ShakespeareS Social Themes In Taming Of The Screw Essays

Shakespeare'S Social Themes In Taming Of The Screw Greg Graziani 03-05-01 English 283 sect. 08 McLaughlin Shakespeares Social Themes in Taming of the Screw Shakespeares Taming of the Screw is widely viewed as a comical play. But are the views and topics that are expressed really intended to be funny or are they more of a serious concern of Shakespeares that women are mistreated? Throughout this paper I will try to explain that the perspective that Shakespeare is showing is one of concern over sexism and the treatment of women. To understand the sexism and its context is to understand when the play was written and the history of the social system at the time. The play was first presented in the late sixteenth century, the role of the women was not much more than that of service. The privileges of women were virtually non-existent in terms of political and personal rights. The chief purpose of women was to provide children and care for the household. Most marriages were pre arranged or won, and initially had no love based relationship. The women were in a sense used and taken advantage of, they were expected to do what the husband said and agree completely with them. In the play Taming of the Screw, Kate represents a strong minded and individual person who shows no sign of calming. Petruchio, Kates suitor, is a strong minded man bent on controlling and taking away Kates sense of individuality. When the two meet for the first time there doesnt seem to be any attraction between the two. This is illustrated in act two scene one. The conversation of the two is filled with bickering and disagreement. Later in the scene Petruchio plainly states that his purpose is to tame Kate. For I am he am born to tame you, Kate, And bring you from a wild Kate to a Kate conformable as other household Kates,(Shakespeare 47) This statement alone claims that Kate is to forget her own individuality and to conform to the norms of society and preferred behavior. Petruchios aim is to control Kate and develop her mentality and actions to that which pleases him. These actions for the time are not unusual. It was common practice to display control and dominance over your wife at this time. Is Shakespeare merely poking fun at this practice or is he putting it on display and trying to expose the problems with it? If Shakespeare was to more directly show his concern it could have hurt him both personally and professionally, maybe he was all right with the status quo but would have liked to see it changed. As the play goes on Petruchio continues to try and break down Kate in to the women he wants. Petruchio goes on to publicly humiliate Kate and deprive her. He controls her socially, economically, and physically. She is not free to her own decisions and must at least agree with Petruchio. He goes as far as to deprive her of sleep and food. The battle between the two is underway. Which sex will win is at no point is in favor of Kate. It is her fathers will for her to marry Petruchio and to like it as well. Kate is faced with a dilemma, give in and be under Petruchios control or lead a life that will eventually find her dead. Indeed Petruchios sexism is tearing Kate apart. She refuses to be dominated by her husband and continues to fight Petruchios dominating nature. This continues until the fourth act. Then while on a journey back to Petruchios home there seems to be a change of events. Petruchio makes reference to the sun as the moon, Kate initially disagrees but then breaks down in to telling Petruchio that she believes it is whatever Petruchio says it is. Then God be blessed, it is the blessed sun. But sun it is not when you say it is not, and the moon changes even as your mind. What you will have it named, even that it is. And so it will be for Katherine.(Shakespeare 92) How is it that something that is so obviously in Kates favor turns around and ends up favoring Petruchio.

Admiral Jesse B. Oldendorf in World War II

Admiral Jesse B. Oldendorf in World War II Jesse Oldendorf - Early Life Career: Born February 16, 1887, Jesse B. Oldendorf spent his early childhood in Riverside, CA.   After receiving his primary education, he sought to pursue a naval career and succeeded in obtaining an appointment to the US Naval Academy in 1905.   A middling student while at Annapolis, Oley as he was nicknamed, graduated four years later ranked 141st in a class of 174.   As the policy of the time required, Oldendorf commenced two years of sea time prior to receiving his ensigns commission in 1911.   Early assignments included postings to the armored cruiser USS California (ACR-6) and the destroyer USS Preble.   In the years prior to the United States entrance into World War I, he also served aboard USS Denver, USS Whipple, and later returned to California which had been renamed USS San Diego.    Jesse Oldendorf - World War I: Completing an assignment aboard the hydrological survey ship USS Hannibal near the Panama Canal, Oldendorf returned north and later prepared for duty in the North Atlantic following the American declaration of war.   Initially conducting recruiting activities in Philadelphia, he then was assigned to lead a naval armed guard detachment aboard the transport USAT Saratoga.   That summer, after Saratoga was damaged in a collision off New York, Oldendorf transferred to the transport USS Abraham Lincoln where he served as gunnery officer.   He remained aboard until May 31, 1918 when the ship was hit by three torpedoes fired by U-90.   Sinking off the Irish coast, those aboard were rescued and taken to France.   Recovering from the ordeal, Oldendorf was posted to USS Seattle that August as an engineering officer.   He continued in this role until March 1919. Jesse Oldendorf - Interwar Years: Briefly serving as executive officer of USS Patricia that summer, Oldendorf then came ashore and moved through recruiting and engineering assignments in Pittsburgh and Baltimore respectively.   