Effect of Exercise Training During Lactation Essay Example for Free

Effect of Exercise Training During Lactation Essay The article chose review is â€Å"Effect of exercise training on loss of bone mineral density during lactation†. The purpose of this study was to determine whether exercise slows bone loss from four to twenty postpartum. The problem was that during lactation women move breast milk. After finishing breast feeding bone mass usually returns to pre pregnancy but not in all and this is the problem. The participants were healthy ,nonsmoking , sedentary ,exclusively breast feeding women with a body mass index of twenty to thirty kg. m.women were not allowed to join if they had cesarean delivery or if the exercise more than two days a week three months before. There were twenty participants all together. They all were cleared by a physician before participating. The instruments and test used for this experiment was for the body composition and bone density they used a dual-energy x-ray absorptiometry. For the assessment of cardio respiratory fitness and strength a sub maximal graded treadmill test was used. For the assessment of dietary intake by twenty four hour recall over the telephone using the nutrition data system for research software. For exercise intervention women were randomly assigned to either an EG or a CG. For the statistical analysis data were analyzed with JMP software. The testing procedures were with the body composition a whole- body was given three times a week and a step phantom were given one day a week .With the assessment cardio respiratory fitness and strength did sub maximal graded treadmill test were used. Exercise intervention used a complete sixteen week home based exercise program. The results were The EG lost a lot less LS BMD than CG. They were no great differences in total body and hip BMD. Both groups loss fat mass but, EG lost less lean body mass. Maximal strength increased by 34% to 221% for EG in the CG changed from -5.7% to 12%. â€Å"These results suggest that resistance and aerobic exercise may slow bone loss during lactation. In these experiments I felt like some of the strengths were that this was a good experiment to do. That it would help a lot of women because a lot of women have babies during the time that they are trying to build up bone density. I also like how in depth the experiment went. Strength was that they gave them specific training program that they can do from home. Which I feel is extremely important especially to new born moms. This article is important to me because I myself want to be a mom some day and bone density is important to me .My grandmother has osteoporosis so increasing my bone density is very important to me. I think I can use this in my future profession by informing my pregnant patients and mothers that are already breast feeding about this and showing them ways to improve bone density. Work Cited Lovelady,C.a,Bopp,M.J,Colleran,H.J,Mackie,H.k.Wideman,L(2009). Effect of Exercise Training on Loss of Bone Mineral Density during Lactation.Medicine Science in Sports Exercise,41(10),1902-1907. http://journals.lww.com/acsm msse/Fulltext/2009/10000/Effect_of_Exercise_Training_on_Loss_of_Bone.10.aspx

Sexual Education in Schools

Sexual Education in Schools Sexual education (sex ed) in public schools has long been a controversial and debated topic in society. There are several questions when it comes to approaching sex ed in schools. These questions include: appropriate age for introducing sex ed; should sex ed be mandatory or optional; and whether sex ed programs should be comprehensive or abstinence-based. Sex ed is a necessary subject to teach in schools. It should be appropriate to the grade level and taught in a knowledgeable, unbiased manner. Comprehensive sex ed should include teaching students about abstinence, prevention techniques, and should place an emphasis on helping students to acquire decision-making skills when it comes to sexual activity. Sex ed can be a very useful and efficient tool for young students when it comes to making the decision that is best for them. It is an unfortunate trend that not all young adolescents have a safe place to turn to for effective sexual information. Providing sex ed in schools gives all students an equal opportunity to get information about sex and all the aspects that come with it. Age-Appropriate Sex Ed Sex education should begin in early adolescents or sooner, possibly starting in 5th or 6th grade. Sex education that works starts early, before young people reach puberty, and before they have developed established patterns of behavior (Forrest Kannabus, 2009, pg 3). If a child doesnt get introduced to sex ed until age 16, but starts having sex at age 14; then its possible they didnt learn anything about abstinence and STD or pregnancy prevention prior to their sexual activity. At which point it may be harder to teach them new behaviors concerning sexual activity. In 2005, 6.2 percent of high school students reported having engaged in sexual intercourse before age 13 (Youth Risk Behavior Surveillance System (YRBS), 2007, n.p.). While 6.2 may seem like a small percent; 45.5% of young women and 45.7% of young men claim to have had sexual intercourse between the ages of 15 and 19. According to these statistics, it would appear that some sex ed would be appropriate at least prior to or at age 12. It is difficult to know at what age sex ed should be administered. It all depends on the physical, emotional, and mental development of the child. Some argue that introducing sex ed at such a young age will encourage young kids to experiment and act on their curiosity. However, According to 48 studies of comprehensive sex and STD/HIV education programs in US schools; there was found to be strong evidence that such programs did not increase sexual activity. Some of them reduced sexual activity, or increased rates of condom use or other contraceptives, or both (Forrest Kannabus, 2009). It appears to be evident that providing sexual education at a younger age, such as 5th or 6th grade, is not only necessary but appropriate as well. Mandatory vs. Optional Sex Ed Because all students deserve the opportunity to have equal access to sex ed; it should be mandated by all schools to teach comprehensive sexual education, with the option for parents opting their children out of class. During interviews conducted with parents of school aged children, by the author of this paper; it was found that all the parents also thought sex ed should be mandatory for schools to teach sex ed, and mandatory for schools to offer parents the choice of opting their children out of the programs. The parents also thought it necessary for schools to allow parents to review the information that would be taught to students prior to their children taking the course, this would give them the opportunity to pull their children out of the course. According to the Guttmacher Institute (2009), 21 states and the District of Columbia mandate that public schools teach sex