3 causas para que te quiten la green card

3 causas para que te quiten la green card La green card, o tarjeta de residencia permanente, es un privilegio otorgado por la autoridades estadounidenses a extranjeros que cumplen con ciertos requisitos y que permite trabajar y residir en Estados Unidos. Pero la pueden quitar por 3 causas. Antes de comenzar a explicar cada una de esas 3 causas, es conveniente comenzar destacando que hay dos tipos de green card. En primer lugar, la condicional que se da en 2 casos: cuando se adquiere por inversià ³n a travà ©s de una EB-5 y en ciertos casos en los que se saca por matrimonio con un ciudadano (no en todos). Estas residencias condicionales se convierten en permanentes  a los dos aà ±os, despuà ©s de hacer ciertos trmites legales. Por otro lado, si no se levanta la condicionalidad, la green card deja de tener validez y tambià ©n se puede revocar si no se cumplen las condiciones para levantar dicha condicionalidad. Por ejemplo, que la inversià ³n no sea la adecuada o que el matrimonio hubiese acabado en divorcio. Y en segundo lugar, estn las tarjetas de residencia permanentes. Estas son, en principio, para toda la  vida. Excepto en casos muy concretos en los que el gobierno puede decidir que cancela o revoca o considera no vlida una tarjeta de residencia. Causas para perder la green card o tarjeta de residencia permanente La green card puede perderse cuando se da alguna de las siguientes 3 causas:   Fraude- Bajo esta categorà ­a entran acciones muy diversas, como por ejemplo, un matrimonio de conveniencia con el à ºnico propà ³sito de conseguir la green card. Pero hay ms: mentir en un formulario migratorio o, incluso, ocultar informacià ³n relevante en uno de los trmites. En el momento en que se descubre el fraude se puede invalidar la green card.Condena por ciertos delitos- Se trata de situaciones graves debià ©ndose prestar atencià ³n a los casos de condenas por los denominados delitos agravados. En caso de tener en contra una acusacià ³n por este tipo de delitos es fundamental contar con la defensa de un abogado criminalista con conocimiento en posibles efectos migratorios de una condena. En estos casos, despuà ©s de cumplir con la condena, el migrante se enfrenta muy seriamente a la posibilidad de quedarse sin la green card y ser deportado.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  3. Abandono- Esto sucede cuando el inmigrante no cumple con su obligacià ³n de residir habitualmente en los Estados Unidos. Por ello, hay que ser prudentes con los tiempos que se pasan en otros paà ­ses, particularmente si se trata de ms de 180 dà ­as y menos de 1 aà ±os. Y tambià ©n saber que puede resultar muy conflictivo el hecho de entrar a trabajar a diario a Estados Unidos pero vivir en Mà ©xico o en Canad. En los puentes internacionales con Mà ©xico se ha dado casos de migrantes legales a los que se ha alentado para que renunciaran voluntariamente a la green card, cosa que si quieren no estn obligados a hacer (ver ms al final de este apartado). Adems, en los casos de estancia fuera de Estados Unidos por ms de 1 aà ±o pero menos de dos se necesitar un permiso de reentrada.   Si es ms de 2 aà ±os la duracià ³n de la estancia en otro paà ­s, no hay problemas si se trata del cà ³nyuge o hijos menores y solteros de personal civil o militar o similares de los Estados Unidos y que est estacionado en el extranjero. En los dems casos a veces se puede solicitar una visa SB-1 como residente que quiere retornar pero que sà ³lo se concede si se cumplen requisitos muy estrictos. El formulario a llenar es el formulario que se conoce como DS-117. En los dems casos de pà ©rdida de la tarjeta de residencia por abandono sà ³lo es posible recuperarla iniciando de nuevo todo el proceso y esperando mientras tanto fuera de los Estados Unidos.   Es muy importante que si se llega a un punto migratorio de ingreso a Estados Unidos y el oficial asegura que se ha producido un abandono de la residencia que el residente permanente se niegue a firmar el documento que se conoce como I-407 Abandonment of LPR Status. Si lo hace, pierde la consideracià ³n de residente. Por el contrario debe solicitar ver a un juez migratorio y se le debe entregar una Notice of Appear para presentarse en Corte. Sà ³lo asà ­ se le puede quitar la tarjeta de residencia despuà ©s de que el juez encuentre de forma clara e inequà ­voca y basndose en evidencia de que verdaderamente se ha abandonado el estatus de residente. En otras palabras, no firmar el I-407 en ningà ºn punto de control migratorio y pedir ir a Corte. Otros requisitos de los residentes permanentes La tarjeta de la green card es vlida por diez aà ±os. Debe renovarse antes de que expire. Asimismo, si se pierde o se mutila debe aplicarse por una nueva y notificar su extravà ­o, robo o destruccià ³n a las autoridades migratorias. La à ºnica excepcià ³n es cuando se solicita y obtiene la ciudadanà ­a por naturalizacià ³n. Una vez que se es ciudadano ya no hay que renovar nada. Los tiempos de espera para solicitarla depende de cà ³mo se haya obtenido la residencia. Finalmente, los residentes permanentes tienen otras obligaciones, como pagar impuestos o notificar los cambios de domicilio. Consejos para conservar la green card Por ley, todos los residentes legales permanentes mayores de 18 aà ±os deben llevar consigo en todo momento prueba de su estatus migratorio. El no cumplimiento de este requisito puede dar lugar a una condena por faltas. La aplicacià ³n de esta ley varà ­a muchà ­simo de estado a estado. Para aprender ms sobre la green card, los derechos que da y las obligaciones que impone es aconsejable tomar este test de respuestas mà ºltiples. Da respuesta a las inquietudes ms frecuentes. Este es un artà ­culo informativo. No es asesorà ­a legal.

