buy custom HIV essay

buy custom HIV essay HIV stands for Human Immunodeficiency virus as per the definition given by a medical center called UCSF. The virus is acquired through unprotected sexual intercourse with an infected partner, from an infected mother to an unborn child, blood transfusion and during breastfeeding. The virus weakens the immune system of a person by destroying the CD4+T cells making a person the infected persons immune system weak. As the HIV viruses increase, the number of CD4+T cells in the body reduces from the normal 800-1200 cells per cubic millimeter (mm3) to as low as 50 CDA+T cells per cubic millimeter(mm3). The infections develop in different stages. One of the foundations dealing with HIV and AIDS called San Francisco has given the stages as follows. The first stage is the window stage or the primary stage which occur a few weeks after infection .The symptoms in this stage include fevers, night sweats and rashes on the skin. However, after a few weeks the persons body returns to its healthy state. If a person takes an HIV/AIDS test at this time the result might be faulty because the virus may have not established itself fully in the blood stream. It should be known however that such a person can still infect other people with the HIV virus .Later the symptoms may recur but the time may differ depending on the strength of the immune system of a person. he second stage which is the seroconversion stage occurs after the first six months after but differs with the capability of the immune system to fight diseases. At this stage the body starts reacting to the virus by producing antibodies .If one gets tested at this stage the results will not be correct. The third stage is the asymptomatic stage; the person still looks healthy but can infect other people if they have unprotected sexual intercourse. The virus continues to destroy the CD4+T cells weakening the immune system. The next stage is the symptomatic stage. At this stage of the infection, a person develops pneumonia, sores on the throat, mouth, anus and genitals, reddish, purplish brownish and pinkish batches on the skin, memory loss, depression, slight weight loss in women, tiredness, hair loss , recurring fever , extreme tiredness and profuse night sweats, diarrhea . This does not mean that each person infected develops the symptoms immediately; some may take up to twelve years to show these signs while some may develop earlier. As the HIV virus multiplies it continues weakening the body immune system of a person giving way to opportunistic diseases. The person becomes immune deficient or has now developed AIDS, which is a short form of Acquired Immunodeficiency Syndrome. The body can no longer fight opportunistic diseases such as; bacteriial diseases like tuberculosis, pneumonia and blood poisoning, the body cannot also fight diseases caused by protozoans like toxoplasmosis, fungal diseases like candidiasis, and penicilliosis and viral diseases like herpes simplex and herpes zoster which are more common in women than in men. These diseases develop at different times e, g malaria and pneumonia tuberculosis and herpes zoster occur in the early stages of the infection where else toxoplasmosis and PCP occur affecting major body organs. People with HIV/AIDS are prone to cancers like cervical cancer and Kaposis sarcoma and treatment using therapy to treat cancer is difficult as the ability of the lymphocyte to fight germs has been weakened by the virus. Children are also in high risk of getting infected with the opportunistic diseases such as those affecting older people, but are more affected by bacterial infections like ear infections, tonsillitis, stunted growth, and pink eyes. This is because the defense is lower compared to those of adults (HIV AND AIDS: Mayo clinic). When the CD4+T cells of a person are less than 200 per cubic millimeter then the person has full blown HIV virus and should seek medical help so that he/she can be examined by a doctor which include pregnancy tests for women. The person is then given antiretroviral medication and antiretroviral (ARV) therapy. Buy custom HIV essay

antigun control essays

antigun control essays I. Intro. - Imagine you are sitting home one night with nothing to do. Your parents have gone away for the weekend and there is absolutely no one around. So you sit around that night watching TV for awhile but find nothing on worth watching. You go on upstairs to your room and get ready for bed. Turn off the lights, lay down, and close your eyes. All of a sudden you here a crash of glass in your kitchen. You rush to your feet and put your ear to the door listening to whats going on downstairs. You begin to hear the voice of two men as they start going through the living room, making their way to the stairs, right outside your room. What do you do? You arent going to confront them since its just you-remember you thought you heard two of them right? Well you are really stuck in your room and all you can do is sit there hoping that they leave soon and dont harm you. Now if it were at my house things would be a little bit different. For starters I would get out my shotgun from my closet and begin to see what is gin on down stairs. As soon as those burglars saw me walking around with a gun, you better believe they would think twice about sticking around any longer. A. 39% of felons aborted a crime due to the victim being armed B. 74% say they avoided dwellings all together if they felt they might be shot. One of the major arguments against the theory that gun control would save lives is that although two-thirds of all homicides are committed with firearms, firearm controls would have no effect on homicide, because human nature is what it is. Even if guns disappeared from the crime scene, criminals would replace them with knives, clubs, axes, or even fists. Guns dont kill people, people kill people. Stated simply, these crimes occur because some people have come to hate others, and they will continue to occur in one form or another as long a ...

