Plantation Epic Essay Example for Free

Plantation Epic Essay Erskine Clarke’s Dwelling Place: A Plantation Epic is a product of a decade of research about the biography of Charles Colcock Jones, Sr. Presented in a narrative, the book reflected on four generations of the plantation and its residents. It provided views from the masters and the slaves, the whites and the blacks. It was completed out of the collection of the Jones Family’s papers that included numerous letters, plantation records, journals, archeological findings, sermons for the slaves and marks of the African-American community. The lives of the African Americans, despite the fact that little documentation were provided for slaves, was included in this book based from the individuals that stood out that presented with them histories that tied their stories together. In that way, this book presented different perspectives. It offered the two sides of a coin wherein the whites told of how they saw the inhabitants of the piazzas of the plantation homes at the same time the blacks narrated of their stories from their view around the communal fires of slave settlements. The different experiences of the slaves and their masters were simultaneously portrayed in the book and were labeled as a technique called the â€Å"upstairs downstairs† history. Clarke showed how the history of slaves in the Jones plantations had been typical yet somehow divergent of the common norms of master-slave relationship during those times. The narrative revolved around the Jones Family and the plantation workers. Most of the readers may be familiar to this family from Robert Manson Myers’ Children of Pride: The True Story of Georgia and the Civil War. The book provides a multi-faceted account of the family’s life in the plantation following their portrayal in Myer’s book following the same novel-feel to reading historical accounts. As a standard for slavery in the south, it showed how the relationships of the slaves and the masters were relatively better than those in the north. Even if they were opposed to abolitionist advocacies, they maintained more humane relationships with their slaves. They would be the first ones to advocate religious instructions for the slaves and exercise proper stewardship for them as an obligation from God. Charles Jones, one of the main characters, was the inheritor of the plantation as well as the slaves that resided in it. He was trained for the clergy at Andover and in Princeton seminaries. Charles did his best to integrate his role as the master of the household with his clerical calling. There was indecision within Charles concerning the morality of slavery. He then turned towards the consolation of interceding for the salvation of his slaves as the more important thing over the immorality of the nature of slavery. He had two goals in his life which was to ensure that masters take on the duty of taking the gospel to their slaves and establish a more humane slavery system according to Christian principles. RELATIONSHIP BETWEEN SLAVES AND MASTERS The book focused on how Charles Colcock Jones led the way for religious instruction for the slaves. He also promoted stewardship of the masters with the slaves as they saw it to be their responsibility to God. Others would oppose teaching religious principles to their slaves in fears of having to teach them to read and write or for their slaves to demand for freedom and equal rights. Charles assured the people of the benefits it would propagate if the masters teach their slaves about God. He promoted that it would be beneficial to the relationship of the master and his slave. Out of religion, the result would be greater subordination and the lessening of the crimes the blacks commit against the whites because of the fear of God. Coming from this argument, Christian masters then considered how the slaves were part of their household. They saw fit that they follow the teachings of Paul in the Bible in their dealings with their slaves. According to Paul, masters should be just to their servants because they themselves have a master in heaven by which they serve and are accountable to. Interdependence In the Jones plantation, a complex relationship formed between the master and the slaves. Their lives are intertwined in away that they share their lives with each other, even the births of their children. The children of the masters and the children of the slaves would soon play the roles of master and children in succeeding generations. Their lives were interdependent in such a way that the masters need the slaves to work their household and the slaves need their masters to provide them with basic necessities in living in America. Like in the case of driver slave named Jupiter, he was trusted by his master and was assigned with numerous tasks as reflected in letters sent to Elizabeth, John Jones’ first wife. The letters show how Jupiter was given a number of obligations. Jupiter knew the settlement very well and it was implied that without his skills and work in running it, it can be very difficult to manage it. At the same time, John Jones had the authority to bring back Jupiter’s wife into the settlement when she was transferred some place else. They master and the slave relied on each other to keep themselves afloat in different areas like the household, the business and even their family affairs. Furthermore, it must be understood that during those times the special relationship of the master and the slaves go beyond the household. Slaves would even get into arguments with other slaves as to whose master is better, kinder, richer or smarter. They perceive their masters’ greatness to transcend towards them. The reasoning behind this is that it was bad enough to live the life of a slave, but it was the worst to be a slave of a poor man. This was their escape from the reality that they had no choice but to serve their masters, good or bad, and put up a contented facade and work as hard as their masters would want them to work. White-Black Sexual Liaisons There were encounters wherein the masters and the slaves would have sexual encounters out of relationships formed and it would only be discovered with the color of the newborn’s skin. In one instance, Mary, a slave girl from the Jones’ plantation married a man named Zaddock from a nearby North Hampton Plantation. When they had a baby, it was