Returning to sea in 1920, he did a short stint aboard USS Niagara before transferring to the light cruiser USS Birmingham.   While aboard, he served as flag secretary to a series of commanding officers of the Special Service Squadron.   In 1922, Oldendorf moved to California to serve as aide to Rear Admiral Josiah McKean, the commandant at Mare Island Navy Yard.   Completing this duty in 1925, he assumed command of the destroyer USS Decatur.   Aboard for two years, Oldendorf then spent 1927-1928 as an aide to the commandant of the Philadelphia Navy Yard. Having attained the rank of commander, Oldendorf received an appointment to the Naval War College in Newport, RI in 1928.   Completing the course a year later, he immediately began studies at the US Army War College.   Graduating in 1930, Oldendorf joined USS New York (BB-34) to serve as the battleships navigator.   Aboard for two years, he then returned to Annapolis for an assignment teaching navigation.   In 1935, Oldendorf moved to the West Coast to serve as executive officer of the battleship USS West Virginia (BB-48).   Continuing a pattern of two-year postings, he moved to the Bureau of Navigation in 1937 to oversee recruiting duties before assuming command of the heavy cruiser USS Houston in 1939. Jesse Oldendorf - World War II: Posted to the Naval War College as a navigation instructor in September 1941, Oldendorf was in this assignment when the United States entered World War II after the Japanese attack on Pearl Harbor.   Leaving Newport in February 1942, he received a promotion to rear admiral the following month and an assignment to lead the Aruba-Curaà §ao sector of the Caribbean Sea Frontier.   Helping to protect Allied commerce, Oldendorf moved to Trinidad in August where he took an active role in anti-submarine warfare.   Continuing to fight the Battle of the Atlantic, he shifted north in May 1943 to lead Task Force 24.   Based at Naval Station Argentia in Newfoundland, Oldendorf oversaw all convoy escorts in the Western Atlantic.   Remaining in this post until December, he then received orders for the Pacific. Hoisting his flag aboard the heavy cruiser USS Louisville, Oldendorf assumed command of Cruiser Division 4.   Tasked with providing naval gunfire support for Admiral Chester Nimitzs island-hopping campaign across the Central Pacific, his ships went into action in late January as Allied forces landed at Kwajalein.   After aiding in the capture of Eniwetok in February, Oldendorfs cruisers struck targets in the Palaus before conducting bombardment missions to aid troops ashore during the Marianas Campaign that summer.   Transferring his flag to the battleship USS Pennsylvania (BB-38), he directed the pre-invasion bombardment of Peleliu that September.   In the course of operations, Oldendorf courted controversy when he ended the attack a day early and omitted shelling an obvious Japanese strong point.    Jesse Oldendorf - Surigao Strait: The following month, Oldendorf led the Bombardment and Fire Support Group, part of Vice Admiral Thomas C. Kinkaids Central Philippine Attack Force, against Leyte in the Philippines. Reaching its fire support station on October 18 and his battleships began covering General Douglas MacArthurs troops as they went ashore two days later. With the Battle of Leyte Gulf underway, Oldendorfs battleships moved south on October 24 and blocked the mouth of the Surigao Strait.   Arraying his ships in a line across the strait, he was attacked that night by Vice Admiral Shoji Nishimuras Southern Force.   Having crossed the enemys T, Oldendorfs battleships, many of which were Pearl Harbor veterans, inflicted a decisive defeat on the Japanese and sunk the battleships Yamashiro and Fuso.   In recognition of the victory and the preventing the enemy from reaching the Leyte beachhead, Oldendorf received the Navy Cross. Jesse Oldendorf - Final Campaigns: Promoted to vice admiral on December 1, Oldendorf assumed command of Battleship Squadron 1.   In this new role he commanded the fire support forces during the landings at Lingayen Gulf, Luzon in January 1945.   Two months later, Oldendorf was put out of action with a broken collar bone after his barge hit a buoy at Ulithi.   Temporarily replaced by  Rear Admiral Morton Deyo, he returned to his post in early May.   Operating off Okinawa, Oldendorf was again injured on August 12 when Pennsylvania was hit by a Japanese torpedo.   Remaining in command, he transferred his flag to USS Tennessee (BB-43).   With the Japanese surrender on September 2, Oldendorf traveled to Japan where he directed the occupation of Wakayama.   Returning to the United States in November, he assumed command of the 11th Naval District in San Diego. Oldendorf remained in San Diego until 1947 when he moved to the post of Commander, Western Sea Frontier.   Based in San Francisco, he held this position until his retirement in September 1948.   Promoted to admiral as he left the service, Oldendorf later died on April 27, 1974.   His remains were interred at Arlington National Cemetery.     Ã‚        Ã‚   Selected Sources World War II Database: Jesse OldendorfU-boat: Jesse OldendorfFind A Grave: Jesse Oldendorf

How to Use ACT Scores Advice to Admissions and Employers