Motorsport (Nostalgia Super Stock) Essay Example | Topics and Well Written Essays - 250 words

Motorsport (Nostalgia Super Stock) - Essay Example larity evolved into a classification of drag racing involving hundreds of drivers and cars competing in Championships and Grand Drag Racing events (nostalgiasuperstock.com). There are different series, events and clubs, running Nostalgia Super Stock —the rules applied were developed by representatives from clubs of NSS events.The largest annual drag racing event is named after Dave Duell: the Dave Duell Classic. The event has hosted as many as 90 NSS cars competition. It is regarded as the Class National event. The Dave Duell Classic is presently run at Beechbend Raceway, Kentucky (nostalgiasuperstock.com). The event is run in combination with NMCA events but is administrated by Doug- Dave’s son.Some of the rules governing Nostalgia Super Stock include: Historical accuracy of the car- should be American manufactured and models meant for drag racing, multiple carburetion preferred, slick width designation of 10.5W at a maximum, footbrake only- meaning no transmission brake is allowed, etc. Nostalgia Super Stock is popular among men and women who enjoy the classic style of 60s drag racing cars. NSS is mostly popular in the mid-west, with online platforms such as ‘Victory Nostalgia Super Series’ helping to update the enthusiasts about upcoming events (nostalgiasuperstock.com). Some of the popular cars dominating NSS include Texas Whale, Dragn Wagn, Big Red Ram and Hustling

Special education needs in the UK Essay Example | Topics and Well Written Essays - 2250 words

Special education needs in the UK - Essay Example This research will begin with the statement that it is an incontestable reality that students possess different capabilities to learn, diverse emotional behaviors, various social skills, and dissimilar physical endowments. This prompts the necessity to adopt a curriculum and an educational system with programs that care for students who may not cope well in the mainstream education system and programs. The inclusion of students with special needs in a mainstream education system, in the UK, continues to gain dominance with legislation in place to provide special education needs (SEN). Poon-McBrayer and Lian define SEN students as a group that needs special services to achieve and attain their full learning capabilities. The Warnock report initiated the debate of inclusion of mainstream and special education, a move that saw the development of special education assume an all-encompassing approach. It is doubtless that the extent of reforms in sociological viewpoints, about the provisi on of education to students with SENs in the UK, has evolved tremendously since the 1978 Warnock Report and remains highly appreciable. Social transformations have continued to transform special education in the UK. Before the turning point, marked by the Warnock Report, segregation and exclusion of SEN students had been a dominant practice. In the past, the perception of disabled students was undesirable and non-inclusive. Segregation of nondisabled students featured serious cases of abandonment, neglect, and rejection.... Social exclusion among students, as Anabel (2010) identifies, was a complex challenge to tackle as a means of promoting equal opportunities for all learners, disabled and non-disabled. Exclusion did not exist in one form or kind, a challenge that rendered it a great challenge to achieve inclusion. It is noteworthy that there are varied degrees of segregation as McDonald (2008, p.28) identifies. The social processes that define exclusion of the disabled, in most learning environments, are contentious and should attract ardent considerations from educators and policy makers. Exclusion of the disabled, in the education system, involved the denial and limiting of very fundamental rights. The multidimensional character of factors that promote social exclusionism rendered it a demanding endeavor to promote inclusion. Noteworthy is the fact factors that escalate exclusion of SEN students were structural as opposed to circumstantial. That is, exclusion emanated from the set up, and sociologi cal viewpoints held by the very society whose students with SEN experience the exclusion. Social exclusion promotes educational exclusion and the later cannot end when the former still prevails. Such is the complexity entailed in finding an insight into social exclusion in the education system over the past. The UK had experiences of exclusion of SEN students for a long time before the concern led to the formation of the committee that came up with the Warnock Report. Inclusion is necessary to avoid possible exclusion of society members with special needs. Inclusion involves cooperative learning that engages all students from the mainstream schools and

