Traumatic Stress Disorder Essay Example For Students

Traumatic Stress Disorder Essay After experiencing a traumatic event, the mind has been known to horde away thedetails and memories and then send them back at unexpected times and places,sometimes after years have passed. It does so in a haunting way that makes therecall just as disturbing as the original event. Post Traumatic Stress Disorderis the name for the acquired mental condition that follows a psychologicallydistressing event outside the range of usual human experience(Bernstein, et al). There are five diagnostic criteria for this disorder andthere are no cures for this affliction, only therapies which lessen the burdenof the symptoms. The root of the disorder is a traumatic event which implantsitself so firmly in the mind that the person may be shackled by the pain anddistress of the event indeinately, experiencing it again and again as the mindstays connected with the past rather than the present, making it difficult tothink of the future. The research on this topic is all rather recent as thedisorder was only added to the Diagnostic and Statistical Manual of MentalDisorders (DSM-III) in the last twenty years. Yet, the disorder is quite common,threatening to control and damage the lives of approximately eight percent ofthe American population . Any person is a potentialcandidate for developing PTSD if subject to enough stress. There is no predictoror determining factor as to who will develop PTSD and who will not. Although allpeople who suffer from it have experienced a traumatic event, not all people whoexperience a traumatic event will develop PTSD. Each persons individual capacityfor coping with catastrophic events determines their risk of acquiring PTSD. Andnot everyone will experience the same symptoms; some may suffer only a few mildsymptoms for a short period of time, others may be completely absorbed, stillothers who experience great trauma may never develop any symptoms at all(Friedman). More than any other psychological problem, symptoms are a reactionto an overwhelming ex ternal event, or series of events. From a historicalperspective, the concept of PTSD made a significant change in the usualstipulation that the cause of a disorder could be outside of the self, ratherthan some inherent individual weakness (Friedman). There are many situationsthat may lead to developing PTSD, including: serious threats to ones lifeor well being, or to children, spouse or close friends/relatives; suddendestruction of home or community; and witnessing the accidental or violent deathor injury of another (Bernstein, et al). Characteristic symptoms includere-experiencing the event, avoidance of stimuli associated with the event ornumbing of general responsiveness, increased arousal not present before theevent, and duration of the disturbance for at least one month (Johnson). When abomb exploded the Oklahoma Federal building in 1996, hundreds of lives wereaffected. Not only are the people who were in the explosion in danger ofre-experiencing it over and over, but so are th e people who witnessed theaftermath, from bystanders to the rescue workers on scene. The survivingemployees not only were physically injured in the blast, but saw the deaths oftheir coworkers and children. Surviving a horrific trauma that many others didnot is enough to cause serious emotional harm. For the rescue workers whoarrived, many of them saw death and people who they could not help; feelinghelpless and guilty may manifest into intrusive recollection and nightmares. Toexplain further, the first criteria is that the person was at one time exposedto a traumatic event involving actual or threatened death or injury, where theresponse was marked by intense fear, horror or helplessness (Pfefferbaum). Thisevent may have taken place only weeks ago, or as far back in memory as fortyyears. The disorder is most commonly found among survivors of war, abuse andrape. It also occurs after assorted crime and car accidents, as well as aftercommunity disasters such as hurricanes and floods. W orkers of rescue missionsare subjected to situations of severe stress frequently. Many emergency responseworkers (police, nurses, and medics) may become overwhelmed by the trauma theysee so many people go through and end up with intrusive recollectionsthemselves. Secondly, the trauma is re-experienced in the form of nightmares,flashbacks, intrusive memories and/or unrest in situations that are similar tothe traumatic experience by an associated stimuli (Pfefferbaum). Auditory orvisual stimuli can evoke panic, terror, dread, grief or despair. Commonly, inthe case of war veterans, the patient may be mentally sent back tothe time and location of the original traumatic experience. A veteran who hearsa startling noise like a car backfiring may hear gunfire and it willtrigger flashbacks. These flashbacks can last a little as a few seconds,minutes, or up to days where the person behaves and reacts to everything as ifthey are in that original traumatizing setting. Thirdly, there is a numbin g ofthe emotions and reduced interests in others and the outside world. The personis attempting to reduce the likelihood that they will either expose themselvesto traumatic stimuli or if exposed will minimize the intensity of theirpsychological response (Pfefferbaum). For this reason, it is extremely difficultfor people with PTSD to participate in meaningful interpersonal