isaacson, 2012). Consequently, he was involved in fulfilling this in the Apple products that were produced. In a nutshell, Steve Jobs provided a clear responsibility and priorities with extensive communication and freedom to improvise. He experimented with ideas and also linked his projects to the future with predictable intervals (McKnight, 2013). Steve Jobs was able to change the culture of Apple from being quantity focused on quality focused. In particular, he was able to create a small manageable product portfolio that ended up attracting huge revenues for the company. In the first place, he recognized the need for change in the way things were done at Apple. The recognition came from the fact that Apple was having declining sales figures and posting poor financial results. Consequently, he provided a vision of the company’s future about the need to turn things around and make Apple profitable (Schein, 1996). Upon communication of his vision for the company, Jobs began seeking for solutions from members who agreed on reducing the company’s product portfolio and concentrating on improving quality of the remaining products. The reduction also meant to lay off of workers to manageable levels

Infectious Disease and Health Protection Agency Essay Example for Free

Infectious Disease and Health Protection Agency Essay The guidance is divided into sections as follows: Section 1Introduces infection control and explains notification; Section 2deals with general infection control procedures; Section 3gives guidance on the management of outbreaks; Section 4describes specific infectious diseases; Section 5contact numbers and sources of information; Section 6contains additional detailed information and a table of diseases; Section 7contains risk assessments relevant to infection control; Section 8 research sources, references and useful web sites Further information is available from the Food Safety Adviser at Leicestershire County Council and from the Health Protection Agency – East Midlands South. Contact numbers are listed in Section 5. The aim of this document is to provide simple advice on the actions needed in the majority of situations likely to be encountered in social care settings. It is written in everyday language and presented so that individual subject areas can be easily copied for use as a single sheet. 1. 1 HOW ARE INFECTIONS TRANSMITTED? 1. 2 INFECTION CONTROL GUIDANCE Infection control forms part of our everyday lives, usually in the form of common sense and basic hygiene procedures. Where large numbers of people come in contact with each other, the risk of spreading infection increases. This is particularly so where people are in close contact and share eating and living accommodation. It is important to have guidelines to protect service users, staff and visitors. Adopting these guidelines and standard infection control practices will minimise the spread of infectious diseases to everyone. External Factors If you or someone in your immediate family has a â€Å"Notifiable Disease† such as Measles (see 1. 3) or infection such as Impetigo, diarrhoea, vomiting or Scabies, please inform your line manager before coming to work. If you regularly visit people in hospital please be aware of the potential risk of cross infection to yourself and the person you are visiting. Above all when dealing with service users and their families we must all remember we are dealing with people. There will be personal issues of privacy and sensitivity, which we must handle with tact and discretion at all times. What are Infection Control Practices? Infection control practices are ways that everyone (staff, service users volunteers) can prevent the transmission of infection from one person to another. They are practices which should be routinely adopted, at all times with every individual, on every occasion, regardless of whether or not that person is known to have an infection. 1. 2 INFECTION CONTROL GUIDANCE – cont. include: 1. 3 NOTIFICATION OF INFECTIOUS DISEASES A number of infectious diseases are statutorily notifiable under The Public Health (Control of Disease) Act 1984 and The Public Health (Infectious Diseases) Regulations 1988. There are three main reasons for such notification. So that control measures can be taken To monitor preventative programmes For surveillance of infectious diseases in order to monitor levels of infectious diseases and to detect outbreaks so that effective control measures can be taken. All doctors diagnosing or suspecting a case of any of the infectious diseases listed overleaf have a legal duty to report it to the Proper Officer of the Local Authority, who is usually the Consultant in Communicable Disease Control based at the Health Protection Agency. Notification should be made at the time of clinical diagnosis and should not be delayed until laboratory confirmation is received. Infections marked (T) should be notified by telephone to the Consultant in Communicable Disease Control (see Section 5) and confirmed by completion of a written notification form. 1. 3 NOTIFICATION OF INFECTIOUS DISEASES – cont. Notifiable Diseases Acute encephalitis Paratyphoid(T) Acute poliomyelitisPlague(T) AnthraxRabies(T) Cholera(T)Relapsing Fever(T) Diphtheria(T)Rubella Dysentry(T)Scarlet Fever Food poisoning orSmall Pox suspected food poisoning LeprosyTetanus LeptospirosisTuberculosis MalariaTyphoid fever(T) MeaslesTyphus fever(T) Meningitis * (T)Viral haemorrhagic fever(T) Meningococcal septicaemia(T)Viral hepatitis ** (without meningitis) MumpsWhooping cough Opthalmia neonatorumYellow fever * meningococcal, pneumococcal, haemophilus influenzae, viral, other specified, unspecified ** Hepatitis A, Hepatitis B Hepatitis C, other (T)Please notify the Consultant in Communicable Disease Control or person on call for the Health Protection Agency by telephone. Other specific diseases are designated by the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 as â€Å"Reportable Occupational Diseases† e. g. Legionellosis. Please contact the Health Safety Team for further information (see section 5 for details). 1. 3 NOTIFICATION OF INFECTIOUS DISEASES – cont. Notification of suspected outbreaks An outbreak is defined as two or more cases of a condition related in time and location with suspicion of transmission. Prompt investigation of an outbreak and introduction of control measures depends upon early communication. Suspicion of any association between cases should prompt contact with the Health Protection Agency. 1. 4 IMMUNISATION COSHH requires that if a risk assessment shows there to be a risk of exposure to biological agents for which vaccines exist, then these should be offered if the employee is not already immune. In practice, with Social Care Services, this generally amounts to care staff within the Mental Health and Learning Disabilities Services being offered Hepatitis B vaccination. Care home managers, after assessing risks, may also offer ‘flu vaccination to staff and individual cases may indicate the need for immunisation in certain circumstances. The pros and cons of immunisation/non-immunisation should be explained when making the offer of immunisation. The Health Safety at Work Act 1974 requires that employees are not charged for protective measures such as immunisation. A few GPs will make vaccinations available free to Social Care workers but they are not obliged to do so and can charge at their discretion. Departmental funding for the provision of vaccine, through Occupational Health, is restricted and so it is vital that only those to whom it is essential to provide immunisation are offered this service. The majority of staff will have received immunisation from childhood and have received the appropriate booster doses e. g. Tetanus, Rubella, Measles and Polio. However, it is important for the immunisation state of staff to be checked e. g. women of childbearing age should be protected against Rubella. Good practice and common sense should indicate that the immunisation state of staff is checked and appropriate action taken. If there is a potential risk of infection, change of work rotas or areas of responsibility can sometimes avoid the risk of contamination. Vaccination is not always the only course of action and in some cases staff may not agree to be vaccinated. 1. 4. 1 IMMUNISATION SCHEDULE Vaccine Age Notes D/T/P and Hib Polio 1st dose at 2 months 2nd dose at 3 months 3rd dose at 4 months Primary Course Measles / Mumps / Rubella (MMR) 12 – 15 months Can be given at any age over 12 months Booster DT and Polio, MMR second dose 3 – 5 years Three years after completion of primary course BCG 10 – 14 years or infancy Only offered to certain high risk groups after an initial risk assessment Booster Tetanus, Diphtheria and Polio 13 – 18 years Children should therefore have received the following vaccines: By 6 months:3 doses of DTP, Hib and Polio By 15 months:Measles / Mumps / Rubella By school entry:4th DT and Polio; second dose of Measles / Mumps / Rubella Between 10 14 years:BCG (certain high risk groups only) Before leaving school:5th Polio and Tetanus Diphtheria (Td) Adults should receive the following vaccines: Women sero-negative Rubella For Rubella: Previously un-immunisedPolio, Tetanus, Diphtheria Individuals: Individuals in high Hepatitis B, Hepatitis A, Influenza risk groups:Pneumonococcal vaccine 1. 