Morality and Generally Good Morals Essay Example for Free

Morality and Generally Good Morals Essay Morals, values and beliefs are all very similar in a way even though they may have different scientific definitions. Everyone in the world has morals, values and beliefs, although they may differ and have different roles in each other’s lives; theses three things all have an impact on how we choose to live our lives in some way. According to the online Merriam Webster dictionary, a moral is defined as something â€Å"concerned with the principles of right and wrong behavior and the goodness or badness of human character. † How we act in certain situations is often based on our morals. With morals, the way one was raised plays a big factor on whether or not that person makes morally right or wrong decisions. More often than not, someone who had a stable and well-rounded upbringing will make more morally right choices in their life compared to someone with less family influence or support. Sometimes there are exceptions with this, but generally good morals are usually instilled in people at a young age which can last a lifetime. A moral can also serve as a lesson or theme which is why the phrase â€Å"the moral of the story† exists. With that being said, it is possible for someone to gain moral values through learning lessons through personal or others’ life experiences. By learning lessons through experiences it allows us to have a better understanding on how to act if a similar experience arises again. One moral value that my parents always stressed me to have was to be honest with everyone. They taught me that with honest actions comes more respect and trust from others, which will be very beneficial in my personal and professional life. Value is defined as â€Å"the regard that something is held to deserve; the importance, worth, or usefulness of something† by the online Oxford Dictionary. Values are the components of peoples’ lives that they find important and meaningful. People’s values often change throughout their lives as their circumstances change. Personally, my values are education, family, friends and money. All of these are important aspects to me which I find necessary to be content with my life. If I didn’t find education valuable to me I would not be enrolled in school right now. Also, without my family and friends, I would not be who I am today since they serve as a great support system and offer value to my life. Money is important because without it I would not be able to support myself while away at school . For example I would not be able to buy necessary items such as books and supplies to give me the best chance at succeeding in college. As time goes on these values may change to my career, my children and more things that would be more meaningful to me as I get older in age.

Genetically Engineered Crops: The Benefits Outweigh the Risks Essay

In order to understand the controversy of genetically engineered crops one must understand what genetic engineering or genetic modification is: â€Å"GMO are organisms that are generated by combining genes of different species using recombinant DNA (rDNA) technology. Resulting organisms are then said to be transgenic, genetically engineered or genetically modified (GM). This group of organisms includes... plants.† (Celec et al., 2005) The genetic modification of crops and plants was created so that crops could, â€Å"... protect themselves against insects and disease, to feed and vaccinate people at the same time, to flourish in poor soil and drought, or to improve the quantity and bioavailability of individual nutrients.† (Roberts, Struble, McCullum-Gomez, Wilkins, 2006). These benefits may seem to outweigh the risks and in reality they do, however this does not mean the consumer should not be notified of the risks they are taking. The hallmark of our free society demands that the consumer be able to choose whether or not they want to eat something that may have health risks product labeling that identifies GMO ingredients allows for consumers to choose a particular product while ensuring that the producer feel more at ease with the way they disclose information and promote their product. Genetically engineered crops have many risks ranging from mild to serious. The risks of food allergy is one more serious factor. â€Å"There are risks not only from the parent crop, but in addition the new transgenic product can be an allergen.† (Celec et al., 2005) The risk of food allergens from genetic engineering is evident in this case with Brazil nuts and soy beans. In this case genetically modified soy beans had been given a protein from Brazil nut... ...base Ehrenfreund, M., Wheat With Engineered Gene Demonstrates Challenges for Researchers. (2013, May). Retrieved November 14, 2013, from www.washingtonpost.com Guidance for Industry: Voluntary Labeling Indicating Whether Foods Have or Have Not Been Developed Using Bioengineering; Draft Guidance, (2013, August). Retrieved November 15, 2013, from www.fda.gov Kaya, I. H. (2012). Genetically modified crops and human health. Journal of Animal and Veterinary Advances, 11(19), 3613-3617. Retrieved November 20, 2013, from Medwell Journals database. Roberts, K. S., Struble, M. B., McCullum-Gomez, C., Wilkins J. L. (2006). Use of a risk communication model to evaluate dietetics professionals’ viewpoints on genetically engineered foods and crops. Journal of the American Dietetic Association, 106(5), 719-727. Retrieved November 15, 2013, from ScienceDirect database.