relationships. .u43a217d0fbd5b7b03d94f9afcbb82765 , .u43a217d0fbd5b7b03d94f9afcbb82765 .postImageUrl , .u43a217d0fbd5b7b03d94f9afcbb82765 .centered-text-area { min-height: 80px; position: relative; } .u43a217d0fbd5b7b03d94f9afcbb82765 , .u43a217d0fbd5b7b03d94f9afcbb82765:hover , .u43a217d0fbd5b7b03d94f9afcbb82765:visited , .u43a217d0fbd5b7b03d94f9afcbb82765:active { border:0!important; } .u43a217d0fbd5b7b03d94f9afcbb82765 .clearfix:after { content: ""; display: table; clear: both; } .u43a217d0fbd5b7b03d94f9afcbb82765 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u43a217d0fbd5b7b03d94f9afcbb82765:active , .u43a217d0fbd5b7b03d94f9afcbb82765:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u43a217d0fbd5b7b03d94f9afcbb82765 .centered-text-area { width: 100%; position: relative ; } .u43a217d0fbd5b7b03d94f9afcbb82765 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u43a217d0fbd5b7b03d94f9afcbb82765 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u43a217d0fbd5b7b03d94f9afcbb82765 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u43a217d0fbd5b7b03d94f9afcbb82765:hover .ctaButton { background-color: #34495E!important; } .u43a217d0fbd5b7b03d94f9afcbb82765 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u43a217d0fbd5b7b03d94f9afcbb82765 .u43a217d0fbd5b7b03d94f9afcbb82765-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u43a217d0fbd5b7b03d94f9afcbb82765:after { content: ""; display: block; clear: both; } READ: Research on Martin Luther King Jr And 8220The Lett Essay We will write a custom essay on Traumatic Stress Disorder specifically for you for only $16.38 $13.9/page Order now Forth, there are random associated symptoms including insomnia, irritability,hypervigilance and outbursts of rage. The natural startle inhibitor may bedulled and the patient is easily surprised or upset by unexpected stimuli. Lastly, symptoms of each category must show significant affect on the personssocial/vocational abilities or other important areas of life. Which appears tobe an unavoidable effect if a person is in fact experiencing the symptomslisted. All of these symptoms must persist for at least one month An examplefrom the textbook Psychology introduces a 33-year-old nurse named Mary whosuffered severe trauma in the weeks following an attack in her apartment by anintruder who raped her at knife point (Criterion one). In the weeks after theattack Mary suffered from an immense fear of being alone in her apartment (thesecond criterion), and preoccupied with attack, she feared it could happenagain. Her worry developed in to an obsession with protection and she installednumerous locks on all her windows and doors, eventually Mary became so overlypreoccupied with the attack that she could no longer go out socially or evenreturn to work (Criterion three and five). She became repelled by the idea ofsex. Her associated behaviors encompass criterion four. In the seven years sincethe Gulf War, three percent of United States Soldiers have so far been diagnosedas having Posttraumatic Stress Syndrome. Those with greatest exposure to combatare the most likely sufferers, which lends to the idea that the more severe atraumatic event are more difficult it is to overcome. Additionally it developspredominantly in soldiers who were categorized as having the least stressresistant personalities coupled with low levels of social support. Essential to recovery of any stressful event is the knowledge that the suffereris not alone or unique in the grief and that others care about his or herrecovery. Those soldiers who returned from war with no one to share theirexperiences with are likely to re experience warfare in the form of nightmaresand flashbacks. After witnessing the deaths of both enemies and comrades thosewithout social support are likely to internalize their pain which have a goodchance of escaping out of the body in the symptoms listed (Bernstein). Acute PTSD occurs within six months of the traumatic event, whileDelayed On-set PTSD occurs anytime afterwards. In some instances,patients have developed symptoms decades later. Holocaust survivors,experiencing terrifying nightmares of events they thought they had buried solong ago, have been diagnosed forty and fifty years after the attempted genocideof the Jews with PTSD. PTSD can become a chronic psychiatric disorder that canpersist for decades and sometimes a lifetime. Chronic patients go throughperiods of remission and relapse like many diseases. Some problems associatedwith leaving PTSD untreated are clinical depression and addictions, such asalcoholism, drug abuse, and compulsive gambling. Addictions are a common way ofself-medicating. There are instances when a person suffers frominvoluntary recall of events that they cant quite place or understand. Sometimesadults who were abused in some form as children do not fully know what istormenting them but still struggle with simila r symptoms. For these peoplehypnosis in a controlled environment is beneficial. After hypnosis the patientand doctor will discuss what has come out and together deal with what has beenlearned. Drugs in general are not a cure for Post Traumatic Stress Disorder, butthey can calm the patient long enough to rationally discuss what is torturingthem. Also it is possible that children who survived the Oklahoma bomb blast maynot be told for some time what they lived through. Their first recollections maybe hazy pictures that only hint as to what happened. Hypnosis may bring out thedetails