education (highlight 1). While 37 states require school districts to allow parental involvement in sex ed, onl y 3 states require parental consent for their child to participate in sex ed, and 35 states permit parents to opt their children out of sex ed (Guttmacher Institute, 2009, highlight 3). Only 4% of junior high students parents and 6% of high school student parents believe that sex education should not be taught in schools. Many school districts do however make exceptions for students that cannot participate due to religious beliefs and customs (Sexuality Information and Education Council of the United States (SIECUS), 2007, n.d.). Program Effectiveness Even though there seems to be little debate about the appropriate age to introduce sex ed and whether it should be mandatory or optional; there is a very big debate about the effectiveness of the two main programs being taught in public schools. These programs include comprehensive sexual education and abstinence-only programs, both of which have supporters and opponents. Many abstinence-until-marriage or abstinence-based programs taught in schools are funded by the federal government. Billions of dollars have been poured into these programs, yet they have not been proven to be as effective as comprehensive programs nor have they shown a positive change in young students sexual activities (No More Money, 2008). Abstinence-only programs place an emphasis on abstinence from all sexual behaviors as a means to prevention of pregnancy and STDs. These programs cover minimal information about contraceptives and STD prevention. If discussed at all, these programs only discuss failure rates (Community Action Kit, 2008). While many proponents of abstinence-only programs argue that the program is the only way for students to be 100% protected, opponents would argue that the programs dont supply enough knowledge to students about other forms of protection and preventative measures. Students are more likely to engage in unprotected sexual activities when they have not been taught any information about prevention. Many abstinence-only programs also teach students about exercising self-control (No More Money, 2008). According to Family Accountability Communicating Teen Sexuality (FACTS Handbook) (2000), Students who do not choose to exercise self-control to remain abstinent are not likely to exercise self -control in the use of a contraceptive device (p. 50). However, this is not a known fact since contraception as a preventative device is not taught in abstinent-only programs. Abstinent-only programs do not prepare students for the possibility that they may not be able to exercise self-control. Educational Psychology by John W. Santrock highlights adolescent thinking, on page 314. Santrock notes that in the heat of the moment, adolescents emotions may especially overwhelm their decision-making ability. In the heat of the moment, a student who hasnt been taught about contraception or condoms probably wont make the right decision. However, an adolescent who has been supplied with adequate information about condoms and contraception might have already considered the consequences before-hand, during a moment not aroused by emotion. Having the knowledge to make the right decision concerning protection may help the young student to make a better choice during an emotionally aroused state. The evidence and research clearly shows that abstinence-only programs do not prevent teen pregnancies or the onset of vaginal intercourse (Kohler, 2008). Comprehensive sexual education (CSE) is an unbiased approach to sex ed. CSE teaches and develops decision-making skills in students about abstinence, contraceptives, STD prevention, condom use, teen pregnancy, human development and reproductive systems and relationships (Community Action Kit, 2008, pgId 886). Many parents argued that sexual education programs did not focus enough on teaching students responsible behavior and self-esteem associated with making decisions about sex. CSE provides that students be taught about relationships and interpersonal skills. This program also highlights the development of students attitudes towards their values and beliefs about sex and exercising responsibility regarding sexual relationships (Community Action Kit, 2008, pgId 888). Even though these programs have been proven to delay the onset of intercourse; reduce the frequency of intercourse and the number of sexual partners; and increase condom or contraceptive use (Community Action Kit, 2008, pgId887); only 15 states require that sex education programs cover contraception (Guttmacher Institution, 2009, highlight 1.2). Even with its proven effectiveness and success rate, CSE is not being taught in enough schools to reach its max potential at reducing young students risky behavior concerning sexual activities. Some critics argue that CSE programs increase sexual activity due simply to the students awareness of sexual information. While CSE may not primarily prevent sexual intercourse it is 50% more likely to prevent teen pregnancies than abstinence-only programs. It is also shown to marginally reduce reports of vaginal intercourse among young students (Kohler, 2008). CSE allows students to continually build upon development and learned skills. It also focuses on helping students to maintain these skills in memory, thinking and decision-making processes. For CSE to be successful, educators have to be dedicated in providing students with unbiased and effective sexual knowledge and information. There are many young adolescents in societys communities that are just not provided with the adequate knowledge about sex ed necessary to make choices and decisions that are best for themselves and their futures. With the right tools and motivation teachers and educators could be very successful at pre paring students for real life sexual encounters. Parents in America strongly support a wide breadth of topics being taught as a part of sex education, and there is broad public support as well. 93% of junior high parents and 91% of high school parents support sex education as a part of school curriculum. 71% up to 100% of junior high and high school parents support topics such as HIV/AIDS, STD prevention, teen pregnancy, birth control, condom use, and sexual orientation as appropriate topics to discuss in sexual education programs (SIECUS, 2007). Even with these high numbers; its alarming to know that many states just dont require it. Many more states need to require that comprehensive sex education be offered in all schools, rather than no sex education or abstinence-only programs. They need to be mandatory programs with the option of opt outs. Programs should start at age-appropriate times such as 5th-6th grade, and each grade level provided with age-appropriate material to increase in intensity in higher grade levels. Only when this approach is taken will sexual education in schools see max potential and effective results. Effective results that just may change those 6% of opposing parents minds.

