Jane Adams Essay

Contained herein is the story of Jane Adams, a historical leader in social work in the United States and internationally. Born in 1860 to John Adams and Mary Adams in Collierville Illinois, Jane Adams was received her education in both United States and in Europe, where she received inspiration for social work in early stages of her adult life. According to Louise (2003, p. 76) Jane Adams received most of her philanthropy lessons from her father, â€Å"a wealthy Illinois banker and senator†. The father is noted to have instilled the art of giving in his children, and especially Jane Adams who indicated interest in social work. Other than preparing Jane for social work, the father embarked on providing his daughter with the best education possible. In addition, John Adams embarked on teaching his daughter on the importance of character and the importance of caring for other people in the society. Considering educational and character education that Jane received from her father, one can confidently conclude that none was in vain, as illustrated in her epic work in social work. According to UIC website (2008), it is during he European journeys that Jane Adams made the decision to dedicate her life to social work. Specifically, Jane had been visiting London’s poor neighborhood when she came across Andrew Mearns’ article regarding the outcry of outcasts in the city of London. The plight of poor people in London inspired Jane to do something for the poor within her Chicago neighborhood and beyond. Indeed after returning to Chicago, she joined with her friend Ellen Gates Starr to establish the Hull House that became the hallmark of Jane’s social work. In the initial period, the open house was receiving over 2000 guests every week from local and far communities. The many facilities and services available in the Hull House played a big part in attracting needy people therein. For instance, the House provided night school for adults, which helped in improving educational standards for people who lacked such opportunities. Given that classes were given in the evening, individuals could easily embark on working during the day and attending classes in the evening. A kindergarten facility was another important inclusion, as poor, working were provided with ad place to leave the young ones during the day. Other important facilities included library, drama group, book bindery training, girls club, musical school, art gallery, public kitchen, and swimming pool among others. Covering many interests meant that poor people’s interests were being taken care of in proportions never seen before in Chicago and, indeed, in the United States. The Hull House succeeded in many things, but it is the night schools that gets most recognition and admiration. Indeed, the school concentrated on providing education on courses that improved adult students’ marketability. According to Hilda (2000, p. 63), the success gained in the night school is what influenced other colleges and universities in Chicago and the larger United States to embark on providing continuing education that has become a common place in America’s education system. Setting the ball for such educational programs was indeed an important contribution in global social work. As a Chicago resident, Jane Adams is credited with playing key role in establishing roots for the influential Chicago School of Sociology. This was especially achieved through her groundbreaking work on applied sociology. Jane Adams further co-authored the book Hull-House Maps & Papers, which is rumored to have been the source of Chicago School’s main methodologies (Louise, 2003, p. 87). Jane Adams also loomed large when it came to social reform in the country. For instance, notes Louise (2003, p. 02) she joined hands with George Mead to push for reforms promoting women rights in a man dominated American society. She was also instrumental in the campaign against children labor in early 20th century, as well as negotiating during the infamous Garment Workers Strike in 1910. Jane Adams also played the lead role in the establishment the United States Protection Association that became the nation’s initial juvenile court. The institution was directed helping the troubled yo ungsters access justice and support systems they needed for better living. The absence of such systems in the United States had left this citizen class unattended. Jane Adams was generally concerned with the plight of venerable people in the society, as indicated in various areas of this essay. Immigrants into the United States were not left out as she embarked on establishing the Immigrant Protective League that solely catered for their interests that had been ignored by the society. Most, if not all, of Jane Adams’ social work had international influence. For instance, the national Women’s Peace Party she helped established in the early 20th century facilitated the founding International Congress of Women that lobbied for world powers to avert World War I. Unfortunately for Jane Adams; she was expelled from Daughters of Revolution, because her anti-war sentiments were regarded as unpatriotic (Hilda, 2008. p. 14). But that did not stop the ever determined Jane Adams from continuing with groundbreaking social work that won her a Nobel Prize in 1931 (UIC, 2008).