Self-Preservation and Justifiable Violence in Maxine Kumin's Essay

Self-Preservation and Justifiable Violence in Maxine Kumin's Woodchucks - Essay Example More than just a mere 30-line poem, Maxine Kumin’s â€Å"Woodchucks† is a demonstration of the idea that threats to self-preservation causes a good man to resort to evil and violence in order to survive. In Kumin’s poem, the narrator is a good man who simply acts according to reason when he decides to have the woodchucks gassed. He resorts to â€Å"gassing the woodchucks† with help from a company he calls the â€Å"Feed and Grain Exchange† (Kumin, 2012, 1-2). Although this seems like a cruel act that alludes to the Nazi way of gassing prisoners during the Second World War, the narrator is simply defending his right to his vegetable garden, which is obviously his property. The exercise of this right of ownership must necessarily override the idea of kindness and must therefore naturally prompt him to defend his own property at any cost, even if this would mean the death of those who seek to take it away from him. In the poem, the woodchucks are the a nimals that destroy his garden by â€Å"nipping the broccoli shoots [and] beheading the carrots† (11-12). The cruel imagery that uses the word â€Å"beheading† emphasizes the idea that these small creatures are actually cruel and that their actions lead to the unjust and cruel execution of the owner’s vegetables. ... After the failure of the gassing because the woodchucks have hidden in their â€Å"sub-sub-basement,† the narrator does not even say that he would do something to eventually kill these animals. The narrator’s biggest decision – the decision to exterminate all of them by shooting at them – has simply been prompted by the idea that â€Å"next morning [the woodchucks] turned up again† (7). The lines that follow seem to demonstrate their very fast destruction of the vegetable patch and an equally speedy consumption of the plants in it from the marigold to the broccoli to the carrots. When the narrator picks up his .22 rifle, he has simply reacted to the idea that if he does not do anything, his whole vegetable garden would be wiped out by the woodchucks in no time. The narrator recognizes the reasonableness of his decision when he says that it is only â€Å"righteously thrilling† for him to defend his property from the woodchucks that want to des troy it (13). He also emphasizes his â€Å"Darwinian pieties for killing† the woodchucks, which means that what he is doing is only a matter of survival and something which is akin to shooting someone who is also just about to shoot him too. The narrator feels guilty but this is a proof not of his evil but of his compassion. As the narrator begins shooting at the woodchucks, he assumes they are a family complete with the â€Å"littlest† woodchuck, the mother, two baby woodchucks, and an old one (17-25). His guilt is evident in his recognition of their roles in the family. Otherwise, he would simply regard each one of them as a mere woodchuck that deserves to be killed. The fact that these animals, no matter how much damage they have caused him, are still also baby, mother and old fellow, somehow

Professional Communication Phase 5 DB Essay Example | Topics and Well Written Essays - 500 words

Professional Communication Phase 5 DB - Essay Example vice based model, company executives have decided to use a slightly different business model for the release of SmartFit 2.0 which is tailored toward the general membership of the partner fitness club. SmartFit 2.0 also delivered via a wireless device, will bring a suite of entertainment features to the user in addition to the performance tracking. Users of SmartFit 2.0 will be able to listen to streaming music from the Universal Music catalog, audio books, and pre-recorded fitness routines created by the leading Personal Trainers in North America. At the release of the client version, the beta testers (a focus group of selected clients at a partner facility) suggested to offer a three-month free promotion for all new signed up members to any partner facility as a part of our marketing strategy. New members would thereby benefit of the promotion for ninety days followed by an increase in membership fees to reflect the inclusion of SmartFit 2.0 in the monthly membership fee. For current members willing to upgrade to this new level of membership, we would offer one month free and a 10 percent discount on the new membership fee for a period of twelve months. Our company executives believe that in offering this promotion, we are positioning SmartFit 2.0 to be as much of a success as the Personal training version. The pricing strategy has been studied carefully during the development of the platform, and extensively compared with similar client applications in the local and national market. For answering to the diverse demographics that exits at fitness facilities, our managers decided on using a service pricing model, as well as a per-use model. The service fee model described earlier is designed for the first adopters of the technology and those who can benefit from it by becoming a new member at a partner facility. The per-use service model is made to allow people who may decide to use the wireless features of SmartFit 2.0 in a less regular fashion. The

The History And Background Of Suicide Nursing Essay

The History And Background Of Suicide Nursing Essay Suicide is the third leading cause of death among young people; however the incidence of attempted suicide is much more. It has been observed that after puberty, rate of suicide increases with age until it stabilizes in young adulthood. This increase in suicide may be associated with the onset and increase in depressive and other disorders during adolescents as compared to childhood. Suicide ideation, gestures and attempts are frequently but not always associated with depressive disorders, reports indicate that as many as half of suicidal individuals express suicidal intention to a friend or a relative within 24 hours before enactive suicidal behavior. It is a time proven fact that all the living organisms on this earth fight for survival and existence. What then makes the man to risk his own life? The tragedy of self inflicted death has always attracted the attention of the medical as well as the legal fraternity. People who have committed suicide or have been thinking about committing suicide probably feel overwhelmed by their problems. They might not be able to handle that kind of pressure and feel that death would be the only way to escape it.