that the mind isnt willingly sharing. When the details are known thepatient then has the opportunity to accept them and develop an understanding andan acceptance (if they are lucky enough to get that far) of what they havesurvived (Foy). Therapy is the only known method of treatment, but there havenot been substantial gains in this field for recovery of patients. After fourmonths of intensive treatment, Vi etnam veterans showed no long term effects oftheir therapy in a study conducted by the National Center forPost-Traumatic Stress Disorder in New Haven. The men received individualand group psychotherapy and behavior therapy as well as family therapy andvocational guidance. Although they left reporting increased hope andself-esteem, a year and a half later their psychiatric symptoms had actuallyworsened. They had made more suicide attempts and their substance abuse wasdramatically increased (Johnson). The Harvard Mental Health Letter publishedFebruary/March of 1991 asserts the important result of therapy (of any kind) isthe enabling of the patient to think about the trauma without it taking over andbeing able to control their feelings without systematically avoiding ordiverting their attention. People who are afflicted with PTSD never feel safebecause they are controlled by their fears; nightmares and flashbacks onlyconfirm their perceived helplessness and remind them of how they were unable toprotect themselves from the event. Healing has taken place only when the personcan invoke and dismiss the memories at will, instead of suffering the intrusiveinvoluntary recall (Johnson). .u6a37dead5066e7146c154b5e40d3ed7c , .u6a37dead5066e7146c154b5e40d3ed7c .postImageUrl , .u6a37dead5066e7146c154b5e40d3ed7c .centered-text-area { min-height: 80px; position: relative; } .u6a37dead5066e7146c154b5e40d3ed7c , .u6a37dead5066e7146c154b5e40d3ed7c:hover , .u6a37dead5066e7146c154b5e40d3ed7c:visited , .u6a37dead5066e7146c154b5e40d3ed7c:active { border:0!important; } .u6a37dead5066e7146c154b5e40d3ed7c .clearfix:after { content: ""; display: table; clear: both; } .u6a37dead5066e7146c154b5e40d3ed7c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6a37dead5066e7146c154b5e40d3ed7c:active , .u6a37dead5066e7146c154b5e40d3ed7c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6a37dead5066e7146c154b5e40d3ed7c .centered-text-area { width: 100%; position: relative ; } .u6a37dead5066e7146c154b5e40d3ed7c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6a37dead5066e7146c154b5e40d3ed7c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6a37dead5066e7146c154b5e40d3ed7c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6a37dead5066e7146c154b5e40d3ed7c:hover .ctaButton { background-color: #34495E!important; } .u6a37dead5066e7146c154b5e40d3ed7c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6a37dead5066e7146c154b5e40d3ed7c .u6a37dead5066e7146c154b5e40d3ed7c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6a37dead5066e7146c154b5e40d3ed7c:after { content: ""; display: block; clear: both; } READ: The United States and National Security, and Domin EssayBibliographyBernstein, Douglas A., Alison Clarke-Stewart, Edward Roy, Christopher D. Wickens. Psychology. Boston: Houghton Mifflin Company, 1997 Bower, Bruce. Exploring traumas cerebral side. Science News. 149.20 (1996) : 315Foy, David W., ed. Treating PTSD : cognitive-behavioral strategies. New York:Guilford Press, 1992. Friedman, Matthew J. Post Traumatic Stress Disorder:An Overview. National Center for PTSD. Dartmouth Medical School, 1997. Johnson, David R., Robert Rosenheck, Alan Fontana. Post-traumatictreatment failure. Harvard Mental Health Letter. 13.9 (1997) : 7 Matsakis,Aphrodite. I Cant Get Over It : a handbook for trauma survivors. Oakland.: NewHarbinger Publications, Inc., 1996. Pfefferbaum, Betty. Posttraumaticstress disorder in children: a review of the past ten years. Journal ofthe American Academy of Child and Adolescent Psychiatry. 36.11 (1997) : 1503-12The Harvard Mental Health Letter. Feb./Mar. 1991. Online. Internet. 14 Oct 1998. Available. http://www.mentalhealth.com/mag1/p5h-pts2.html

Socrates Essays (221 words) - Socratic Dialogues, Free Essays

Socrates Essays (221 words) - Socratic Dialogues, Free Essays Socrates Socrates believed in speaking the truth. In his speeches, his true character is revealed. He is an individual, who lived only to spread knowledge. Socrates was humble, knowing that he was no wiser than anyone. In not recording his knowledge, he was able to devote more time to thought. He did not take money for his teachings, the poor and rich could learn from him. Socrates spent much time seeking out wise men, and showing them to be fools. He had perseverance, continuing to urge people to think. In his own words he was gadfly. By answering questions with a question, he urged people to find their own answers. Socrates was a selfless man, wanting only to bring goodness to the Athenians. He was magnanimous, forgiving his persecutors. He assured them that he did not fear death. Wherefore, O judges, be of a good cheer about death, and know of a certainty, that no evil can happen to a good man, either in life or after death. (Plato) Socrates was almost larger than life, in his generosity, good humor, and love of life. He was courageous in the way that he defended himself, in plain words rather than use large words and a person to speak for him. These characteristics define Socrates as almost larger than life.

