Sunday, May 24, 2020

A Brief Note On Diabetes And Prevalence Of Diabetes Essay

Prediabetes Prediabetes is described as having a fasting blood glucose level higher than normal, but not elevated to the level of the classification of diabetes (CDC, 2014; CDC 2015) Normal blood glucose level is considered to be less than 100 mg/dL (milligrams per deciliter), and diabetes is diagnosed when the blood glucose level rises above 126 mg/dL. Prediabetes falls in between at a level 100-125 mg/dL. Individuals with prediabetes are at a higher risk of heart disease and other complications than those without prediabetes (Dorman et al., 2012) Prediabetes often does not present with any symptoms, and approximately 15% to 30% of individuals with pre-diabetes will progress to type 2 diabetes in five years if lifestyle changes are not made (CDC, 2015). Proper lifestyle and behavioral changes such as eating healthier foods, increasing physical activity, and maintaining a healthy weight can reduce a person’s chance of progressing from prediabetes to diabetes (ADA, 2015). Diabetes Prevalence of diabetes. Prevalence of diabetes by gender and age. Prevalence of diabetes by race and ethnicity. Risk factor for diabetes. Risks factors for developing diabetes include (National Institute of Diabetes and Digestive and Kidney, 2014; CDC, 2014): 1. Age 45 or older. 2. Overweight or obese. 3. Physically inactive. 4. Family history of diabetes 5. Ethnicity of African American, Alaska Native, American Indian, Asian American, Hispanic/Latino, or Pacific Islander American. 6.Show MoreRelatedA Brief Note On Diabetes And Prevalence Of Diabetes1376 Words   |  6 PagesPrediabetes Prediabetes is described as having a fasting blood glucose level higher than normal, but not elevated to the level of the classification of diabetes (CDC, 2014; CDC 2015) Normal blood glucose level is considered to be less than 100 mg/dL (milligrams per deciliter), and diabetes is diagnosed when the blood glucose level rises above 126 mg/dL. Prediabetes falls in between at a level 100-125 mg/dL. 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Wednesday, May 13, 2020

Embedded Journalism Course Work Examples

Introduction Journalists or reporters had in the past wars, scarce information with reference to operations of the military. The military provided neither protection nor any form of assistance to the reporters despite having common roles in advancing information dissemination and enhancing democracy. At most times, due to inadequate communication from the military, the media broadcasted erroneous accounts regarding the operations of the military. With reference to the 1st amendment, reporters have been granted free press rights to enable them inform the public on facts but the military personnel believe that disclosure of some of the classified documents would bring risk to the soldiers and jeopardize the defense system. However, presently the military acknowledges the need for media coverage on its wars. For example, the Iraq invasion in 2003, the U.S military gave the media the go ahead to cover the war. This system where a journalist is attached to some military units so as to guarantee better if not full coverage of the war is referred to as embedded journalism. Unlike the times of the world wars when the U.S. army relied heavily on its weapons for victory, military strategies have nowadays changed and become information warfare. Effects of embedded journalism Embedded journalism has both positive and negative effects on both the media and the defense system. The free press concept is not currently held highly by many countries of the world and it has been documented by the United Nations that only a few governments actually have a free press. In fact, in some of the underdeveloped third world countries, heads of state sarcastically point out that in a country whose population is characterized by an illiteracy level of over 90 percent, a free press is irrelevant. Both the media and the military are key elements of democracy; one is involved in protection and preservation of democracy with the constitution inclusive whereas the other is concerned with press freedom under the 1st amendment ensuring that the public knows the truth. Permitting the journalists to accompany the military units can positively enhance the military’s image. As a plan for public relations, embedded journalists can give a hand in military credibility build up as they are always entitled to get verified accounts as it pertains what truly happened. In their quest for news, the media often rub shoulders with police operations while on the other hand, the police occasionally ignore the potential contribution and needs to be achieved by having the media give out factual information and help in dispelling rumors. This is true particularly in situations where barricades and hostages are involved. The personnel managing police have largely criticized the media for the manner in which it portrays terrorists and/or their operations. Each of the police departments in the world can give an account of experiences where the media has obstructed the hostage negotiation teams simply for a story. The daring reporters appear ready to endanger the lives of hostages in the hope that they will get an exclusive story. Giving the media a chance to have access to war zones is advantageous in that it helps the military unit tell its version of story about the war. For example, journalists were embedded by the American military to the troops in the in the 2003 invasion of Iraq following complaints from the U.S. news media about inadequate coverage of the 1991 gulf war. This was also replicated during the invasion of Afghanistan in 2001 which was U.S.