Challenges Women Confronted in the 1990s Essay -- Feminism Feminist Eq

Four important challenges confronted women in the 1990s: increasing practical literacy, gaining access to employment opportunities at all levels in the economy, promoting change in the perception of women’s roles and status, and gaining a public voice both within and outside political process. There have been various attempts at social and legal reform aimed at improving women’s lives during the twentieth century. Indeed there may be contradictions inherent in the gender agenda of some nationalist projects, yet more and more steps are being taken so women can participate actively in programs especially in the area of the physical sciences. This is an area where women are now becoming more and more recognized. In the nineteenth century there was a struggle to introduce female education, to ease some of the restrictions on women’s activities. Yet more and more, women began to be active participants and many of the earliest proponents of education improved social status for women. They advocated cooking and sewing classes conducted in a religious framework to advance women’s knowledge and skills. Feminists campaigned for increased breast cancer research, more convenient and cheaper contraceptive methods. Research on the physiology of menopause and elimina tion of unnecessary surgical interventions such as hysterectomies, Cesarean sections and radical mastectomies. These campaigns were supported by several advocacy groups. In 1990 the U.S. National Institute of Health established the Office of Research on Women’s Health and launched the Women’s Health Initiative to redress gender inequities in medical research. (Creager & Schiebinger). For the women in developing countries, for example, promoting the education of women was a first step in moving beyond the constraints. The nationalist struggle helped fray the threads in socially imposed curtains. Simultaneously, women’s roles were questioned, and their empowerment was linked to the larger issues of nationalism and independence (ibid). A review of Muslim history and culture brings to light many areas in which Qur’anic teaching notwithstanding, women continued to be subjected to diverse forms of oppression and injustice, often in the name of Islam, while the Qur’an because of its protective attitude toward all downtrodden and oppressed classes of people, appears to be weighted in many ways in favor of women... ...ford while the woman has no choice in the matter. Among some tribes husbands do not sleep with their wives except for purposes of procreation. They do not eat with their wives and children. When the wife brings him his food, she places it on the ground before him so that he will not be contaminated by her touch. He then pulls it toward himself with his foot (Abdullah. 1988). There is hope though for women in this area. More and more women are realizing that they can rectify systemic injustices. They look toward a future when feminist theorizing has a more profound influence on society including medicine and health. This, in a way, is where they are most capable because of their motherly instincts. They look toward a future when the voices of the socially marginalized are fully recognized, and the needs of all social groups are incorporated into a system of healthcare justice that is responsive to the diverse needs of all across the globe. In sum, the overall purpose of feminist issues such as these is the development of a human community that values the health and well being of all, regardless of any impediments to gender and race.

Sundowing And Alzheimers Disease Essay -- Alzheimers Disease Essays

SUNDOWNING AND ALZHEIMER'S DISEASE Sundowning, or sundown syndrome are terms that have been used for over 20 years to describe the reversal of day and night which often occurs in Alzheimer's and other dementing illnesses. (2) Those who are impacted are often called Sundowners and they act as if their biological clocks have reversed their day and night cycles. Some are able to function on little sleep throughout their 24-hour day cycle. Some individuals stay up all night and will then continually doze off during the day. This alteration in the sleep-wake cycle is not necessarily permanent and they may revert to earlier patterns of sleep, or may sleep for increasing periods of time. (1) Those suffering from acute or chronic confusion increasingly become highly agitated, confused, suspicious, active and restless, combative and disoriented late in the day, especially after dark. (2,3) They may see, hear and believe things that are not real. Patients become more impulsive and respond to their own ideas of reality, often in ways that can that get them in trouble. The confusion is often worse after a move or change in routine and can happen in any setting, whether they are living at home or in a facility. The behavior may be totally out of character for the person. And, the change is drastic. You may see them in the morning and the person seems mentally competent and alert. The same individual may not recognize you or other family members, seem lethargic, become easily agitated, confused, or disoriented late in the afternoon or evening. (1) There is currently no conclusive evidence about the reasons for these changes in the sleep-wake cycle. (2) However, in the online articles "Sundowning and Sleeping" and "The Sundown Syndrome" there are some theories identified about the cause. 1) The decreasing levels of light may be disorienting. The lower light provides fewer clues as to the person's surroundings and shadows may be frightening. 2) The person may feel they are supposed to "go home" around this time. 3) The person may be fatigu... ...dence regarding the reasons for these changes, some theories have been identified about the cause. This syndrome can be exhausting for the caregiver. Some measures have been identified that may lessen the effects. It is important to realize with sundown syndrome, as in any behavior related to Alzheimer's Disease, that the person does not have control over their behavior and that it is a result of the brain tryng to sort out a confusing environment. REFERENCES 1. Alzheimers.com. Sundown Syndrome and the Elderly. Alzheimers.com feature story. [On-Line] Avaialble: http://www.alzheimers.com/L3TABLES/L3T-428.HTM. 2. Crystal, H. (1998). Sundowning and Sleeping. Northern Virginia Chapter of Alzheimer's Association. [On-Line]. Available: http://www.alz-nova.org/sundown.htm. 3. Davis, M. (1997). Light in the Darkess. Perspectives Magazine. [On-line]. Available: http://www.siu.edu/worda/persp/sp97/alz.html. 4. Nitram, R. (1997). The Sundown Syndrome. The Arizona Daily Star Online. Availabnle: http://www.azstarnet.com/~rnitram/sundown.html

How Is Dramatic Tension Created in Act 2 Scene 2 of Macbeth?