6 Fabulous Hints to Become a Successful Writing Major

6 Fabulous Hints to Become a Successful Writing Major 6 Fabulous Hints to Become a Successful Writing Major There are several skills one must improve to be a truly great writer. Here we are going to name six key skills for excellent writing, as well as tips on how to acquire and improve these traits. 1. Knowledge of Grammar, Spelling, and Punctuation You can have creative ideas and excellent writing abilities, but without proper spelling, grammar, and punctuation, you cannot communicate your ideas effectively. People do not want to read writings that are full of errors, and you lose credibility when you cannot spell or punctuate properly. The best way to improve your language is to read. Read books, newspapers, favorite blogs - read anything. The more you read, the more spelling and grammar become second nature to you. Another way to improve your grammar is to search the Internet any time you are uncertain about how to punctuate a sentence or which verb tense to use. There are many excellent grammar websites devoted to consult you. 2. Understanding Your Purpose There are different types of writing for different purposes: narrative, persuasive, literary analysis, etc. To write effectively, first you must understand the purpose of the paper you are dealing with. Are you analyzing literature? Are you telling an entertaining story? Are you persuading the reader to agree with your opinion? When you are writing a college paper, look through the restrictions carefully. If your professor provides you with the demands, read them a couple of times to make sure you have fully understood your task. If you thoroughly understand the purpose of each piece you handle, you will be on your way to a writing master’s degree! 3. Imagination Excellent writers have perfect imagination. It is a skill you cannot be taught of, but you can develop it. Go to different places, observe people, try something new. Write down your observations in a notebook. If you have a dream, you can record it in your journal as well. Open your imagination even further by reading novels that take place in fantasy lands, or by watching movies that explore unique topics. Imagination comes from exploration and experience, so cultivate your imagination by being open to different places, people, and adventures. 4. Discipline A guaranteed way to improve any skill is to practice, so the best way to become a better writer is to write. Even if you are not in the vein to do this, or you feel like you have a writer’s block, simply take the pen or start typing. Write something every day, even if it is a short entry about what you have experienced and thought that day. The more you write, the more you will improve. You even won’t notice how you have became a writing MFA. 5. Research Skills When it comes to academic writing, being a good researcher is a must. Who is a good researcher? Someone who can find convincing, valid evidence to support the claim in his/her writing. One way to improve your research skills is to evaluate the sources you have chosen. While choosing a source to use in your paper, ask yourself the following questions: Was this source recently updated, or it is outdated? Who wrote this information? Would this person or organization be involved to this topic? Is it a trustworthy source with credible information? Is this information relevant to my topic? Make sure you are getting your research from the sources that are credible, current and relevant. The most important item for an excellent research is to know which sources to use. You also should be able to synthesize researches from several different sources, instead of using only one and simply paraphrasing its information. 6. Ability to Take Constructive Criticism We are our own biggest critics, so we must criticize our writings. Take yourself through multiple drafts instead of deciding that the very first one you have written is the best. Focus on your spelling, grammar, word choice, and organization. Do you stay on topic? Do you use strong vocabulary? Moreover, you can ask others for feedback, and do not take their criticism personally. The only way to get better is to continue learning and improving your writing skills. No writer is perfect, so continue striving for constant improvement. If you follow these tips, you will be amazed how much your writing skills have improved!

Fieldwork observaion Essay Example | Topics and Well Written Essays - 750 words

Fieldwork observaion - Essay Example I was there on the 19th of September 2012, as from 1.00 to 1.20 pm. It was quite hot with temperatures of approximately 150 C to 230C. There was no reaction from the people I came across, eight in total, five males and three females. Two of the males were wearing long pants and T-shirts while the other three were in shorts and T-shirts. All the three females were wearing pants and T-shirts of various complexities. The lack of reaction is attributed to the fact that these people were not interested in what those around them thought or said about their behavior. From observation, all those people were overwhelmed by the beauty of their behavior’s implications. It was surprising to note that all these people cared about their cigarette. It is what makes their world; it is what gives them comfort and relaxation, presumably enabling them to forget the reality. I never thought of it this while in the same group. I had been blinded by the thought of pleasure then, and the thought of having no worry or responsibility over anything or anyone, let alone myself. The results of this field experience profoundly support our four-part definition of culture. Culture, being a set of learned and shared attitudes, beliefs, values, customs and meanings, is encompassed in providing a distinction in the existence of the persons concerned in the field study. In terms of how culture is learned, it is evident that every person in this location learned how to smoke through someone else, or through an experience or an exploration. With time, people have continued loving what they like, and smoking has become part of their lifestyle. With regard to how culture is shared, members of the same group often share similar beliefs and values. As such, these people find fulfillment in being with their kind, with those whom they share this behavior. Having a shared notion about smoking eliminates a considerable difference among them, and they can more easily intermingle with each other. The similarity in behavioral patterns reflects a deeper level of sharing culture since smoking has become a norm for these people. This is essentially with regards to homogeneity of these people’s interests (Davis 200). It is also evident that culture is reliant upon language and symbols. From the study’s observation, the people have a unique way of communication, for instance when one would like to light up his or her cigar with another’s. This codal communication enables understanding at a higher level and also creates a feeling of belonging among these people. Cultural integration refers to how a certain culture borrows some attributes from another, and so it becomes seemingly integrated in the other culture. Smoking has been borrowed from cultures of other people and has been integrated in this environment. It has become integrated due to its consistency. From my knowledge, the behavior at this place has been continuous and takes place at the area over a long t ime. So, smoking has become a custom for this particular premise. In terms of being patterned, the custom has thrived in the area, with many young adults wanting to experience the zeal. In the current society however, smoking should not be patterned due to the many avenues advocating against it. Smoking has however become an adaptive custom in this area and is not likely to diminish significantly. In conclusion, Santa

Impact of Globalization on General Motors Essay

Impact of Globalization on General Motors - Essay Example These include simplifying the process where possible, finding cheaper but high quality material to help with the manufacturing process (Reader 2006, p.7). Additionally the company believes that innovative technology will help it attain better production hence increasing output but the question is how globalisation in the automotive industry affects GM. Globalisation is a double-edged sword that cuts both ways in this case it has both the positive and the negative impact on any industry. However, the degree of managing these effects determines the success or failure of a company in a particular industry. When examining the effects of globalisation in a company for instance GM, we have to look at all the department, branches, plants and any subsidiaries of the company. The reason for this is that globalisation is a multifaceted phenomenon. For instance, we have to look at how globalisation has affected GM employees, the production process, the marketing aspect, the information technolo gy aspect and the management aspect (Alias 2008, p.10). The complexity of the automotive industry demands that the company should effectively deal with the impact of globalisation because if the competitors are able to deal with it more effectively than the GM then this can be catastrophic or detrimental to both the company image and the market. The world is moving towards becoming a global village hence having a very fast rate of globalisation. As a result, companies should strategise and gear up for this cause to avoid eradication due to drastic changes. However, in dealing with the effects of globalisation on the GM it is important to separate all the sections and critically examining them individually ratherthat having a... The paper tells that increased globalisation has led to increased competition in the automotive industry with registration of new entrants who have better ways of manufacturing and production of vehicles. However, one of the biggest competitors to GM is the Japanese company Toyota manufacturing durable and affordable vehicles. Additionally, due to the persistent hard economic times more and more people are opting to buy fuel-efficient vehicle and vehicles whose spare parts are easily available. The Toyota Company has managed to tap into this market both locally and globally hence giving GM very stiff competition. Additionally, due to globalisation vehicles are becoming cheaper hence reducing the profit margin of GM. Because of this, it forces the company to seek ways of cutting down costs in order to increase the profit margin because they cannot increase the prices due to the demand and supply forces of the market. Globalisation has also made information readily available to consume rs in the market. Additionally, the introduction of ecommerce solution has also cut down on the cost of business transactions. Customers are now able to purchase vehicles from another counter through the internet and go through all the relevant processes that will enable him or her get the vehicle at his or her disposal. GM has to deal with these globalisation effects in order to stay afloat in business. The distance between countries is closing up very fast due to the development of efficient ways of transportation and business transactions are becoming easier due to the technological development.