5 EXCLUSION FROM WORK The following table gives advice on the minimum period of exclusions from work for staff members suffering from infectious disease (cases) or in contact with a case of infection in their own homes (home contacts). Advice on work exclusions can be sought from CCDC (Consultant in Communicable Disease Control) / HPN (Health Protection Nurse) / CICN (Community Infection Control Nurse) / EHO (Environmental Health Officer) or GP (General Practitioner) Minimum exclusion period Disease Period of Infectivity Case Home contact Chickenpox Infectious for 1-2 days before the onset of symptoms and 6 days after rash appears or until lesions are crusted (if longer) 6 days from onset of rash None. Non-immune pregnant women should seek medical advice Conjunctivitis Until 48 hours after treatment Until discharge stops None Erythema infectiosum (slapped cheek syndrome) 4 days before and until 4 days after the onset of the rash Until clinically well None. Pregnant women should seek medical advice Gastroenteritis (including salmonellosis and shigellosis) As long as organism is present in stools, but mainly while diarrhoea lasts Until clinically well and 48 hours without diarrhoea or vomiting. CCDC or EHO may advise a longer period of exclusion CCDC or EHO will advise on local policy Glandular fever When symptomatic Until clinically well None Giardia lamblia While diarrhoea is present Until 48 hours after first normal stool None Hand, foot and mouth disease As long as active ulcers are present 1 week or until open lesions are healed None Hepatitis A The incubation period is 15-50 days, average 28-30 days. Maximum infectivity occurs during the latter half of the incubation period and continues until 7 days after jaundice appears 1 week after onset of jaundice None – immunisation may be advised (through GP) HIV/AIDS For life None None 1. 5 EXCLUSION FROM WORK – cont. Minimum exclusion period Disease Period of infectivity Case Home contact Measles Up to 4 days before and until 4 days after the rash appears 4 days from the onset of the rash None Meningitis Varies with organism Until clinical recovery None Mumps Greatest infectivity from 2 days before the onset of symptoms to 4 days after symptoms appear 4 days from the onset of the rash None Rubella (German measles) 1 week before and until 5 days after the onset of the rash 4 days from the onset of the rash None Streptococcal sore throat and Scarlet fever As long as the organism is present in the throat, usually up to 48 hours after antibiotic is started Until clinically improved (usually 48 hours after antibiotic is started) None Shingles Until after the last of the lesions are dry Until all lesions are dry – minimum 6 days from the onset of the rash None Tuberculosis Depends on part infected. Patients with open TB usually become non-infectious after 2 weeks of treatment In the case of open TB, until cleared by TB clinic. No exclusion necessary in other situations Will require medical follow-up Threadworm As long as eggs present on perianal skin None but requires treatment Treatment is necessary Typhoid fever As long as case harbours the organism Seek advice from CCDC Seek advice from CCDC Whooping cough 1 week before and until 3 weeks after onset of cough (or 5 days after the start of antibiotic treatment) Until clinically well, but check with CCDC None 1. 5 EXCLUSION FROM WORK – cont. SKIN CONDITIONS Minimum exclusion period Disease Period of infectivity Case Home contact Impetigo As long as purulent lesions are present Until skin has healed or 48 hours after treatment started None. Avoid sharing towels Head lice As long as lice or live eggs are present Exclude until treated Exclude until treated Ringworm 1. Tinea capitis (head) 2. Tinea corporis (body) 3. Tinea pedis (athlete’s foot) As long as active lesions are present As long as active lesions are present As long as active lesions are present Exclusion not always necessary until an epidemic is suspected None None None None None Scabies Until mites and eggs have been destroyed Until day after treatment is given None (GP should treat family) Verrucae (plantar warts) As long as wart is present None (warts should be covered with waterproof dressing for swimming and barefoot activities) None

What is the Impact of HIV/AIDS on Women?

What is the Impact of HIV/AIDS on Women? ABSTRACT This dissertation will outline the major issues surrounding HIV/AIDS infection as it relates to women, with specific reference to women in Zimbabwe and the United Kingdom (UK). It will explore the reasons why women are increasingly at greater risk of infection than males. Underpinned by a feminist analysis of womens oppression, it will include a discussion of how biological, social, sexual, economic and cultural inequalities contribute to womens vulnerability. It will also look at the impact of HIV/AIDS on women and how these factors can influence them to seek services. The differences in what is deemed â€Å"social work† in terms of both definition and practice as well as the differences in the health systems and the healthcare workers involved in delivering services in both countries will also be explored. INTRODUCTION AIDS stands for acquired immunodeficiency syndrome, a disease that makes it difficult for the body to fight off infectious diseases. The human immunodeficiency virus known as HIV causes AIDS by infecting and damaging part of the bodys defences its lymphocytes against infection. Lymphocytes are a type of white blood cell in the bodys immune system and are supposed to fight off invading germs. People may be infected (HIV positive) for many years before full AIDS develops, and they may be unaware of their status. HIV can only be passed on if infected blood, semen, vaginal fluids or breast milk gets inside another persons body. HIV and AIDS can be treated, but there are no vaccines or cures for them (WHO, 2003). HIV/AIDS PREVALENCE IN WOMEN IN ZIMBABWE AND THE UK Increasingly, â€Å"the face of HIV/AIDS is a womans face† (UNAIDS, 2004). AIDS is now the leading cause of death in Sub-Saharan Africa and the fourth-highest cause of death globally (UNAIDS, 2002). AIDS is a profound human tragedy and has been referred to as the â€Å"worlds most deadly undeclared war† (Richardson, 1987). Women and girls are especially vulnerable to HIV infection due to a host of biological, social, cultural and economic factors, including womens entrenched social and economic inequality within sexual relationships and marriage. HIV/AIDS continue their devastating spread, affecting the lives of 16,000 people each day, with women, babies and young people being increasingly affected. The number of people living with HIV/AIDS has now reached almost 40 million globally (UNAIDS and WHO, 2006), and of these an estimated two-thirds live in Sub-Saharan Africa, Zimbabwe included. Zimbabwe is experiencing one of the harshest AIDS epidemics in the world. The HIV prevalence rate in Zimbabwe is among the highest in the world, although recent evidence suggests that prevalence may be starting to decline. In Zimbabwe 1.8 million adults and children are living with HIV/AIDS, with 24.6% of adults infected: women represent 58% of those infected among the 20- to 49-year-old age range. (Consortium on AIDS and International Development, 2006) In a country with such a tense political and social climate, it has been difficult to respond to the crisis. President Robert Mugabe and his government have been widely criticised by the international community, and Zimbabwe has become increasingly isolated, both politically and economically. The country has had to confront a number of severe crises in the past few years, including an unprecedented rise in inflation (in January 2008 it reached 100,000%), a severe cholera epidemic, high rates of unemployment, political violence, and a near-total collapse of the health system (AIDS and HIV Information, 2009). In Britain, HIV prevalence is relatively low and currently stands at 0.2% of the population. Statistics show that at the end of 2008 there were an estimated 88,300 people living with HIV, of whom over a quarter (22,400, or 27%) were unaware of their infection. This compares to the 77,000 people estimated to be living with HIV in 2007, of whom 28% were estimated to be unaware of their HIV infection. Of all diagnoses to the end of 2008, 45% resulted from sex between men and 42% from heterosexual sex, with black Africans representing 35% of newly diagnosed infections (HPA, 2009). According to the Health Protection Agency (2009), there has also been a dramatic increase in the number of women diagnosed with HIV. In the years up to and including 1992, females accounted for 12% of HIV diagnoses, but in 2008 that was 37%. Therefore, as HIV/AIDS is a global pandemic, the eradication of this health issue represents one of humanitys greatest challenges one that requires co-operation and comprehensive collaboration between scientific disciplines, governments, social institutions, the media, social work and healthcare professionals, and the general public (IFSW, 2009). Social workers, by virtue of their training, their commitment to human rights, and the fact that they are uniquely placed within a wide variety of health and welfare settings, can play a very effective role in the global effort to address the HIV/AIDS epidemic (IFSW, 2009). 