Sexually Transmitted Infections And Disease Essays -

Sexually Transmitted Infections And Disease Sexually Transmitted Infections and Disease There are many sexually transmitted infections and disease. This is also called STIs and STDs. Many of these infections and diseases are deadly. For an example AID and HIV are sexually transmitted diseases. HIV and AID is a virus not bacteria. These diseases are very deadly and they kill off the helping T cells. T cells are anti-bacteria that fight off bacteria and other harmful cells. HIV and AID attack the immune system in your body. Your body gets weaker and weaker as your T cells are getting attack by the virus. Another STDs are herpes, gonorrhea, and syphilis. The way that this virus is transmitted is by sexual contact and by open wounds. Having sexual intercourse with a partner is one of the ways of getting the virus. Another way to get the virus is by oral sex. When the mouth makes contact with the private area the virus can be transmitted through the saliva and if the mouth has a cut or a blister then the virus enters the wound. Herpes is another type of STD. The symptoms of herpes are itching; small fluid-filled blisters break to leave pitted areas surrounded by inflammation, fever, and urethral discharge. Gonorrhea for women has burning urination, vaginal discharge, and painful intercourse. Gonorrhea for men also has burning urination and urethral discharge. In both men and women the throat and rectal infection is common. Syphilis has three stages of symptoms. The first stage is the primary with one or more elevated, open lesions at point of infection. The second stage is the variable rash, oral and genital lesions, falling hair, and general aching. The third stage for syphilis is paresis. Many of these sexually transmitted infection and diseases are very dangerous. Human Sexuality

AIDS Related Stigma essays

AIDS Related Stigma essays Since the appearance of AIDS in the late seventies and early eighties, the disease has had attached to it a significant social stigma. This stigma has manifested itself in the form of discrimination, avoidance and fear of people living with AIDS (PLWAs). As a result, the social implications of the disease has been extended from those of other life threatening conditions to the point at which PLWAs are not only faced with a terminal illness but also social isolation and constant discrimination throughout society. Various explanations have been suggested as to the underlying causes of this stigmatization. Many studies point to the relationship the disease has with deviant behaviour. Others suggest that fear of contagion is the actual culprit. Examining the existing literature and putting it into societal context leads one to believe that there is no one cause. Instead, there would appear to be a collection of associated factors that influence societys As the number of people infected with HIV increases, social workers are and will be increasingly called upon to deal with and serve PWAs. Although not all social workers chose to work with PLWAs, the escalating incidence of HIV infection is creating a situation in which seropositive people are and will be showing up more often in almost all areas of social work practice. This paper aims to examine AIDS related stigma and the stigmatization process, hopefully providing insights into countering the effects of stigma and perhaps the possibility of destigmatization. This is of particular pertinence to the field of social work due to our growing involvement with the HIV positive population. Association to Deviant/Marginal Behavior One of the most clearly and often identified causes of AIDS related stigma is its association to deviant behaviour. The disease has had and still does have a strong association for many to ...

Music Comparison Matrix Assignment Example | Topics and Well Written Essays - 250 words

Music Comparison Matrix - Assignment Example The time signature is 2/4 There are several accents and the piece is heavily syncopated. 1. Sound was produced by many instruments: Saxophone, piano, drums and bass. The intensity varies, usually dependent on the saxophone and trumpet. Range is not very wide, except for the trumpet. Tone color is rich, but dark because of the use of low notes. It is cool too. The duration is 5:28. Intensity varies throughout the piece, usually gets softer at when it is time to introduce another instrument. 2. The song is very rhythmic. The rhythm is steadily provided by the piano, which is different since most pieces usually depend on drums for rhythm. The drums became the main instrument in this piece starting at the 2 minute mark. The time signature for this piece is 5/4, which has 90 beats per minute. The measure has five beats and the quarter note represents one beat. 3. The melody is very catchy. The melody is vary obvious at the start of the piece and it maintains it throughout the piece. It is not dynamic. The range is narrow for the piano and drums. For the trumpet and saxophone, the range is quite wide. The chords flow smoothly, it is consonant. The song is heavily sequenced. The theme is evident throughout the whole song. The elements of music provide various facets of the sonata to the listener. It is Allegretto, and it’s upbeat tempo gave the classical music a bit of a difference because it is martial, which is uncommon for sonatas. Even if it is not as dynamic because the range is not as wide, it is still quite exciting because of the staccatos which provide exciting surprises. The arpeggios also accomplish the same function. And even though there are dissonances, it gets resolved by consonances. The major difference of this musical piece is the time signature. It is rare for musicians to adhere to the 5/4 time signature. Even if it has a lot of notes per

