Organ Transplant Research Paper Example | Topics and Well Written Essays - 1500 words

Organ Transplant - Research Paper Example The determination of the process of organ transplantation is an important subject matter in organ transplantation. It increases on consciousness and awareness on the issue of organ transplantation. There are different phases in the process of organ transplant. These include the determination of organ facts, the possible diseases, the devices, organ allocation, the waiting list and the hospitalization and surgery (United Network for Organ Sharing, 2011). Determination of Organ Facts First is the determination of the organ facts. This includes the defective organs of the patients needing replacement. The common organs transplanted are liver, kidney, pancreas, heart, lung and intestine. Kidney is one of the organs susceptible to damage which can lead to the lost of function specifically the removal of waste from the body through filtration then urination. Regulations of blood pressure, blood volume and chemical or electrolyte composition of the blood, are included in the main functions of the kidney. Included in the kidney diseases that can lead to the need for organ transplant are polycystic kidneys, nephrosclerosis, chronic pyelonephritis, glomerulonephritis, diabetes mellitus, kidney stones, renal cell carcinoma ad Wilm’s tumor (United Network for Organ Sharing, 2011). Liver is another organ susceptible to failure since it’s one of the largest organs with important function such as processing of carbohydrates, fats and proteins, and storage of vitamins. It is responsible for the substance in blood clotting. ... It is responsible for the substance in blood clotting, bile for fat digestion and can break down toxic substances in drugs and alcohol. Diseases such as primary sclerosing cholangitis, acute hepatic necrosis, cirrhosis, metabolic diseases, portal hypertension, hepatitis, liver tumors and biliary atresia (United Network for Organ Sharing, 2011). Pancreas is another organ with the main role of producing enzymes for digestion as well as insulin which functions as a regulator of blood sugar in the body. A need for organ transplant can be caused by diabetes mellitus type II. Heart is another organ of importance commonly transplanted. It pumps blood that distributes nutrients and oxygen and gathers wastes and carbon dioxide from different parts of the body. It can acquire diseases and malfunctions caused by coronary heart disease, cardiomyopathy, congenital or valvular heart diseases, and hypertensive heart disease. Also located near the heart is the lung which is described as a spongy org an in the chest that functions for breathing. A person needs organ transplant when the lungs are damaged through COPD, idiopathic pulmonary fibrosis, emphysema, primary pulmonary hypertension, cystic fibrosis, and alpha-1 antitrypsin deficiency. Intestines are also included in the organs transplanted. It can be damaged through short gut syndrome and other malabsorptive bowel problems (United Network for Organ Sharing, 2011). Waiting List of Organs One of the most important factors in the process of organ transplantation is the waiting list. In the study of the United States waiting lists of candidates by organ released on April 1, 2011, the largest composition is composed of people who needs kidney transplant, which

Personal Development Report Essay Example for Free

Personal Development Report Essay This personal development report reflects upon my learning experiences and outcomes during my first year at Nottingham Trent University. It aims to document the ways in which I have developed and areas for further consideration as part of a continual learning process. The report will be structured around 5 main areas as shown below 1. Placing learning on BABM within the wider context of lifelong learning 2. Taking personal responsibility for career planning 3. Taking personal responsibility for the learning process 4. Valuing the importance of developing personal effectiveness 5. Demonstrating an enquiring mind I have also looked at how all this learning at university relates and fits within a wider context of lifelong learning. Conclusions and recommendations for what I am going to do to improve in the months from May 2001 to 2002 are based on the areas I have mentioned in the above. I will do this in the form of a Personal Development Plan using the smart objectives as follows: (Specific, Measurable, Achievable, Related to overall life-long goals and set over a Time period). I have made conclusions of the development plans, which have concentrated both on Core Transferable skills and also some softer skills. Introduction 1.My Learning At University Within A Wider Context Of Lifelong Learning 1.1 The concept of lifelong learning The concept of lifelong learning is as relevant now as it has ever been, with the traditional job for life being replaced by shorter periods of work for different firms requiring essentially the same skills and qualities in employees. Therefore the ability for these skills to be transferable is very important. To develop these skills therefore is extremely important with many employers putting greater emphasis upon these core skills and less emphasis upon specific skills. These skills can be used in many different situations and circumstances to allow the employee to perform to the best of their ability. The concept of work is continuously changing. An individual not only has several jobs in a lifetime but may also have several careers. Therefore everybody needs continuous updating of skills and competence throughout their working life ERT report, 1989 The following skills are widely considered to be Core Transferable Skills  · Organisational Skills  ·Ã‚  Interpersonal/ Social Skills  · Analytic and Problem Solving Skills  · Teamwork  · Creativity  · Self Motivation  · Initiative and Leadership 1.2The learning curve It is these skills that have been particularly important to develop whilst at university and it is the experience of university both academically and socially that has provided the ideal environment for these skills to be developed. The combination of leaving home and adapting to a completely different environment both educationally and socially has meant that the learning curve especially in the first semester was very steep. To live away from home for the first time without any contacts in an unknown city is a life changing experience and forces oneself to adapt and mature quickly after leaving the security of the family home. Being entirely responsible for yourself is also a new experience requiring maturity and forward thinking as well as planning to enable yourself to function. The way in which these skills have been developed forms the backbone for lifelong learning, one which employers recognize and actively seek in graduates. 