1. CHAPTER 1 1.1 OVERVIEW OF GENDER AND VULNERABILITY TO HIV/AIDS While women are battling for equal rights throughout the international community, the existing power imbalance between men and women renders women particularly vulnerable to contracting HIV. Womens subordinate position places them at a considerable disadvantage with respect to their fundamental human right to control their own sexuality, and to access prevention, care, treatment, and support services and information. This subordination of women is mainly caused by the socially-constructed relations between men and women or, in other words, the patriarchal structure which is oppressive to women. (Walby, 1990, cited in Richardson, 2000) defines patriarchy as the â€Å"system of social structures and practices that men use to dominate, oppress and exploit women†, thus giving them greater opportunities to access services compared to females. Although the World Health Organization (WHO) and many governments are implementing educational programmes to teach women about protecting th eir health, traditional and cultural practices continue to perpetuate discrimination against women, in turn forcing women into high-risk situations. Unless proactive human-rights policies are enacted to empower, educate, and protect women with regard to their sexual autonomy, HIV/AIDS will continue to spread at an alarming rate and will have a devastating impact on all aspects of society. Even though the root of womens vulnerability lies in the imbalance in power between men and women, biological and sexual practices have an important role to play and mean that HIV transmission is unfortunately more efficient in women than in men. 1.2 WOMENS BIOLOGICAL VULNERABILITY TO HIV/AIDS Women are more biologically vulnerable to HIV than men; research has shown that women are at greater risk than men of contracting HIV both from an individual act of intercourse and from each sexual partnership. This â€Å"biological sexism† applies not only to HIV but to most other sexually transmitted diseases (Hatcher, et al, 1989). A woman has a 50 per cent chance of acquiring gonorrhoea from an infected male partner while a man has a 25 per cent chance if he has sex with an infected woman (Doyal et al., 1994). This is because the vaginal tissue absorbs fluids more easily, including the sperm, which has a higher concentration of the HIV virus than female vaginal secretions and may remain in the vagina for hours following intercourse, thus increasing womens vulnerability to infection. Not only are women more vulnerable to STIs than men, but â€Å"untreated genital infections, especially genital ulcer disease, syphilis and genital herpes, all predispose to HIV infection† (Doyal, 1994). While STDs are not necessarily gender specific, it is likely that women with STDs will remain undiagnosed and untreated for longer, increasing their risk of infection (Finnegan, et al, 1993). This is largely because women tend to remain symptomless for longer than men (Doyal, 1994). Even though much is known about the transmission of HIV to women through unprotected sex with men, less is known about the manifestations, progression, treatment and care of HIV/AIDS in women. Due to the lack of research we can at best speculate on the reasons for this. One reason may be the failure of medical professionals to pick up on possible symptoms which are often present in women: â€Å"existing diagnostic guidelines pay little attention to symptoms such as thrush, herpes, menstrual problems and cervical cell abnormalities that seem to characterise the early stages of the disease process in many women. Indeed a significant number are diagnosed only during pregnancy or when their child is found to be HIV positive†. (Doyal, 1994, p13) Therefore, if researchers persist in ignoring the biological differences, then the realities of the risks of infection and the disease progression in women will remain unacknowledged. As a consequence of this, women will continue to be diagnosed later than men, which ultimately leads to an earlier death. (Gorst, 2001,) Further research into biological differences and the effects of HIV on womens bodies is urgently needed. 1.3 TRADITIONAL AND CULTURAL FACTORS Traditional and customary practices play a part in the vulnerability of women to HIV infection. Practices such as early marriage and the payment of lobola in marriages make women and girls more vulnerable to HIV infection. Marriages among black women in Zimbabwe include bride wealth â€Å"lobola† if the couple is to be socially approved. Bride wealth is increasingly becoming big business in Zimbabwe, with some parents charging as much as US$2,500 plus five or more cattle for an educated girl. (IRIN NEWS, 2009) The insistence on bride wealth as the basis of validating a marriage makes female sexuality a commodity and reduces women to sexual objects, with limited rights and privileges compared to their husbands, who pay in order to marry them, thus leaving them without a say in their relationship. Patriarchal attitudes are also found in Christianity and these have strengthened the traditional customs that men use to control womens sexuality. (Human Rights Monitor, 2001) For example, Eves alleged creation from Adams rib has made women occupy a subordinate position in the Church as well as in the family. Women are therefore viewed merely as second-class citizens who were created as an afterthought. This is to say that if God had seen it fit for Adam to stay alone, then Eve would never have been created and hence women would not exist in this world. Such patriarchal attitudes have seen women being forced to be submissive to males. To make matters worse, once Eve was created she wreaked havoc by giving in to the Devils temptation and pulling Adam into sin. This portrayal of women as the weaker sex has made men treat women as people who have to be kept under constant supervision. St Pauls letter to the Colossians is one example of the letters which Zimbabwean men quote as a justifi cation of their control over women. The woman is expected â€Å"to submit to her husband† (Colossians 3:18) whilst the husband has to love his wife (Colossians 3:19). Therefore, because of these beliefs, women will remain passive and powerless in relation to sexual health, making them more vulnerable to HIV/AIDS. 1.4 CONFLICT AND CIVIL UNREST Migration or displacement as a result of civil strife, natural disasters, drought, famine and political oppression has a greater impact on womens vulnerability to HIV infection compared to men. About 75 per cent of all refugees and displaced people are women and children. The political and economic crisis in many African and Asian countries has caused many women to come to the UK in search of safer lives and employment (Freedman, 2003). The World Health Organization (WHO, 2003) states that female immigrant workers are more vulnerable to sexual barter as they try to negotiate for necessary documentation, employment and housing, which further increases their risk of HIV/AIDS infection. In addition, because of the lack of legal documentation these women will experience limited options, receive low status, receive low pay and are often isolated in their work, including marriage, domestic, factory and sex work. These situations place women in vulnerable and powerless positions, with little ability to refuse or negotiate safe sex, thereby increasing their risk to HIV/AIDS. Despite the risks associated with the migration process it is important to recognise the right to ‘freedom of movement and travel irrespective of HIV status (ICW 12 Statement and the Barcelona Bill of Rights, 2002). This was a focal point during the Barcelona HIV/AIDS conference in 2002, because the Spanish authorities denied visas to numerous people from the South many of whom were open about their HIV status. Some countries do have discriminatory policies regarding travel of people living with HIV/AIDS (PLHA) and others are instituting stricter controls. For example, Canada has recently introduced the need for an HIV test for people emigrating to Canada and Australia. Whilst they say it will not affect the final decision it is not clear why they need the information (Tallis, 2002). 1.5 POVERTY AND INEQUALITY Women and men experience poverty differently because of gender inequality: The causes and outcomes of poverty are heavily engendered and yet traditional conceptualisations consistently fail to delineate povertys gender dimensions resulting in policies and programmes which fail to improve the lives of poor women and their families (Beneria and Bisnath, 1998). Despite worldwide attention to existing inequalities and the way these violate a socially-just society, there is no society in the world in which women are treated as equals with men (Doyal, 2001). Major inequalities between men and women still exist in many places from opportunities in education and employment to choices in relationships. Gender and social inequalities make women more vulnerable to HIV infection, especially in societies which afford women a lower status than men. Worldwide, women and girls are disproportionately impacted by poverty, representing 70 per cent of the 1.2 billion people who live in poverty worldwide (Amnesty International, 2005), a phenomenon commonly referred to as the â€Å"feminisation of poverty†. Worldwide, women receive an average of 30-40 per cent less pay than men for the same work (Card et al, 2007). This economic inequality may influence womens ability to control the timing and safety of sexual intercourse. Specifically, economic dependence on men, especially those who are not educated and do not have good jobs, forces women to remain silent about HIV risk issues and to stay with partners who refuse to engage in safe-sex practices. Poverty also leads to greater HIV risk among women by leading them to barter sex for economic gain or survival (Weiss et al, 1996). Commercial sex work is the most well-known way for women to exchange sex for money, food, shelter or other necessities. Most of this sex will be unsafe as women will be at risk of losing economic support from men by insisting on safer sex. Where substance abuse is a factor, the means for obtaining clean needles may be traded for other essentials. Trading or sharing needles is a way to reduce drug-addiction costs. Risk behaviours and disease potential are predictable under such compromised circumstances (Albertyn, 2000, cited in Card, 2007). Educational inequality also contributes to a womans HIV risk directly, by making information on HIV/AIDS less accessible to her, and indirectly, by increasing her economic dependence on a male partner. In particular, studies show that more-educated women are more likely to know how to prevent HIV transmission, delay sexual activity, use healthcare services, and take other steps to prevent the spread of HIV (UNIFEM, 2004). Because many cultures value ignorance about sex as a feature of femininity, many young women are prevented by husbands, fathers, or other family members from obtaining information about HIV/AIDS. Others decline to seek such information out of fear for their reputations. Lack of education about the causes, prevention, and treatment of HIV/AIDS will increase these womens vulnerability to infection. Legal systems and cultural norms in many countries reinforce gender inequality by giving men control over productive resources such as land, through marriage laws that subordinate wives to their husbands and inheritance customs that make males the principal beneficiaries of family property (Baylies, 2000). For example, Zimbabwe has a dual legal system, recognising both common and customary law in marriage. This creates inequalities for many women upon divorce or their husbands death. Women in customary marriages, especially those who are not educated and who live in rural areas, make up approximately 80% of marriages in Zimbabwe, and are not entitled to the same rights as those married under common law; this means that they are often barred from inheriting property and land, or getting custody of their children, thus making them more vulnerable to male dominance and increasing their risk of getting infected with STIs (Womankind, 2002). 