Elementary School-based HIV prevention education Essay

HIV-prevention is important if the global efforts to eradicate AIDS epidemic will be realistic. A school based programme is also essential as most school age children are adolescents and new HIV infection (incidence) is common among adolescents of school age and providing such with prevention education empowers them towards personal protection. Furthermore, it is important as school students are more eager to learn new information and the school is a veritable avenue to reach large population of young people (Wilson, 2010). There are two major packages involved in HIV prevention education in schools namely the abstinence and comprehensive packages. The abstinence package is limited in that it only emphasises benefits of delaying sex till marriage without emphasis on how to protect students if he or she chooses to have sex. The comprehensive approach promotes delayed sex initiation while it also educates on significance of condom use. There are various ways a teacher can add HIV education to health classroom curriculum. Consideration in adding HIV education to health classroom curriculum Adding an HIV prevention school curriculum demands a consideration of existing local guidelines and legislation that directs the type and scope of HIV prevention or sex education that can be given in that locality. The cultural consideration is also important as there are usually cultural differences regarding issues that can be compulsorily part of HIV prevention education, for instance, human sexuality. A sound awareness of prevailing cultural and religious beliefs allows HIV prevention education to sensitively, yet efficiently handle issues in such a manner that does not contradict or conflict the existing values of young school age learners. There is also need to consider state of students as some students in endemic areas are already infected with HIV and this will influence the approach adopted. Family life and sexuality of students is another issue. HIV prevention education should address individuals of all sexualities. Starting point The starting point is talking to the students and allowing them to ask questions. It is important to ask them what they expect from the programme and assess their present knowledge so as to know where to concentrate and where their present knowledge is limited. (Wilson, 2010). Cross curricular approach This ensures that it is not only the scientific basis of HIV transmission that is integrated into the curriculum but also the social aspect of HIV/AIDS . The curriculum should involve real life situation including AIDS awareness and not just biological and medical facts about HIV virus. Take for instance the biological knowledge of the disease will not assist the student to negotiate condom use and hence the need to discuss vital issues likes sexuality and drug use as well as relationships in the curriculum (Danny etal, 2009). Active learning approach This implies students are allowed to participate, involve and use the given information as well as apply them. Providing information about HIV prevention alone is not effective. Active participation can be via role play and group work . This allows for skill building such as how to say ‘No’ to Sex. Here, the teacher may explain how HIV is transmitted, the various signs and symptoms and how HIV is not transmitted. A medical specialist may also be invited to give health talk on the subject matter. The teacher may demonstrate these by showing pictures of those already infected, the various means of transmission and non-transmission. Films and posters of those infected can also be shown in class. Teachers also gives examples of high risk behaviour using charts and students are later asked to give examples (Danny etal, 2009). Active learning is a useful means of imparting young people and inculcating in them HIV prevention and social skills. Take for instance the teacher gives behavioural cards to students having divided them into groups of 5s and ask students to assign the behavioural cards to the corresponding risk sign and discuss just like the teacher had earlier explained . Active learning makes HIV prevention education to be fun and enjoyable. On a discussion of abstinence for instance, after the teacher might have defined the concept and the associated myths and facts, students then discuss why young people may want to have sex (Wilson, 2010) The use of quizzes, drama and AIDS games This allows for assessment of what students have learned and gives them opportunity to put into practice, the information given to them. In HIV prevention game, colored pebbles are given to students with more colours given to a student than the other and the students are subsequently asked to trade the colored pebbles with one another. At the end of the game, those with more of red pebbles are regarded as HIV infected and those with more of blue have used condom while those with more of yellow are regarded to have abstained. This whole exercise makes the process a fun and enjoyable. References Wilson, S. N (2010). Sexuality Education: Our Current Status, and an Agenda for 2010 Family Planning Perspectives Volume 32, Number 5, September/October 2000 Retrieved on August 20, 2010 from http://alanguttmacherinstitute. com/pubs/journals/3225200. html Danny etal (2009). AIDS/HIV Education for Preservice Elementary Teachers Journal of School Health Volume 60, Issue 6, pages 262–265, August 1990 Retrieved on August 20, 2010 from http://onlinelibrary. wiley. com/doi/10. 1111/j. 1746-1561. 1990. tb05930. x/abstract