1.3Lifelong learning defined The concept of lifelong learning is complex and is not easily defined resulting in no unilateral definition, however its importance is widely agreed. The Development of human potential through a continuously supportive process which stimulates and empowers individuals to acquire all the knowledge, values, skills and understanding they will require throughout their lifetime and to apply them with confidence, creativity and enjoyment in all roles, circumstances and environment Longworth, 1996 p22 The need for a learning society to convert and compete is not just urgent, it is a matter of economic life and death. It is a matter of social success or disaster. It is a matter of survival Cann in Bradshaw, 1995 The development of these skills both as part of the BA Business Management Degree and the wider University experience is key to becoming an attractive employee This is particularly so as years two and three of the Degree are in company so the development of these skills and the pace at which these must be  developed is crucial. This report will aim to reflect upon my first year experience and where appropriate utilize activities , questionnaires and assignments in an attempt to build a personal development review and action plan for the proceeding 12 months in the form of a personal development plan. 2.Taking Personal Responsibility For The Learning Process The biggest contribution to taking responsibility for the learning process was the decision to further my learning at university. This decision has allowed myself the opportunity to further my learning both academically and socially in ways that I would be unable to had I not made the decision to attend university. Also the decision to accept my place on the BABM course was another way in which I have demonstrated my personal responsibility for learning. The course is intense for each of the three years, more so than most undergraduate courses and the decision to accept a place on this course rather than other courses where workload and intensity were less was important. The course aims to enrich individuals with far greater experience both academically and in terms of transferable skills therefore by choosing BABM I feel I have made the best possible choice to continue my learning in the most relevant way providing me with higher levels of transferable skills than other graduates may have. 2.1 Taking responsibility for myself To be able to take responsibility for the learning process I have had to take responsibility for myself and become more accountable to myself in terms of making myself work harder and setting aside time in which to work. .University work is very different to that I have encountered before in terms of deadlines are much longer, scope for research is much larger, less specific titles to assignments etc etc so being accountable for myself is very important. 2.2 Time management Because the work is very different to that experienced before I have had to manage my time in a much more responsible manner to enable me to fulfill my potential, progress, and attain the best possible marks for myself. Examples of where I have managed my time effectively are physically difficult to produce as the BABM timetable is extremely varied from week to week so to produce a timetable where work and free time could  be planned in advance was very difficult to do. Undoubtedly time management and grades are very much linked and my grades for semester 1 and those received thus far for semester 2 have been good and I feel this has been partly due to my good time management skills. My peer assessment feedback included 5 of 6 people stating that I was well organized and three out of 6 stating that I was disciplined. This is included in appendix 1. 2.3Taking responsibility for learning The DLBM debate where our topic was interviews are the most unreliable method of selection required ourselves to complete a large amount of research. Our group split into two and four with the latter researching that I was a part of. The grade we received for this was high 70% and showed the level of research the group had done and is typical of myself being keen to take responsibility for learning. Development of interpersonal skills I am a member of The Herefordshire Golf Club where in 2000 I was captain. In this role I was required to talk to people of different ages and backgrounds and I feel this role has allowed my interpersonal skills to develop and I have learned a lot from this position as it provides a different scenario from academic studies. This role also developed my leadership skills as well as my organizational skills. 3.Value The Importance Of Developing Personal Effectiveness As part of the Developing Learning for Business and Management module the group completed two sessions on personal effectiveness including ËÅ"assertiveness and ËÅ"effective communication/ active listening These sessions have allowed my awareness to the importance of assertiveness and communication skills to be greatly improved and have highlighted ways in which I can improve on these skills. My level of skills prior to the sessions was of a good level and I believe I have the basic fundamentals to allow myself to develop communication and assertiveness naturally. However my increased awareness brought about by the sessions has allowed myself to take a more proactive approach to developing personal effectiveness. 3.1Demonstrated active listening/ effective communication An example of where I have demonstrated both active listening/effective communication whilst  being assertive was in a role-play with Vanessa Knowles DLBM lecturer as part of a tutorial session. Vanessa played the part of the under performing employee and I played the part of the employer. Vanessa used several different behaviour characteristics in attempt to alter my opinions and decisions. I feel that I learnt a lot by this, the importance of clear communication and active listening whilst not letting some-ones behaviour alter my decisions. 3.2Development of self confidence The session also increased my confidence especially as the role-play was conducted in front of an audience and made me more willing to be assertive rather than passive which is a tendency I will sometimes withdraw to. In the peer assessment feedback session this was something people felt was maybe a weakness of myself. Ben Gasson for example said You should be more confident and forceful, often what you have to say is just as valid if not more so than other people, just say what you think sometimes This analysis is very true of myself and to be more assertive I must first become more confident within myself. 