History of Mathematics

History of Mathematics 180 BC Hypsicles: Number Theory Hypsicles was born in 190 B.C. in Alexandria Egypt. He was a mathematician and astronomer. He wrote the â€Å"Anaphorikos† or â€Å"On the Ascension of Stars,† where he divided the Zodiac into 360 ° and used arithmetic progression, â€Å"a sequence in which each number increases by the same amount over the previous one† (O’Connor Robertson, 1999). He also wrote Book XIV of Euclid’s Elements, which was concerned with inscribing regular solids in a sphere (Hypsicles of Alexandria, 2008). Diophantus of Alexandria, writer of the Arithmetica, which was the most dominant number theoretic work of ancient times, explained properties of polygonal numbers and added a rule to get the nth m-agonal number, n [2 + (n 1) (m 2)]/2, which he credited to Hypsicles (Tattersall, 2005). The number theory, a branch of mathematics, is concerned with the study of the integers, and of the objects and structures that naturally arise from their study (Number Theory, 2004). References Hypsicles of Alexandria. (2008, January 1). Encyclopedia.com. Retrieved November 30, 2013, from http://www.encyclopedia.com/topic/Hypsicles_of_Alexandria.aspx OConnor, J. J., Robertson, E. F. (1999). Hypsicles of Alexandria. Hypsicles biography. Retrieved November 30, 2013, from http://www-history.mcs.st-and.ac.uk/Biographies/Hypsicles.html Tattersall, J. J. (2005).Elementary number theory in nine chapters(2nd ed.). Cambridge: Cambridge University Press. Number Theory. (2004, February 1). number theory | planetmath.org. Retrieved November 29, 2013, from http://planetmath.org/numbertheory 60 BC Geminus: Parallel Postulate Geminus was a Greek mathematician and astronomer, who thrived in the 1st century B.C. Nothing is known about his personal life, but his works suggested the possibility that he lived or worked on Rhodes. The Theory of Mathematics, which discussed the logical subdivisions of the mathematical sciences, was attributed to Geminus (Geminus, 2008). Geminus examined the principles behind concepts such as ‘hypothesis’, ‘theorem’, ‘postulate’, ‘axiom’, etc. and gave historical accounts of the development of the ideas (O’Connor Robertson, 1999). In addition, The Theory of Mathematics included some relevant criticism of Euclid’s postulates, specifically the fifth, the parallel postulate, for which, he supposed, he found a proof (Geminus, 2008). â€Å"The parallel postulate is Euclids fifth postulate: equivalent to the idea that there is a unique parallel to any line through a point not on the line.† (O’Connor Robertson, 1999) References OConnor, J. J., Robertson, E. F. (1999). Geminus. Geminus biography. Retrieved December 1, 2013, from http://www-history.mcs.st-and.ac.uk/Biographies/Geminus.html Geminus. (2008, January 1). Encyclopedia.com. Retrieved December 1, 2013, from http://www.encyclopedia.com/doc/1G2-2830901609.html Cultural 100 BC Birth of Julius Caesar Julius Caesar, one of the most influential and famous men in Ancient Rome, was born in July 12 or 13 100 BC in Rome and was killed during the Ides of March in 44 BC. He was a Roman general, a statesman, an orator, a lawgiver, and a historian, who transformed the Roman republic into the powerful Roman Empire (Julius Caesar biography, n.d.). The following are some of his achievements (Julius Caesar, n.d.): He never lost in war. He was the leader of the invasion of Britain in 55 B.C. He improved laws to benefit the people and made laws against the corrupt and unjust. He amended the Roman calendar, which is the one in use today He cleared up the system of the Roman republic and became the benchmark to future Roman emperors and European leaders References Julius Caesar biography. (n.d.). Bio.com. Retrieved November 30, 2013, from http://www.biography.com/people/julius-caesar-9192504 Julius Caesar. (n.d.). Julius Caesar. Retrieved November 30, 2013, from http://www.roman-empire.net/republic/caesar.html 20 BC Virgil: Aeneid Publius Vergulius Maro, Vergil or Virgil in English, was born in October 70 BC, near Mantua in northern Italy. Virgil, one of the best Roman poets, is known for his works the Ecologues, the Georgics and the epic Aeneid. The Aenid is considered as the Roman’s national epic. Virgil started to write the epic that will summarize his ideal Rome when Augustus became the ruler. The story is about Aeneus, a Trojan hero, whose mission is to establish a new Rome. The Aeneid shows the earliest days and destiny of Rome (Virgil, n.d.). Virgil worked on the Aeneid for the remaining years of his life, but he died because of a fever in 19 B.C., leaving the epic unfinished. He wished for Aeineid to be destroyed, but the current ruler, Augustus ordered for it to be finished and published. The Aeneid appeared in 17 B.C. (Virgil, 2004) References Virgil. (2004, January 1). Encyclopedia.com. Retrieved December 1, 2013, from http://www.encyclopedia.com/doc/1G2-3404706635.html Virgil. (n.d.). PBS. Retrieved December 1, 2013, from http://www.pbs.org/empires/romans/empire/virgil.html 4 BC Birth of Christ Jesus Christ, also known as Jesus of Nazareth, was born in 4 B.C. He was the founder and center of Christianity, one of the most influential religions in the world. Only a little was known about the childhood of Jesus, but the four biblical gospels Matthew, Mark, Luke, and John provide an account from his birth to his ministry (Jesus Christ biography, n.d.). References Jesus Christ biography. (n.d.). Bio.com. Retrieved December 2, 2013, from http://www.biography.com/people/jesus-christ-9354382 Jesus of Nazareth. (2004, January 1). Encyclopedia.com. Retrieved December 2, 2013, from http://www.encyclopedia.com/doc/1G2-3404703308.html Jesus of Nazareth Biography. (n.d.). World Biography. Retrieved December 2, 2013, from http://www.notablebiographies.com/Ho-Jo/Jesus-of-Nazareth.html AD Mathematical AD 50 Negative numbers used in China Negative numbers are numbers that are less than zero. The concept of negative numbers started in China. Negative numbers were used in