Shakespear wrote the play ‘Macbeth' in the 16th century and its set in the 11th century. The different themes explored in this play are Power, Fate, Destiny, Evil as well as the unnatural. The play is about Macbeth trying to gain power in ruthless ways because of the predictions the three witches made. Lady Macbeth plays an important role throughout the play too as a powerful elizabethan woman. In Act 2 Scene 2 Macbeth starts going insane due to the guilt and we see a change in his character right before this scene Macbeth's killed the king and now is dying out of guilt. This is a very pivotal scene in the play as I believe this is the turning point of the play as after this scene more crime is commited too. The scene begins with Lady Macbeth talking. The audience understands that Lady Macbeth is waiting for her husband to return from commiting the crime. Lady Macbeth seems to be thrilled and agitated, telling herself that its all going to be okay. She feels courageous and fearless, the audience gets this idea as she keeps repeating her plan over and over and over again believeing in herself feeling â€Å"bold† claiming she has â€Å"fire†. Lady Macbeth comes out as a very strong Elizabethan woman who believes in her own power to manipulate and control Macbeth the way she likes it. She first says â€Å"that what hath made them drunk, hath made bold; What hath quench’d them, hath give me fire† this is her saying she is excited as she believes that her husband is about to achieve greatness and become the king, his plans have made her passionate about the death of Duncan or is she trying to convince herself that she is right to plan the murder? A Shakespearian audience would start to believe that she is a witch as in Shakespeare times they strongly believed in witches. Reason why Shakespear wrote this play was due to King James the first's obsession with witchcraft. A Shakespearen audience would be very appalled as they would expect a woman in those times to be very obident and innocent. Shes meant to represent her husband however Lady Macbeth behaves much differently. This gives the impression that she is twisted as she sees murder as something so trivial and has no feeling of guilt whatsoever, to an extent of planning the death of the Duncan.. A king also in those times is said to be as a â€Å"messanger of God† therefore killing a God's messanger would be something that could lead upto death penalty. A modern audience would not be as shocked as a Shakespearn audience as society has now changed and such behaviour is very expected in a woman too but some might disagree and act surprised as women are seen to be the more vulnerable, helpless ones in society and would never expect them to behave in this manner. Macbeth enters when the crime is commited. Lady Macbeth makes sure to greet him. Dramatic tension first starts when Lady Macbeth says ‘the owl scream and the crickets cry’. To a modern audience, this has no meaning but during Shakespearean times these noises were signs of someone who has died/death. Also, something evil and unatural. Short sentences are used to build up dramatic tension. Both Macbeth and Lady Macbeth use one worded answers and ask short questions. For example: ‘When? ’ ‘Now. ’ ‘As I descended? ’ ‘Ay. ’ This builds up tension as the reader might believe Lady Macbeth and Macbeth are scared so the conversation is short and snappy. If this scene was re-enacted the actor would read this in a hushed voice and a quiet tone as they wouldn't want to get caught. The audience is aware that Macbeth has commited a sin. The audience would begin to feel cautious and tension builds up because what happens next is not predicatble, the audience is not sure if they would get caught or heard by someone. This is where things start to get a twist and this scene gets more interesting as we see a change in the characters. This is where Macbeth's madness starts as well as his guilt and the fear that people will discover what has happened. The theme of guilt is then built up throughout this scene. Lady Macbeth seems to keep her sentences short in this part of the scene as she thinks that Macbeth is starting to go insane. She says things such as â€Å"Consider it not so deeply† she doesn't want to confuse him furthur or wants him to feel any sense of guilt as this would blow her cover. Macbeth says â€Å"I had most need of blessing, and ‘Amen' Stuck in my throat† He wont say a holy word as hes gone against all of The divine rights of Kings which means he has also gone against God. The audience understands his guilt and feels however they know he did wrong and also went against his religion therefore it’s understandable that Macbeth should suffer with his guilt. Religion is shown at this point. Lady Macbeth takes notice of Macbeth's condition and tries to make sense to him For example ‘These deeds must not be thought, After these ways; so, it will make us mad’. She makes sure of herself and is assertive. The audience can see no signs of regret or guilt with her whatsoever. The theme of nature and guilt are constantly repeated throughout this scene. ‘Sleep no more! Macbeth does murder sleep’ which suggests that people will be in fear that Macbeth is left loose. Sleep is nature’s way of healing a person and Macbeth can't get any as he went against all the rules of nature – â€Å"Sleep no more; Macbeth shall sleep no more†. Macbeth says ‘I heard a voice cry’. This suggests hes going insane as he begins to hear other voices in his head. The constant repetition of referal to nature and religion emphasizes his guilt and regret; He knows he did wrong and repeating it reminds him of that. Macbeth feels confused and helpless as his insanity gets difficult to deal with. Lady Macbeth starts to take notice of Macbeth's madness and tries to take control of it. Themes of guilt and regret are still carried on. Lady Macbeth tries to inforce her words on him, For example ‘Infirm of purpose! As if shes telling him to accept the facts and move on. Lady Macbeth still shows no signs of guilt or regret. She is frustrated and almost shouting at him, forcing him into believing the way she does. Her tone of voice and use of language is harsh which attacks Macbeth's pride and ego as a man. She mentally manipulates him into thinking her way. Lady Macbeth takes control and is motivated by the need to not get caught and by the greed of power so then she can become the queen. The audience can once again see her manipulative side and feels sympathetic towards Macbeth. She tells Macbeth to hand her the daggers; she makes Macbeth feel useless and little as a person, directly attacking his pride as a man. Macbeth's madness continues to get worse. Lady Macbeth says â€Å"My hands are of your colour; but I shame To wear a heart so white† She makes him feel that he done the same crime as her but shes perfectly fine but hes acting like a coward, she keeps attacking his pride so that she gets what she wants out of him. As during Shakespearean times, pride and honour meant a great deal of importance. Macbeth doesn’t show any of this now. Becoming the queen is the most important motivation for her currently. Shes driven by her need and greed for power. Use of language is used to build tension, Shakespeare uses a hyperbole to express Macbeth’s guilt and the theme of regret. For example ‘Will all great Neptune’s ocean wash this blood clean from my hands? ’ This tells me that Macbeth feels really guilty hes comparing what he did as big a deal as the whole ocean saying Macbeth would need an ocean so big for him to be forgiven or to wipe away the evidence of his crime and wash this crime, this blood off their hands. Also ‘The multitudinous seas in incarnadine, making the green one red’. This imagery of blood and red is repeated and exaggerated which then again links to guilt and the theme of blood. Short sentences and noise such as ‘Knocking’ is used repeatedly to build up tension, the fear that anyone will find out keeps them anxious. Dramatic tension is created throughout this scene by the use of language, short sentences, hyperboles, repetition and imagery. This scene is an important one in the play as this is where we see a change in the characters and theres a twist in the story. This creates suspense and makes it unpredictable so the audience wants to know what will happen next and keep them interested and wanting more. Hyperboles emphasize the crucial themes in this scene like how Macbeth needs the oceans to describe his guilt and regret. Repetition makes the action continuous and seem important as its being repeated a several times and short sentences speed up the pace of which the actions happen at and help build up tension.