3.3Development of leadership skills In the Belbin peer assessment it was also said that I was sometimes fearful of conflict. This I agree is true sometimes when maybe I am unsure of all the facts or am not in a position to speak confidently, I sometimes let others dominate me when really their ideas are no better than my own. However I feel that the example as mentioned above (role-play) demonstrated my ability not to be fearful of conflict. I am not a person to cause conflict within a group but at the same time I would not say i am fearful of conflict and can be assertive when necessary. One area for development are my leadership skills. Although I feel that I have become much more confident this year and this has enabled me to take a more active or leadership role in certain situations. However I feel that I still have a long way to go to enable myself to be a natural leader and to do so would be a great achievement. To improve this area of personal effectiveness is a definite priority for the next 12 months. My job at Marks Spencers requires me to work on the customer service desk listening to customers complaints and dealing with their problems. This role requires me to have good active listening skills and not be fearful of conflict whilst maintaining good customer service. This shows that my personal effectiveness and assertiveness can when necessary be very prominent. 3.4Ability to effectively communicate My ability to effectively communicate has been demonstrated in many ways this year, presentations, debates, meetings, interviews etc. My peer assessment said that my presentation skills are good and I can speak in confidently at a good pace. This was highlighted in the DLBM debate where it was mentioned in the group mark sheet as well as the business simulation feedback sheets. 4.Work With Others To Achieve Goals The ability to work with others to achieve goals is another very important transferable skill that employers seek. The Belbin team role questionnaire included in appendix __ and states that predominantly I am a team worker co-coordinator. This opinion is held by both myself and my peer group showing that I view myself and my group views me as a team worker. 4.1Working with others in practice My ability to work with others to achieve goals, I believe is one of my biggest strengths. Much of the work on BABM is team orientated as this will be the case when in the workplace in years 2 and 3. Examples of this have included the business simulation module where I feel I made a good contribution to the team. Other examples have included the DLBM debate, the organizational behaviour presentation as well as the smaller group assignments we have be set. 4.2My role within groups The experience I have gained working in groups this year has developed many of my skills far more than a normal undergraduate course may have done. My skill within groups is one of analysis and reflection of what others have said and making rational and coherent arguments from debate. This ability has proved to be very useful this year however I feel than within group work I need to take a more pro active role  stimulating debate and discussion. As was stated in my peer assessment feedback I sometimes need to relax, say what I think, and be more confident and this is an area I need to work on in the next 12 months 4.3Teamwork outside the classroom During 2000 I have played golf for The Herefordshire Golf Club where much of the competition is in team format. Very different to university teamwork where communication is key, playing golf requires analysis of the situation and choosing the best course of action in a short time consulting your partner to achieve the best possible result. Again I feel I have learnt a lot from this sporting experience as often I am under pressure to make team decisions quickly at university and although in an entirely different situation the process is the same. 5.Demonstrate An Enquiring Mind An enquiring mind and to be interested in your work is essential to being successful, without this I feel would result in lack of motivation and a significant reduction in output. My educational background shows how my enquiring mind is diverse and heavily influenced the ËÅ"A level subjects I chose. I tried to choose subjects I was genuinely interested in and felt that I would be most motivated to work hard on. This at the time didnt include business studies but my work experience at Marks Spencers has led me to become interested in business. I wanted to know why decisions were taken at head office, what influenced them and how they took those decisions. My father works in business and as I have always been interested in his work and find it interesting. 5.1Examples of enquiring mind At university it is particularly important to have an enquiring mind as many of the subjects are only covered very briefly in the actual lectures therefore requiring me to be interested in them and to have an enquiring mind to allow myself to get a good knowledge of each subject. This is very different to ËÅ"A levels and I feel that I have improved greatly in this area since attending University. However I also feel that I still have a lot of room for improvement particularly in subjects that I find difficult and those that are maybe less interesting to myself. I should try to complete all the recommended reading rather than completing only that which I find interesting. I found the organizational behaviour module to be particularly interesting and read a lot of the textbook despite the fact that the essay I had to write was only a small proportion of the book. For the DLBM debate I was part of the research team as I enjoy finding information that can be used to form an argument. I enjoy reading national papers and try to do so as often as I can as I am interested in the wider scope of global business. My enquiring mind sometimes get the better of me and I find myself reading about completely irrelevant topics to that I am meant to be studying for and wasting time but I believe this reflects my enquiring mind For the information systems/ information technology module we could either build a website of produce a leaflet. Despite the fact I had never produced a website before I chose to do this as I enjoy using computers and felt that although this would be more difficult it would be more beneficial to myself in the long run. 6.Take a Personal Responsibility For Career Planning Taking responsibility for career planning is very important, and the BABM course demands that students do this much earlier than other students on other undergraduate schemes. Because of this career planning is very important specifically with regards to years two and three of the course to enable me to make the maximum of my interview and company opportunities. The first step in career planning for myself was my work experience at Marks Spencers that motivated me to choose the BABM course. Choosing to be on the BABM course itself also was of great importance to my future career with the uniqueness of the course enabling me to gain more experience earlier. 