Character Analysis †Les Miserables Essay

In the novel, Les Miserables, by Victor Hugo, the protagonist, Jean Valjean changes throughout the course of the novel from a contemptible, conniving ex-convict to an noble, compassionate, and heroic man. During his time in jail, Jean Valjean’s heart becomes corrupted; he realizes the world detests him for who he is. However, a bishop named Myriel shows him great kindness and compassion for him, which transforms him forever. In a small town, Montreuil-sur-mer, Valjean restores economic and social balance as well as love and adopt an orphan girl. Because of one man’s simple acts of veneration, Jean Valjean vows to commit his life to goodness and vindicates himself and proving that he has truly changed. In the beginning of the novel, Valjean emerges from prison as a hardened criminal who hates society; Myriel, however, forever changes Valjean’s character, as Myriel compels him to become an noble person, which leads Valjean to support a town in need. Myriel treats Valjean with kindness, and Valjean repays the bishop by stealing his silverware. When the bishop came to him, he said, â€Å"Do not forget, ever, that you have promised [him] to use this silver to become an honest man. Jean Valjean, who had no recollection of any such promise, stood dumbfounded. The bishop had stressed these words as he spoke them. He continued solemnly, ‘Jean Valjean, my brother, you no longer belong to evil, but to good† (73).When the police arrest Valjean, Myriel covers for him, claiming that the silverware was a gift. The authorities release Valjean and Myriel makes him promise to become an honest man. Eager to fulfill his promise to his savior, Valjean masks his identity as Madeleine and brings the town of Montreuil-sur-mer prosperity and peace. Under a new identity, Cosette, a young orphan who was abused, is a flesh manifestation of Jean Valjean’s love and compassion. He realizes not only is he capable of loving someone, but passing on love to others. When Valjean find out the Thenardier family, who supposedly took care of Cosette, only used her as their main source of income since they were paid to become caretakers and abused her, it only drove to become more indulgent. Although it is not his obligation to adopt Cosette, Valjean decides to do so anyway, â€Å"love came, and he again grew strong. Alas! he was no less feeble than Cosette. He protected her; and she gave strength to him. Thanks to him, she could walk upright in life; thanks to her, he could persist in virtuous deeds. He was the support of this child, and this child was his prop and staff† (383). Valjean’s unconditional love for his daughter changes the way he is throughout the novel. This is another way Valjean keeps his promises and repa y what he had done in the past. Jean Valjean’s love is clearly shown through his adopted daughter, Cosette, whom he feels sympathy and cherishes. He is exceptional in his mental strength and his willingness to discover what is good, and this earnestness is enough to make him the novel’s hero as well as a savior and a friend to a number of people who find themselves in danger. Though many are convinced of Jean Valjean’s change in personality, Javert the chief police, discovers Valjean’s criminal records and his real identity. The novel’s antagonist, Javert, is chasing after Valjean, only to arrest him for a fraud identity. In Javert’s point of view, â€Å"to owe life to a malefactor . . . to be, in spite of himself, on a level with a fugitive from justice . . . to betray society in order to be true to his own conscience; that all these absurdities . . . should accumulate on himself—this is what prostrated him† (457). Javert is unable to comprehend his enemy’s love for humanity. Though his goals are evident to Valjean, he risks his life to save Javert. This is one of Valjean’s greatest conquest as the hero of the story: saving an enemy. Torn between the future and his mores, Valjean chooses to spare Javert’s life, who later grants Valjean’s freedom from prosecution. In Victor Hugo’s masterful, Les Miserables, an apathetic ex-convict, Jean Valjean, slowly molds into a noble, compassionate, and heroic man under various circumstances and his encounters. Though his experiences in prison hardens his heart, Valjean transform into a completely different person because of one man’s doing: Monsieur Myriel, who shows him love and respect, despite his wicked nature. As a result, Valjean’s life is changed and gives others the same compassion that was given to him. As his life drastically changes, Jean Valjean becomes the central figure of this novel and becomes the moral hero of the story.