How to Use ACT Scores Advice to Admissions and Employers SAT / ACT Prep Online Guides and Tips Are you a college admissions officer or employer wondering how to use ACT scores to select the best applicants?Standardized test scores are often used to predict a person’s intelligence and probability of future success; however, many inferences that arebased on ACT scores are often inaccurate. Keep readingto learn what information ACT scores can tell you, what information they can’t tell you, and how to use them to your best advantage. Who Uses ACT Scores? Standardized test scores are required for many applications, and I’ll discuss three of the most common groups who use thembelow. Colleges Collegeadmissions officers are the most common users of ACT scores, and many schools require applicants to submitstandardized test scores as part of their application.ACT scores can be useful to colleges because they give admissions officers a standard way toestimate an applicant's intelligence. Other ways of measuring a student’s academic abilities, such as GPA and class rank, can vary widely between schools . A student who gets an â€Å"A† in herhigh school’s chemistry class may only have gotten a "B" or a â€Å"C† if shehad done just as well at a different school due to factors such asclass curves, how hard the teacher grades, and grade inflation. Colleges and universities have students applying from a huge number of high schools around the world, and using ACT scores as part of their application gives thema more efficient way to evaluate applicants. Employers Employers do not use ACT scores to the same extent as colleges, but they are still used, particularly in the fields of consulting, software engineering, and investment banking. Like colleges and universities,these companies want a fast way to estimate an applicant’s intelligence and probability of success. ACT scores can be particularlyuseful for large companies who receive a lot of applications, as well as companies hiring recent graduates who don’t have a lot of work experience. Scholarship Committees Many scholarships require students to submit standardized test scores as part of their application.Like colleges and employers, scholarship committees use ACT scores as a way to measureintelligence and predict future success. Many scholarships are used to help pay for college, and these committees often want to award scholarshipsto students who are most likely to put them to good use and do well in college.ACT scores can help predict who these students will be. How Shouldn't You Use ACT Scores? There is some information that ACT scores can’t always correctly estimate. Four inaccurate ways of using ACT scores are listed below, along with an explanation for each as to why it doesn’t give completely accurate information. Bad Use#1:As a Complete Indicator of Intelligence TheACT is often used to estimatehowintelligent a particular person is, however; there are three problems with using scores this way. The first problem is that the ACT only tests a narrow set of skills and knowledge.The ACT can help estimate how good someone is at reading comprehension, scientific reasoning, and solving certain math problems, but in no way can a multiple-choice test with an optional essay measureevery type of intelligence. There are certain forms of intelligence that the ACT simply cannot test for. ACT scores can'tmeasure a test taker'screativity, interpersonal skills, ability to learn a new language, and more. TheACT favors students with the types of intelligence they can testwhile putting students with types of intelligence that are more difficult to measureat a disadvantage. The second problemthat ACT scores can't definitively measure intelligence is becausestudying beforehandcan significantly raise a test taker'sscore. At PrepScholar,we know that a student can significantly improve his or her ACT score if they study enough.If one student gets a 34 on the ACT without studying and another raises his grade from a 31 to a 34 after 50 hours of studying, is one smarter than the other?Some may say the first student is smarter, but the decision to prepare for an important test like the ACT is also a measure of intelligence, so the answer is not really clear.Instead of measuring just intelligence, the ACT measures both intelligence and motivation. The third problemis that factors that are unrelated to intelligence often have a strong impact onhow well a student performs on the ACT. Multiple studies have shown that there is a significant gap between the ACT scores of rich and poor students.Students from wealthier families are often found to score higher on the ACT than students who come from poorer backgrounds. Students who come from wealthier backgrounds likely have schools and parents with more resources for test prep, and they often receive more pressure to do well on the ACT.Therefore, using the ACT as a measure of intelligence can discriminate against students from poorer backgrounds, who are also more likely to be minorities. Bad Use#2:To Find a "Genius" A person who scores perfectly on the ACTmight be assumed to be a genius, good at everything, and guaranteed to succeed at whatever they do. However, the truth is thata person who gets a perfect score on the ACT may in fact be very intelligent, but they may also have put a lot of time into preparing, gotten lucky that day, or a combination ofthose scenarios. Whatever the reason, the ACT tests only a specific set of skills, and a person who gets a perfect score on the ACT won’t automatically be amazing at everything else.As mentioned above, the ACT only tests certain types of intelligence, which also means that a person widely considered to be intelligent may not get a perfect score or even do very well on the ACT at all. It also shouldn’t be assumed that people with perfect ACT scores are more intelligent than those who didn’t receive perfect scores, which introduces ournext point. Don't expect ACT scores to automatically find you a genius. Bad Use#3: To Compare People With Similar Scores The ACT should also not be used to compare the intelligence of people who received similar scores, about 3 points or less in difference.A person with a composite score of 32 and a person with a score of 31 likely had only a small difference between the number of questions they answered correctly. The person who received the 32 shouldn’t