-led. Embedding journalists to military troops helps the military public relations personnel regulate what the media can broadcast in that they classify information as releasable or non-releasable. Releasable information is information that is open for the public to get via the media house. Examples of such information include; military target location and objectives, friendly casualty figures, approximate force strength figures, figure of captured enemies or those who have been detained. Non-releasable information is not open to the public because its bro adcast and/or publication could in one way or another jeopardize the accomplishment of the missions of the military unit and therefore may endanger the lives of people. Examples of such information include; aircraft numbers, number of units involved in the venture, critical supplies and equipment numbers e.g. tracks, tanks, ships (TISS 2003) Embedded reporters usually cover news which is friendlier to the military and troops than the non-embedded journalists since they are thought to be more trusting of military people individuals than their non-embedded counterparts. An embedded reporter is entitled to spent twenty four hours each day of the week in the company of his soldier teammates probably under the same field conditions which are imposed by the combat and at most times are demanding. Therefore, there is a likelihood of the development of a sense of comradeship resulting into more military friendly news coverage. A disadvantage with embedding journalists is that the news they cover is always from the Army’s point of view. The reporters usually have a lot to report about but it originates from one side of the warring parties, this leads to biased reporting. In some cases the reporters will require translators and this coupled with differences in world views affects what the journalists cover. For reporters, of most importance are the facts, but so are the points of view from the people and how the facts are covered. Having taken this into account, journalists still face a stiff challenge in presenting the whole facts and information in a manner that is interesting and accessible to the people. Embedded journalists put the authorities on the spot. This is because they are expected in a war setting to put aside their loyalties and give a thorough coverage of the events taking place indiscriminately. They need to extract information from the people by asking questions for example meaning of the event, who is supposed to benefit and how, who are behind the events e.t.c. They are supposed to internalize what’s going on, people’s opinion from both sides and generate a fair picture. For example, the media helped expose an instance which occurred during the Afghanistan invasion by the U.S. A wedding party had been mistakenly bombed by the military and internal investigators involved the U.S. journalists in probing the attacks. It was reported that the military wanted to do away with the evidence of the mistake but it was ‘headed off’ by journalists when they publicized the incident and therefore filed pressure on the military to take responsibility of th eir actions (Kuo  2003). More often embedded journalists’ objectivity has been called into question. This has been brought up not so much of a direct attack on the 1st amendment (in reference to law guarding reporting of certain issues by journalists) as it is against the principles of free speech behind the 1st amendment which preserve the independence and integrity of a watchdog press. Usually the concern is not about the embedded journalists becoming propaganda machines for the government, but that by so closely associating themselves unconsciously with the military units; they have been rendered unable to objectively report on the happenings during war without leaning on the side of the military. It has been reported that some journalists cross the line and actually participate in the activities of the military units due to the closeness they have. The kind of relationship between embedded journalists and the military units is not a mere friendship; there is a linkage between their survivals. Those travelling with the units have linked their own survival with the well being of the unit in a manner that is identification inevitable. This unconscious identification poses a risk that the reporters may compromise their independence which is fundamental to the press in executing its duties as either an informer or a watchdog. A reporter who has leaned on one side can not objectively and accurately report information and so is a watchdog press which can hardly be effective since