Do Societies Choose to Fail or Survive Essay

The society is a very important aspect on the life of any human. The very definition of the term society which is entwined on the aspect of relationships of a group of people, who depend on each other in either way make it to be of utmost importance. When viewed in broader terms, the society depicts people in a certain region and most certainly has common bonds such as culture, language or any other factors that brings them together. It is therefore common knowledge to note that although the society has the gist of prospering, other societies have fallen and the question that arises is whether a society chooses to fail or survive. Various arguments have been put across with some of the hardliners taking passionate stands on what they believe in with regard to the prosperity or failure of a society (Diamond, 2005). One of the authors who has been vocal in examining the survival of societies Jareed Diamond, probes why some of the societies in the past were able to survive and why some feel out rightly. The author bases his research mainly on concentrating on the past right to the modern world. In his award winning book titled Collapse: How Societies Choose to Fail or Survive, the author in the prologue states that the book â€Å"employs the comparative method to understand societal collapses to which environmental problems contribute†. The author in writing this book tends to offer a historical context of societies that have on the â€Å"collapse or survival† of the society. The author thus seems to argue that â€Å"input† variables have significant effect on the â€Å"output† (Diamond, 2005). The author highlights some of the factors that have in the past been culprits in collapse of societies. Some of them are overfishing, overpopulation, deforestation and others. He also goes further to include factors that may in the future aid in the survival or collapse of societies. The author uses the Anasazi collapse to put forward his arguments on why societies fail at sometimes. The Anasazi who are a Native American society are used by the author to clearly illustrate the link between population growth and environmental damage directly to the collapse of the Anasazi. The author as he tries to highlight is that the warfare that took place was not a significant contributor to the failure of this society (Diamond, 2005). Another incisive and highly critical book of how society thrives is the book Questioning Collapse: Human Resilience, Ecological Vulnerability and the Aftermath of Empire. The book which has an impressive number of 15 scholarly scientists, provide an incisive look at this issue with each of the personalities contributing significantly. The authors of this book borrow appraise Diamonds work and use his â€Å"provoking inquiries† to give their valuable insights into this issue (Norman and McAnamy, 2010). Another highly critical and analytical book Marketing Conquest and the Vanishing Indian: an Indigenous Response to Jared Diamond’s Archaeology of the American Southwest, the book tries to respond to Diamond’s work. The essay seems to suggest that Diamond’s are some of the most important aspects with regards to conquest. In Diamonds books, he seems to suggest that â€Å"colonialization and conquest† were what he refers to as ‘accident’ and that modern collapses of various societies can be avoided by studying the root causes of these earlier conflicts. This essay is a direct response to Diamonds assumptions and it mainly questions the authenticity of his assumptions and comes to the conclusion that diamonds are actually an important aspect of conquest. References: Diamond, J (2005). â€Å"Prologue. † Collapse: How Societies Choose to Fail or Survive. New York: Penguin —. â€Å"The Ancient Ones: The Anasazi and Their Neighbors. † Chapter 4 of Collapse: How Societies Choose to Fail or Succeed. New York: Penguin, 2005. McAnamy, P. A. and Norman Y (2010). Questioning Collapse: Human Resilience, Ecological Vulnerability and the Aftermath of Empire. New York: Cambridge UP, 1-20 Wilcox, M. â€Å"Marketing Conquest and the Vanishing Indian: An Indigenous Response to Jared Diamond’s Archaeology of the American Southwest. † Eds.