be assumed to be smarter than the person who received the 31. Their differences in score could simply be due to normal variation in ACT results. If they both took the ACT again, it’s completely possible thatthe person who got the 31 gets the higher score this time. A person's ACT scores can vary from one test to another,and people can get questions right or wrong by mistake, which doesn’t necessarily reflect their intelligence.When two (or more) people have similar ACT scores, it’s not possible to determine who is more intelligent simply by looking at the slightly higher score. Bad Use#4:To Determine Specific Areas of Expertise The ACT also should notbe used to judge a person'sskill level or knowledge of a specific subject. For example, someone who got a perfect score on the essay may not know how to write a research paper, and someone who does well on the science section may not know anything about microbiology. If the results you're given include subscores,they may provide more details on how well the applicant did in certain subjects, but this information should still not be used to make assumptions about specificskill setsand knowledge areas. How Should You Use ACT Scores? So how can ACT scores be used correctly and accurately? Three ways are listed below. In general, all involve using test scores to make generalinferences that can be further supported by additional evidence. Good Use#1: To Estimate IQ ACT scoresare definitelynot a perfect way to measure a person's intelligence, but there is a relationship between someone's IQ and the score they get on the ACT.While IQ only tests a certain type of problem-solving, (specifically the ability to solve problems based on the information you are given), it is still often used as a measure of intelligence. Meredith C. Gray and Douglas K. Detterman, two researchers at Case Western Reserve University, conducted rigorous studies to understand the relationship between standardized test scores and intelligence. From their research, they have found that, even though the correlation between IQ and SAT is stronger, there is still a relationship between IQ and ACT score.That means if someone scores well on the ACT, then it is more likely, although not guaranteed, that they have a high IQ as well. A lot of colleges and employerswant to admit or hirepeople with a certain levelof intelligence in order to ensure they can handle the work. While there are types of intelligence that neither the ACT nor IQ exams test for, using ACT scores can be a good way to estimate IQ and intelligence if you have many applicants you don’t know much about. Other information, such as GPA and letters of recommendation, should be used to support assumptions based onACT scores.A student with a high ACT score, excellent GPA, and a history of high impactin her extracurriculars has done well in high school and seems likely to continue that success.However, a student with a low ACT score should not necessarily be discounted, especially if they are strong in other areas, such as a good GPA and strongletters of recommendation. Theymay have had a bad test day, get nervous during standardized tests, or excel in other areas not tested by the ACT. ACT scores can'tcorrectly estimatehow smart every person who takes the exam is, so when reviewing applications, all of a student’s application materials should be taken into account. Personal statements and letters of recommendation, in particular, can often provide moreinformation aboutan applicant’s strengths and personality. Good Use #2: As an Indicator of Broad Strengths and Weaknesses As we mentioned earlier, you can'tuse ACT scores to determine if someone is knowledgeable in a very specific subject area, such as poetry or microbiology.However, it is sometimes possible to make inferences aboutwhat broad subject areas the test-taker is stronger and weaker in. The ACT has four sections: English, Math, Reading, and Science, along with an optional essay.If a person has large differences in scores between these sections, it may be possible to determine which areas they are most skilled and comfortable in.For example, someone with a perfect score of 36 for the Mathsection, but a 27 in Reading, may be stronger in the math and sciences. This is certainly not always true, but it can help support an inference if there is other evidence, such as a transcript showing lots of math and science classes and a personal statement describing a passion for biology. Employers can use this information if they arelooking to hire someonewith a particular set of skills.For example, a newspaperwould likely want their journaliststo have strong writingskills but not care as much about mathskills.Colleges can use this information in the sameway. If a student is applying for a school’s accountingprogram, admissions officers may be more interested in their Math score than their Reading and Essay scores. You may be able to use ACT scores to find a person's general strengthsand weaknesses. Good Use #3: To Help Make Efficient Admissions Decisions Sometimes colleges, employers, and scholarship committeesneed a way to quickly make acceptance or rejection decisions, especially if they havea lot of applicants.ACT scores providea quick way to estimatea person’s academic ability,and thus can be very useful. Most colleges and universities publishthe range of ACT scores for their entering class. Half of the class scored within this 25th-75th percentile range.Comparing a student’s ACT scores to the school’s score range can help admissions officers easily identify students far below or above that range and make those admissions decisions easier. For example, if a school’s 25th-75th percentile range is 23 to 28, a student who scored a 21 on the ACT will likely not be offered admission, while a student with a 32 appears to have an excellent chance of being accepted.However, how a student comparesto a school’s ACT score range shouldn't be the only factor admission is based on. A student with a lower-than-average ACT score may a strong GPA andextracurriculars and be an asset to the school while a student with an excellent ACT score may not have much else to recommend her.ACT scores can help make an initial admission decision easier, but the final decision should take other factors into account. Can ACT Scores Be Used to Predict Future Success? Most people use ACT scoresto attempt to select people they thinkwill do well at their school or company and beyond.The line of thinking is that people who score well on the ACT are intelligent and/or hard working,and they will continue to use those skills in the future. Is this true? The short answer is, â€Å"sometimes.