( Alonso J,2008). Although suicide was condemned in the Dharmashastras, yet, there is also a chapter on allowed suicides. But the earlier scriptures, of Manus and Kautilyas were against suicide. These sentiments were echoed for ages in India. Even though today, attempted suicide is also a crime in India under the Indian Penal Code system. The neighbouring country Sri Lanka has removed attempted suicide as a punishable offence. In India, even the assisting and abetting suicide is also a punishable offence. The striking aspect of Indian data is the large variation in different parts of India in relation to attempted/committed suicide. The states and cities with rapid social change are associated with higher suicide rates in the year 2010, such as the states of Tamilnadu (5470) and Andhra Pradesh (5675),Maharashtra (6289), West Bengal (5302).(NCRBI 2007). Adolescence is a stressful developmental period filled with major changes: body changes, changes in thoughts, and changes in feelings. Strong feelings of stress, confusion, fear, and uncertainty, as well as pressure to succeed, and the ability to think about things in new ways influence a teenagers problem solving and decision making abilities. For some teenagers, normal developmental changes, when compounded by other events or changes in their families such as parental divorce or moving to a new community, changes in friendships, difficulties in school, or other losses can be very upsetting and become overwhelming. Problems may appear too difficult or embarrassing to overcome. For some, suicide may seem like a perfect solution. The adolescent suicide rate has greatly increased in recent years. Suicides in those ages 15 to 24 years once accounted for 5% of all suicides but now it is increased to 14%. This makes suicide the third leading cause of death among adolescents. Suicide rates for males within the age group of 10 14 years have tripled, whereas rates for males aged 15 to 19 years have quadrupled. Rates for females have doubled. Males aged 15 to 19 years are nearly 5 times more likely to kill themselves than females in the same age group. Although female adolescents attempt suicide 2 to 3 times more often than their male counterparts. Recorded suicide attempts peak between the ages of 15 and 19years.(WHO 2008). 1.1 NEED FOR STUDY: The numbers of suicides are increasing in India. India accounts for 10% of worlds suicides. According to the latest national crime record bureau report, there are over 1.2 lakh suicides in 2006 and 1.3 lakh in 2007. It also states that Bangalore has the highest rate of suicides in India. Till June 2007 there have been around 900 cases of suicide reported from Bangalore city alone. In 2005, 1,480 persons have committed suicide, while in the year 2006, the number was over 2,000, and among all states, Karnataka stands second after Kerala, followed by Maharashtra and West Bengal (Gururaj G.2008). According to WHOs estimation, in the year 2004, approximately one million people died from suicide, and 10 20 times more people attempted suicide worldwide. This represents one death every 40 seconds and one attempt every 3 seconds, on average (WHO,2004). The adolescent suicide rate has greatly increased in recent years. Suicides in those ages 15 to 24 years once accounted for 5% of all suicides but now it is increased to 14%. This makes suicide the third leading cause of death among adolescents. Suicide rates for males within the age group of 10 14 years have tripled, whereas rates for males aged 15 to 19 years have quadrupled. Rates for females have doubled. Males aged 15 to 19 years are nearly 5 times more likely to kill themselves than females in the same age group. Although female adolescents attempt suicide 2 to 3 times more often than their male counterparts. Recorded suicide attempts peak between the ages of 15 and 19years (Marlow,2002). 1.2 STATEMENT OF PROBLEM: STRUCTURED TEACHING PROGRAMME ON THE PREVENTIVE MEASURES OF SUICIDAL IDEATION AMONG ADOLESCENTS IN PRIYADARSHINI SCHOOL,PITHAPURAM,ANDHRA PRADESH. 1.3 OBJECTIVES: 1.3.1 To assess the knowledge regarding preventive measures of suicidal ideation among adolescents. To evaluate the effectiveness of structured teaching programme on Preventive measures of Suicidal ideation among adolescents. 1.3.3 To associate the preventive measures for suicidal ideation among adolescents with the various demographic variables. 1.4 ASSUMPTIONS: The adolescents are prone for suicidal thoughts. 1.5 HYPOTHESIS: There will be a significant difference between the preventive measures for suicidal ideation before and after administration of structured teaching programme. There will be a significant association between the preventive measures for suicidal ideation with various demographic variables 1.6 Operational Definition: 1.6.1 Suicide: is the act of intentionally taking ones own life in a culturally no endorsed manner. 1.6.2. Preventive measures: refer to the risk factors, warning signs, suicidal behavior, misconceptions of suicide, how to communicate and monitoring safety needs in the environment. 1.7 Conceptual Framework: Modified general systems theory of learning: General systems theory is useful in breaking process into sequential operations or tasks to ensure goal realization. Purpose, goal or aim is necessary for any process or system. The aim of the study is to increase the knowledge of preventive measures for suicidal ideation. Input: The first function is the input which is the information, energy or matter that enters the system. For a system to work well the input should concentrate in achieving the purpose of the system. In the present study the information, energy or matter which enters the system is the introduction of structured teaching programme regarding the preventive measures for suicidal ideation. In the present study input is the existing knowledge regarding preventive measures for suicidal ideation. Throughput: According to the theorist, throughput refers to the process used by the system to convert raw material or energy into products that are usable by the system itself or by the environment. In this active phase, teacher converts