1.6 CONCLUSION Power inequalities at social, economic, biological, political and cultural levels mean that women continue to be increasingly more at risk from HIV infection. It is therefore critical that social workers and other healthcare professionals make sure that HIV/AIDS prevention and care programmes address the most immediate perceived barriers to accessing HIV/AIDS prevention and care services. Measures could include vocational training, employment, micro-finance programmes, legal support, safe housing and childcare services. Such measures would empower these women to have options and to take voluntary and informed decisions regarding the adoption of safer practices to prevent the transmission of HIV/AIDS (UNODC, 2006). There is also the need for a female-controlled form of protection which women can use to protect themselves, for example microbicides, which women can use without the consent or even the knowledge of their partner, thus enabling them to protect themselves if they are forced to engage in unprotected sex. 2. CHAPTER 2 2.1 HIGH-RISK GROUPS OF WOMEN Although there is a vast literature on HIV/AIDS, relatively little has been written about how HIV/AIDS affects women, and what constitutes a high-risk group. In part, this reflects the way AIDS was initially perceived in the West as a â€Å"mens disease†, so much so that until a few years ago a common response to the topic of women and AIDS was â€Å"Do women get AIDS?†, the assumption being that women were at little or no risk (Doyal, et al, 1994). This has never been true of Africa, where the appallingly pervasive epidemic has always been a heterosexual disease and where 55 per cent of those who have been infected were women. In recent years it has become increasingly clear that women can both become infected with HIV and transmit the virus. A study conducted by AWARE (Association for Womens AIDS Research and Education) in America found that women who inject and share needles, have sexual contact with or are artificially inseminated by a man, lesbians, sex workers and those from an ethnic minority, especially black women, were at increased risk of HIV infection (Richardson, 1987). The study also found that most people in these groups are underrepresented in prevention or treatment interventions, and often suffer social stigma, isolation, poverty and marginalisation, which place them at higher risk. Therefore, in this chapter I am going to discuss how some of these groups are vulnerable to infection, and what can be done to prevent and treat infection in these vulnerable groups without inadvertently increasing their stigmatisation. 2.2 PROSTITUTES There is a substantial body of research on the correlation between HIV/AIDS infection and female prostitution. Studies worldwide have revealed cause-and-effect relationships between AIDS and prostitution in a number of areas, including the use of alcohol and/or psychoactive drugs, and have revealed variance in the rate and circumstance of infection from one country to another (OLeary et al, 1996). For example, researchers have found the high rate of AIDS in Africa to be largely a reflection of exposure through sexual activity only, while in the US and Europe, transmission of the AIDS virus is more likely to come from prostitutes or customers who are also IV drug users. Many writers have pointed out that real social concern about HIV infection did not materialise until its potential â€Å"spread to heterosexuals† was recognised. What is less often pointed out is that concern for the â€Å"spread to heterosexuals† has mostly been manifest in concern for the spread to heterosexual men, not heterosexual women (Flowers, 1998). The expressed fear is that HIV will spread from women to men, allegedly through prostitution. In the press and the international scientific literature on AIDS, often the light cast upon Women in Prostitution (WIP) has been a harsh one. WIP have been identified as a â€Å"risk group†, a â€Å"reservoir of infection†, and a â€Å"bridge† for the HIV epidemic. Such technical, epidemiological language has depicted WIP as vectors of HIV infection (Scharf and Toole, 1992). Rather than presenting WIP as links in broader networks of heterosexual HIV transmission, women categorised as prostitutes have bee n described as â€Å"infecting† their unborn infants, their clients and indirectly their clients other female sexual partners, as though HIV originated among WIP (Scharf and Toole, 1992). Like posters from WWI and WWII which aimed to warn armed servicemen in Europe of the danger of contracting gonorrhoea and syphilis (Brandt, 1985, cited in Flowers et al, 1998), some AIDS-prevention posters have caricatured WIP as evil sirens ready to entice men to their deaths (New African, 1987, cited in Larson, 1988). Interestingly, there is evidence that some HIV-positive men may be inclined to claim that their infection came from a female prostitute, in order to cover up its real origins: sex with a man, or IV drug use. 2.3 PROSTITUTION IN ZIMBABWE There are many reasons why women engage in prostitution in Zimbabwe. Studies show that poverty and deviance are the main causes. Other studies have shown that many women engage themselves in prostitution by their own choice and see it as a career path whilst others might be forced into it (Chudakov, 1995). In Zimbabwe prostitution is illegal, and many women and young girls, especially orphans who engage in prostitution, are driven to it by poverty and economic dislocation, which is being caused by the current economic and political crisis the country is experiencing. According to the United Nations Childrens Fund (UNICEF), the hunger and disease-ridden conditions in much of Zimbabwe have forced many children into prostitution in order to feed themselves (UNICEF, 2008). Save the Children, a non-governmental organisation working to create positive changes for disadvantaged children in the country, estimate that girls as young as 12 are now selling their bodies for even the most meagr e of meals, such as biscuits and chips. They also state that the issue is further complicated by the growing presence of child traffickers in the region, looking for young girls to abduct and take to South Africa for the use of potential clients at the 2010 World Cup (Mediaglobal, 2009). Combating child prostitution and trafficking is complicated, but prioritising the alleviation of poverty with particular emphasis on fighting poverty from a childs perspective; prioritising education for all, with emphasis on improving access for girls; and provision of information to victims and survivors of child prostitution and/or trafficking, including information about available counselling and legislative services would be helpful (WHO, 2003). 2.4 PROSTITUTION IN THE UK Prostitution in the UK is different from that in Zimbabwe. The laws around prostitution in England and Wales are far from straight-forward. The act of prostitution is not in itself illegal but a string of laws criminalises activities around it. Under the Sexual Offences Act 2003, it is an offence to cause or incite prostitution or control it for personal gain. The 1956 Sexual Offences Act bans running a brothel and its against the law to loiter or solicit sex on the street. Kerb-crawling is also banned, providing it can be shown that the individual was causing a persistent annoyance (BBC NEWS, 2008). Though actual s are scarce, it has been estimated that at least 2 million women are selling sexual favours in Britain. The bulk of these are brothel prostitutes working in parlours, saunas or private health clubs. According to The First Post published on 18/08/08, prostitution was viewed as â€Å"the new profession†. The article stated that prostitution in Britain is booming, and that thousands of young women have chosen prostitution for independence and financial security. The key factor which has led to a huge rise in this kind of prostitution is the influx of girls from Poland and other Eastern European countries which acceded to the EU in 2000. A strong relationship also exists between UK prostitutes and substance abuse, which drives many into the sex business. Intravenous-drug-using prostitutes are particularly prominent in Scottish cities such as Glasgow (OLeary et al, 1996). According to researchers, 70 per cent of the citys streetwalkers are IV drug addicts, injecting heroin, temazepam and tengesic. In Edinburgh, which has the highest rate of HIV-seropositive IV drug addicts of all cities in Britain, a significant number of those addicts testing HIV positive have been identified as prostitutes. Even though sex workers can transmit HIV/AIDS, blaming them encourages stigma and discrimination against all women. It allows the men who infect sex workers and their own wives to deny that they are infecting others. Wives too can infect their husbands, who can in turn infect sex workers. It is therefore important to note that sex workers and their clients are not serving as a â€Å"bridge† for HIV transmission into the rest of the population. 