† A high school student who scores well on the ACT will usually have at least some intelligence and motivation, but that does not always mean they will do well in college. The student could have spent a lot of time studying for the ACT but then felt like she could coast once he got to college, she may struggle to complete long assignments, she may not adapt well to living on herown, she may not work well in groups, or one of many more potential scenarios. Different sections of the ACT have been found to be more accurate in predicting success in college. A student’s English and Math ACT scores have a more significant correlation to success in college than the Reading and Science sections. A student’s scores on the Reading and Science sections of the ACT were found to have basically no connection to success in college.One study found that high school GPA is a better indicator of whether a student will succeed in college than ACT scores, which makes sense because a GPA takes into account the grades from four years ofhigh school, as opposed to the scores of one exam. The relationship between a person's ACT scores and their career success is even weaker. There is a correlation between people with ACTscores and people who end up working in more competitive fields, but ACT scores alone don’t always predict success.There are numerous factors required to be successful in most careers that the ACT can’t test for, such as interpersonal skills and work ethic, not to mention the specific skills needed to do certain jobs well. Conclusion ACT scores should never be used as the onlyindicator of a person'sintelligence or chanceof future success because they don’t measure a wide enough variety of skills or types of intelligence, and they can be influenced by too many outside factors. However, studies have shown a correlation between ACT score and IQ, and a person who does well on the ACT is often either intelligent, hard-working, or a combination of the two, which can make them more successful students and employees.Additionally, the ACT Math and English sections are most accurate at predicting future success, so they should be given more weight over the Science and Reading sections. The use them in the most accurate and effective way, ACT scores should be used as one part of an application that, along with other materials such as GPA, letters of recommendation, personal statements, and extracurriculars, can help identifyan applicant's particular strengths and estimate their chance of future success. What's Next? Looking for more information on the ACT? We have a guide that gives a complete explanation of the examas well as information for students and schools. Are you using ACT scores to try and estimate IQ?Learn whether the ACT or SAT predicts IQ more accurately. What does the ACT measure? Read this guide to learn whether the ACT accurately measures IQ, wealth, and other factors. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Have friends who also need help with test prep? Share this article! Tweet Christine Sarikas About the Author Christine graduated from Michigan State University with degrees in Environmental Biology and Geography and received her Master's from Duke University. In high school she scored in the 99th percentile on the SAT and was named a National Merit Finalist. She has taught English and biology in several countries. 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Selling smarter with CRM by Dawson Chris Essay Example | Topics and Well Written Essays - 500 words

Selling smarter with CRM by Dawson Chris - Essay Example It operates in a cycle that includes organizational management, sales and marketing teams, product generation departments and the customers. Organizations apply customer relationship management towards different benefits. One of such benefits is the establishment of a strong relationship between an organization and its customers through developing an understanding of the customers’ needs towards meeting the needs. Other benefits include managements of sales processes, improvement of sales strategies and evaluation of fundamental data including social data that affects an organization (Dawson, p. 3- 5). Achieving these benefits does not however require extensive investment of resources and efforts. This is because of existence of cheaper and efficient approaches such as Google enabled applications and social networks for reaching and interacting with customers and potential customers. Such approaches can further be cheaply implemented by using an organization’s interns t hat are another source of cheap resources. This is because of the changing environment in which everything is social, and a social approach to customer relationship management through Google based applications and social network that promises higher level of effectiveness. A number of computer-based applications exist for such CRM initiatives towards better management of product development and sales initiatives (Dawson, p. 6- 10). Achieving these benefits does not however require extensive investment of resources.