the information from structured teaching programme regarding preventive measures for suicidal ideation. Output: According to theorist, it refers to the product or service which results from the systems through put. Output in this study refers to the end product of the system. This is evidenced by adolescents gaining knowledge regarding the preventive measures for suicidal ideation. Evaluation: Evaluation is the information about some aspects of data or energy processing that can be used, to evaluate and monitor the system and to guide it to more effective performance. In the present study, evaluation measures the success or failure of output. I t is done by measuring the performance and it is graded as adequate knowledge (>75% scores), moderately adequate knowledge (50%-75% scores) and inadequate knowledge ( Feedback: The final function is feedback which is the process of communicating what is found in evaluation of the system. It is the information given back to the system to determine whether or not the purpose or end result of the system has been achieved. The final part of feed back communicates what is found in the evaluation and it tells whether the structured teaching programme was effective in enhancing the knowledge of adolescents regarding the preventive measures for suicidal ideation. 1.8 Projected Outcome: Structured teaching program helps to improve the knowledge on preventive measures for suicidal ideation among adolescents. Fig: 1.1 MODIFIED SYSTEM MODEL TO ASSESS THE KNOWLEDGE OF ADOLESCENTS REGARDING PREVENTIVE MEASURES OF SUICIDAL IDEATION OUTPUT THROUGH PUT INPUT Assessment of demographic variables of adolescents such as age, sex, family income, religion, parents education. Pre assessment of knowledge of adolescents regarding preventive measures of suicidal ideation Post assessment of knowledge of adolescents regarding preventive measures of suicidal ideation Adequate Inadequate Structured teaching Programme on Preventive measures of suicidal ideation Inadequate Moderately adequate REASSESSMENT CHAPTER II REVIEW OF LITERATURE Review of Literature is a key step in research process. Nursing research may be considered as a continuing process in which knowledge gained from earlier studies is an integral part of research in general. In review of literature a researcher analyses existing knowledge before delving into a new study and when making judgement about application of new knowledge in nursing practice. The literature review is an extensive, systematic, and critical review of the most important published scholarly literature on a particular topic. 2.1 Literatures related to Suicide risk factors 2.2 Literatures related to Prevention of suicidal ideation 2.1 Literatures related to Suicide risk factors A case control study was conducted to identify and quantify risk factors for completed suicides in Bangalore, India. The study was conducted with the families of 269 completed suicides and 269 living controls within the broader population of the city using psychological autopsy methods. The results showed that, the significant risk factors for completed suicides were the presence of previous suicidal attempt in self [odds ratio (OR) = 42.62], interpersonal conflicts and marital disharmony with spouse [OR = 27.98], alcoholism [OR = 23.38], presence of mental illness [OR = 11.07], sudden economic bankruptcy [OR =7.1], domestic violence [OR = 6.82], and unemployment [OR = 6.15]. Individuals completing suicides did not have a positive outlook towards life, problem solving approaches and coping skills. The study concluded that, the intervention strategies should include prioritized macro and micro level efforts aimed at individual, family and society. (Gururaj G 2007) A study conducted involving 1205 adolescent students of two schools from New Delhi reported, one year suicidal ideation was 11.7%. they also found that physical abuse by parents, feelings neglected by parents, history of running away from school, history of suicide by a friend and death wish were found to be associated with non-fatal suicidal behavior. (Siddhartha and Jena,2006). A study conducted on bullying and risk of suicidal behaviour among adolescents in New York. Total 2341 adolescents aged 13-19 years who were enrolled in grades 9 through 12 in suburban school was selected for study. Researchers used Beck Depression Inventory to assess depression and suicide Ideation Questionnaire. Suicide attempt history included any attempt, regardless extend of injury. With regard bullying behaviour, students were asked how often they had been bullied or had bullied others in and out of school during the past 4 weeks. Being bullied was defined as having the student say or do unpleasant thing or being teased repeatedly in a way the person does not like. Result shows about 20% student reported that they were victims of bullying in school and about 10% reported that they were victims of bullying outside the school. With regard to bullying behavior, about 25% students reported that they bullied other students in school and 15% reported that they were bullied others out side school .The risk of depression, suicidal ideation and suicidal attempt was significantly higher for students who were considered either a victim or a bully compared with students who were not. The more frequent the bullying behaviour the greater risk of depression, suicidal ideation or suicidal attempt. (Wagnar KD,2007). A study conducted on rates and factors associated with suicide in Kaniymbadi block, Tamil Nadu, South India. The setting for the study was a comprehensive community health programme in a development block in rural South India. The main outcome measure was death by suicide diagnosed by detailed verbal autopsy and census and birth and death data to identify population base. Result shows the average suicide rate was 92.1 per 1,00.000. The ratio of male to female suicide was 1:0.66. The age specific suicide rate for women showed two peaks: 15-24 year and over 65 years of age. Hanging (49%) and poisoning with organo-phosphorus compound (40.5%) were commonest method of suicide. Acute or chronic stress was elicited for nearly all subjects. More men suffered from chronic stress while more women had acute precipitating events (x2= 4.58; p A study conducted on risk factors for completed suicide in Banglore, India. A case