The Catcher in the Rye

Holden Caulfeild is the main character of J. D. Salinger’s The Catcher in the Rye. Holden is portrayed as a very troubled and alienated young boy. He alienates himself to protect himself from the hurt of losing his brother Allie, the pain of growing up, and the phoniness of the adult world. Holden grieves the loss of his beloved little brother by thinking of everyone else as not good enough. He wants to fit into this new world he’s coming into as he’s growing up, but he can’t find a place for himself.During this book Holden always describes himself as a victim of the world around him. He says to Mr. Spencer in the beginning of the book that he feels trapped on â€Å"the other side† of life. Throughout the book Holden attempts to find his way in a world that he doesn’t feel he belongs in. In chapter nine Holden tells us about some ducks that he sees in the central park lagoon. The ducks are a symbolic part of the story. The pond is a metaphor for Holden’s life and the stage of his life that he is in when this book is written.The pond is â€Å"partly frozen and partly not frozen. † It is in transition between two states, just as Holden is in transition between childhood and adulthood. The deeper into this book we get the more we start to realize that the way Holden alienates himself is just to protect himself. Hilden has been hurt before and he makes that very obvious when he speaks of his brother Allie and his death. I slept in the garage the night he died, and I broke all the goddam windows with my fist, just for the hell of it.I even tried to break all the windows on the station wagon we had that summer, but my hand was already broken and everything by that time, and I couldn’t do it. It was a very stupid thing to do, I’ll admit, but I hardly didn’t even know I was doing it, and you didn’t know Allie. (39) This quote shows us how strongly Holden did care about Allie and what a loss Allie’s death was to his life. Holden tries to pass off his alienation as him thinking he is better than everyone else and is too good to interact with them.An example of this would be when Holden is in the club and he meets three older women. Holden says, â€Å"they didn’t invite me to sit down at their table- mostly because they were too ignorant- but I sat down anyway. †(73) and â€Å"I tried to get them in a little intelligent conversation, but it was practically impossible. You had to twist their arms. You could hardly tell which was the stupidest of the three of them. †(73) These quotes show that Holden thinks of the women as stupid and below him before he even knows them.He assumes people are not as good as he is and that everyone has something wrong with them. But really Holden is the one who has a problem interacting with people. Holden is desperately in need of human contact and love. He needs someone to talk to and be close with, but he de nies himself that. Which might be one of the causes of his depression. Holden also used alienation to protect himself from growing up. Holden is obviously overwhelmed by change. But instead of growing up, Holden criticizes other people for the things that he is guilty of.He rarely ever admits to being wrong or not knowing something. One of the few times where he does admit being wrong is when he speaks of sex and admits, â€Å"sex is something I just don’t understand. I swear to God I don’t†(63) This shows us that Holden isn’t really as grown up and worldly as he would like us to think. Holden puts on an act to make himself seem much older and more experienced than he really is. In most of the book he does a good job of making that image of himself believable, but this is one part where he shows us that he is still a child.Holden also uses alienation to protect himself from the phoniness of the adult world. Holden uses the term â€Å"phony† as a so rt of catch all for all the things he sees in the world that he doesn’t like or doesn’t agree with. An example is when Holden describes childhood as â€Å"innocence, curiosity, and honesty†. While he says that adulthood is â€Å"superficial and phony†. Holden does not want to grow up, which could be a reason he would describe adulthood as being â€Å"phony†. A way that Holden avoids growing up and addressing his problems or flaws is by pointing out the phoniness in the world and in people around him.Holden uses many different things to alienate himself and to keep himself closed off and protected from the world. He alienates himself to avoid growing up and to avoid changing. Holden even talks at the end of the book about opening up to people. He says, â€Å"Don’t ever tell anymore anything. If you do, you’ll start missing everybody†(214) But what Holden does not see that we, as the reader, can, is that Holden’s alienatio n of himself is one of the pain sources of his pain and depression. We can see that if he would only trust in people and open up that he would be happy and wouldn’t feel so alone. The Catcher in the Rye The Catcher in the Rye, by J.D. Salinger, is home to the protagonist Holden Caulfield. There is no coincidence that he holds a striking resemblance to the author of the novel himself. Salinger seemed to have a similar childhood as Holden describes in The Catcher in the Rye. Both men also seemed to have a certain fascination with younger children, especially younger women. J.D. Salinger based one of his most famous characters, Holden Caulfield, on personal experience. Holden's story in The Catcher in the Rye begins with Holden at his school, Pencey Preparatory, which is a boarding school. He was sent there by his parents, who seemed to be withdrawn from his life. Similarly, Salinger's parents sent him to Valley Forge Military School, where he had a neighbor who always seemed to be barging in, showing a resemblance to Ackley. The reader learns that Holden is the son of wealthy parents from New York. It turns out that J.D. Salinger was also born in New York to upper-class parents. It seems as though Holden Caulfield's childhood is an identical match to that of J.D. Salinger's. Salinger had a deep love and fascination with young children, especially young women. In