The African American Term. Or Discrimination Essay

The African American Term. Or Discrimination - Essay Example His demand that he should be considered an African-American because he is an African and an American citizen sounds genuine at first glace. But Swarn reveals the issues related to such a proposition from the perspective of those who oppose it. The fact that Colin Powell, the son of Jamaican parents, and Barack Obama, the son of a Kenyan father and an African mother, have reached the pinnacles of US politics explains how the African immigrants have become an integral part of the black community. However, it remains to be seen whether the essentialist African-Americans would identify with them in all spheres. Mr. Alan Keyes, Obama’s Republican challenger for the Senate seat in Illinois had questioned Obama’s claim to be an African-American, stating that he lacks the consciousness that was formed by a heritage of slavery that the ancestors of African-Americans had gone through. Though Obama and Powell prefer to call themselves African-American, many of the children of Afri can Immigrants just prefer the term African, or Jamaican-African or Nigerian-African, depending on the places of their origin. Some others prefer the more generic term ‘black’ for their identity. Bobby Austin, who opposes the African immigrants being integrated to the category of African-Americans, explains that some people feared that â€Å"black immigrants and their children would snatch up the hard-won opportunities made possible by the civil rights movement†. Several surveys support this view, indicating that the children of black immigrants are making use of educational and employment opportunities in a greater number than African-Americans. Dr.Austin affirms that the suffering of the African-Americans that have lasted many decades is not at alleviated with the help of the civil rights movement, because the black immigrants pose a threat and hindrance to their social and cultural development. Mr. Obama’s view is that the African

Disability And Sexuality And Social Work Practice Social Work Essay

Disability And Sexuality And Social Work Practice Social Work Essay There is a growing recognition of the need to provide sex education to people with learning disabilities, as well as their right to achieve such education. Despite a desire to help with this, social workers and other health professionals can lack the confidence and tools to deliver sex education to this population. In an effort to accumulate evidence of best practice thus far, a narrative review of the literature will be conducted to answer the following question: What interventions are available within social work practice for the delivery of sexuality education to people with learning disabilities? By identifying the key consistencies and inconsistencies across effective interventions, feasible interventions can be established and further research identify. Background and Rationale In the past, people with learning disabilities were excluded from sexual education or help with issues around their sexuality. Fortunately, in modern day society this exclusion is beginning to change, which is in part due to a shift from institutionalised care to supported living. This has resulted in an increase in independent living as well as a greater acknowledgement of the needs of people with learning disabilities. Furthermore, the myth that people with learning disabilities are eternal children (McCarthy, 1999) no longer holds sway and it is acknowledged that people with learning disabilities are not asexual; they have the same needs as people without a learning disability, including needs regarding sexuality. The Sex and Relationships research project, set up in 2007, was particularly influential in challenging the previously faulty beliefs and myths that maintained the exclusion of people with learning disabilities. This was a 3-year research programme conducted by CHANGE (2009), a national organisation that fights for the rights of people with learning disabilities. As part of this project it was found that people with learning disabilities, aged 16-25 years old, shared that they were not told about sex and relationships when they were younger. Furthermore, they also said that if they had been given better sex education, they might have made different choices as adults. This highlights a clear unmet need experienced by people with learning disabilities, as well as indicates that these unmet needs discriminate individuals via reduced choice in adulthood. Professionals working within the field of learning disabilities, including social workers, remain reluctant to become involved in sexuality education due to lack of confidence and lack of availability of educational materials designed for this population (Howard-Barr et al., 2005). They want to support people with learning disabilities, but do not have the information or skills to do so (Garbutt, 2008). Thus, there is a need to establish effective interventions designed to equip social workers and other healthcare professionals with the personal and professional tools necessary to deliver sex education to people with learning disabilities. This provides the rationale for a narrative review of the literature. Research Question The research question posed from the background literature is: What interventions are available within social work practice for the delivery of sexuality education to people with learning disabilities? More specifically: What effective interventions are already available? What are the key concepts and theories relevant to effective interventions? How has efficacy of interventions been assessed? What are the key consistencies and inconsistencies across studies? What answers remain? Research Design and Methods A narrative review of the literature will be conducted in order to identify interventions available within social work practice for the delivery of sexuality education to people with learning disabilities. A narrative review has been selected due to its recommended use with comprehensive topics (Collins and Fauser, 2005), and the benefits that derive from being able to include subjective interpretations based on personal experience of social work practice. Social work is a person-centred and holistic discipline that warrants this phenomenological approach. Furthermore, a narrative review can be used to synthesise evidence from both quantitative and qualitative studies, thus benefiting from the strengths of both approaches, the former of which offers scientific rigour and the latter of which offers subjectivity and depth. The relevant literature will be synthesised through the use of data extraction forms (appendix 1), the identification of key themes and controversies between studies, and the development of a considered