it considers itself part and parcel of the group under scrutiny. Embedded journalists end up inadvertently promoting the media position preferred by the government since much of the news they cover are sourced from the commanders of the units who were assigned to them. Other reporters from outside the program who were assigned to supplement the information are often not relied upon or are incapacitated and cannot find coverage materials potentially damaging to their countries with ease like the embedded reporters. Additionally, the competence of embedded reporters in accurately covering the conflict is questionable since they cover only one side of the story, the soldiers’ perspective. Journalists who lack context cannot maintain a neutral position in terms of reporting the war. Conclusion As discussed, the role of media in covering the events at times of war can not be overlooked. With reference to the 1st amendment, the press is supposed to have a free hand on the choice of materials for reporting whether as a watchdog or as an informer press. However, there is also a clear need to regulate what the media reports since some information once exposed can lead to breach of national security and may put the missions of military units in jeopardy. Therefore, there is a need to strike a compromise whereby the media is given a chance to select what to report and how to do it, but should also exempt reports on areas which may expose the operations before they occur since this may lead in one way or another to boycotts and the operations become unsuccessful. Reference Donnelly et al (2003).  Embedded Journalism:   How war is viewed differently from the Frontlines versus the Sidelines.   Department  of Defense Joint Course in Communication, Department of Communication, University  of Oklahoma. Kuo, Keming.   (April 2, 2003).   Iraq Wars Embedded Journalists.   Iraq Crisis TISS (Triangle Institute for Security Studies).   (2003).   The American Media and Wartime Challenges Conferences Summary and Papers.

Wednesday, May 6, 2020

The Opinions of the Renaissance and Reformation Free Essays

Throughtout the ages of Europe’s history, society’s views on the education of women has constantly changed. During the Renaissance age, noble women were encouraged to seek an education so they would be able to carry on intellectual conversations at social gatherings. The Reformation brought opinions which were completely opposed to the ideas of women getting an education and most people thought that women shouldn’t learn and form their own opinions. We will write a custom essay sample on The Opinions of the Renaissance and Reformation or any similar topic only for you Order Now The 17th and 18th centuries displayed a betterment in society’s views on women’s education because people believed that middle class women should also gain some knowledge so they’d be able to help their husbands in his trade. The Renaissance age’s views on education were purely involved with noble women and no one else. Women who were below the noble class were not expectd or encouraged to gain an education at all. The women who were noble were encouraged to gain an education so they would make their husbands look good and they’d be useful at social gatherings because they would be able to socialize with other educated people. Society viewed women’s potential to learn as equal to a man’s, but the women were not completely expected to get involved or pursue the political or professional jobs that the educated men had. The women of the Renaissance’s education was almost entirely for entertainment purposes only. The Reformation brought opinions which were far more negative than the views brought on from the Renaissance age. Women were thought to only be useful for taking care of children and carrying out the duties of keeping the house clean. People believed that women were also physically built to do those jobs, so they believed that God wanted them to do only that. Men did not want women to gain any education because they believed that if women formed their own opinions, it would cause chaos. The 17th and 19th centuries brought out more positive opinions toward the education of women compared to the opinions of the Renaissance and Reformation. Instead of just the noble women seeking an education, middle class women were now also encouraged to learn. The reasons why the middle class women should learn was a bit different from why the noble women were encouraged to learn though. While it was just for entertainment purposes with the noble women, middle class women were encouraged to learn so they would be able to help their husbands carry out the duties of his trade. If the husband was to die, the woman had to know how to take over her husband’s trade and continue it without him, so she needed to be educated. Women were not encouraged to seek knowledge about other things which did not involved the trade they were involved in though, but nevertheless, the 17th and 18th centuries broadened the scope of education for women and included more women into it. Society’s views on the education of women changed throughout the times. There still is no clear distinction between the ages and their opinions because through all the ages, men still did not view women’s education as being important. The evolution of women’s education was also not a gradual step towards betterment. It was more like a roller coaster; going up and down, switching from positive to negative to positive again. In the end, everything eventually got better and led to the views and opinions on the capabilities of women that we have today. How to cite The Opinions of the Renaissance and Reformation, Papers