the 1970s, Salinger maintained a close connection with an eighteen year-old girl, Joyce Maynard, who eventually moved in with the author. J.D. Salinger continued to have many relations with younger women, much like this one. His fascination with young women is reflected in Holden, who has a similar mind-set. Even as a seventeen year-old, Holden is infatuated with his perception of Jane Gallagher as a little girl. It is this picture of innocence that Holden is in love with, and not what Jane is like now. The concept of, â€Å"the catcher in the rye,† itself projects his interest in children. He day-dreams about standing at the edge of the rye field catching any children that are too close to the edge of the cliff. Salinger used Holden to vent his love, and passion for children. Holden is almost an identical representation of what J.D. Salinger is truly like. His adoration for young women is shown in Holden's love for Jane, and in the concept of, â€Å"the catcher in the rye.† Both show similarities in their childhoods, from growing up wealthy in New York, to being sent away for school. J.D. Salinger used Holden Caulfield to expose his personal life, and possibly his personal feelings. The Catcher in the Rye Holden Caulfeild is the main character of J. D. Salinger’s The Catcher in the Rye. Holden is portrayed as a very troubled and alienated young boy. He alienates himself to protect himself from the hurt of losing his brother Allie, the pain of growing up, and the phoniness of the adult world. Holden grieves the loss of his beloved little brother by thinking of everyone else as not good enough. He wants to fit into this new world he’s coming into as he’s growing up, but he can’t find a place for himself.During this book Holden always describes himself as a victim of the world around him. He says to Mr. Spencer in the beginning of the book that he feels trapped on â€Å"the other side† of life. Throughout the book Holden attempts to find his way in a world that he doesn’t feel he belongs in. In chapter nine Holden tells us about some ducks that he sees in the central park lagoon. The ducks are a symbolic part of the story. The pond is a metaphor for Holden’s life and the stage of his life that he is in when this book is written.The pond is â€Å"partly frozen and partly not frozen. † It is in transition between two states, just as Holden is in transition between childhood and adulthood. The deeper into this book we get the more we start to realize that the way Holden alienates himself is just to protect himself. Hilden has been hurt before and he makes that very obvious when he speaks of his brother Allie and his death. I slept in the garage the night he died, and I broke all the goddam windows with my fist, just for the hell of it.I even tried to break all the windows on the station wagon we had that summer, but my hand was already broken and everything by that time, and I couldn’t do it. It was a very stupid thing to do, I’ll admit, but I hardly didn’t even know I was doing it, and you didn’t know Allie. (39) This quote shows us how strongly Holden did care about Allie and what a loss Allie’s death was to his life. Holden tries to pass off his alienation as him thinking he is better than everyone else and is too good to interact with them.An example of this would be when Holden is in the club and he meets three older women. Holden says, â€Å"they didn’t invite me to sit down at their table- mostly because they were too ignorant- but I sat down anyway. †(73) and â€Å"I tried to get them in a little intelligent conversation, but it was practically impossible. You had to twist their arms. You could hardly tell which was the stupidest of the three of them. †(73) These quotes show that Holden thinks of the women as stupid and below him before he even knows them.He assumes people are not as good as he is and that everyone has something wrong with them. But really Holden is the one who has a problem interacting with people. Holden is desperately in need of human contact and love. He needs someone to talk to and be close with, but he de nies himself that. Which might be one of the causes of his depression. Holden also used alienation to protect himself from growing up. Holden is obviously overwhelmed by change. But instead of growing up, Holden criticizes other people for the things that he is guilty of.He rarely ever admits to being wrong or not knowing something. One of the few times where he does admit being wrong is when he speaks of sex and admits, â€Å"sex is something I just don’t understand. I swear to God I don’t†(63) This shows us that Holden isn’t really as grown up and worldly as he would like us to think. Holden puts on an act to make himself seem much older and more experienced than he really is. In most of the book he does a good job of making that image of himself believable, but this is one part where he shows us that he is still a child.Holden also uses alienation to protect himself from the phoniness of the adult world. Holden uses the term â€Å"phony† as a so rt of catch all for all the things he sees in the world that he doesn’t like or doesn’t agree with. An example is when Holden describes childhood as â€Å"innocence, curiosity, and honesty†. While he says that adulthood is â€Å"superficial and phony†. Holden does not want to grow up, which could be a reason he would describe adulthood as being â€Å"phony†. A way that Holden avoids growing up and addressing his problems or flaws is by pointing out the phoniness in the world and in people around him.Holden uses many different things to alienate himself and to keep himself closed off and protected from the world. He alienates himself to avoid growing up and to avoid changing. Holden even talks at the end of the book about opening up to people. He says, â€Å"Don’t ever tell anymore anything. If you do, you’ll start missing everybody†(214) But what Holden does not see that we, as the reader, can, is that Holden’s alienatio n of himself is one of the pain sources of his pain and depression. We can see that if he would only trust in people and open up that he would be happy and wouldn’t feel so alone.