6.1Interview skills development Whilst on the BABM course I have had to take responsibility for my future career and have demonstrated this in a number of ways. Firstly interview technique was important to develop and the practice interview as part of the DLBM module gave good feedback as to my style and competencies. The feedback I got (see appendix 3) was generally good with areas to improve on including becoming more focused upon the process I went through when giving examples rather than the example itself. Also I tended to undersell myself when given the chance to impress but apart  from this the feedback was generally good 6.2C.V and application form enhancement My C.V and application form was also another area that required me to take personal responsibility. I read articles on the Internet and books from the library on how to write a C.V as well as attending lectures on C.Vs. I got feedback from my dad who takes part in selection processes as part of his job as well as Vanessa Knowles the DLBM lecturer. The feedback I got was very good highlighting areas that needed to be improved 6.3Increasing personal awareness of placements For the pre selection week I researched each company individually, sent off for their annual reports, looked at their web sites and read the national press to gain any knowledge I could before I attended the sessions. This gave me an insight not only into the companies that I was researching but also the industries they operated in. It also allowed me to view the types of placements offered to students such as myself and has increased my knowledge of the type of placement I am looking to secure. 7.Conclusions I feel that in the last 12 months I had developed tremendously as a person and feel that I have become much more confident, outgoing and assertive. My transferable skill base has improved greatly due to my experience on BABM and at university generally. I feel that my value as a person to an organization has increased greatly and I feel confident that the skills I have learnt this year will continue to be used long into the future not only just during the period in company. However I realize that my skills can and will be improved enormously by the experience I will gain whilst in company and that lifelong learning is a valid and very important concept. My personal development plan outlines areas I intend to improve over the next two years and contains ways in which I intend to monitor evaluate and measure myself and my development. I have tried as far as possible to make my targets Specific Measurable Achievable Relevant and Timescaleable to enable myself to develop myself in the most effective manner. The personal development plan will allow myself to continually review my progress and will hopefully prove a useful tool in the next two years whilst on the BABM course

Refugee And Immigrant Children In Canada Social Work Essay

Refugee And Immigrant Children In Canada Social Work Essay Refugee and immigrant children and youth along with their families comprise the majority of Canadian society. Refugees and immigrants are the mosaic face of present day society. We as citizens have witnessed the process newcomers experience in order to receive their Canadian status. As we are aware of the possible complications that can arise both the Rossiter and Rossiter (2009) article along with Fantino and Colak (2001) article shed an interesting light on migration. These articles discuss how youth challenge these barriers to gain identity in the new society, how issues arise between their inner self and society and also how society can contribute to migration complications. The articles also review how society can be seen to have a positive impact to their experience during migration and adaptation. Both articles assume a similar theme when discussing the challenges/troubles these youth and children encounter during their acculturation period. Summary of articles:     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Diamonds in the Rough: Bridging gaps in support for at-risk immigrant and refugee youth summarized the troubles both within the individual and society that is creating a gap within the youth. The gap between individual and society is brought to point in this article as creating a behavior in the youth to engage in high-risk criminal behaviors. Rossiter and Rossiter (2009) focus on the risk and protective factors that are perceived by key stakeholders to influence at-risk immigrant youth who eventually become involved in crime, gangs and violence in Edmonton, Canada (Pg. 2).   Rossiter and Rossiter (2009) organize their article on the view of immigrant and refugee youth behavior by discussing immigrants and crime, bringing upon a theoretical background focused on Maslows theory and how Maslows Hierarchy of need provide insight as to how inner fulfillment discourages negative actions/thoughts/behaviors.      Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Rossiter and Rossiter (2009) review a study that was conducted in order to attain a deeper perspective of the migrating youth into Canadian society; they discuss the risk factors both in the community setting and within the individual. These studies first discussed negative factors affecting the youth and positive factors assisting the youth to not fall into criminal behavior. Lastly, both authors discuss a solution that I would like to classify it in order to understand these gap and misinterpretation between a trouble both within and outside the youth.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Rossiter and Rossiter (2009) state that youth who migrate to Canada with their family are faced with issues from back home, such as pre-migration violence and trauma were reported to be predisposing risk factors for youth involvement in violent and criminal activity in Canada: many youth from refugee camps have witnessed or experienced violence (e.g. rape, murder, and torture) and suffer from depression, nightmares, flashbacks and or disturbed sleep patterns (Rossiter and Rossiter, 2009, p. 9). A youth arriving in a country that has already developed their own culture and unique mother of tongue can further create a bigger barrier for the youth in terms of acclimating to this new society, their new home.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Social services representative discuss the complications of integration that can cause stress or anxiety-all their symptoms basically prevent them from learning and adapting (As cited by Rossiter and Rossiter, 2009, p.9). These youth experience pressure to fit in when it comes to the school system. They are encountered with peer pressure or alienation (Rossiter and Rossiter, 2009, p.9) as association with antisocial peers, however, can lead to violent altercations and crime (Rossiter and Rossiter, 2009, p.9). Education was one area where it was classified as a positive impact encouraging youth to act in a positive manner (Rossiter and Rossiter, 2009, p.4).   Due to the alienation that youth experience due to the want of fitting in within their peers, criminal justice representative said education was seen as extremely important for immigrant and refugee youth: Not having [education] is whats creating the push in the other direction, and having it is what would save them (As cited by Rossiter and Rossiter, 2009, p. 13). Creating these barriers furthermore sets this youth to drop out and as a school is seen as a recruitment into drug-related crimes (Pg.10). While seeing the complications that the lack of education can cause we can acknowledge the importance of school and education towards the future of the youth.