Tuesday, May 5, 2020

Crisis Intervention Implementing Crisis

Question: Discuss about the Crisis Interventionfor Implementing Crisis. Answer: Introduction Implementing crisis intervention theory approaches into actual practice often faces unforeseen obstacles. There is need for both insight and foresight in order for crisis intervention to be successful. While applying the 7-task hybrid model for crisis intervention as advanced by Myer, James Moulton, 2011) is necessary, the process has a number of challenges. This report presents a definition of crisis the impacts of crisis, a description of the 7stage hybrid model for crisis intervention, the challenges of using the model for and the possible solutions to the challenges above have also been provided in the report. Explanation of Crisis A crisis refers to not only a traumatic situation and/or event affecting an individual or group, but also refers to how a person reacts to this particular event. According to Kendra (2016), a crisis includes obstacles, threats and trauma, and majorly, provides individuals with a chance to either grow or decline in their functioning. A person is said to be in a crisis when faced with an obstacle to crucial targets in their lives. Crises present as an upset in the equilibrium where an individuals customary approaches to problem-solving fail and thus resulting into disorganization, confusion, feelings of hopelessness, panic, sadness among others (Myer et al, 2013). A crisis could also be described as a perception and/or experience of events as intolerable difficulties which exceed ones individual existing resources and their coping approaches. There are different types of psychological crises. Developmental crisis as the first example occur as a one of the processes of ones growth and d evelopment through the different periods of life (Brown, 2007). Secondly, a situational crisis is the one that is sudden and is not expected. Further, existential crises include conflicts that relate to issues like ones purpose in life, general direction, and their spirituality. Usually, crises can be very obvious and include situations like loss of jobs, being divorced, and falling victim to an accident among others. Crisis Impact on a Persons Functioning The first category of crisis impacts includes the affective impacts. This category includes feelings that result from the onset and the aftermath of a crisis. For instance, survivor guilt among those who survived particular crises can be overwhelming for an individual. Survivor guilt persists longer in ones post traumatic life as they keep recalling the effect of the crises upon them and others who did not survive (Myer et al, 2013). Feelings of lost hope in life and in the functioning of particular social, economic and cultural systems are also among the effects of crisis. Disbelief as an impact brings about denial among individual victims and if not controlled, individuals may choose to avoid any initiatives to intervene in their situation (Kendra, 2016). Further, emotional numbing as an impact of a crisis presents with a breakdown in ones emotional wellbeing. As a result, individuals can choose to overreact or remain emotionless in response to a particular crisis. Secondly, behavioral impacts include first, irritability, anger and moodiness. Individuals become irritable in relationships between them and family, workmates, friends among others. Moodiness and anger can even bring up more conflicts in these relationships as partners find it difficult to cope with these individuals. Victims of crises such as battering, suicide and homicides for instance develop hyper-vigilance (Brown, 2007). In this regard, a victim can become too obsessed with ensuring that there is no factor that can bring about a similar crisis in the future (Brown, 2007). Further, individuals affected by crises choose to indulge in excessive consumption of alcohol, among other drugs such as bhang. Individuals have nightmares and sleep disturbances during and after crises and this influences their functionality in crucial duties in a particular work environment. Thirdly, the cognitive impacts include the effects of crisis on an individuals thinking patterns. These include also their physical, psychological and further, their social relationships. Individuals undergoing post-traumatic stress disorder present with social withdrawal (Kendra, 2016). Victims of rape and battering for instance choose to withdraw from their social relationship. This is brought about by the feeling of inadequacy and thus a need to be left alone to develop their emotional barriers to such stresses. Marital relationships sometimes break as a result of