Nine Chapters on the Mathematical Art of Jiuzhang Suanchu in solving systems of simultaneous equations. The suan chou (counting rods) method was done with the use of red rods for positive quantities and black rods for negative quantities (Negative Number, n.d.). The rules for signed numbers were also given. The Chinese contribution of negative numbers is very important since it completed the whole numbers and rational numbers. References Negative Number. (n.d.). Negative Number. Retrieved November 30, 2013, from http://www.chinaculture.org/gb/en_madeinchina/2005-08/18/content_71977.htm AD 75 Heron: measurements, roots, surveying Heron of Alexandria, sometimes called Hero, is a Greek Mathematician and Engineer born in 10 A.D. Almost nothing is known about Heron’s personal life. Heron’s brilliance was shown in his writings in mathematics and mechanics. He wrote at least 13 books in his life covering topics such as geometry and mathematics, surveying, mechanics, pneumatics, automatic machines, war machines, optics and many more (Shuttleworth, n.d.). Metrica, a series made up of three books, concentrates on calculations of areas and volumes of bodies such as cones, cylinders, pyramids etc. The Hero’s formula, which stated the area of a triangle with given sides, A = sqr[s(s-a)(s-b)(s-c)] where s = (a+b+c)/2, was found in the Book I of Metrica (O’Connor Robertson, 1999). Heron used arithmetic to solve complicated quadratic equations arithmetically, estimated the square roots of non-square numbers, and calculated cube roots (Hero of Alexandria, 2008). Mensurae consists of details of the different tools for measuring. Dioptra contains practical and mathematical methods for land surveying (Heron of Alexandria, n.d.). References Hero of Alexandria. (2008, January 1). Encyclopedia.com. Retrieved December 1, 2013, from http://www.encyclopedia.com/doc/1G2-3404702942.html Heron Of Alexandria. (n.d.). Famous Mathematicians. Retrieved December 1, 2013, from http://www.famous-mathematicians.com/heron-of-alexandria/ OConnor, J. J., Robertson, E. F. (1999). Heron of Alexandria. Heron biography. Retrieved December 1, 2013, from http://www-groups.dcs.st-and.ac.uk/~history/Biographies/Heron.html Shuttleworth, M. (n.d.). Heron of Alexandria A Beautiful Mind. Explorable. Retrieved December 1, 2013, from http://explorable.com/heron-of-alexandria

Teen Dating Violence Support Group

Although most teen dating relationships last a shorter amount of time, it is an important part of a teen’s life that can impact them greatly. Teen dating violence occurs when one partner in the dating relationship is abused by the other partner and tries to control their daily functions. In the 2007 Youth Risk Behavior Survey, nearly10 percent of teens nationwide reported having an experience of physical violence from a romantic partner a year prior to this article (Mulford, & Giordano, 2008). It is important for teens to be aware of signs that their relationship may be heading towards violence or that they are in an abusive relationship so they could receive help before any serious injury or death occurs. The teen dating violence support group will give teens an arena to discuss actions that can be defined as dating violence or abuse from a romantic partner. The group will also be a supportive arena for those teens who have experienced violence or abuse in a romantic relationship in becoming survivors and coping with their experience and moving on to feeling safe and living a violence free life. In the support group, there will be discussions on what is considered a healthy relationship and how to maintain a healthy relationship. The support groups main focus is to empower teens to be educated about the signs and the dangers of dating violence and to empower teens with information on how to avoid dating violence, to recognize an abusive relationship, and to be able to escape abusive situations safely. Rational Working with women at a domestic violence shelter, I have noticed a high percentage of the women who receive services from our program, discuss they had experienced a form of abuse from a boyfriend or a romantic partner as teenagers. Some of the women stated as teens they did not take their experience serious enough or understand that they were being abused or that it could happen to them again as an adult. A survey done by the Center for Disease Control and Prevention in 2010, states approximately 1 in 5 women and almost 1 in 7 men who at one time experienced rape, physical violence, and stalking by a romantic partner, had first experienced some form violence from a romantic partner between the age between 11 and 17 years old (Center for Disease Control and Prevention, 2012). Most teens do not report their experiences of dating violence making it hard for adults and practitioners to find out about this experience in the teen years. Ashley and Foshee (2005) explain that it is far less likely that teens will report an episode dating violence than will adults reporting a domestic violence episode. Teens need to be educated and informed on the dangers of violence to understand why it is important to report their experience of violence so the cycle of abuse can stop and they could learn to be safe and live a violence free life. Additional Information The population that this support group will target are students that are in middle school where the ages are between 11 and 14 years of age. The support group will be open to both male and female students. Although high school is where most teens will begin to date, middle school aged teens also experience dating violence. It is essential for the group leaders to understand the importance of peer influence and the impact it has on the development of teens. It will be important to assure all members of the group that all information discussed will be confidential so they could feel comfortable in expressing their feelings and experiences. The desirable group size for this particular support group would be 6 to 8 teenagers at a time. This