CPD Nursing Essay Example | Topics and Well Written Essays - 2500 words

CPD Nursing - Essay Example Center of discussion in this paper is continuing professional development (CPD) as the education that professionals in various fields undertake after their formal training. It mainly consists of any educational or training activity that helps professionals to maintain, increase or develop knowledge, technical skills, problem-solving or professional performance standards. It is therefore a means through which professional can demonstrate their continued commitment to competent performance in a framework that is relevant, fair, transferrable, inclusive and formative. CPD includes self-directed activities as well as formal activities. Formal activities include conferences, workshops and courses whereas self-directed activities include directed reading and preceptorship. Learning in CPD could be delivered in group sessions within the workplace or away from the workplace or work-based programmes specifically designed to meet the needs of individual professional and their employers. Daly e t al state that the main aim of CPD is to ensure that nurses and other professionals provide improved healthcare services to their patients and the society at large. In all professions, CPD as a learning initiative could be undertaken either as an initiative of an individual professional or the initiative of professional institutions, governments or employers. CPD is related to lifelong learning in that both CPD and lifelong education involve a continuous building of knowledge and skills. They both occur through experiences encountered in the lifetime of an individual and this means that their learning objectives are meant to address their inadequacies or incompetency in some specific areas an individual has noted. Both CPD and lifelong learning are continuous. This means that the acquisition of knowledge does not have a designated ending period (Bulman and Schutz 2004). Instead, it continues as long as the individual is still willing and capable of learning. Both CPD and lifelong l earning are a result of personal interest hence learning is voluntary and self-motivated according to Quinn (1998). Learning in both cases is learner directed hence education or curriculum is designed to meet the needs of the individual and their learning objectives and not individual fitting themselves into a pre-set curriculum and learning objectives. In both cases, the individual has a chance to learn through formal experiences like counselling, training, tutoring, apprenticeship, mentorship or higher education, as well as informal experiences like mass media. CPD and lifelong education are also related in that CPD takes place throughout the working life of a professional. This means it covers the individual’s working lifespan just as lifelong learning. How CPD can improve the standard and quality of nursing practice According to Chinn and Kramer (2004), CPD is a good means through which nurses are helped to have a better understanding

The Houston Museum of Natural Science Essay Example | Topics and Well Written Essays - 500 words

The Houston Museum of Natural Science - Essay Example The colours of the stones or gems are very pleasing to the eyes. It adds to the effect of the object being antique. The person in the object is wearing a gold necklace portraying a man with wealth or power. I really like the object. It is very antique. It also opens us to understanding the culture and history of Ukraine. The image shows us that the people in earlier times already are very creative. They incorporated animal sculptures and sacred symbols. 2. This art piece shows us that Texas has an epic history and a diverse geography. The image shows us three different persons. I believe these persons are three of the most popular legendary persons in Texas. Though I am not familiar with the history and legends of the State of Texas, this art piece shows us that the people in Texas knew how to give respect and pay tribute to their legends or heroes. The image shows the max of the state and three persons. The three persons are painted naturally by the painter. The two persons looked l ike they were wealthy and powerful. The third person looked like a leader of the army. The map of Texas was used a background of the three persons. This just shows that Texas has a lot of legendary people. I liked how the painter wanted to communicate to the people who are looking at his art work. Even at first look, you will really think that those persons in the image are known in their state and might have contributed greatly in the history of their place.