A View of Views In Favor Of Making 18 the Legal Age Of Alcohol Consumption

A View of Views In Favor Of Making 18 the Legal Age Of Alcohol Consumption The United States’ current minimum drinking age is 21. This age is unrealistic due to the fact that the legal age of adulthood is 18. Drinking under the age of 21 is permitted by law in certain states under some exceptions, such as for religious practices, educational purposes, and on private property with parental consent. Many important life decisions can be made at the age of 18, therefore drinking is no different from the rest of those decisions. Introducing alcohol at an age younger than 21 gives teens the opportunity to learn moderation from their parents and other adults. So is keeping the minimum drinking age at 21 protecting young adults, or is it driving them to binge drinking in unsafe environments without supervision? The law against drinking under the age of 21 gives no chance of exposure for younger kids.Children are taught in school to stay as far away from alcohol as possible. This, in effect, leads to a â€Å"forbidden fruit† syndrome. Drinking alcohol is made out to be a taboo instead of being portrayed as an enjoyable, social activity. The problem with having the legal drinking age so high is that during the time leading up to that age, people are not given proper education on alcohol. Instead of learning how to drink in moderation and in safe environments, the education received on it is often a negative one that aims towards prohibition rather than safe drinking. Young adolescents emerging into adulthood go out and drink with their friends regardless of the law. There is no supervision or guidance, and the lack of education of it can lead to binge drinking and addiction. Today, the U.S. is one of the few developed countries that enforce a minimum drinking age of 21. Many countries in Europe such as Denmark, Germany, Spain, and Switzerland allow their youth to consume alcohol in public places at the age of 16 or 17. Keeping the minimum drinking age at 21 is not effective in stopping people under the age of 21 from consuming it. It is only driving the consummation further and further underground. Our federal government is overextending its reach into state affairs by withholding ten percent of funding for highways for any state that doesn’t keep the minimum drinking age at 21. This results in many states leaving the age at 21 as to avoid being exempt from receiving billions of dollars from the government for their highways. Is it right for the government to withhold the benefits entitled to these states to force their own opinion in laws that should be under state authority? The federal government is overstepping its bounds in this situation. On the other hand, the legal age of adulthood is 18, but is it adulthood? Adulthood is defined by three things: taking responsibility, making independent decisions, and becoming financially independent. If a young adult is displaying all these qualities, shouldn’t he be granted all the rights and privileges of being an adult? Lowering the drinking age would decrease alcohol-related injuries because young people would no longer be hesitant to seek medical attention due to the illegality of their consummation. Many unnecessary deaths occur every year because 18-20 year olds are too afraid of the consequences of getting caught with possession of alcohol rather than to assure the well-being of their peers. So this sparks the question, are emerging adults mature enough to handle the allowance of alcohol consumption? Will they make the right choices? Decreasing the legal drinking age could result in more vehicle accidents related to driving under the influence. But giving a legal adult the freedom to drink may also give them the power to make more mature decisions. At the age of 18, one is able to get married, vote, serve in the U.S. military, and is legally considered an adult. If one is old enough to take part in deciding who the next president of the United States of America will be, sign legal documents, purchase a home, then a mature decision to drink is a definite capability. When a boy turns 18, he is considered a man in the eyes of his father, his family, and even the law, yet he is still considered too immature and too much of a safety hazard to consume alcohol. How can this be justified? If a man can die for his country at the age of 18, can he not drink a beer? Young adults are restricted and told not to drink until they are old enough. Who gets to say how old is old enough? Children and young adults are offered little to no exposure to alcohol. Education on alcohol consumption is aimed towards prohibition rather than safe drinking. At the age of 18, a person is considered an adult and is granted all the rights and privileges of adulthood except for consuming alcohol. The federal government indirectly keeps states from lowering the age to 18. Lowering the age would decrease under-age drinking accidents and fatalities. The law keeping the age of alcohol consumption at 21 is doing more harm to society rather than letting society benefit from this law. The legal age for alcohol consumption should be the same age as the legal age of adulthood.