allows for a group small enough to have intimate dialogue and large enough for the members not to feel being singled out. A group this size with teens will allow the flow of conversation and interaction of the members. This group is open to male and female students to discuss their experiences of dating violence and become educated on signs and the cycle of dating violence. There will be times when the males and females will be separated to complete activities then they will come together to discuss the different gender perspective on certain facts about teen dating violence. Legal and Ethical Considerations It is important that the group leader take precautions to protect all clients from any physical, emotional or psychological harm (ACA, 2005). An informed consent with the parents and the students under the age of 18 years old will be necessary for the students to participate in this support group. In the consent the confidentiality and the limitations of confidentiality must be explained and the purpose and the focus of the support group must be clearly explained. Failure to explain this information to the students or their parents, could result in legal actions being taken against the therapist that could lead to loss of professional license. It would also be important to discuss the particulars and the process of the group with the parents of the students because they are minors and the parent consent is needed for them to participate in the support group. References American Counseling Association. (2005). ACA code of ethics. Retrieved from http://www. counseling. org/resources/codeofethics/TP/home/ct2. aspx Ashley, O. S. , & Foshee, V. ( 2005). Adolescent help-seeking for dating violence: Prevalence, sociodemographic correlates, and source of help. Journal of Adolescent Health, 36, 25-31. Centers for Disease Control and Prevention. (2012). Teen dating violence. Retrieved from http://www. cdc. gov/ViolencePrevention/intimatepartnerviolence/teen_dating_violence. html Mulford, C. , & Giordano, P. C. (2008). Teen dating violence: A closer look at adolescent romantic relationships. National Institute of Justice Journal, No. 261. Retrieved from http://nij. gov/journals/261/teen-dating-violence. htm Abstract Teen dating violence is becoming more recognized and important to today’s society as a major safety concern when it comes to dealing with teens. It is important for communities to be aware of this concern and have the appropriate services to provide teens the necessary information that promotes awareness and prevention. To ensure that teens are empowered with being educated on the dangers of teen violence and knowing how to escape a violent relationship safely is important to the health and development of teens into adulthood. Parents and communities need to understand the dynamics of teen dating violence to break the cycle and to lessen the chances of teens experiencing abuse or violence in a romantic relationship. The purpose of this paper is to review the literature that is relevant to educating, recognizing and preventing teen dating violence. An analysis of the current literature and research was done to provide information on recognizing the signs that a relationship is abusive or heading towards violence, the reasons surrounding why this type of violence is less likely to be reported, the risk factors associated with teen dating violence, and the impact dating violence has on the development of adolescents. Also, an analysis on the different types of prevention that is helpful to teens in avoiding and safely escaping an abusive or violent romantic relationship. Most middle school students are not aware that certain behaviors that their romantic partners display are the beginning signs of abuse or violence in the relationship. Dating violence can be defined as the act or the threat of the act of violence that is displayed by one member of a union that is not married that takes place during dating or courting (Glass, Fredland, Campbell, Yonas, Sharps, & Kub, 2003). Most teens in middle school do not recognize the actions that their partners display are signs that they may be in an abusive or violent relationship. Common behaviors like constantly calling and texting their partner to find out where their partner is at, what the partner is doing, and who their partner is with are jealous behaviors and is considered warning signs that can lead to dating violence. Other warning signs that the relationship is heading towards becoming violent are name calling, putting their partner down, making threats to harm family and friends, using violence to solve problems in the relationship, forcing the partner to do things that the partner does not want to do, and threatening to do self harm (Oklahoma Department of Health, 2010). At times teens do not take the hitting, jealous and controlling behavior seriously and may just take the hitting as playing around and the jealous and controlling behavior as signs of love and not signs of danger that could lead to getting physically hurt. Herrman (2009) explains that research has found that there are important differences in which teens define interpersonal violence based on gender. She further states that boys are likely to connect the act of violence to being provoked and girls see violence as a way of showing control or to dominate their partner. Although teen dating violence is prevalent in today’s society, many teens do not tell anyone or report their violent or abusive relationship to adults or the authority. Teens are far less likely to report a violent incident with a partner and it is estimated that about 1 in 11 events of teen dating violence are reported to adults or police and then some incidents are reported but not attended to (Ashley & Foshee, 2005). The study that Ashley and Foshee (2005) conducted to find the percent of victims and perpetrators that would seek help resulted in showing 60% of the 225 victims in the study and 79% of the 140 perpetrators in the study reported they did