particular crises within families. Description of Myer, James Moultons 7-Task Hybrid Model Of Crisis Intervention Myer, James Moultons 7-task hybrid model of crisis intervention comprises of the different activities that individuals and related institutions can carry out in order to intervene in any given crises. The first task includes creation and/or initiation of the initial contact with a crisis client (Buda, 2008). The process involves establishing a connection between the two parties psychologically. It is normal that some clients may not talk while others can be uncontrollable and unaware of the presence of a crisis worker. Therefore, crisis workers need to engage in a way which can make clients receptive to particular intervention. At this point, the crisis worker establishes a therapeutic bond where they inform the client regarding their expectations and the intended purpose of interventions. The second task in the model is problem exploration where the intervening party defines the crisis. Definition of a crisis involves the identification of the real crisis and outlining the possible impacts on the victims and/or perpetrators of the crisis (Buda, 2008). This step also involves identifying everyone affected by the crisis including any of their special perception of the crisis impacts on self and upon their families. The intervention should thus narrow down to particular needs for the affected individuals and these include need for psychological, social, logistical and further, emotional support (Walsh, 2007). This determines the action points for the intervention program with an intention to ensure effectiveness and efficiency in the intervention exercise. The third task involves providing support to those affected by the crisis. This involves activities such as psychological, logistical, and social and information support provision. The intervening party relies on the needs identified to provide support and relieve to individuals who are undergoing certain crisis and those with post-traumatic stress disorder. Once a crisis has been clearly recognized and defined, it is usually easier to implement the intervention measures (Walsh, 2007). The intervention thus examines the primary support system of the client in order to provide them basic needs like food, water and shelter. These resources could be scarce and inaccessible to clients. In some occasions, the clients can be ashamed to seek for a particular support and thus unwilling to make an initiative to find self-help during and after a crisis. Fourthly, the intervening party carries out an examination of any possible interventions. At one point clients usually think that they have limited options. However, situational support, their coping mechanisms and positive patterns of thinking can help in brainstorming numerous alternatives. This process should be continuous as the clients conditions keep changing rapidly. Examining the interventions being implemented is a crucial task as it determines the effectiveness of the different intervention measures (Evans et al, 2011). This examination ensures that the interventions are in line with the necessary procedures and that they meet the expected targets. Interventions that have been successful need to be sustained, to ensure that cleints are comfortable and satisfied. The fifth task involves the planning aimed at reestablishing the control of the crisis. Planning in this case considers the already existing intervention methods and the individuals involved. Identification of necessary resources is done to provide clients with immediate support, and the development of coping mechanisms (Myer et al, 2013). Good plans should be created by clients and should be realistic in nature, behaviorally specific and immediately implementable. Further, plans enable a client to be autonomous and become mobile in seeking for support from the intervention programs available. According to this model, the sixth task includes obtaining of commitment from different parties and/or groups to averting the crisis in progress or in the future recurrence. Once planning has been effectively done, it is easier to obtain commitment from clients and stakeholders. The client should verbally summarize their specific individual plans. Where there is need for lethal involvement, the client should be asked to write a commitment to be signed by themselves and the intervention experts (Evans et al, 2011). Where there is no hesitation, the intervention workers should revisit the earlier tasks. However, it is necessary that crisis workers should not impose any commitment upon their clients. The seventh task involves a thorough follow up in order to check the effectiveness and the efficiency of the plans put in place in the intervention process. This involves a special inquiry regarding the ability of the client to maintaining both mobility and equilibrium (Walsh, 2007). This process helps in reinforcing the crisis workers support upon the client. It also helps in ensuring that the plan which the client has chosen to follow is pursued effectively. The crisis worker thus tries to help the client reconnect back to their commitment until they are able