control study conducted with families of 269 completed suicides and 269 living control within the broader population of city, using psychological autopsy method. Result shows that several factor in the areas of family, marriage, education, occupation, general health, mental health and absence of protective factors contribute significantly for suicides .The significance factor were presence of previous suicidal attempt in self (odds ratio OR = 42.62), interpersonal conflicts and marital disharmony with spouse (O =27.98), alcoholism in self (OR=23.38), presence of mental illness (OR=11.07), sudden economic bankruptcy (OR=7.1), domestic violence (OR=6.82) and unemployment(OR= 6.15). Individual completing suicide did not have a positive outlook towards life, problem solving approaches and coping scale (Gururaj G and Isaac MK, 2007). A study was conducted on psychosocial risk factors associated with suicide attempts among psychiatric inpatient and this study examine how suicide attempts and violent behavior associated with various psychosocial problems. This study included 216 inpatient who had physically assaulted another patient and a comparison group of 81 inpatient who had not assaulted any one. The result was suicide attempts were associated with a history of head trauma harsh parental discipline and parental psychopathology (Menhem.I and Krakowski, 2004). A study conducted on psychosocial stressors may be strongly associated with suicide attempts; the aim of the study was to clarify the importance of psychosocial stressors in suicidal behavior and 250 suicide attempts seen at general hospital emergence room. Acute and chronic life events were assessed with the St. Paul Ramsey life experience scale Holmes and Rahes social adjustment scale respectively, life long adverse experience were also assessed. The logistic regression with dependent variable included psychosocial stressor (Odds ratio (OR)=33.6) And other interpersonal conflicts (OR =10.5) modification of life habits (OR = 14.6) adult physical abuse (OR = 7.1) confounding factors with significant ORS were cluster B traits (OR = 21.2) and finally this study mainly a replication of prior knowledge of psychosocial stressors.( Enrique Baca-Garcia, and Claudia.P.Parra,2007). A cross-sectional study of 342 adolescents aged 10-19 years from 19 schools. Multivariate analysis showed that a history of self-violence, violent thoughts toward others, mental health diagnoses other than depression, and a history of sexual abuse were positively associated with suicide attempt. Sexual abuse, mental health diagnoses other than depression, self-violence, and ease of access to lethal substances/weapons were positively associated with suicide ideation and found a relatively high prevalence of suicide ideation and suicide attempts among adolescents living in Western Jamaica. An accurate understanding of the prevailing risk factors for suicide attempts will promote a more sympathetic approach to victims and facilitate prevention efforts.( Rudatsikira E,2010). A cross-sectional school survey of 4,500 adolescent students based on a structured questionnaire. Data were collected using the supervised self-administered questionnaire (modified version of the Youth Risk Behavior Surveillance in the Malaysian National Language, Bahasa Malaysia). Seven percent (312 of 4,454) of the adolescent students had seriously considered attempting suicide. Among the adolescents, 4.6% had attempted suicide at least once during the 12 months preceding the survey. Female adolescents were more likely to put their suicidal thoughts into suicidal action than were male adolescents. Malay and Indian people are more likely than the Chinese to respond, Felt sad and hopeless. However, Malay adolescents had the lowest rate of attempted suicide. Based on multiple logistic regression, factors significantly related to urban adolescents suicide behavior are Felt sad or hopeless, Number of days felt unsafe to go to school, Riding with a driver who had been drinking alcohol, P hysical fight, and Number of days absent from school. In comparison, factors relating to rural adolescents suicide behavior are Felt sad or hopeless, Physical fight, Physical fight resulting in injury, and Drive a vehicle after drinking alcohol. Adolescent suicide behavior should be viewed as a serious problem. Measures can be taken to prevent suicide by looking at the factors significantly linked to suicidal behavior among adolescents. Steps can then be taken to identify adolescents who have serious suicidal ideation so that intervention can be taken to reduce the suicidal rate.( Chen PC and Lee LK,2005). A comparative study conducted at Slovenia in 2006 to compare coping styles among adolescents with and without deliberate self-harm concluded that suicidal ideation was associated with higher scores on emotional coping and lower scores on rational and detachment coping styles. Deliberate self-harm was associated with significantly higher scores on avoidance coping strategies and identified a need for improving coping strategies among deliberate self harm adolescents(Marusic A, Goodwin RD,2006). A study conducted on the associations between peer and parental relationships and suicidal behaviour in early adolescents. Method used statistics Canadas National Longitudinal Survey of Children Youth as the dataset. This cross sectional sample included 1049 girls and 1041 age 12 to 13 years. Answers obtained through self- report questionnaires that included measures of peer relationships, parental nurturance, and parental rejection, suicidal ideation and attempts. Result shows that among early adolescent boys and girls, depression, poor peer relationships, decrease parental nurturance and increase parental rejection wear all significantly associated with suicidal ideation and attempt.( Sarah A and Laurence YK, 2006). 