Betrayal and Manipulation in the Accidental Billionaires Essay

In the Accidental Billionaires, the motif of manipulation and betrayal is prevalent. Mark Zuckerburg is the prime embodiment of manipulation and betrayal throughout the course of the work. Another character also attributed with such qualities is Sean Parker. Mark and Sean are similar in this aspect; manipulating their own world to achieve their goals. In the first few chapters of the book, the reader is introduced to the Winklevoss twins. The twins turn to Mark to aid them in their social networking idea, the HarvardConnection. After trusting Mark with their program, Mark begins to manipulate the idea into his own. In a very subtle way, Mark delays the twins in time to sire his own program. This action reveals to the reader that Mark is a lone wolf. Mark, told to us in the book, is not interested in money. For example, â€Å"†¦Microsoft had offered Mark between one and two million dollars to go to work for them-and amazingly, Mark had turned them down† (Mezrich 15). This action should be noted as the aspect of working alone seems to be, to Mark, the most efficient way to achieve fame. Mark is highly influenced by Bill Gates, a man who rose out of the very same school Mark attends and manipulated his way throughout his pursuits of Microsoft, and in Mark’s point of view, individual. With his displeasing physique and social incompetence, it is easy to see why people underestimate Mark and are taken advantage of. Another character to note is Sean Parker. Sean Parker is a foil to the protagonist, Mark. Mark pairs up with Sean after he launches ‘thefacebook’. Sean has a history of manipulating his way through major companies with the agenda of getting rich only, quite the opposite of Mark. Sean is extremely energetic, whereas Mark seems to be lazy as represented by his lack variety in his attire- flipflops, jeans, etc. Sean, however, was betrayed by those companies he used to work for, but, ironically, he pursues yet another company that betrays him in the end. Betrayal, through manipulation, is in the subtitle of the book, â€Å"A tale of sex, money, genius, and betrayal. † Betrayal is mentioned last in this climax because that is to show the most important motif and a symbol of the book’s overall structure- It goes from Eduardo and Mark seeking attention to ‘get laid’, then pursue money with genius innovation of modern social networking, and finally, Mark’s betrayal is concluded when he removes Eduardo and Sean from his life because they threatened his brainchild, Facebook. The motif of betrayal is very subtle to the reader. Even after reading the subtitle that Mezrich so blatantly states before the beginning chapter, I was manipulated into completely forgetting about betrayal and instead was focused on the pursuit to fame. Even the title fools the reader in stating the plural form of billionaire, but only one billionaire is spawned at the conclusion of the book. Just as the twins, Eduardo, and Sean, Mark’s real agenda was cloaked to me, until it finally dawned in the closing chapters.

Generating Random Numbers in Java

Generating Random Numbers in Java Generating a series of random numbers is one of those common tasks that crop up from time to time. In Java, it can be achieved simply by using the java.util.Random class. The first step, as with the use of any API class, is to put the import statement before the start of your program class: Next, create a Random object: The Random object provides you with a simple random number generator. The methods of the object give the ability to pick random numbers. For example, the nextInt() and nextLong() methods will return a number that is within the range of values (negative and positive) of the int and long data types respectively: The numbers returned will be randomly chosen int and long values: Picking Random Numbers From a Certain Range Normally the random numbers to be generated need to be from a certain range (e.g., between 1 to 40 inclusively). For this purpose, the nextInt() method can also accept an int parameter. It denotes the upper limit for the range of numbers. However, the upper limit number is not included as one of the numbers that can be picked. That might sound confusing but the nextInt() method works from zero upwards. For example: will only pick a random number from 0 to 39 inclusively. To pick from a range that starts with 1, simply add 1 to the result of the nextInt() method. For example, to pick a number between 1 to 40 inclusively add one to the result: If the range starts from a higher number than one you will need to: minus the starting number from the upper limit number and then add one.add the starting number to the result of the nextInt() method. For example, to pick a number from 5 to 35 inclusively, the upper limit number will be 35-5131 and 5 needs to be added to the result: Just How Random Is the Random Class? I should point out that the Random class generates random numbers in a deterministic way. The algorithm that produces the randomness is based on a number called a seed. If the seed number is known then its possible to figure out the numbers that are going to be produced from the algorithm. To prove this Ill use the numbers from the date that Neil Armstrong first stepped on the Moon as my seed number (20th July 1969) :​ No matter who runs this code the sequence of random numbers produced will be: By default the seed number that is used by: is the current time in milliseconds since January 1, 1970. Normally this will produce sufficiently random numbers for most purposes. However, note that two random number generators created within the same millisecond will generate the same random numbers. Also be careful when using the Random class for any application that must have a secure random number generator (e.g., a gambling program). It might be possible to guess the seed number based on the time the application is running. Generally, for applications where the random numbers are absolutely critical, its best to find an alternative to the Random object. For most applications where there just needs to be a certain random element (e.g., dice for a board game) then it works fine.