narrative for each key theme. By identifying established knowledge within this area, as well as where gaps in knowledge remain, conclusions will be made on the efficacy of different interventions or techniques that social workers could utilise in the delivery of sexuality education to people with learning disabilities. Inclusion and Exclusion Criteria Inclusion in this review will be confined to primary research meeting the following additional inclusion criteria: Randomised control trials (RCTs); control trials; prospective pre- and post-test cohort studies; qualitative studies. The study needs to be testing or exploring an intervention for the delivery of sexuality education to people with learning disabilities. Population: social workers or other healthcare professionals working with people who have learning disabilities. Studies conducted over the last 5 years (2006-2011). In addition, the following exclusion criteria apply: Studies conducted before 2006. Non-English studies. Studies that do not meet the pre-defined inclusion criteria. Search Strategy A search of the literature will be undertaken using Boolean logic, which will allow for a more sensitive search of the title and abstracts of the following databases: the Cumulative Index of Nursing and Allied Health Literature (CINAHL), Medline, Embase, PsychINFO and The Cochrane Library of clinical trials. Keywords to be searched include learning disabilities OR learning dis*AND sex* AND educ* OR train* OR interv* OR intervention studies. The truncation symbol (*) will be applied to search for words that might have various endings (e.g. sex* will find sex, sexuality, sexual). The reference list of all articles that are obtained in full will also be hand-searched for relevant studies. In addition, two key social work journals will be hand-searched from 2010 to 2011 to identify the most up to date research in this area: British Journal of Social Work and Journal of Social Work. The title and abstracts of all literature identified by the search strategy will be scanned for relevance, with irrelevant or duplicate articles being excluded. All records meeting the pre-defined inclusion criteria will be obtained in full for data extraction. A data extraction form recommended by the National Institute of Clinical Excellence (NICE, 2010) will be used to elicit key details from each of the studies obtained (appendix 1), including: study design; intervention; and, main findings. Synthesis of Findings Thematic content analysis will be used to identify key themes across studies, followed by the identification of convergent and divergent findings within these key themes (Aveyard, 2010). Narratives will be created for the most prominent themes. A critical analysis of how social work practice could be informed, developed and improved with respect to the evidence obtained from this review will be included, with a specific emphasis on the importance of evidence-based practice. Study Resources, Risks and Timetable Internet databases that provide access to academic peer reviewed journals will be the primary source utilised for searching the literature. The university library will also be a valuable resource for locating learning disability and social work journals that can be hand-searched, as well as providing access to a librarian who can be asked for advice on suitable web-based subject gateways. In addition, the reference lists of reviewed articles are a source of access to further relevant research. Ethical approval will not be required for this review. A timetable for completing this review is presented in Table 1, with the deadline for submitting the reviewing being February 2012. Table 1: Timetable for Review Action Dates 1. Choose research question based on scoping of the literature and consideration of relevant policy. Beginning of March 2011 2. Conduct a preliminary literature search to gather information on the background and rationale for review. Mid-March 2011 3. Develop a review proposal and timetable, including search strategy and inclusion criteria, etc. End of March 2011 4. Conduct first search of the literature, utilising selected web-based databases, excluding irrelevant or duplicate records and obtaining the full text of remaining records. Complete data extraction forms for each study. April and May 2011 4. Hand-search selected journals, obtaining the full text of relevant records and completing data extraction forms for each study. June 2011 5. Hand-search the reference lists of all articles included from the database and journal searches, obtaining the abstract of potential articles of relevance. Exclude those that become irrelevant on closer inspection and obtain the full text of remaining references. Complete data extraction forms for each study. July 2011 6. Identify the key themes and controversies between studies. Write a narrative for each key theme, including objective discussion of studies and subjective interpretations in relation to experience, knowledge, and social work policy. August and September 2011 7. First draft of introduction and rationale chapter. October 2011 8. First draft of methods and results. November 2011 9. First draft of discussion chapter. December 2011 10. First full draft of review make necessary adjustments and finalise. January 2011 11. Submit final review. February 2012

Impact of Mental Health Disorders in Childhood and Adolescence

Among the stated objectives of the Healthy People 2010, a national, multi-stakeholder program that aims to improve the over-all health of the American people through health promotion and disease prevention is to expand treatment services for mental health disorders. In particular, the program is aimed at â€Å"increasing the proportion of children with mental health problems who receive treatment† by enhancing the support network of affected children and their families and improving their access to mental health and other social services.The inclusion of mental health disorders as a priority public health issue that needs to be addressed stems from the acknowledgement of the gravity of the social and economic costs of mental health problems to families and communities. More importantly, the inclusion of mental health as a national health priority reflects a significant shift in attitude in public health policy.Indeed, mental health disorders have affected a significant portion of the American population for a long time. Estimates from the United States Department of Health and Human Services reveal that mental health problems affect 20 percent of the population annually. Likewise, the risk of developing mental health disorders cuts across age, ethnicity, gender, education, and socio-economic status, making children almost as vulnerable as older people to mental health problems.It is estimated, for instance, that 20 