Human Trafficking: A Transnational Problem Essay

Human trafficking is the world’s oldest form of slavery. Since biblical times, men, women and children have been sold across borders into slavery. Human trafficking today is a growing business. Human rights groups estimate that the number of modern slaves exceeds that of the Atlantic slave trade in the eighteenth and nineteenth centuries (ProQuest Staff). In the modern world, globalization has made it easier to mobilize these victimized individuals. Human trafficking is a recognized problem worldwide that is brought on for various reasons and the methods to end trafficking have, thus far, fallen short. First, it is important to understand precisely what human trafficking is. According to Diaz, human trafficking is as follows: â€Å"the recruitment, transportation, transfer, harboring or receipt of persons, by means of threat or use of force or other forms of coercion, of abduction, of fraud, of deception, of the abuse of power or of a position of vulnerability or of the giving or receiving of payments or benefits to achieve the consent of a person having control over another person, for the purpose of exploitation. Exploitation shall include, at a minimum,†¦ the prostitution of others or other forms of sexual exploitation, forced labor or services, slavery or practices similar to slavery, servitude or the removal of organs (UN, 2000, art. 3).† While it seems unlikely that here in the 21st century slavery still exists, it is a growing concern. In fact, it has grown to â€Å"epidemic† proportions as the forces of globalization have made human trafficking a highly profitable and virtually risk-free enterprise (Kara). While exact statistics are elusive due to human trafficking’s clandestine nature, the U.N. reported that 2.4 million people worldwide are victims of human trafficking (ProQuest Staff). Internationally, about 600,000 to 800,000 people are trafficked each year. In the US alone, 14,500 to 17,500 people are trafficked annually. Of all trafficked, half are children and approximately seventy-five percent are women. And of all females trafficked, seventy percent are trafficked for sexual purposes (Hodge). In the United States, victims were identified from more than 40 different countries of origin spanning the globe (Hodge). Whether for commercial sex, construction, domestic work, carpet weaving, agriculture, tea and coffee, shrimp, fish, minerals, dimensional stones, gems, or numerous other industries investigated, human trafficking touches almost every sector of the globalized economy in a way it never has before (Kara). Moreover, just behind the drug and arms trade, human trafficking is estimated to be the second highest source of revenue for criminals(Hodge). Of all forms of slavery, sex slavery is one of the most exploitative and lucrative with some 200,000 sex slaves worldwide bringing their slaveholders an annual profit of $10.5 billion (Leuchtag). â€Å"Trafficking in persons† is primarily understood as the movement of persons across international boundaries for a variety of forms of exploitation. The crime of trafficking, of course, is not essentially about the movement of the person but about the exploitation. Trafficking is the denial of freedom (Goodson). Regardless of the trafficker/trafficking industry, they each share three common practices: Acquisition of persons, movement of said persons and the exploitation of said persons (Kara). Acquisition is completed in a variety of ways, but the common thread between them is deceit. The first method for enticing potential victims is through false-front agencies. These consist of elaborate organizations that promise work and help to those who seek it (Hodge). However, they do not intend on giving these services. Instead, they trap these women and children into a binding contract. Usually something along the lines of â€Å"you live here, you do as I say.† This is to say that they are promised jobs like an au pair or secretary, but instead they are forced to sell themselves to cover expenses. The victims are then forced into prostitution or forced labor (Zoba). The next method of acquisition is through the means of local sex industries. That is to say, women currently involved in harmless sexual careers of their own volition are offered a new position. They are told this position will be a promotion but turns out torturous. Now, they are forced in prostitution. Thirdly, traffickers target destitute, downtrodden families when acquiring new bodies. Here, the traffickers simply promise the families a better future. Often times they will get parents to surrender their children by telling them they will bring them to America for a prosperous future. This is never the case, however. Instead, they take these poor, naà ¯ve individuals across national borders. Then, the traffickers force them into prostitution, forced labor or another form of exploitation. Similarly, traffickers will resort to the extreme to keep their market flowing. That is to say traffickers will flat out abduct individuals. No false agencies or open ended lies. The traffickers flat-out steal these individuals from their respective homes and traffic them, continuously, worldwide (Hodge). Typically, trafficked persons are transferred from place to place. The United States, Germany, and Italy are the top three destination countries, with the Netherlands and Japan close behind. It is noted that most destination countries are developed nations. Also, the victims are sent to â€Å"transit countries†, such as Mexico, to make it easier to get them across national borders of the aforementioned destination countries (Zoba).This is both to maximize profit by keeping a constant, fresh supply of women as well as to keep the victims disoriented. While in transit and on the job, those trafficked are exploited incessantly. Most frequently, the individuals are forced to sell themselves with little to no compensation. Slave exploiters often re-sell trafficked slaves to new exploiters. If the slaves do not escape, their cycle of exploitation may never end. Even if they do escape, they often return to the same conditions of poverty or vulnerability that led to their initial enslavement, resulting in one or more instances of re-trafficking (Kara). For those sold into sexual trafficking, they are forced into malicious sexual acts. During this â€Å"career†, the individuals have little say as to what types of sexual acts they are willing to do. If they are to refuse, they may be raped or their pimps or â€Å"owners† would beat or threaten them. This does not end there. Pimps will threaten to harm the prostitute’s family if she becomes unmanageable. Even more so, women may be beaten, stabbed or possibly murdered. Pimps will continue violence to keep them in line, to exert their dominance and humiliate these women, whenever they deem necessary (Hodge). As a result, the average life span of a prostitute is 34-years old and the career has the second highest homicide rate, just behind liquor store workers (Benetts). The women and children that received the deplorable treatment suffer greatly. Injuries are common amongst the victims but negative psychological effects are much more prevalent (Hodge). Often the prostitutes have drug dependencies and mental illness, along with malnutrition (Benetts). Many of the prostitutes experience shame, panic attacks, depression, low self-esteem and post-traumatic stress disorder (Hodge). The list goes on to include disease and stunted growth, often with permanent effect. Victims of sex trafficking may also face exposure to sexually transmitted diseases, including HIV/AIDS, permanent damage to reproductive organs, and, depending on the age at which they are trafficked, missed critical opportunities for social, moral and spiritual development (Birkenthal). By age thirty, these individuals are both physically and emotionally disabled (Hodge).To make matters worse, prostitutes that manage to escape human trafficking are commonly treated as criminals. In fact, for every buyer caught purchasing a prostitute, 