not go and ask for help. Sometimes victims are afraid that their partner will come back at them to do harm and make the violence continue or worse and some victims believe that they are at fault or they made their partner act violently because of something they did. Herrman (2009) explains that some teens that have children by the perpetrator will not report due to being loyal or having to depend on the abuser who is the father. Another factor that could have something to do with teen’s lack of report when they experience teen dating violence is some teens believe that violence is one-sided to the point where boys are the ones who get in trouble more and girls can abuse and it not thought of as serious and do not get in trouble as much as boys. Herrman (2009) explain that boys report that girls are allowed to do more violence to boys with no punishment because boys do not have considerable injuries in comparison to girls who are abused by boys with significant injuries. This is part of the reason why males do not report incidents of violence or abuse by females and also their macho thoughts of being the stronger one keeps most males from reporting dating violence. In society today, there is a double standard about who is actually being abused when it comes to males and females due to who is considered stronger species. This should not matter if someone is being abused or being hurt by another person. There are many risk factors that are associated with teen dating violence. If a teen is raised in a family that experiences or observes violence when solving problems it is possible that the teen will act in the same manner. Ayers and Davies (2011) explain that when teens have violent or abusive behavior shown in the home, the children can learn to behave in the same manner and the act of violence becomes an acceptable way to respond to others when there is a problem. Some studies show that an area where one lives can have an increase in domestic and teen dating violence. On study show that males and females that live in the southern region of the United States has more dating violence rates and may have increased tolerance to violence (Marquart, Nanni, Edwards, Stanley, & Wayman, 2007). Other studies report that dating violence is more likely in rural environments due to the thoughts about male and female roles, isolation, not having activities that are structured, and the customary practice of some teens driving around with alcohol (Marquart et al. , 2007). Teen dating violence can seriously impact adolescents in many different ways. The violence behavior from a romantic partner can cause physical injuries to the other partner where they may have to go to the hospital. Herrman (2009) discusses that nearly 8% of teens report going to an emergency room to get care for injuries that they got while in a romantic dating relationship. Teen dating violence can also result in the death of a partner as it was reported in an article in the New York Times (2009) of how a 20 year old girl in Indianapolis was killed by her boyfriend after trying to leave the abusive relationship several times. Teen dating can also have long-term effects on the health of the adolescent during their life like drug and alcohol abuse, depression, low-self esteem, and eating disorders (Oklahoma Department of Health. 010). Violence in a teen relationship can develop into a long term pattern of unhealthy intimate partner violence and the development of poor relationship skill (O’Keefe, 2005). Teens who were victims of dating violence are more likely to be victims of intimate partner violence in their life as an adult. It is important for teens to be aware of the long term effec ts of dating violence that could continue on into adulthood and dictate the relationship style for future relationships. Teens that experience dating violence have a greater chance of emotional and behavioral problems as young adults and increased risk of having violent relationships in the future (Healy, 2012). Researchers from a nationally representative survey that examined teens between the ages of 12 to 18 that said they were the victim of a violent dating relationship, examined these young adults five years later and found that these same teens, boys and girls were three times more likely to be involved in a violent relationship as a young adult (Healy, 2012). Teens who learn and develop negative relationship skills tend to carry on those negative relationship skills into adulthood. To address the issue of teen dating violence there have been many interventions and preventions established to minimize and hopefully eliminate dating violence with teens. There teen dating violence to parents, adolescents, and other adults in the community to raise public awareness like The National Teen Dating Abuse Hotline, and the National Center for Victims of Crime (Herrman, 2009). There has also been education in the schools to make the teachers and students aware of the signs and the risk factors. Herrmann (2009) explain that many schools include prevention topics in the health classes to help students think of ways to improve conflict management skills and to change the dating violence norms. Prevention strategies such as awareness and promoting healthy relationships by providing assistance and addressing change at all levels of social environment the give power to intimate partner violence will eventually enhance the efforts to reduce the risk factors and advance protective determinants (Center for Disease Control and Prevention, 2012). Teen dating violence is becoming a widespread issue in today’s society and needs to be addressed and made know so parents, school officials and professionals can be aware and know how to assist those in need of help. Making teen dating violence more aware to adolescents and the community will help to reduce incidents of teen dating violence and help to educate adolescents on healthy relationships, what the signs are for teen dating violence, and seek help to deal this issue.