Price Strategy for Business Market Essay Example | Topics and Well Written Essays - 3000 words

Price Strategy for Business Market - Essay Example Pricing decisions are highly complex, and organizational objectives are primary factors while deciding upon a pricing strategy. Price skimming, penetration pricing, mixed pricing, cost-plus pricing, variable pricing, marginal pricing, promotional pricing, and differential pricing are techniques used by organizations while developing their pricing policies. Price skimming involves offering a product or service for a premium on a low volume. The strategy is typical for new products or services in new markets, where a certain number of customers are willing to pay more for new innovative products or services. The process speeds up the payback period. When the product or service becomes popular and sales volume increase, prices come down. An example of this technique has been deployed in the mobile phone industry. Penetration pricing is a technique used for penetrating the market for gaining substantial market share, by setting the price low for high volume sales. The payback period is l ong, however, the strategy allows for the establishment of strong market position. The strategy has been deployed in airline industries and fast food businesses. Mixed pricing involves price skimming in the beginning, and penetration pricing when competitors enter the market. An example of this approach has been used in mobile communications. Cost-plus pricing is based on total cost of the product or service and addition of the margin. The disadvantages of the method include, pricing may be too high or too low.

Global pedagogy Essay Example | Topics and Well Written Essays - 1000 words

Global pedagogy - Essay Example Such issues include global warming, attempts by culture diversities to maintain inequality and oppression against women or children slavery. It also seeks to analyze merits of cultural diversity towards pushing for moral relativism, as well as sustainable management of waste. Global pedagogy incorporates modern methods of achieving democracy, liberty, and equality for all across the world (Noddings, 2013). Pedagogical methods results into global educational transformation through provision of practical and accessible information. Global pedagogy enhances availability of scholarly resources that learners and staff of various institutions need to promote a world over philosophy and citizenship. Developing global philosophy involves many processes. The process demands that individuals, organizations, and states play their respective roles. Appreciating and utilizing world’s cultural diversity is one of the ways we can develop global philosophy and citizenship. Diversity involves differences in age, sex, races, ethnicity, and religious backgrounds. When such cultural differences become a tool for enhancing global philosophy, the world achieves a desirable blend of people (Noddings, 2013). Such blends have an advantage concerning specialization and generation of ideas. Developing global pedagogy involves study and practicing of religion. Therefore, utilization of teachers to employ their professional and rights towards giving students a free environment to study and practice religion is vital (Noddings, 2013). The globalized world, therefore, achieves diversity in terms of professionals, careers, good decision making and unity. Teachers, therefore, should incorporate lessons involving importance and benefits of cultural diversity in their pedagogical efforts. Working with people of diversified colors, political backgrounds, and physical appearances more likely creates unity (Behbehanian & Burawoy,

Solution of the Problems in the Daily Routine Essay

Solution of the Problems in the Daily Routine - Essay Example However, I have been able to come up with my own solution. I shall describe the solution later, but first I shall describe the solutions that others offered to me. I was told that I should be determined about getting rid of my habit of clumsiness. If I decide once and for all, that I have to be active, that is all. But, I have tried so many times to use this solution, but all in vain. I have been telling myself every time that I will be more determined the next day, but the next day never came that made me determined to be active. I have been told to take part in healthy activities so that I do not get time to be lazy at all. That was also not useful since my laziness kept me from indulging in any sports or any other healthy activity. My health has also been declining due to my laziness to go into the kitchen and eat something healthy. I have been relying on readymade junk food due to my laziness of not willing to cook something for me, or even ask mom to cook something special. All I have wanted is to lie down with a packet of popcorns and watch movies till late at night. I am really sick of myself, and also sick of the solutions that others have to offer. Hence, I decided to come up with my own solution. I have tried this one, and have come up with fruitful results. I have come up with the solution of positive reinforcement.  I studied somewhere that if you give someone a reward after he does a good task, this makes him willing to do that task more and more, and with more energy. This strategy evokes motivation and determination, more than anything else. So, I decided to make up a to-do list for every coming day, with a reward at the end of the list, which meant that if I was able to complete all to-dos mentioned in the list for the next day, then I would give myself a reward, like going for a leisure walk for an hour with my best friend, or I would lie down and watch the latest Twilight series with my friends, or I would sleep till late morning the next da y.