2.4 LESBIANS Can women transmit the disease to other women through sexual activity? The answer to this question is crucial for a community that knows that HIV is within it even though the question might be difficult to answer as there is â€Å"very little† information on this subject (Richardson, 1987). Lesbians were seen as least likely to be infected, as there was an understanding of HIV as a disease which existed in specific groups of people, for example gay males and intravenous-drug users. Because of these biased attitudes toward people, rather than risk behaviours, no data was systematically gathered. This understanding prevented the healthcare system from defining sexual risk behaviours: it stressed people, not sexual behaviours. It has therefore been noted that most lesbians have been in â€Å"risk situations† or engaged in what would be considered as â€Å"risky behaviour† at some stage. Some lesbians inject drugs and may share needles. Also, a significant number of lesbians have had sex with men before coming out, and many will have had unprotected vaginal or anal intercourse Some may still have sex with men for reproductive purposes (Gorna, 1996). Some may be prostitutes who, for economic reasons or through pressure from a pimp, may have had unprotected sex with clients (Richardson, 1989). According to records from a London sexual health clinic for lesbians, 35 per cent of the lesbians who attended had had sex with a man in the previous six months (Gorna, 1996). As Gorna puts it, this emphasises the fact that â€Å"activity is not always consistent with identity†. In other words, â€Å"we are put at risk by what we do, not by how we define ourselves or who we are† (Bury, 1994, p32). Although the risk of HIV infection from sex between women is very small, it is important for lesbians to look at what they do, how they do it and with whom they do it, just like everyone else, as, â€Å"Low risk isnt no risk† (Richardson, D, 2004). However, they may find it difficult to access services and, if they become ill, they may experience special problems, given that the healthcare system is designed for and administered by a predominantly heterosexual population. There may be a lack of recognition of their relationships, which could lead to isolation and depression. For example in Zimbabwe homosexuality is illegal and punishable by imprisonment of up to 10 years. The President of Zimbabwe, Robert Mugabe, views lesbians and gays as â€Å"sexual perverts† who are â€Å"lower than dogs and pigs† (BBC NEWS, 1998). In 1995 he ordered the Zimbabwe International Book Fair to ban an exhibit by the civil-rights group Gays and Lesbians in Zimbabwe (GALZ). He follo wed this ban with warnings that homosexuals should leave the country â€Å"voluntarily† or face â€Å"dire consequences†. Soon afterwards Mugabe urged the public to track down and arrest lesbians and gays. Since these incitements, homosexuals have been fire-bombed, arrested, interrogated and threatened with death (Tatchell, 2001). This makes it difficult for lesbians in Zimbabwe to access information and other services, thus increasing their vulnerability to HIV infection. 2.5 ELDERLY WOMEN The number of older people (older than 50 years) with HIV/AIDS is growing fast. Older adults are infected through the same high-risk behaviours as young adults, though they may be unaware that they are at risk of HIV/AIDS. However, when assessing the impact of the HIV/AIDS epidemic upon the worlds population, older people are often overlooked. HIV-prevention measures rarely target the older generation, despite the fact that many older people are sexually active and therefore still at risk of being exposed to HIV. The older population is steadily growing larger with the maturing of the â€Å"baby-boomer† generation as well as the availability of antiretroviral drugs which extend peoples life expectancy. Social norms about divorce, sex, and dating are changing, and drugs such as Viagra are facilitating a more active sex life for older adults (NAHOF, 2007, cited in Lundy et al, 2009). Heterosexual women aged 50 and older are most in need of the HIV-prevention message. The Joint United Nations Programme on HIV/AIDS (UNAIDS, 2006) estimates that around 2.8 million adults aged 50 years and over are living with HIV, representing 7 per cent of all cases. In the UK, the Health Protection Agency reported that almost 4,000 HIV-infected people who were accessing care in 2006 were aged 55 years or over. Data on this subject from low-income countries like Zimbabwe is fairly patchy. This is because HIV/AIDS surveillance is commonly conducted in antenatal clinics, as many people have little other direct contact with medical services. Data from antenatal clinics does not provide information about people who are above child-bearing age, thus making it difficult for healthcare and service providers to make policies that will impact on the elderly who are infected. Firstly, it has been noted that elderly women can be exposed to HIV via non-consensual sexual contact or rape. Research has shown that some criminals appear to target older women for sexual crimes because they appear to be, and often are, vulnerable to attack (Muram et al, 1992). Elderly women in institutional settings such as nursing homes may also be at greater risk. Some estimates suggest that up to 15 per cent of elderly nursing-home residents have been victims of either sexual or physical abuse, thus increasing their vulnerability to HIV infection (Collins, 2002). Exposure to blood tainted with HIV may also occur when an older woman provides care to adult children who may be suffering from AIDS (Levine-Perkell, 1996). Allers (1990) revealed that more than one-third of all adults who contract A Organisational Flexibility: Definition and Benefits Organisational Flexibility: Definition and Benefits How can we define organizational flexibility? There are many definitions for flexibility. In the sense of managing human resources, flexibility can be defined as the organisation adapting to size, composition, responsiveness and the people . their inputs and costs required to achieved organisational objectives and goals. Organisational flexibility can also be defined when work gets done, where it gets done and how work gets done. Organisational Flexibility includes: Having flex time, so the employee chooses the start of their day and the end of their day, Being able to take off time through the day to take care of family issues, for example an employee being able to go everyday to fetch their children from school and take them home then returning to work, Taking a few days off in order to take care of family matters and not losing any leave days or pay. So an example would be taking days off in order to go look after a sick family member or to go to a funeral or something, An employee working some of their daily work hours at home, so an employee either coming into work late due working at home in the morning, or leaving work early and working at home a few hours, Working shifts, this means employees working different times. Maybe working day shift one week and night shift the other week. Some people might prefer this as it would be more predictable. Therefore they can plan lives, When people choose when they want to work, the hours they want to work, knowing when they can take time off each day. Employees will generally have control over their work day or schedule, Employees can sometimes work longer hours during some days of the week in order to get some days off; they have compressed their work week. Which allows them to have more time for themselves, In some cases employees can advance, go up in their jobs even of they choose their work hours or compress their weeks The need for flexibility in the workplace The need for organisational flexibility is very important. When looking at why there is a need a for flexibility there are factors that are creating the need for flexibility in the workplace. Things are changing all the time, which means an organisation, must be able to take on these changes. Aspects such as social, technological, economical, legal, political and other global factors in which a business operate within are changing all the time, so organisations should be able to adapt when these changes happen. So in other words they need to be flexible. As it says there is a need for flexibility in the workplace, but there is also a need for flexibility in the workforce, meaning the staff. As change happens, how work gets done too changes therefore the workforce should also be flexible. Those aspects I mentioned above, I find is not the factor of change that requires the workplace to be flexible. Another factor I find to be important is the employees. People are changing. Their needs and wants are changing, their ways are changing, how they live is changing and how they work is changing too. Therefore some people are not wanting to work normally, having a Monday to Friday, 9 to 5 job. People are wanting to be more flexible with their time, therefore wanting to work less hours, certain days of the week, have time off or whatever it may be. Therefore some of the workplaces might benefit if they make themselves flexible in the sense of offering these things to employees. So