to cope with the crisis. Challenges of Using the Myer, James Moultons 7-Task Hybrid Model of Crisis Intervention The 7-stage hybrid model has two main challenges. The first challenge includes a possible maladaptation of the belief system. In this regard, clients present with assumptions that are shuttered coupled up with ambiguous losses. Clients get overwhelmed by a sense of failure and undergo self-blame, feelings of guilt and shame among others (James Gilliland, 2013). Some individuals can be desperate and hopeless during and after the crisis despite the presence of interventional attempts upon them. Spiritual distress sometimes set in and clients experience the pain of injustice, feel culturally and/or spiritually disconnected as a result of the thought of punishment for sins. The solutions to this particular challenge include first, making meaning of the trauma and loss experience to the client. The crisis worker should attempt to normalize and make the client contextualize their distress. Secondly, the crisis worker must ensure that they give a positive outlook to issues around the crisis (James Gilliland, 2013). This should be aimed at instilling hope in the client and encouraging them to commit to the intervention plan. The crisis worker should also identify the clients strengths and affirm them. As a result, the client is encouraged to use their strengths to cope with the situation. One of the crucial objectives of a crisis worker also involves making the clients understand and accept things that can never be changed in their lives (Myer et al, 2013). Further, there is need for spiritual development and sustainability, where clients need to be encouraged to trust in their faith and take part in the spiritual rituals such as prayers. Another challenge facing the 7-stage hybrid model in crisis intervention include communication problems. The risks for maladaptation of the communication strategies include receipt and sending of ambiguous information regarding the traumatic experience (Evans et al, 2011). This brings about confusion in the planning of the necessary intervention measures for every client. Sometimes the clients and families can be secretive, the information distorted and followed by denial of the events among clients. Denial implies that crisis workers cannot engage the clients due to absence of evidence. It also involves a blocked emotional sharing which is an impediment to proper psychological counseling procedures (James Gilliland, 2013). Poor communication brings about a blocked approach to solving problems and making of crucial decision. Clients cannot come up with clear decisions on how to cope with the situation due to poor communication. The solution to maladaptation of the communication strategy includes first, ensuring that information sent to clients is clear and consistent. Clarity and consistency in communication prevents confusion and helps in making clear and informed choices among clients. There is need to provide messages that clarify the traumatic experiences as a result of a crisis and any related ambiguity. This enables all parties to understand their role in the intervention program. Crisis workers should engage an open emotional expression towards the clients and thus provide responses that are empathetic (James Gilliland, 2013). Further, there is need to ensure that clients take part in proactive preparedness and in planning the intervention. In conclusion, this report presents the definition and types of psychological crises, the affective, behavioral and cognitive impacts associated with these crises and further, a description of the 7stage hybrid model for crisis intervention. It also comprise of the challenges of using this particular model to not only the crisis workers but also to the clients. Mainly, the challenges include maladaptation to the belief system and problems related to communication strategies. References Brown, S., (2007)., Counseling Victims of Violence. Alameda, CA: Hunter House Publications. (2nd edition) Buda, B. (2008). Surviving Loss and Trauma After Suicide. Crisis: The Journal Of Crisis Intervention And Suicide Prevention, 29(2), 108-109. https://dx.doi.org/10.1027/0227-5910.29.2.107 Echterling, L.G., Presbury, H.H., McKee, J.E. (2006) Crisis Intervention: Promoting resilience and resolution in troubled times. Upper Saddle River, NJ: Pearson. Evans, D., Hearn, M., Uhlemann, M., Ivey,A. (2011) Essential Interviewing: A programmed approach to effective communication. Belmony, CA: Brooks/Cole. (8thedition) James, R.K., Gilliland, B. E.,(2013) Crisis Intervention Strategies. Belmont, California: Brooks/Cole. (7th edition) Kendra Cherry, (2016). Common Psychological Reactions to Traumatic Events. Retrieved on 6/1/2016 https://www.verywell.com/common-reactions-to-a-crisis-2795058 Myer, R., Lewis, J., James, R. (2013). The Introduction of a Task Model for Crisis Intervention. Journal Of Mental Health Counseling, 35(2), 95-107. https://dx.doi.org/10.17744/mehc.35.2.nh322x3547475154 Walsh, F. (2007). Traumatic loss and major disasters: Strengthening family and community resilience, Family Process, 46, 207-227. Source: www.mentalhealthacademy.com.au