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Rossiter and Rossiter (2009) discuss how youth first entering Canada with their families are seen to be lead by the government into subsidized housing (p.11) due to their lack of finances thus, these youth may not have the same economic standing as their peers. This makes the youth feel uncomfortable leading to the youth having to deal with an inner struggle between wants and needs (Rossiter and Rossiter, 2009, p. 9). The authors made it clear that contributing factors such as: family support and stability, socio-economic status, physical and mental health, age of arrival, language proficiency, interpersonal skills social networks, personal resilience, employment opportunities and housing and neighborhood, among others (Rossiter and Rossiter, 2009, p. 4) are seen as a pushing negative factor and also a helpful positive factor for the youth to get out of troubles in the criminal system. The authors prescribe mentorship and s chool activities to assist these youth out of the negative criminal behavior (Rossiter and Rossiter, 2009, p. 13-14). They discuss how teachers are often unaware of the challenges faced by immigrant and refugee students, and the education system itself is ill prepared to meet their complex needs. Isolation and a lack of social support at school and in the wider community mean that immigrant and refugee youth may be left with few options, and antisocial peers involved in drugs, crime and gangs may be perceived as attractive alternatives (Rossiter and Rossiter, 2009, p.16). Family and community support along with Maslows hierarchy of needs should be in place in order to assist these youth.   Families seen to be living in poverty are often unable to meet the physiological and safety needs of their children; at-risk youth who go to school without breakfast or lunch and live in subsidized housing may be especially vulnerable. Youth who lack close relationships to family, school and com munity or who suffer from feelings of inadequacy or failure are easy targets for gangs who promise to fulfill their needs for belonging and self-esteem. (Rossiter and Rossiter, 2009, p.16). The authors review the negative and positive influences that contribute to the idea of where funding should be focused. The authors provide the reader with a qualitative research method to get a better understanding by talking to adults who experienced youth criminal activities due to the barriers put forth. It is also important to note that the authors touched upon the lack of statistical research that is brought forth to the public that shows if immigrant and refugee youth are the only ones big in numbers in the jail system.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Refugee children in Canada: searching for an identity written by Fantino and Colak (2001) provide an overview of migration issues that arise and the troubles that these children are faced with pre and post arrival into Canada. Fantino and Colak (2001) discuss how the children migrating with their families bring with them issues that they face while coming to a new country as a refugee trauma from witnessing violent crimes, language difficulties, family disruption, and adjustment to a different culture-in addition to the challenges that accompany childhood and growing up (p. 587). Fantino and Colak (2001) draw comparison between immigrant children versus a refugee child. They both write how both classes deal with migration and endure the push-and-pull forces of home and school, which often work in opposite directions (p.589). As we are taught to believe that immigrants face less barriers due to their receipt of citizenship F antino and Colak do not fail to portray the similarities of both groups.   Both may encounter societys discrimination and racism, and developing a sense of identity-while trying to bridge generational and cultural gaps (Fantino and Colak 2001, p.589). Perhaps the greatest threat to these children is not the stress of belonging to two cultures but the stress of belonging to none (p.589.) If these children receive a sense of belonging this can open up and increase their self-esteem and further avoid future barriers and inner fights within the child.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   One specific concentration that Fantino and Colak (2001) bring forth is the desire for children in the school setting to be accepted by their peer group, be seen as a dependent and a master by interpreting for their parents (Fantino and Colak, 2001, p.589) these factors can contribute to the sense of belonging discussed earlier. These children are in essence parentified as they face the pressure of interpreting for their parents (p. 589).   This pressure can have a dramatic effect on the child as they are given adult responsibility in settings they are not familiar with. Fantino and Colak (2001) wonder if children really do adapt better to society (p.591). They discuss the trouble of parents with the lack of communication they have with their children (p.590). Fantino and Colak refer to these refugee children as children without history (p. 594). Both authors bring forth ideas of the host country providing a positive act in order to make integration as a positive role for the child and family.   One key factor in determining success is the reception of newcomers by the host society (p.589). Task force on mental healthi issues affecting immigrants and refugees (1998) writes that settlement support services, schools, health and social services and the community at large play a crucial role in assisting and supporting children to adjust and integrate into Canadian society (As cited by Fantino and Colak, 2001, p. 589). Fantino and Colak (2001) believe that in order for successful integration we must not ignore the parents who might also be facing trauma prior to arrival. They state that their challenge is to meaningfully integrate their history with the present and future realities of Canada (Fantino and Colak, 2001, p.595) it is only until we as Canadians work as a team to provide a safe haven for newcomers where we can assist and cater to their needs to provide them with adequate housing and support systems. As Fantino and Colak discuss migration trouble pre and post migration both authors do not fail to give Canadians a role on easy adaptation and this sense of guidance makes the struggle of migration as a societal problem and not solely a problem just with the migrating child with their family     Analytic discussion:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Both readings discuss the resolutions and the causes of what a child and youth experience as they migrate to a new country. The identified theme of the harm of migration to the individual at hand arises concerns and a deep look at why changes should be in place to assist the migrating newcomers. By looking deeply at the barriers/causes placed by society we will gain insight on understanding why. Both articles gather information by using a qualitative research method that asks children and adults who were deviant youth in the past about