50 prostitutes are arrested. This negative view towards the victims prevents some individuals from seeking help from law enforcement (Benetts). Human trafficking has a variety of different causes. In other words, societies have many different â€Å"push† factors that are more likely to result in more people being trafficked. In the countries of origin, trafficking is commonly caused by poverty, a lack of political, social or economic stability, a shortage of legal job opportunities, situations of oppression and armed conflict, domestic violence, lack of a family structure, gender discrimination and limited access to education. Destination countries, however, have â€Å"pull† factors that are known to cause human trafficking. These include the costs of paying legally hired workers, an increased demand for cheap labor, and a rise in the sex industry. Other factors that cause human trafficking, not particular to either the origin or destination countries, include the following: a lack of public awareness, lack of understanding of the dangers of trafficking, the high profit potential for those involved in criminal activity, the sophisticated networks formed by the traffickers, a lack of effective legislation and enforcement opposing human trafficking, global economic policies that continually exclude marginalized members of society, a lack of or faulty social protection networks and corruption of political figures or groups (Birkenthal). Human trafficking is a well-known problem in modern day. However, it is elusive. Human trafficking is rooted in criminal secrecy. Due to the minimal risk of trafficking human beings, criminals involved in drug and arms trading are beginning to look into the trafficking of humans; one of the few commodities that can be sold more than once. These criminals then form complex organized crime to get these trafficked victims from place to place. Frequently, criminals involved in trafficking will bribe corrupt public officials. Corruption enables human traffickers to operate successfully, whether through bribes to public officials or collaboration of officials with criminal networks. Officials holding key positions have used their authority to provide protection to those engaged in criminal activities by ignoring the illegal activities or blocking proposed legislation to end the illegal activity (Diaz).There have also been documented links between human trafficking and terrorism. Profits from trafficking and prostitution have been used to support terrorist groups such as al-Qaeda. In addition, terrorists use the transportation networks of smugglers and traffickers to move operatives (Birkenthal). In the globalized world, everyone must take steps to end human trafficking. The global effort to combat human trafficking is organized around prevention, prosecution, and protection. Preventing the occurrence of human trafficking as well as remedying its past harms will require a global partnership of countries and governmental/non-governmental organizations. Sending countries should be the focal point of prevention strategies. Economic development, with a special emphasis on women and girls, constitutes perhaps the best long-term approach to combating human trafficking. At the same time, there is a great need for educational outreach programs to alert individuals and communities to the tricks traffickers use and the dangers of being trafficked. Anti-human trafficking education must be offered repeatedly if it is to have lasting effect (Diaz). Equally important, trafficking must not only be universally criminalized, but traffickers must be effectively prosecuted for the crime (Birkenthal).Breaking up trafficking networks and imprisoning traffickers stops the recruitment and movement of trafficked persons. Unfortunately, it has been the most difficult of the three strategies to develop and implement. In countries with weak legal systems and corrupt police and courts, investigation of human traffickers is a rare occurrence, and conviction even rarer. Even in countries where the environment for investigation, prosecution, and conviction is favorable, the results have been disappointing (Diaz). In the United States, the national success rate in solving murder cases is about 70 percent; about 11,000 murders are solved each year. Nevertheless, the annual percentage of trafficking and slavery cases solved is less than one percent. Therefore, if 17,500 people were newly enslaved in America, the Department of Justice would only bri ng charges against merely 111 people for human trafficking and slavery (Bales). The ugliness of human trafficking dates back centuries. Even though it was agreed 150 years ago as a human civilization that slavery is unacceptable, it is more pervasive and expansive today than it was centuries ago (Kara). The forces of globalization have made human trafficking a highly profitable and virtually risk-free enterprise (Diaz). As a matter of ensuring basic human dignity and freedom, the global community must utilize every resource available to combat traffickers and slave exploiters by elevating the real risk and cost of the crime, while eliminating the immense profitability that human traffickers and slave exploiters currently enjoy (Desyallas). The persistence of human trafficking is an insult to human dignity and a denial of morality by modern civilization. The time is long overdue for the world to come together to deploy the kinds of sustained interventions required to eliminate this evil forever. Works Consulted Bales, Kevin. â€Å"Winning the fight: eradicating slavery in the modern age.† Harvard International Review 31.1 (2009): 14+. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013. Bennetts, Leslie. â€Å"The John Next Door.† Newsweek. 25 Jul 2011: n.p. SIRS Issues Researcher. Web. 11 Dec. 2012. Birkenthal, Sara. â€Å"Human trafficking: a human rights abuse with global dimensions.†Interdisciplinary Journal of Human Rights Law Annual 2011: 27+. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013. Desyllas, Moshoula Capous. â€Å"A critique of the global trafficking discourse and U.S. policy.† Journal of Sociology & Social Welfare 34.4 (2007): 57+. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013. Diaz, Mariel, et al. â€Å"Globalization and human trafficking.† Journal of Sociology & Social Welfare 34.2 (2007): 107+. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013. Goodson, Jennifer. â€Å"Sex Trafficking Threatens the United States.† Prostitution and Sex Trafficking. Ed. Louise Gerdes. Detroit: Greenhaven Press, 2006. Opposing Viewpoints. Rpt. from â€Å"Exploiting Body and Soul: Sex Trafficking Is Big Business Around the World—and the Root of That Business Is Closer to Home than You Might Think.† Sojourners 34 (Sept.-Oct. 2005): 20. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013. Hodge, David R. â€Å"Sexual Trafficking in the United States: A Domestic Problem with Transnational Dimensions.† Social work 53.2 (2008): 143-52. ProQuest Discovery. Web. 11 Dec. 2012. Kara, Siddharth. â€Å"Supply and demand: human trafficking in the global economy.†Harvard International Review 33.2 (2011): 66+. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013. Leuchtag, Alice. â€Å"Sex Slavery Must Be Eradicated.† Slavery Auriana Ojed a. San Diego: Greenhaven Press, 2004. At Issue. Rpt. from â€Å"Human Rights, Sex Trafficking, and Prostitution.† The Humanist 63 (2003): 10-16. Gale Opposing Viewpoints In Context. Web. 14 Jan. 2013. Today. Ed. ProQuest Staff. â€Å"Human Trafficking Timeline.† Leading Issues Timelines. Sept. 11 2012: n.p. SIRS Issues Researcher. Web. 09 Dec 2012. Siagian, Sandra. â€Å"Celebrity Power Boosts U.N.’s Anti-Trafficking Blitz.† Global Information Network. 27 Nov 2011: n.p. SIRS Issues Researcher.Web. 12 Jan 2013. Zoba, Wendy Murray. â€Å"Ignorance and Complacency Promote Sex Trafficking.† What are the Causes of Prostitution? Ed. Louise Gerdes. Detroit: Greenhaven Press, 2007. At Issue. Rpt. from â€Å"The Hidden Slavery.† Christianity Today 47 (Nov. 2003): 68. Gale Opposing Viewpoints In Context. Web. 12 Jan. 2013.