the workplace should be flexible with that factor too. There are some aspects that have allowed flexibility to be put in place in the workplace: * The biggest asset to an organisation is the people who work there, therefore this can create competitive advantage through people. Its best if the organisation is flexible in the number of people and the skills in the workplace * Organisation are becoming more flexible in specialization production, so making specialized goods. And shifting from mass productions. Making goods of the same in bulk * There are changes in life-style, private and work life balance and social changes * There are constant technological changes. Therefore HR services are becoming wider; organisations are doing things differently in the sense of technology. E working and so on I suppose in the past organisations were very structured, rigid. And today there still has to be structure in the workplace, as an organisation wont work if there wasnt some form of structure. In todays workplace, heavily structured organisations, with rigid job specifications, with strict management styles wont work. The workplace is changing due the ever changing and not predictable environments. Therefore that is why there is a need for organisational flexibility. Types of Organisational Flexibility There are a number of different types of organisational flexibility. They are: Functional Flexibility- Functional flexibility basically states that employees will do jobs that go beyond what they are actually there to do. So they will perform jobs that they werent originally specified to do. So employees should be able to do different jobs but still do their own. So the organisation will require multi-skilled employees. So for example would be in an organisation, a debtors clerk doing their own job, which is debtors, but also being able to do creditors when required. Numerical Flexibility- This basically involves an organisation bring labour in or taking labour out in accordance service or product demand. The state of the economy can also be a factor for the organisation to bring in or go without labour. They can control this by the number of employees they need at the time. Therefore they will hire as they need. They can do this by hiring casuals or part time workers. Financial Flexibility- Procedural Flexibility- Skills Flexibility- Attitudinal Flexibility- Structural Flexibility-

The Victory of Banquo in Shakespeares Macbeth :: Free Essay Writer

The Victory of Banquo in Macbeth      Ã‚  Ã‚   The audience sees in Shakespeare's Macbeth that the one who ends up victorious, the one whose family will provide kings for the kingdom, is the innocent, spiritually inclined Banquo. It is he about whom this essay will deal.    In Shakespeare and Tragedy John Bayley discusses Banquo shortly before his murder:    [. . .] like Banquo, who, in the tense hour before the murder, expresses in more forceful form the idea of evil speculation and possibility as ranging in the mind:    Merciful powers, Restrain in me the cursed thoughts that nature Gives way to in repose. II.i.7-9    At such a moment the activities of the mind become almost palpable and express themselves in bodily form, as they do in the other two mind tragedies. In the speech which he imagines the thoughts that may come to him when he goes to rest, Banquo hands his sword to his son Fleance, and then - with a dream-like precision - hands over his belt with its dagger too:    Hold, take my sword. There's husbandry in heaven; Their candles are all out. Take thee that too. (188-89)    Lily B. Campbell in her volume of criticism, Shakespeare's Tragic Heroes: Slaves of Passion, discusses how fear enters the life of Banquo with the murder of Duncan and his two attendants:    And as Lady Macbeth is helped from the room, we see fear working in the others. Banquo admits that fears and scruples shake them all, even while he proclaims his enmity to treason. But Banquo fears rightly the anger or hatred of the Macbeth who has power to do him harm. (222)    Clark and Wright in their Introduction to The Complete Works of William Shakespeare comment that Banquo is a force of good in the play, set in opposition to Macbeth:    Banquo, the loyal soldier, praying for restraint against evil thoughts which enter his mind as they had entered Macbeth's, but which work no evil there, is set over against Macbeth, as virtue is set over against disloyalty.   (792)    In Fools of Time: Studies in Shakespearean Tragedy, Northrop Frye explains the rationale behind Banquo's ghost in this play:    Except for the episode of Hercules leaving Antony, where mysterious music is heard again, there is nothing really supernatural in Shakespeare's tragedies that is not connected with the murder of the order-figures.

Procrastination :: essays research papers

Procrastination Procrastination is a universal everyday phenomenon that can seem little more than clich‚, a small-talk joke or boast or complaint; we all do it, after all. Yet a newly reported survey of students at a large urban university in the U. S. is probably typical in that a majority (52%) of the students claimed a high or moderate need for assistance with regard to procrastination which is more than any other area of concern (www.info.wlu.ca). There are a great many causes to the addiction to this thing called procrastination. There are many underlying issues and causes of procrastination. Lack of relevance and interest are two of the most common causes. While perfectionism (having extremely high standards which are almost unreachable) is another. Evaluation anxiety, ambiguity, fear of failure and self-doubt, fear of success, inability to handle the task, lack of information needed to complete the task, environmental conditions, physical conditions, and anxiety over expectations that others have of you, are all very serious causes of procrastination. Poor time management is a great cause of procrastination. Procrastination means not managing time wisely. You may be uncertain of you priorities, goals and objectives. You may also be overwhelmed with the task. As a result, you keep putting off your academic assignments for a later date, or spending a great deal of time with your friends and social activities, or worrying about you upcoming examination, class project and papers rather than completing them. There are quite a few people that have difficulty concentrating. When you sit at your desk you find yourself daydreaming, staring into space, looking at pictures of your boyfriend/girlfriend, etc., instead of doing the task. Your environment is distracting and noisy. You keep running back and forth for equipment such as pencils, erasers, dictionary, etc.(www.wings.buffalo.edu/student-life/ccenter/Stress/procras.bro). Your desk is cluttered and unorganized and sometimes you sit or lay on your bed to study or do your assignments. You probably notice that all of the examples that you just read promote time wasting and frustration. Our behavioral patterns are another cause of procrastination. Getting started on an unpleasant of difficult task may seem impossible. Procrastination is likened to the physics concept of inertia - a mass at rest tends to stay at rest

Thomas Bateman: A Derbyshire Antiquary :: Medieval Archaeology Essays

Thomas Bateman: A Derbyshire Antiquary Thomas Bateman was born in 1821 at Rowsley, in the Derbyshire Peak District. His archaeological career, though relatively brief, is noteworthy both for its abundance, and the fact that his barrow-openings in Derbyshire and Staffordshire provide virtually the only evidence for the early Medieval archaeology of the Peak District and the elusive Peak Dwellers. Thomas's father, William Bateman, was an amateur antiquarian and pursued his pastime in accomplishing the excavation of a number of barrows on the family estate at Middleton. When William Bateman died in 1835 aged only 38, Thomas's upbringing and education were taken in hand by his grandfather. Thomas was educated at the non-conformist academy at Bootle, and from 1837 assisted in running the family estate, while in his spare time exploring the peakland, hunting, shooting, collecting flints and examining the many local ancient monuments. Bateman became a keen student of archaeology and read and was greatly influenced by Sir Richard Colt Hoare's seminal work Ancient Wiltshire. In 1841, Thomas reached his majority and set up his own house in Bakewell. He pursued an illicit affair with Mary Ann Mason, the wife of a boatman on the Cromford Canal, and for a some years they lived together as husband and wife, though they never married. Bateman's archaeological career began by observing the demolition of Bakewell's Medieval church. In 1843, he joined the newly formed British Archaeological Association, set up as a reaction to the influence of the Society of Antiquaries. Bateman attended the Canterbury Archaeological Congress of 1844 with Mary Mason, passing her off as his wife. At about this time, Bateman built his own country house, Lomberdale, at Middleton, where he continued to live with Mary Mason. The house incorporated many of the architectural fragments rescued from Bakewell Church and Bateman set up a museum there to hold his growing archaeological and ethnographic collection. Barrow Digging 1845-1861 Bateman's career as a barrow digger began in the 1840's. While at the 1844 Canterbury Congress he, along with other delegates, excavated a number of barrows in the countryside around Canterbury. In 1845, Bateman excavated 38 barrows in Derbyshire and Staffordshire, and was dubbed the Barrow Knight in a poem by fellow antiquarian Stephen Isaacson. In 1845 and 1846 Bateman toured the north of England with Mary Mason, and carried out excavations in York, where construction of the new railway was levelling a part of the city walls.