problems faced by both immigrant and refugee children and youth; both articles looked at the trouble faced within the individual and the trouble put on by society. Both articles answer questions of why and how these issues arise, both articles discuss solutions and the lack of statistics that would help to really understand the criminal system in regards to over population of immigrant and re fugees in the institution. As both articles take on such approaches to understanding migration and the effect it has on children regarding identity and youth portraying criminal behavior I will provide an analytic discussion in regard to the theme of troubles of migration faced by the immigrant and refugee child and youth. By discussing how the comparison of both articles both discussed the lack of identity the youth and child face, both articles discussed support systems, whether it was lacking or being seen as a great contributor for successful migration, education as a primary target for success in the individual and lastly community assistance that the host community must act upon. As all articles discuss the implication pre and post the childs and youths migration I still believe that further questions need to be asked in order to get a more holistic and complete view of migration difficulties and criminal behavior that the child and youth experience.   Who is a refugee or immigrant youth or child when they come to Canada? It is to this thought that we can look at the identity of these young adults and children being challenged when entering a new country such as Canada. We are taught through both articles that when an individual such as a youth and child enter Canada we must realize the issues they have faced at home that might of led them to migrate: trauma from witnessing violent crimes, language difficulties, family disruption, and adjustment to a different culture-in addition to the challenges that accompany childhood and growing up (Fantino and Colak, 2001, p. 587). When one reads such statements I cant help but ask why arent these individuals dealing with the issues back home? Could it be that the government can no longer be trusted? Why migrate? Is Canada being portrayed to other countries as a loving, welcoming country? If so, we must change this. Canada being classified as a harmonious country or not has issues of its own. We are dealing with employment difficulties, high taxes, and are still involved in a war where other cultures are still being seen as a threat. Are we setting up this migrating youth with unrealistic expectations of Canada? Is this our fault as Canadians that we are simply setting up a trap for this migrating victims to have a difficult life in Canada?  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The issues back home which may have pushed their migration to Canada is not the only issue that these age groups experience. They also witness and experience issues in their new land, and this act should simply put the blame on us, on Canadians.  Support system in the school setting is seen to be lacked and to be a great contributor to be the line of helping the youth and child to avoid criminal behavior. The development of positive relationships with caring adults in the school setting, such as ESL or mainstream teachers, counselors and school resources officers, was also considered to be a protective factor. In some schools, member of ethno-cultural communities offer approved courses designed to help students develop identity and intercultural competence (Rossiter and Rossiter, 2009, p. 14).   After school programs where the student can receive assistance in studies or being involved in recreational activities can provide an outlet for the student to develop an identity by taking interest in other activities and also assisting with developing relationship with other students or guides. This not only provides them with a family setting in the school atmosphere but also an family unit when parents struggle to understand the school setting or simply when parents do not have much involvement with their children due to work or emotional difficulties. Dedicated workers such as these are helping youth exit gangs, offering them opportunities for success and keeping others from becoming involved with drugs and crime (Rossiter and Rossiter, 2009, p. 14) As this form of assistance provides the assistance of the host community it shows how we can contribute positively to the outcome of the future of the new generation. As this is so, we must be aware of the access these children a nd youth have to schooling. Funding is needed for better schooling not only for these newcomers but also for youth all around. In Canada the cost to incarcerate a youth for 1 year is approximately $100,000 (Rossiter and Rossiter, 2009, p.3), and sending your child to school has no cost then leaves the question of why spend so much in incarcerating youth involved in criminal activity when such money can go into schooling where programs can arise from? As we should be addressing the crime taken in each community (Rossiter and Rossiter, 2009, p. 3) we know that education can be seen as a way out for these youth to avoid them from falling into a trap of gang involvement and provide these children with a sense of identity and skills this is an investment that will not only help the migrating newcomer individual but where society would also benefit from. Derwing et al. (1999) and Watt and Roessingh (1994,2001) state that studies of school dropout rates of immigrant youth have indicated th at 46-74% of immigrant youth whose native language is not English fail to complete high school (As cited by Rossiter and Rossiter, 2009, p. 4) doesnt society see the need for funding?   Community assistance needs to be put in force in order for these youth and children to experience an easy adaptation to Canadian society. Communities provide a learning experience by comforting the individual and providing an exit from any future criminal activity that might come through the youths and childs life. These could be centralized in a love reception center, with ongoing follow-up and support in school and community setting (Rossiter and Rossiter, 2009, p.17.) Providing these follow-ups with children, youth and their families will give these newcomers being a immigrant or refugee a voice and provide a further perspective of changes and improvements that could be more active.   