Impacts of Whakama and Implications on Hauora Outcome

Impacts of Whakama and Implications on Hauora Outcome Simran kaur brar 1.1 Choose any four of the following and briefly analyse what effect each one would have on the hauora of a MÄ ori client) Shame: Sometimes MÄ ori clients feel shame to explain personal problems and personal diseases with other person. They feel unsafe or shame to expose their body parts in the front of other person.They feel shy to discuss their problem with female doctor or health worker.The outcome of this problem is that if one doctor or nurse take care to the MÄ ori client by this client trust on him or her and they discuss their problem openly. Self doubt: Some clinet have self doubt about somethings so they took wrong way.When the client have self doubt about somethings they dropped their confidence level and it put bad effect on client,s health because they do not explain their problem properly so that’s why doctor or nurse cannot treat the client properly .The outcome of this is that if the doctor or nurse treat,communicate and take care in good way by this client put trust on them. Feeling inferior: Some client feel inferior to discuss our problems with others and they feel agitate while exposed their body parts in the front of doctor and health worker and they feel uncomfortable when they explain their problem with doctor and health worker.If doctor,health worker and client have a good understanding between them client cannot feel inferior. Feeling misunderstood: Some MÄ ori client feeling misunderstood regarding culture when their body. Sometime health worker change the client,s pad but not ask him in that situation client feel misunderstood so if health worker communicate with the client before doing their work it is beneficial for client. 1.2 Select any 4 and analyse the impact of each one within a hauora context. One to one consultation with a health worker: If client discuss their sexualy problem with same gender they not feel shy this is very benefical for him because they like privesy and they explain their problem openly. Docter and health worker treat him with right way so it helpful for him. One to one consultation with a health worker of a different gender: Client feel hesitate when he discuss their problem with different gender .They cannot explain their problem properly and caregiver also cannot explain their problem to the male doctor .So doctor cannot give the treatment to the client properly and it is not good for client,s health. Consumer survey: It is not a affective way because MÄ ori client do not response to survey.Doctor cannot give treatment to the client in proper way by this problem cannot be solve and it is not good for client health.So face to face approach is more beneficial Group consultation with a health worker of a different gender: It may be inappropriate and it is very hard for client because they feel uncomfortable to discuss their problem in the front of other so it put negative empact on client. 1.3 Identify and analyse 2 adverse socio cultural and 2 socio economic factors which could cause whakama and affect hauora outcomes for  MÄ ori Adverse socio cultural factor one Lack of identity: MÄ ori are affected by lack of identity becauce of cultural and economic factors. Lack of connection, generational impact. These issues put big impacts on MÄ ori health. So if care giver have a knowlage about culture,language by this way they can easly understand the client Poor education achievement: if care giver have a knowledge about language and cultura by this they can understand the problem of client because if they have no knowledge they can not understand client problem. Adverse socio economic factor Education: The MÄ ori people economic factor is not good. Mosty MÄ ori peoples have not peoperly skilled and they do not paid.More MÄ ori are not doing work government take them all the skilles .They are very important part of newzealand economy because this is a land of MÄ ori. Employment: Mostly MÄ ori people not doing work and they face many difficulties due to lack of education.They face health and income problem. 2.1(a) Negative impacts of whakama on hauora Isolation and feeling unsafe while in hospital setting: Sometime MÄ ori client feel shy and uncomfortable with other.They cannot discuss their problem confidently because they feel shame by this problem doctor cannot take him proper treatment and it puts bad effect on his health. Feelings of whakama if using rongoa: some MÄ ori clients feel inferior to discuss our problem with others.They feel agitate in the front of doctor and health worker when exposed their body parts and they feel inferior when explain their peoblem in front of doctor. Literacy: It can also put effect on MÄ ori client. If MÄ ori client can less literate that can be put effect on their health  and our income. 2.1(b) Positive impacts of whakama on hauora Tikanga best practice guidelines: If care giver give respect to the client and sharing all resources by this client share all the problem with care giver .Good repport is Literacy: Literacy is also the effect on hauora.Do good arrangement of education for MÄ ori client because education improve the literacy and economic condition.By education MÄ ori safe their culture. Code of rights: Treat the client with respect,treat with care and receive the right servicesand explain all the condition to the client and listened the client carefully in this way client put trust on the care giver and share all the problem openly this is very good for his health. 1.1(b) Relationship grouping Interconnections First principles Key concepts Kohungahunga- Maatua Matua Tamariki Matua: -parent Kohungahunga: -children They take care of them ,educate them and help them They fulfill the all that basic needs of them. They guide him in all the important decision making in life. Whanua-relationship between parent and child Whanau- Its main responsibility of the maatua to take care of kohungahunga and provide him a safe and caring environment Whenua- Maatua ensures that child is getting safe land to grow up. Tinana- matua always remember to take care of child’s body movement caring his body. Hinengaro – all the feelings and the thoughts of the child is highly appreciated by maatua Whakapapa-matua and kohungahunga has a strong relationship and he is deeply attached with the matua. Whanaungatanga-matua provide him all that things needed to be survive. Kaitiakitanga – they all make him feel his is in safe hands and they will always take care of them. Rangatahi Pakeke Kaumatua Rangatahi: -youth Pakeke: -adult Kaumatua: -elder, These relations are generational They provide guidance They give knowledge about their culture and religious beliefs Wairau They build relationships Teach MÄ ori language. Hinengaro They provider leadership they become role models, provide guidance. Whakapapa The traditional knowledge is nurtured and is not lost Whanauntanga Strengthens the relationship, language cultural belongings and mentor. Pakeke Kaumatua Pakeke: -adult Kaumatua: -elder They are intergeneratio-nal The kaumatua are the role models They pass down about the marae,iwi and hapu by oral history story or by singing wayata Wairua They build relationships Teach MÄ ori language. Hinengaro They provide leadership they become role models, provide guidance. Kaitiakitanga Exercise mana of hapu and iwi through kawanatanga Provide guardianship. Tuakana Teina Tuakana: -Elder siblings Teina- Younger siblings They are in the same family and they respect each other. They may be the role models for others. Includingly they also provide knowledge and guidance Hinengaro Looks at the role of older and younger. The siblings. Whanauntanga They guide each other. Tane Wahine Tane: -man Wahine: -woman The men have leadership quality in them and they command the family The women has the role of kahikaronga They both look after each other Whenua They teach to respect the culture. Wairau They meet at marae build relationships and both are role models. Whanaungatanga Relationship with Marae they play their roles and responsibility. Tikanga Follow the protocols Hapu Iwi Hapu: -sub-tribes Iwi: -tribes They are intergenerational. Mana they share cultures, teach from elders to the youngest Tane is the leader Whanua They support the families. They have nuclear and extended families, Whenua They provide knowledge on how to look after the land and how to protect it. Whakapapa They have connections. Pass on cultural identity Whanaungatanga Strengths the relationship Whakapapa extends the whanua members. Kohungahunga Wahine Matua Kohungahunga: -infant, Wahine: -mother Matua: -parent There is very close relation between the mother and the infant, mother feeds the baby through umbilical cord, looks after the baby, nurtures the needs and wants. Fulfill all the neccesities Protect the baby from any kind of danger. Whanua The relations between mother and father before pregnancy and after. Tinana Mother looks for the basic necessity of infant. Whanaugatanga Extends the whanau. Strengthens the relationships substances like feeding teaching, language and customs. Kaitiakitanga They provide guardianships Looks after the child and teach them knowledge. 1.2 First principles Key concepts Development Maintenance Continuity Whenua They teach to respect the culture. Wairua They meet at marae build relatioships and both being role models. Whanaungatanga-Relationship with marae they play their roles and responsibility. Kaitiakitanga follow the protocols Teaching on how to protect the land The knowledge the gain about the culture identity know how to look after the land making your self confidence in learning about the culture maintaining the identity Through building relationsh-ips learning more about MÄ ori language Wairua They build relationships Teach MÄ ori language. Hinengaro They provider leadership they become role models, provide guidance. Kaitiakitanga Excise mana of hapu and iwi through kawanatanga Provide guardianship Introducing cultural identity from the very basic spiritual down into the deeper information Being role models. Hui-gathering for funerals Learning karakia and its importance(prayers) Setting examples to the youths By learning and practicing mihi-mihi. Whakataki Continuing good examples and aspects for others to lean about. Whauna The relations between mother and father before pregnancy and after. Tinana Mother looks for the basic necessity Whanaugatanga-extends the whanau. Strengthens the relationships substances like feeding teaching, language and customs . Kaitiakitanga They provide guardianships Looks after the child and teach them knowledge Whanaugatnaga linked through relationships. Procreation Proper diet of the child Exercise Participating in the stuff the child will learn. Maintaining personal hygiene for the child. The growth and support to the child given by the parents Keeping the child away from harmful substance. Whanua Teach about the marae/hapu/iwi Provide security Support them in times of need. Whakapapa The traditional knowledge is nurtured and is not lost Whanauntanga-strengthens the relationship, language cultural belongings and mentor. Learning the traditional knowledge. Strengthening the relationship Meeting up in marae. Making them do things that they can learn about Usual gathering with families and friends. Supporting them Hinengaro Looks at the role of the older and younger siblings. Whanauntanga They guide each other. Provide leadership Providing guidance Leading the friendship or family, being a role model for them Showing them the correct path Living accordance to moral and value. Continued to educate others Maintaining positive attitude