Reflective Journal

One of my strengths is inquiring. I’m usually the one in a group questioning everything like â€Å"How did this happen? † or â€Å"What is the meaning of†¦. † I also like to know a lot of information on a subject before I consider doing anything with it. I’m a very curious person and sometimes I’ll look at things from a different and new perspective to see what it’s like. I do this because I really enjoy seeing things from new different angles and comparing the two different point of views. This helps me better understand someone else’s view on something.For example if a friend and I are in an argument, I’ll try to wear their shoes and see their side. I also like to know why certain things have importance and value. I point out and question key facts and points to see why exactly it is of such significance. One of my weaknesses is Critical Thinking. I’m alright at it but I know I could do better and could use some im provement. I love thinking; I do it all the time†¦sometimes even too much. I’m great at thinking about problems and solving them. Although sometimes when I read a story or question that is very long and full of ideas, I may get lost in my tracks and not figure out the main point.It becomes a bit challenging for me because I can’t focus on one idea or thought. I think this is because I’m such a curious guy and I keep on jumping from thoughts and conclusion. Another weakness of mine is that I am not a risk taker. I always choose the rational and logical option and never take a little chance on something different. I know sometimes taking a risk pays off big, but unfortunately there are also times when it doesn’t. I’m always curious about what it would’ve been like if I took a risk. I think I never take risks because I fear that if I fail the damage may be hard.I usually take the path that has less damage possible. Another one of my streng ths is being very reflective. It’s a very important skill to have because if we never look back at what we have done and the mistakes we have made, we would probably continually make the same mistake. I think I reflect every night before I fall asleep in my bed. I think â€Å"Oh, maybe I shouldn’t have done that,† or â€Å"Yeah that was a funny moment. † I always reflect on my past and on others past. I like to reflect on the past because it helps me see if I made a mistake somewhere so I can keep myself from doing it again.Reflecting helps you see what you’ve missed before, and learn from your past. I know I’m only supposed to mention two strengths but I feel I have another really good one. It’s being a very good communicator. I’m a very social person and I know how speak properly at time and how to explain things if needed. I can also understand someone who doesn’t really explain something great and help them out. I ma y not use all the correct words but I do get the point across. I enjoy public speaking and entertaining, telling a joke here and there. I do have more strengths and weaknesses but those are my main ones. Reflective Journal Reflective Journal Detailed description as if to an outsider. Often you will use your journal to record detailed descriptions of some aspect of your internship environment, whether physical, behavioral, or organizational. When you write them, you will not have a clear idea of what you will make of these details, but you will sense that they might be important later. These descriptions should sound as if you were describing them to someone who was never there. Journals allow you to sound naive. At times you will want to speculate as to why something that you have observed firsthand is as it is.You might derive your explanation from a lecture you have heard, a book you have read, or your own reservoir of â€Å"common sense†. Having posited an interpretation, you will want to continue with your detailed observations on the topic to see if you want to stick with your hypothesis or alter it. Journals allow you to change your mind. Here are a few of the ingredients that go into a ke eping a great journal: * Journals should be snapshots filled with sights, sounds, smells, concerns, insights, doubts, fears, and critical questions about issues, people, and, most importantly, yourself. Honesty is the most important ingredient to successful journals. * A journal is not a work log of tasks, events, times and dates. * Write freely. Grammar/spelling should not be stressed in your writing until the final draft. * Write an entry after each visit. If you can’t write a full entry, jot down random thoughts, images, etc. which you can come back to a day or two later and expand into a colorful verbal picture. Key questions to answer Describe your experience.What would you change about this situation if you were in charge? How have you challenged yourself, your ideals, your philosophies, your concept of life or of the way you live? Was there a moment of failure, success, indecision, doubt, humor, frustration, happiness, sadness? Do you feel your actions had any impact? What more needs to be done? Does this experience compliment or contrast with what you’re learning in class? How? Has learning through experience taught you more, less, or the same as the class? In what ways? Reflective Journal Lecture 3 1. Did you learn anything in the session or reading material that surprised, impressed, or shocked you? If so what? And why did it have that effect on you? During the lecture, Sam introduced the origin of homosexuality. According to two British researchers, Wilson and Rahman, genetic factor is also a determinant of sexual orientation. I was quite surprised because I used to think that the homosexuality was mainly the result of the environmental factor. For example, some girls were born in a single parent family and the lack of a father makes them feel very protective of their family members.Then, they would take up the role of male and become the support of the family. I always wondered why they had to choose to be a gay/lesbian, who has to go through many difficult times as a result of discrimination by the â€Å"normal people†. I thought the homosexual had a choice to decide who they are. Indeed, I was wrong. I did not realize till I saw the research that some of t hem were born to be a homosexual. It is not up to them whether they could live an easier life. So, I just learnt that they are just being who they are and it is not their fault to be who they were born to be.I was so shocked by the behaviors of some homophobia. Isolation and teasing are common to the homosexual people. But I never realize that their life is under threat too. I feel sorry for them when I know that some of the minority were executed because of their sexual orientation. 2. How did you respond (as an individual) to Sarah? How are her lived experiences different from yours? Do you think of her sexual orientation as normal or abnormal? .. acceptable or unacceptable? .. different or deviant? .. healthy or sick? Do you believe she is living out a life choice?Be prepared to explain your views Personally I have no special feeling for lesbians because I think there isn’t really a huge difference between us except that they prefer their partner to be a girl but I like gu ys more. It is similar to the various tastes of different people. Some of them may prefer Japanese cuisine, some other may like Thai more while others may want fast food. Although Sarah has a sexual orientation different from mine, I feel that is absolutely normal. Like I said, it is just a matter of preference. Indeed, for most of the people, the behaviors of the majority eans normal behavior and the rest are regarded as abnormal, which also implies ill deep inside â€Å"normal† people’s mind. Personal judgement is involved. Many people find homosexuality abnormal and unacceptable because their behaviors and sexual orientation are different from the â€Å"normal†. I reckon that so long as the homosexuals are ok with themselves and they do not harm the others, we should not say anything about their personal choice. Why is there such a huge gap of the responses of people towards the choice of the type of food and gay/lesbian’s sexual orientation?It is beca use those people, in particular typical Chinese, think that the homosexual affects the core value of a family, which is the next generation as they cannot reproduce. So, homosexuality is usually suppressed to allow the extension of families. But then, more and more heterosexuals are choosing not to have babies. Even for homosexual couples, they can extend the family by adopting child. Basically, the collapse of a family should not be an excuse to deter them from staying with someone they love. People need to open up their mind towards variances. Homosexuality is a fact that they cannot deny.It has already existed for a very long period of time, even back in 237AD in the imperial China. May they destroy the flowers and yet they cannot stop the spring. We should accept it to promote harmony in society. After all, homosexual also contribute to society like we â€Å"normal people† do and we should respect them like the way we respect the others. Lecture 4 What can a government do to recognize sexual health as a basic human right According to the World Health Organization, sexual health is a state of physical, mental and social well-being in relation to sexuality.A Government is responsible for upholding its people’s human rights. So, it should carry out both preventive measures and treatment to help to protect sexual health. Currently, our Government is doing well in some aspects of sexual health, for example education of AIDS, provision of support of AIDS patients, sex & reproductive health of woman. The action of Government shows its recognition on sexual health as basic human right it upholds. Here are some examples. Concerning sexual health, AIDS has been one of the diseases that catch most attention. It is a destructive disease with no cure at the moment.There are more than 36 million people carrying HIV and 15000 people become infected with HIV in every 24 hours. (Klesius, 2011). 