percent of children and adolescents within the 9 to 17 age group are likely to exhibit symptoms of mental health disturbances such as major depression, schizophrenia, and anxiety disorders; with 5 percent of the cases being severe and debilitating to children’s normal growth and development. (USDHHS (a), 2000)Clearly, the impact of mental health disorders on children and adolescents’ well-being is grave. Children and adolescents with mental, behavioral, and emotional disorders usually perform poorly in school and are more vulnera ble to alcohol and drug addiction. As in adults, mental health disorders also increase the risk of children and adolescents towards violent and aggressive behavior and suicide. In the 1999 alone, the suicide rate among children and adolescents was as high as 2.6 percent. (USDHHS (b), 2000)Unfortunately, mental health disorders have been poorly understood which usually deprives those affected of access to necessary treatment and services. It is worth noting, for instance, that only 27 percent of children and adolescents afflicted with mental health disorders avail of treatments, most of them receiving help mainly from in-school facilities and services. (USDHHS (b), 2000) Prevailing health policies have largely ignored the fact that mental health problems usually begin during childhood and adolescence and may have a lifelong impact on affected children. In the same manner, the public and social costs of mental health disorders have been largely ignored or underrecognized.On the other hand, mental health disorders have been shown to have a tremendous impact on public and private health spending, amounting to $69 Billion in diagnosis and treatment expenses. (USDHHS (b), 2000) Majority of these costs were shouldered by public funds while the remainder were paid for through private spending. The figures could be higher when the indirect costs of mental health illness on productivity, damages to property, criminal justice and litigation, and insurance claims are accounted for.Likewise, mental health disorders also place a tremendous strain on the economic lives of families and communities. A study done by Busch and Barry (2007) aimed at determining the impact of childhood mental disorders on the financial well-being of families with afflicted children reveals that the impaired functioning of children with mental disturbances affects parents’ work productivity and caring for or arranging for the care of the child often leads to lost family income in terms of lo st work hours. (p. 1090) The researchers contend that caring for children with mental health disorders are as costly as caring with children with other chronic illnesses. (p. 1088)Busch and Barry’s study was conducted by analyzing the responses of respondents to the National Survey of Children with Special Health Care Needs (NS-CSHCN) to compare the effects of children’s mental health disorders on the family’s economy to the economic impact on the family of children requiring special health care needs. (p. 1089)To this end, the researchers utilized propensity-score matching and logistic regression in controlling for differences between children with mental health disorders and the general population sample. Results of study supported their contention that caring for children with mental health disorders was a cause of financial burden especially for those who were privately insured. (p. 1089) Results of the study also showed that caring for a child with mental h ealth disorder severely limited the labor-market participation of parents, increased the time they spent caring for or arranging for childcare, and consequently reduced the time parents spent on other activities. (p. 1091)Thus, the authors encourage the implementation of programs and policies aimed at supporting the families of children with mental health disorders to alleviate the adverse economic outcomes brought about by heavy costs incurred from intensive and extensive child care and treatment requirements. (p. 1095) Such programs could include the elimination of mental health restrictions in private insurance policies that prevent or reduce children’s access to mental health services and treatment that increases the risk of prolonged and degenerative disability. Another suggestion made by the authors is extending financial assistance to families caring for children with mental disorders that would help defray some of the costs involved in the medical care of such childre n. (p. 1094)It is clear that the social and economic impact of mental health disorders should be a great concern for the nursing community. Nurses, who are at the frontline of health service delivery, play an important role in health promotion and disease prevention. As a critical health workforce, nurses’ support in the implementation of mental health programs is crucial in meeting health objectives and achieving positive health outcomes. Nurses have the ability to contribute to the promotion of mental health through a renewed focus on patient-centered care that takes into account the holistic dimensions of health and places emphasis on early detection and diagnosis of mental health problems.Nurses are an important part of the support network of families and communities with respect to the provision of information and other forms of resources. Given that mental health disorders are preventable and treatable diseases, the ability of nurses to provide a timely referral for tre atment services and intervention for children and adolescents who exhibit the symptoms of mental, behavioral, and emotional disturbance would be a significant factor in improving the health and lives of children and adolescents. A significant improvement in the detection of mental health disorders, for instance, can be achieved with adequate attention on the part of nurses on the cognitive, emotional, and psychological aspects of their patients.Therefore, the nursing community, as an important part of the health workforce, must be conscious of the prevalence of mental health disorders and be sufficiently informed about their role in the prevention and treatment of these problems. This way, nurses will be able to provide the needed support to reduce the economic and social costs of mental health-related diseases. Nurses will also be fully prepared to meet the exacting challenge of improving the health and quality of life of the individuals they serve.Works Cited:Busch, Susan H. & Col leen L. Barry (2007). Mental health disorders in childhood: Assessing the burden on families. Health Affairs, 26(4): 1088-1095.United States Department of Health and Human Services (a) (2000). Healthy People 2010: Leading Health Indicators. Retrieved 21 April 2008 from the Healthy People 2010 website: https://www.healthypeople.gov/Document/html/uih/uih_bw/uih_4.htm#mentalhealth