2.2 Literatures related to Prevention of suicidal ideation An experimental study was conducted to evaluate the effectiveness of a school based suicide awareness intervention among adolescents in Louisville, Kentucky. A self report questionnaire was used to collect data. A Solomon four groups design was used to assess the efficacy of suicide intervention classes. The results revealed that, the experimental groups as compared with control groups showed significant gains in relevant knowledge about suicidal peers and significantly more positive attitudes toward help seeking and intervening with troubled peers. (Kalafat J.,2006). A study was conducted to assess the efficacy of a school based prevention programme for reducing suicide potential among high risk youth in Washington, USA. A sample of 105 subjects at suicide risk participated in a three group, repeated measures, intervention study. Participants in (1) an assessment plus 1 semester experimental programme, (2) an assessment plus 2- semester experimental programme, and (3) an assessment only group were compared, using data from pre intervention, 5 month, and 10 month follow up assessments. The results suggested that, all groups showed decreased suicide risk behaviours, depression, hopelessness, stress, and anger; all groups also reported increased self- esteem and network social support. Increased personal control was observed only in the experimental groups, and not in the assessment only control group. The potential efficacy of the experimental school based prevention programme was demonstrated. The study concluded that, the necessary and sufficient strategies for suicide prevention have to be adopted. (Eggert LL, 2004). A study was conducted to assess the impact of a suicide prevention programme for adolescents on suicidal tendencies, hopelessness, ego identity, and coping ability in Israel. 393 adolescents from six schools participated in the study. The subjects were randomly divided into experimental (n = 215) and control (n= 178) groups. The experimental groups took part in seven weekly 2 hour meetings. In this pre-test post-test design, the students completed questionnaires of suicidal tendencies, hopelessness, ego identity, and coping ability before and after the programme. The statistical analysis showed that the experimental groups were superior to the controls, with at least some of the dependent measures pointing out the effectiveness of the programme ( Orbach I, 2003). An experimental study was conducted to evaluate the effectiveness of the Signs of Suicide (SOS) prevention programme in Farmington, USA. 2,100 students in 5 high schools were randomly assigned to intervention and control groups. Self administered questionnaire were completed by students in both groups approximately 3 months after programme implementation. The results revealed that, significantly lower rates of suicide attempts and greater knowledge and more adaptive attitudes about depression and suicide were observed among students in the intervention group than control group. The study concluded that, SOS is the first school based suicide prevention programme to demonstrate significant reductions in self reported suicide attempts (Eggert LL and Thompson EA,2007). A study was conducted on the effectiveness of school based psycho-educational programme in suicide prevention in adolescents. Sample collected from 172 high school students in the 16-18 age group include 108 girls and 64 boys. Method used a structured self-report questionnaire. The results show that the programme had no effect on coping styles and level of hopelessness. However positive effect on knowledge could be identified an interaction effect of the programme with gender on attitude was also found. A negative impact of programme could not be found. Findings from study suggest that psycho-educational programs in schools may influence knowledge about suicide and attitudes towards suicidal persons but may not affect the use of coping styles or levels of hopelessness (Gwendolyn P and Kees VH,2006). A study was conducted on the evaluation of the signs of suicide prevention program where data was collected from 4133 students in 9 schools. Method used self administered questionnaires completed by students in both groups approximately 3 month after the program implementation. Result shows significantly lower rates of suicide attempts and greater knowledge and more adaptive attitude about depression and suicide were observed in intervention group.( Robert H and Asetine J,2007). A study was conducted on to develop and evaluate the effectiveness of an Informational Booklet on cancer risk factors among college students, nurses and doctors at university of Delhi. The objectives of the study was (1) to prepare an informational booklet on cancer risk factors (2) to assess the knowledge before and after the administration of informational booklet on cancer risk factors and (3) to determine the acceptability and utility of an informational booklet by college students, nurses and doctors. The one group pre-test post-test pre experimental research design adopted Convenient sampling method was used to select sample size 30. The data collection instruments used were (I) a structured knowledge questionnaire to assess the knowledge of students and (2) two structured opinionnaires were used to gather opinion regarding acceptability and utility of the booklet from college students, doctors and nurses. The results shown that information booklet is effective in increasing th e knowledge of the college students as evident from t (29) = 52.44 higher significant. Doctors and nurses were higher and close to the maximum possible acceptability and utility scores. The study concluded that the informational booklet was acceptable and useful for findings cancer risk factors ( Bairwa KS,2002). CHAPTER III MATERIALS AND METHODS Research design provides the glue that holds the research project together. A design is used to structure the research, to show how all of the major parts of the research project. This study was designed to find out effectiveness of structured teaching programme in promoting knowledge on preventive measures of suicidal ideation among adolescents. This study was conducted by adopting following steps of research process as research design, setting, population and sampling, criteria for selection of samples, instruments and tools for data collection and methods of data analysis. Pilot study was conducted and changes were incorporated. 3.1 Research Design:The study was based on one group pre test and post test design. Pre test knowledge on preventive measures of suicidal ideation among adolescents was assessed before providing education programme. Education regarding what is suicide, risk factors,misconceptions and facts, preventive measures of suicide was delivered through lecture cum discussion method by using LCD, blackboard. After a period of 5 to 7 days of education, the knowledge on preventive measures of suicidal ideation among adolescent was reassessed. The paired t test was used to compare the pre test score and post test score and assosciation was used to find among variables. 