50% of the patients infected with HIV would develop AIDS if there is no proper treatment. Those people’s lives are at stake due to vulnerability and high susceptibility to infections. Being aware of the high infectiousness and the bad consequences of AIDS, the Government has put huge effort in combating the disease through promotion. For example, there are talks for students, imparting the knowledge about AIDS and advertisement on TV about prevention.The effort has been rewarded as the number of newly infected with HIV case has dropped by more than 20% from 2007 to 2011, according to HK Government’s report. Yet, solely education is not enough because the Government has to take care of the infected too. More resources should be allocated to research to find out cure for AIDS, for example, potential HIV vaccines. (Klesius, 2011). Apart from the AIDS, the Government has also reacted to some alarming sexual health phenomenon, for instance the declining age of the patients of cervical cancer.It is now offering subsidies for the injection of HPV vaccines, which offer more than 90% protection for women against HPV types 16 and 18 infections and their related cervical precancerous lesions and cervical cancer. The action marks the Government’s attitude towards sexual health as a basic right. However, protecting people’s physical health is not the sole mission for the Government but also the mental health. So far, it seems to ignore the mental health of the minorities, like LGBT. This is revealed from the failure to fight against the discrimination in society, which hurts their mental health.More effort should be put to protect these minorities. The Government may start by education, not only for students, but also the public through advertisement, talks, forum to let them know more about LGBT and understand them. The Government should take the first step to open up its mind before it can open up the others. What can the LGBT community do to facilitate their sexual rights as human rights Curehelp them to i dentify what they really are After having learnt about homosexuality and its relevant issues, what can YOU do to help the LGBT community to achieve their basic human rights?The LGBT should be active to fight for and protect their sexual rights. After all, Hong Kong is a relatively conservative society, which is deeply affected by typical Chinese mindset. These sexual rights include the right to express their sexual identity, sexual orientation and equity. Unfairness to LGBT is common in our society. For example, according to Equal Opportunities Commission, people are protected discrimination by Sex Discrimination Ordinance (SDO). It is an anti-discrimination law passed in 1995, which declares discrimination on the ground of sex, marital status and pregnancy, and sexual harassment are unlawful.Both males and females are applicable. Yet, LGBT is not included in the group under protection. Till now, there is still no law against discrimination on the basis of sexual orientation. This i s obviously a kind of unfairness. So, the LGBT should communicate with the Government and express the need to draft the law, probably through media, email, or even demonstration to call for the Government’s recognition of sexual rights as basic human. Yet, the most effective way to facilitate the sexual right is actually to spread the message of equity in society and right the mindset of the public.Discrimination derives from ignorance. It is the misunderstanding of the people that leads to their behaviors. The LGBT community may make videos or organize forum to share their view or experience with the ordinary people, just like what Sarah did. This can facilitate the communication between the two parties and thus a better understanding among the two groups. The Government can also include the topic of homosexuality in sex education. The most important thing is to correct how ordinary people think about LGBT. By then will they stop the discrimination.After learning so much abo ut homosexuality, I think my greatest contribution to achieve their basic human right is to stop discriminate against them. In the past, I belong to one of those ignorant people and felt that they were weird and scared of them. But after learning so much about them, I understand them a bit more. When my family or friends act like what I did in the past, I will explain to them, saying that every one of us should be respected. I hope what I do can influence my family and friends and make them understand the importance of equity, which is the key for harmony.Hopefully, the influence can spread to friends of my friends and eliminate the discrimination against them. Lecture 5 1. Are people born heterosexual or homosexual, or does sexual orientation develop as they grow? ?2. What is the significance of the change of the terms from â€Å"homosexual† to â€Å"gay† to â€Å"queer†/â€Å"tongzhi†? ?3. How does homosexuality relate to identity politics? How does sex uality relate to politics For some homosexual people, their sexual orientation is inborn. A scientist D. F.Swaab found that a portion of the hypothalamus of the brain of homosexual male was structurally different than a heterosexual brain and hypothalamus is the portion of the human brain directly related to sexual drive and function. (Johnson. 2oo3). This may explain why some people are homosexual. It is just because they are born to be who they are. Yet, I personally believe that the modeling of parents could have some effect on the â€Å"heterosexuals†. They have been implanted with the thought that a boy should always date a girl since they were small and they end up become heterosexual.This is because they are educated to be heterosexual and they simply follow what they are told. However, I think for the majority, which is heterosexual, it is the natural phenomenon. Reproduction can only be carried out by the intercourse of opposite sex and it is the instinct of most hum an that they look for a partner of opposite sex for reproduction. However, I reckon that the above factors are not the only ones that determine the sexual orientation of people. Affection for the others is derived from his/her appearance, personalities, characters and inner beauty.People are attracted to no matter the same or the opposite sex maybe just due to these factors but not the gene or environment. It is simply a way how human express their love. So it is possible that homosexuality is developed as people grow. The change of terms marks an increasing awareness of people on the issue of homosexuality. In the pas, from 1920 to 1950, â€Å"homosexual†, which is relatively more clinical, was more frequently used and then changed to â€Å"gay† from 1950s onwards and to â€Å"queer† from 1990s till now. This suggests that homosexuality is becoming a topic that more and more people will discuss about.So the terms people are using are becoming less and less prof essional but more like a common language. It also reveals an increasing openness of society. This is because in the past the issue was severely suppressed that ordinary people could hardly touch. Now, people are more and more open-minded and the issue is not something prohibited anymore for most of the countries. So, the change of use of terms also represents a change of attitude towards homosexuality. Sexuality is related to politics in terms of the image of the leaders.Most of the leaders appeared to be heterosexual. But being homosexual is seen as being abnormal by most of people. Even leaders are homosexual, they seldom reveal it because this will imply the end of the life in politics. In addition, leaders are trying to be very careful about their personal sexual affairs because it is a potential threat to their power, just like the scandal of Italian Prime Minister Silvio Berlusconi. People, especially in a society of Chinese, do not only look at one’s ability to lead bu t also the impact of their personal matters on society.What the leaders do will have a profound impact on society because they are the ones who lead the people. Being heterosexual is a sign of being normal. People do not say it but this is what they think. To avoid a negative impression, â€Å"being normal† in terms of sexual orientation is what leaders do. Reference: Asia Times Online. (2011). In Hong Kong, a quiet advance for gay rights. Retrieved from http://www. atimes. com/atimes/China/MG15Ad01. html Centre of Health Protection. Cervical Cancer. (2011) Retrieved fromhttp://www. chp. gov. hk/en/content/9/25/56. html Equal Opportunities Commission. n. d. ). Sex Discrimination Ordinance and I. Retrieved from http://www. eoc. org. hk/eoc/GraphicsFolder/showcontent. aspx? content=Sex%20Discrimination%20Ordinance%20and%20I Johnson, R. D. (2003). Homosexuality: Nature or Nurture. AllPsych Journal. Klesius, M. (2011). Search for a Cure—AIDS Turns 20. National Geographic m agazine. The department of Health. Knowing about HIV. (2011). Retrieved from http://www. gov. hk/en/residents/health/sexedu/aids. htm Wikipedia. (n. d. ). LGBT rights in Hong Kong. Retrieved fromhttp://en. wikipedia. org/wiki/LGBT_rights_in_Hong_Kong Reflective Journal Reflective Journal Detailed description as if to an outsider. Often you will use your journal to record detailed descriptions of some aspect of your internship environment, whether physical, behavioral, or organizational. When you write them, you will not have a clear idea of what you will make of these details, but you will sense that they might be important later. These descriptions should sound as if you were describing them to someone who was never there. Journals allow you to sound naive. At times you will want to speculate as to why something that you have observed firsthand is as it is.You might derive your explanation from a lecture you have heard, a book you have read, or your own reservoir of â€Å"common sense†. Having posited an interpretation, you will want to continue with your detailed observations on the topic to see if you want to stick with your hypothesis or alter it. Journals allow you to change your mind. Here are a few of the ingredients that go into a ke eping a great journal: * Journals should be snapshots filled with sights, sounds, smells, concerns, insights, doubts, fears, and critical questions about issues, people, and, most importantly, yourself. Honesty is the most important ingredient to successful journals. * A journal is not a work log of tasks, events, times and dates. * Write freely. Grammar/spelling should not be stressed in your writing until the final draft. * Write an entry after each visit. If you can’t write a full entry, jot down random thoughts, images, etc. which you can come back to a day or two later and expand into a colorful verbal picture. Key questions to answer Describe your experience.What would you change about this situation if you were in charge? How have you challenged yourself, your ideals, your philosophies, your concept of life or of the way you live? Was there a moment of failure, success, indecision, doubt, humor, frustration, happiness, sadness? Do you feel your actions had any impact? What more needs to be done? Does this experience compliment or contrast with what you’re learning in class? How? Has learning through experience taught you more, less, or the same as the class? In what ways? Reflective Journal Reflective Journal Detailed description as if to an outsider. Often you will use your journal to record detailed descriptions of some aspect of your internship environment, whether physical, behavioral, or organizational. When you write them, you will not have a clear idea of what you will make of these details, but you will sense that they might be important later. These descriptions should sound as if you were describing them to someone who was never there. Journals allow you to sound naive. At times you will want to speculate as to why something that you have observed firsthand is as it is.You might derive your explanation from a lecture you have heard, a book you have read, or your own reservoir of â€Å"common sense†. Having posited an interpretation, you will want to continue with your detailed observations on the topic to see if you want to stick with your hypothesis or alter it. Journals allow you to change your mind. Here are a few of the ingredients that go into a ke eping a great journal: * Journals should be snapshots filled with sights, sounds, smells, concerns, insights, doubts, fears, and critical questions about issues, people, and, most importantly, yourself. Honesty is the most important ingredient to successful journals. * A journal is not a work log of tasks, events, times and dates. * Write freely. Grammar/spelling should not be stressed in your writing until the final draft. * Write an entry after each visit. If you can’t write a full entry, jot down random thoughts, images, etc. which you can come back to a day or two later and expand into a colorful verbal picture. Key questions to answer Describe your experience.What would you change about this situation if you were in charge? How have you challenged yourself, your ideals, your philosophies, your concept of life or of the way you live? Was there a moment of failure, success, indecision, doubt, humor, frustration, happiness, sadness? Do you feel your actions had any impact? What more needs to be done? Does this experience compliment or contrast with what you’re learning in class? How? Has learning through experience taught you more, less, or the same as the class? In what ways?