Social services assistance: including language translation services; help in location permanent housing and accessing English language classes; a community orientation; referrals to health and social services; including professional counseling services; and other services as needed (Fantino and Col ak, 2001, p. 590). Such services can also be seen to benefit the family unit as a whole as it is helping all members of the family to access and be aware of the services provided by the host community, and can also be seen as a contributor in helping family bonds strengthening when migration can be viewed as a challenging phase for the family. Permanent housing should include specifications and be geographically located where criminal behavior is not the face of that community. Peer ambassador programmers that carefully match newcomers with more established immigrants from the same culture can also be very helpful (Fantino and Colak, 2001, p.590) If newcomers encounter other newcomers they will feel a sense of   hope as they will see that their present challenges were possible to be overcome; this will provide the recent newcomer with a sense that they can do it. We can make a change, so why in a country where 11.2% of the total population of 31 million identify themselves as members of a visible minority (Fantino and Colak 2001, p.588) are being faced with such troubles? In a country where employment is seen as hard to get regarding youth employment why are we not addressing this problem? We realize that the Canadian Baby Boomers are affecting work labor in the present society (Foot, 1998, 82) so how can we assist these youth to find a job when the baby boomers are occupying the majority of the labor market? Do we need more jobs specifically targeted to this population? Why are we still letting in refugee and immigrant families when we can barely assist those already in Canada? Why is Canada still setting up a trap for these newcomers? As I agree with the standings and arguments/solutions that both articles make, I do believe that more questions need to be asked, mostly questions regarding Canada and why Canada is still letting this happen. Heller (1995) along with Jiwani (2002) and Roberts (2002) state that ethnic minorities and those with English or French language difficulties, are disproportionately represented in the Canadian criminal justice system (as cited by Rossiter and Rossiter, 2009, p. 2) and Canadas lack of providing statistics related to race and ethnicity can further show that numbers need to be put into place in order to understand migration issues and complication. Without numbers can it be fair to say that Canada is contributing to the problem? Without numbers can Canada take a position and assist solely on word of mouth? Providing this overview can be frustrating to understand how to tackle such an issue of migration, but I do believe that in order for us to understand, numbers that are lacked in the prison system if minorities really do make up the population in the jail system needs to be placed. Rossiter and Rossiter state that such a study might increase discrimination towards these individuals (Rossiter and Rossiter, 2009, p.3) but how can we help a group without knowing statistics? Since Rossiter and Rossiter tackles such a perspective it leaves the question if Fantino and Colak say that the host community must assist these newcomers due to the issues surrounding this population how can we assist youth as a community when we are unaware of youth involvement in criminal behavior for example? Without data, Canadians are left in the dark, and this must change.   We must make a change to recognize these newcomers diplomas (Rossiter and Rossiter, 2009, p.4.) and degrees to set them up for the work field in order for fairness and these barriers to fall down in favor of those newcomers. My approach to the solution of ending criminal behavior is to look at societal resolutions and also understand the change that needs to be placed. I believe that working with the individual and not for the individual will further assist these individuals on a personal identity level and guide them through the services that can help. Both articles bring upon an analytical overview of migration and the effects brought on by the host community and the services lacking these migrating youth and children. As we understand migration to have a negative effect on individuals we also must not rule out the good that migration can do, such as providing a safe haven for these newcomers from escaping from the harsh realities they faced back home. By communities gathering as a welcoming committee in order to provide the newcomers with a welcoming atmosphere the community must do more than accept the realities of just adapting to a mosaic country. We must work together to provide support for the ch ild, youth and their families. We must acknowledge the contributions that each youth and child carries within them and be culturally accepting. It can be instilled that the children are our future, and no matter what country these children and youth come from, all should be given a fair opportunity.   Ã‚  

Powerful Images in The Grapes of Wrath Essay -- Grapes Wrath essays

     Ã‚   The Grapes of Wrath is an important commentary on society and humanity, and is intended to evoke intense feelings from readers.   John Steinbeck, the author, attempts to create many true emotions about the book and the reality that it was based on.   Steinbeck uses images that are very effective and have a large impact on how the characters are perceived.   Some of the images show the dismal abyss that the Joad family survived in, and others show hope, endurance, and strength.   Some of the most effective images are those of sadness, failure, and devastation, which cause the connection between the unforgiving and tormented land and the anguish and persecution which the resolute Joads must face constantly throughout their lives and the many obstacles they must face over time.  Ã‚      The beginning of the book is full of damage to the earth, and how the connection between man and earth causes the characters to reflect the images of the world around them.   The men have become part of the land, which they gain their livelihood from, and it is important that the men are strong and sure, even though Mother Nature is fickle and is devastating them.   The dust storm had not even become to slow, and the farmers were unsure and waiting, "the dawn came, but no day" (2). The men were afraid, even though they could never say that they were, yet their strength was as sure as the storm which surrounded them.   "In the morning the dust hung like fog and the sun was as red as ripe new blood" (3), the strength of the characters is understood as they come out of their houses and quietly survey the damage of the storm.   No words are needed, and survival is the prevailing goal, the strength of the men, and of their women, ... ...en she gives the sick man milk from her breast; she redeems herself and the other characters.   "She looked up and across the barn, and her lips came together and smiled mysteriously.    The images of the earth, and how devastated it was, affected the characters significantly; the Joad family proved, throughout the novel, that they were a passionate and intense family.   They were willing to go against the precedents and expectations that were set before them in order to achieve their dreams and to fill their hearts with kindness and set an amazing example for humanity.   The characters show that strength comes from inside, and that faith and patience are some of the most important components of survival.    Work Cited Steinbeck, John. The Grapes of Wrath. Web. 25 September 2014.   