3.2 Setting of the Study: The study was conducted in Priyadarshini High school Pithapuram, Andhra Pradesh. 3.3 Population: The population of this study consisted of adolescents in the 9th standard. 3.3.1 Sample size: Size was determined by purposive sampling. All adolescents in the 9th standard were taken for the study 50 students. 3.4 Criteria for selection of sample: Inclusion criteria: Adolescents in the class of 9th standard Variables of the study: 3.5.1 Independent variable: The independent variable in this study is structured teaching programme on preventive measures of suicidal ideation. 3.5.2 Dependent variable: The dependent variable in this study is knowledge level gained by adolescent. 3.6 Instruments and tools for data collection: A questionnaire was prepared to assess the knowledge of adolescents towards preventive measures of suicidal ideation . A structured questionnaire was developed based on literature, journal, text book. The questionnaire has two aspects demographic data and questionnaire on preventive measures of suicidal ideation. Section A: The demographic data includes sample number, age, sex, number of siblings, religion, family profile. Section B: This section consists of 25 questions, for each question 4 options were given in that only one is correct, students have to tick any one of the 4 options. For each question one mark was awarded, maximum mark obtained was 25. It was mandatory that all the 25 questions should be responded by the student. Scoring: Adequate : >75% Moderately adequate: 50 -75% Inadequate : 3.7 Reliability and validity of instruments and tools for data collection: The tool was prepared with the help of literature, research and subject guides. The reliability and validity was tested through pilot study. Additions and modifications suggested by experts were included in the tool. 3.8 Data Collection Procedure: Data collection was done in the month of July; data was collected through self administered questionnaire. After assessment education was delivered through lecture cum discussion using LCD, charts, black board. Doubts were clarified at the end of teaching. The reassessment was done after 5 to 7 days from the day the education started. 3.9 Method of Data Analysis and Interpretation: Frequency distribution tables were formulated for all baseline information. Frequencies were tabulated to understand the knowledge on preventive measures of suicidal ideation. The distribution pattern was depicted through appropriate graphical methods. Results were inferred through statistical techniques likes paired t test and association was used among variables. 3.9.1 Paired t test: This formula was adopted to find out the significant difference between pretest and post test score, of adolescents to understand the knowledge on preventive measures of suicidal ideation. = Mean difference between pretest and post test score. d = Difference between pretest score and post test score. SD = Standard deviation of the pretest score and post test score. = number of samples. 3.10 Report of Pilot Study: Pilot study was conducted in Priyadarshini School, Pithapuram,Andhra Pradesh. For the Pilot Study 16 Students were taken from 9th standard. The questionnaire was given to the students for the assessment of knowledge on Prevention Of suicidal ideation, after Pre-test it was found that only 2 students had adequate knowledge, 13 had moderately adequate knowledge,1 had in adequate knowledge. After structured teaching programme, the result of the Post test is as follows, 8 students had adequate knowledge, 8 students had moderately adequate knowledge. None of them had inadequate knowledge. 3.11. Changes Brought After pilot Study: After the pilot study changes were made in the questionnaire. CHAPTER -IV DATA ANALYSIS AND INTERPRETATION Data analysis is the process of analyzing the data in such a way that the research questions can be answered (Hungler and Polit, 2004). This chapter deals with analysis and interpretation of data collected from students of Priyadarshini high school in Pithapuram, A.P. Students knowledge on preventive measures of suicidal ideation w

Free Will Philosophy Essay

I strongly believe that W.T. Stace is correct while arguing for the view of soft determinism, also known as compatibilism. Stace believes in compatibilism, which states that determinism is true, but free will still does exist. He puts both views together by studying the definition of free will. Stace asks, â€Å"How can anyone be punished or rewarded for his or her actions if they have no control over their actions?† That statement seemed extremely convincing to me because both d’Holbach and Chisholm supported one side of the argument. d’Holbach and Chisholm argued that we are either strictly determined by the laws of nature and physics or that we are not determined, rather being we have the power to do as we choose. Stace on the other hand, put both positions together and made them work together. He explained that the laws of nature and physics do have an impact on our choices, but we do have the ability to choose what we want to choose when making a decision. Outside forces may push on our decision, but we are the ones responsible for choosing what we want to choose. He persuasively defends his view of soft determinism by explaining the definition of free will. He states, â€Å"In order for one to define free will, one must look into how the phrase is commonly used.† The way a philosopher interprets free will is different than the way a common person will do so. Stace defines free acts as acts that are directly caused by a person’s internal thoughts or desires coming directly from the person. Not free acts are those that have outside forces pushing a person to do something a certain way such as a threat or harm. This was very different from what other philosophers have stated in the past. By providing examples of free will, Stace points out that free will clearly does exist. It wouldn’t make sense for free will not to exist since it is compatible with determinism.