Foreign Policy Under Thomas Jefferson

Foreign Policy Under Thomas Jefferson Thomas Jefferson, a Democrat-Republican, won the presidency from John Adams in the election of 1800. Highs and lows marked his foreign policy initiatives, which included the spectacularly successful Louisiana Purchase, and the horrid Embargo Act. Years in Office: first term, 1801-1805; second term, 1805-1809. Foreign Policy Ranking: first term, good; second term, disastrous Barbary War Jefferson was the first president to commit US forces to a foreign war. Barbary pirates, sailing from Tripoli (now the capital of Libya) and other places in North Africa, had long demanded tribute payments from American merchant ships plying the Mediterranean Sea. In 1801, however, they raised their demands, and Jefferson demanded an end to the practice of bribe payments. Jefferson sent US Navy ships and a contingent of Marines to Tripoli, where a brief engagement with pirates marked the United States first successful overseas venture. The conflict also helped convince Jefferson, never a supporter of large standing armies, that the United States needed a professionally trained military officer cadre. As such, he signed legislation to create the United States Military Academy at West Point. Louisiana Purchase In 1763, France lost the French and Indian War to Great Britain. Before the Treaty of Paris of 1763 stripped it permanently of all territory in North America, France ceded Louisiana (a roughly defined territory west of the Mississippi River and south of the 49th Parallel) to Spain for diplomatic safe-keeping. France planned to retrieve it from Spain in the future. The deal made Spain nervous as it feared to lose the territory, first to Great Britain, then to the United States after 1783. To prevent incursions, Spain periodically shut down the Mississippi to Anglo-American trade. President Washington, through Pinckneys Treaty in 1796, negotiated an end to Spanish interference on the river. In 1802, Napoleon, now emperor of France, made plans to reclaim Louisiana from Spain. Jefferson recognized that French reacquisition of Louisiana would negate Pinckneys Treaty, and he sent a diplomatic delegation to Paris to renegotiate it. In the meantime, a military corps that Napoleon had sent to reoccupy New Orleans had run afoul of disease and revolution in Haiti. It subsequently abandoned its mission, causing Napoleon to consider Louisiana too costly and cumbersome to maintain. Upon meeting the US delegation, Napoleons ministers offered to sell the United States all of Louisiana for $15 million. The diplomats did not have the authority to make the purchase, so they wrote to Jefferson and waited weeks for a response. Jefferson favored a strict interpretation of the Constitution; that is, he did not favor wide latitude in interpreting the document. He abruptly switched to a loose constitutional interpretation of executive authority and okayed the purchase. In doing so, he doubled the size of the United States cheaply and without warfare. The Louisiana Purchase was Jeffersons greatest diplomatic and foreign policy achievement. Embargo Act When fighting between France and England intensified, Jefferson tried to craft a foreign policy that allowed the United States to trade with both belligerents without taking sides in their war. That was impossible, given that both sides considered trade with the other a de facto act of war. While both countries violated American neutral trade rights with a series of trade restrictions, the United States considered Great Britain to be the biggest violator because of its practice of impressment- kidnapping US sailors from American ships to serve in the British navy. In 1806, Congress- now controlled by Democrat-Republicans- passed the Non-Importation Act, which prohibited the import of certain goods from the British Empire. The act did no good, and both Great Britain and France continued to deny American neutral rights. Congress and Jefferson ultimately responded with the Embargo Act in 1807. The act, believe it or not, prohibited American trade with all nations- period. Certainly, the act contained loopholes, and some foreign goods came in while smugglers got some American goods out. But the act stopped the bulk of American trade, hurting the nations economy. In fact, it wrecked the economy of New England, which relied almost exclusively on trade to support its economy. The act rested, in part, on Jeffersons inability to craft a creative foreign policy for the situation. It also pointed out American arrogance which believed the major European nations would cave in without American goods. The Embargo Act failed, and Jefferson ended it just days before he left office in March 1809. It marked the lowest point of his foreign policy attempts.