Middle Passage Essay -- Literary Analysis, Charles Johnson

INTRO Examination into the true heart of experience and meaning, Charles Johnson’s Middle Passage looks at the structures of identity and the total transformation of the self. The novel talks about the hidden assumptions of human and literary identity and brings to view the real problems of these assumptions through different ideas of allusion and appropriation. As the novel tells Rutherford Calhoun’s transformation of un-awareness allows him to cross â€Å"the sea of suffering† (209) making him forget who he really is. The novel brings forth the roots of human â€Å"being† and the true complications and troubles of African American experiences. Stuck between posed questions of identity, the abstract body is able to provide important insight into the methods and meanings in Middle Passage. RUTHERFORD’S TRANSFORMATION Middle Passage’s protagonist , Rutherford Calhoun, shows that identity is a dangerous â€Å"middle† experience for the African American offspring that endured the middle passage. As a survivor of a unknown place and subject to total isolation of his own personal experiences we find Rutherford searching for meaning. The novel questions the structure of human and literary identity by testing the power of duel oppositions and abstraction to portray the meaning of experience: "Our faith in fiction comes from an ancient belief that language and literary art all speaking and showing-clarify our experience" (Being 3). By questioning the African-American experience, Johnson radicalizes faith and is able to show the complexities of experience and change. Johnson’s examination into identity, which we can see as both human and textual, depends mainly on the appropriation for its literal and pensive methods. This contradictory space of ... ...o becoming "like any other men," or if not like every other man they become more like Rutherford himself: â€Å"They were leagues from home - indeed, without a home - and in Ngonyama's eyes I saw a displacement, an emptiness like maybe all of his brethren as he once knew them were dead. To wit, I saw myself. A man remade by virtue of his contact with the crew. My reflection in his eyes, when I looked up, gave back my flat image as phantasmic, the flapping sails and sea behind me drained of their density like figures in a dream. Stupidly, I had seen their lives and culture as timeless product, as a finished thing, pure essence or Parmenidean meaning I envied and wanted to embrace, when the truth was that they were process and Heraclitean change, like any men, not fixed but evolving and as vulnerable to metamorphosis as the body of the boy we'd thrown overboard. (124)†

The Persistance of Immigrants in Charles Bowdens Blue :: essays research papers

For many, our goal is to reach the American Dream: a good job, a home we can call our own, and wealth. However, there are others who only dream of it because they are stuck in a hole that restricts them from reaching it. Charles Bowden, author of â€Å"Blue†, takes readers on a journal across the desert to get a better understanding on why people from Mexico risk their lives to cross to the United States. He provides detailed images and descriptions of Mexicans that have lost their lives trying to cross the desert. Along with his friend Bill, they travel across the desert and encounter danger with snakes, the effects of extreme weather conditions, and experiences thirst, hunger, and fatigue. In the beginning, Bowden â€Å"was sitting at [his] desk in September when a news story caught his eye: seven Mexicans had died of thirst east of Yuma and several more had been snake bitten† (Bowden). To his dismay, the incidents were not treated as important matters because they were from Mexico. What captives the author is that Mexicans are willing to risk their own lives to cross over to the United States. In trying to understand this notion, he begins an expedition through the desert and follows the paths Mexicans traveled and the situations they encountered. As their journey begins, they come in contact with a snake but manage to escape death. Soon after, they begin to experience the effects of harsh weather conditions. With heat â€Å"the body temperature soars and the brain seems to cook. The flesh feels electric with pain as each cell screams out its complaint† (Bowden). They finally reach the Republic of Mexico illegally where they meet up with an offic er. Unlike American officers, Mexican officers have a reputation of bending laws and instead of ticketing people, they often ask for money. Ending their journey, they have learned more of what it feels to be a Mexican traveling the desert. Bowden has also decided to write this story about his experiences to give readers an insight on what happens to people who are willing to risk their lives to live the American Dream.

Demonstrative Communication Essay

â€Å"Communication is an exchange of information, verbal pr written message and is the process of sending and receiving message†. () With communication there must be a sender and a receiver for it to take place. In this paper I will provide examples how effective and ineffective demonstrative communication can be positive or negative on situations. Also I will explain how demonstrative communication involves listening and responding. Demonstrative communication is nonverbal and unwritten communication thought facial expression or body language. Effective ways for a sender and receiver to communicate in a demonstrative way would be to send the right message. Sender would want to make sure the receiver comprehends and understands the sender. For example Kinesics: â€Å"refers to the many behaviors of the body†() these would include posture, gestures, and facial expressions. To make a positive gesture one could give the sender two thumbs up letting them know they did a great job. Letting the sender know they understand the message. A negative gestures would be a frown or to raise an eyebrow. This would provide feedback to the sender letting them know you disagree. Effective communication is a two way street for the sender and receiver. Ineffective ways for sender and receiver to communicate would be if the sender was demanding or ordering the receiver for something, and persuading or lecturing them. For example, using words like â€Å"you must† this may make the receiver think you are being demanding and they may resent you. Lecturing the receiver is another negative way to communicate with them. This may cause them to feel like they are wrong. Hepatic is a powerful form of communication. This would include giving the sender a pat on the back letting them knows you understand and everything was great. A native communication result would be a slap in the face. This would lead to many problems. Demonstrative communication between the sender and receiver will be positive if the sender does not overload the receiver with to much information at one time. If the receiver provides active listening or reading, this will allow the receiver to engage in what the sender is trying to get across to them. Demonstrative communication can also be negative if the receiver has a lack of eye contact or crossing of the arms. Things like this tell the sender one may not be interested in their message they are trying to get across. Provide feedback is a part of responding and giving the sender insurances that you are listening and understood what was being said. With demonstrative communication for example, one can respond by providing feedback like, â€Å"What I’m hearing is†¦Ã¢â‚¬  This lets the sender know you are listening to the message.