A Psychoanalytical Approach to the Awakening

The psychoanalytic approach understands us from the point of view of our unconscious and early childhood experiences. The approach is based on Freud’s belief that that there is a structure of the mind that includes the id, the superego and the ego. The plot of The Awakening, revolves around Edna Pontellier and the awakening of her unconscious sexuality, the need for love and her desire of independence. Edna and her family go to a resort to spend their summer.Edna’s husband, Leonce, adores his wife but considers her to be neglectful as a wife and a mother. â€Å"He reproached his wife with her inattention, her habitual neglect of the children. † (Chopin, 2005, Chapter 3, para. 6). At the resort she meets Robert, the owner’s son, and realizes that she can no longer pretend that she is happy with her husband and her children. This unconscious realization is triggered by the sight of the ocean one day. The sight made Edna think of simpler times when she believ ed that she could attain anything.Edna reminisced how about how looking at the ocean reminded her of when she was a teenager and would walk through a meadow that â€Å"seemed as big as the ocean,† (Chopin, 2005, Chapter 7, para. 15). She confided in Madam Ratignolle that â€Å"sometimes I feel this summer as if I were walking through the green meadow again; idly, aimlessly, unthinking and unguided. † (Chopin, 2005, Chapter 7, para. 20) I believe this was her first unconscious realization that she missed not having the responsibilities of being a wife and a mother.Later in the story, the sea becomes a symbol of empowerment. â€Å"As she swam she seemed to be reaching out for the unlimited in which to lose herself. † (Chopin, 205, Chapter 10, para. 10). It was after learning to swim that Edna began to stand up for herself, such as she did when Leonce demanded that she go into the house that evening and she refused. She recalled that in the past she had always succ umbed to his demands without a thought. This was no longer the case with her. Finally, Edna chose to end her life in the ocean.The thought of not being able to have Robert had pushed her to the edge. She also could not bear the thought of forgetting about Robert in the same way that she had forgotten the gentleman that she had crossed the meadow for so many years ago. As she swam out into the water, she was â€Å"thinking of the blue-grass meadow that she had traversed when a little child, believing that it had no beginning and no end. † (Chopin, 2005, Chapter 39, para. 28) References Chopin, K. (2005). The Awakening. Vitalsource Digital Version. Raleigh, NC: Hayes Barton Press.

Theories Of Motivation For Discussion Purposes - 938 Words

Principles of Management assignment – BMG119 Q. Reflect on a situation where someone in a position of authority motivated you and compare this with a situation where an authority figure demotivated you. Use early and contemporary theories of motivation for discussion purposes. Introduction The term motivation refers to two different ideas. Motivation is an internal state that leads to the fulfilment of objectives. Personal motivation affects the direction, depth, and persistence of effort. From a manager’s point of view, motivation is the process of getting people to fulfil objectives. Both concepts have an important meaning in common. Motivation is the expenditure of effort to accomplish results. The effort results from a force that†¦show more content†¦Maslow has set up a hierarchy of five levels of basic needs. After these needs are satisfied, higher levels of needs are present. These include needs for understanding, appreciation and purely spiritual needs. In the hierarchy of the five basic needs, the person does not feel the second need until the demands of the first have been fulfilled or the third until the second has been fulfilled and so on. Maslow s basic needs are as follows: physiological needs, needs for safety, needs for love, affection an d belongingness, needs for esteem and needs for self-actualization (Simmons et al, 1987). As you move up the hierarchy, the needs become more difficult to fulfill. Some physiological needs could be satisfied with pizza and a drink, whereas it might take becoming rich and famous to achieve the self-actualization need (DuBrin, 2009 p. 376). DuBrin (2009, p. 376) describes physiological needs as basic requirements such as nutrition, water, shelter, room temperature, rest and sleep. Most office jobs allow us to achieve physiological needs. He then goes on to describe safety needs as the need to be safe from both physical and emotional danger. Many workers who have dangerous jobs would be motivated by the thought of obtaining safety. Any stressful job can discourage the need for emotional safety. Social needs are described as needs for love and belonging with people. Managers can help contribute to the satisfaction of these needs by encouraging team work and as well as