Female Gable Figure :: Essays Papers

Female Gable Figure Female Gable Figure (Dilukai), 19th- early 20th century; Belauan Wood, paint, Kaolin (Chinese Clay) The piece of work I selected caught my attention as soon as I set eyes on it. It is â€Å"Female Gable Figure (Dilukai)† a 25 2/3-inch high wooden figure of a nude woman with her legs straddled. The piece seemed to be very crudely done. It appeared to be chiseled, very abstracted and very unrealistic. Her hair appears to be in a bun, her face has no expression. The arms that lead down to her knees and upper torso look detachable. The breasts are triangular and the left breast is lopsided. There is also an additional piece of wood around the lower part of the left arm. The legs are apart and the under half of the leg in a darker color. The woman’s exposed genitals are represented by a large dark colored triangle. The artist carved the woman’s vagina in vivid detail leading me to believe this sculpture was used for some sexual purpose. The figure appears on a wall in the museum however, due to the name of the piece I imagine this piece would have been mount ed over the door of a building. I had two reactions to this piece. When I first saw this piece, it got me upset. Upset in that I did not believe someone would actually look at a woman and think that a sculpture like this one would be a good idea. I immediately thought this artist has no respect for women or a woman’s body. Then I found it somewhat funny and ironic that although I found this piece upsetting it was one of the few pieces that caught my attention. I found myself wanting to know more about this piece and the reason behind its existence. Thus making it the piece, I would write this paper on. My response to this piece came from my thinking that whoever did this sculpture must not have thought very highly of the woman this piece is representing.