Global Health-Improving Access to Health Care and Medication Essay

Global Health-Improving Access to Health Care and Medication - Essay Example The global access to health has been impacted significantly by social and environmental factors that yield marked differences in health status (Collins 2003, p.97). As a result, the core focus centers on understanding and intervening within the underpinning causes of health inequity. The World Health Organization has outlined a number of indicators for health access, namely: life expectancy and mortality; health service coverage; selected infectious diseases; risk factors; health expenditure; health inequities; health information systems and data availability; and, demographic and socioeconomic statistics. The inequalities in global access to health do not only manifest between countries, but also within countries and closely associate with the level of social disadvantage (Gulliford & Morgan 2003, p.3). The Case for Health Disparities Health disparities remain broadly defined as variations in disease prevalence or treatment based on aspects such as sex, race, or ethnicity, income, e ducation attainment, geographic location, or sexual orientation. Health disparities adversely impact on groups of people, who systematically encounter enhanced socio-economic impediments to health based on their racial/ethnic group, socioeconomic status, age, gender, sexual orientation, geographic location, gender identity, or other characteristics associated with discrimination or exclusion (Mullins, Blatt, Gbarayor, Yang, & Baquet 2005, p.1873). Globally, several efforts directed at highlighting and minimizing health disparities that have involved numerous agencies as they evaluate the countries’ march towards adoption of policy-driven and health-centred objectives. Despite the changes implemented over the last decades, health disparities around the world still exist, especially among the minority groups. The Journal of the American Medical Association highlights race as a critical determinant within the level of care, whereby ethnic minority groups frequently receive less intensive and lower care. Health disparities are also not pegged on race, ethnic, and cultural differences alone as such disparities remain also fuelled by the sexuality minority groups. Studies manifest that an individual’s sexual minority status may restrain access to health care. In some cases, the homosexuals, transgender groups, and bisexual population perpetually experience the diverse range of health access problems connected to their sexuality. The discrimination and minimized access to medical care, coupled with social and cultural experiences aggravate these problems (Collins 2003, p.98). In terms of gender, women in the U.S usually manifest better access to healthcare compared to men. This can be explained by the fact that women mainly have higher rates of health insurance and report enhanced likelihood to seek medical care. Although, gender and race play a critical role in explaining healthcare inequality within the U.S., socioeconomic status bears the greatest de termining factor in shaping an individual’s level of access to healthcare. Indeed, socio-economic differences manifest between racial groups and impacts on the health status of the groups (Bravemen 2006, p.167). Overall, the reasons for disparities in healthcare access are numerous, but can encompass lack of insurance coverage; lack of

Should teens be allowed to drive at 16 Essay Example | Topics and Well Written Essays - 1000 words

Should teens be allowed to drive at 16 - Essay Example However, processing a drivers license is one of the biggest status symbols among the teenager particularly the high school students. Getting a drivers license is not only a social asset but it makes the teenager feel more independent than ever before. According to the American Automobile Association, teenage drivers account for only 7% of the driving population but are involved in 14% of fatal crashes. Traffic crashes are the number one cause of death and injury for the teenagers between the ages of 15-19 (AACAP, 2005). According to the National Highway Traffic Safety Administration (NHTSA), motor vehicle accidents are the leading cause of death for young people between the ages of 15 and 20. These deaths account for one-third of all fatalities in this age group. The NHTSA says three factors work together to account for these statistics for teen drivers: inexperience, risk-taking behavior and immaturity and greater risk exposure. Young drivers start out with little knowledge or under standing of the complexities of driving a car. Peer pressure and adolescent impulsiveness can result in poor driving judgment and participation in high-risk behaviors such as speeding, inattention and not using a seatbelt. Teens often drive at night with other teens in the vehicle. The Insurance Institute for Highway Safety (IIHS) says that 43 percent of teenage motor vehicle deaths occurred between 9 p.m. and 6 a.m. In addition, two out of three teen passenger deaths occurred when the driver of the vehicle was also a teenager (Eldridge, 2005).