more mulatto than it was black. Nevertheless, Zaddock still remained married to her and told her that it should not happen again. There were many theories as to what resulted to such a baby. Thomas Shepard, Zaddock’s master said that it may be Mary’s participation in a consensual sexual encounter with a white man. It could also be one of the common cases wherein a white man would sexually abuse a black girl. There was another case wherein Roswell King, Jr. married Julia Maxwell. In marriages of the planters they are able to combine their slaves into one household. Julia brought with her the slaves that were a gift to her by her father. Roswell’s own slaves included his two slave children from two different slave women. It was not known by his wife during that time until a point came wherein Roswell had to admit to his offsprings despite the fact that they are negroes. During those times, whether the sexual encounters between male blacks and white girls were consentual or not, the males would never admit to stories of fathering a black girl’s child or if they do, they would never admit to using force. Although during that time, sexual abused was so common that black girls who would resist were considered heroines in their own right. PORTRAYAL OF FAMILIES AND RELIGION AMONG THE SLAVES Religion Charles encouraged the imposition of religion amongst the slaves by the masters because he greatly saw how the masters would be accountable to God as stewards of the slaves and thought that masters were responsible for their slaves’ spiritual destination. Despite the fact that other masters saw the dangers of this as wells as the unnecessity, they were convinced under the premise that they would have more ideals slaves as a result of this. Instead of mere external show of authority, the slaves would have a change of heart internally and submit to their masters because of the fear of the Lord. Obedience was a religious principle and this can secure the authority of the masters over the slaves when they are exposed to religion. Charles suggested that complete subordination can be achieved out of religious principles of obedience to God. The slaves would turn away for resistance from bondage in exchange for eternal salvation. Furthermore, religion was seen as an economic benefit. When slaves are faithful they would work better and be less of a liability for their masters, they are also safeguarded from diseases. However, Charles drove the point home when he insisted the main goal of religious instruction for the blacks was still the salvation of the souls of the slaves rather than economic gains. For him, slavery can be justified when a soul is saved. He further reiterated that the blacks are placed under the care of their masters by God’s providence. The benefits and reasons Charles gave his family and friends enough for a Liberty County Association for Religious Instruction of the Negroes to be formed. The theme was dominantly the implementation and importance of religious instruction of the masters to the slaves because the Jones adhered to such mission from God. In those times, other historians of slave history have documented how planters have used religion as a means of social control, as Charles himself mentioned as one of the benefits of religion. For them, when black slaves would hear preachings about obedience and submission they would in turn be contented with their state thus making them more manageable. On the other hand, slaves benefited from being Christians as well. They were allowed to rest and go out on Sundays. They were also treated better by their masters knowing that they know understand and know about the accountability of their masters to treat them better. They know that they have to be treated fairly as they have found out that they had to be submissive and obedient to their masters. Marriages Marriages and forming families were one of the coping mechanisms of the slaves because it provides for them a sense of normalcy and humanity despite their fate under slavery. Most of the time, male slaves did not want to be married. They did not want to witness abuse on their future wives and children. They could not bear having to stand defenseless to a white man sexually abusing his wife as it has been something common amongst them. Nevertheless, the white masters encouraged their slaves to marry. They also encourage that they marry within the plantation and not with others to prevent themselves from sneaking out in the middle of the night. Some slave owners encouraged them to have strong family ties because of their religion. Some take advantage of this to handle their slaves easier. They see a marriage slave to be less of a liability because he would not attempt to rebel compared to a single slave due to marital baggage. Some landowners encourage sexual morality and even punish those who commit adultery and encourage marriages. They have certain punishments for slaves that depart from their marital obligations. Promoting slave marriages, Thomas Clay spoke to the presbytery meeting on improving the morality of slaves in the plantations. He said that slave marriages must be honored by their masters and the male slaves must be warned against beating or abusing their wives. Parental Authority Slave parents experienced little luxury of taking care and teaching their children because of the work the plantations require. They only learn by what is available to them, the time and the people they get to talk to was the limited yet varied means by which they are educated and disciplined. The slave girl would see how their parents interacted with the white masters and learn from there about how she should interact with the whites. Like any other parents, slave parents imposed strict discipline and taught their children the values of society and their community. Most of the time, the father was the final authority in the family and the children were afraid of their parents. They would get disciplined when caught doing wrong or going on some wayward path. However, that authority was limited to whatever the white master would have to say and command. Children spend little time with their parents because of the heavy workload a typical slave needs to finish daily. Their time for education is limited to early mornings and late evenings. Most of the time, they are neglected. They are fed irregularly and not supervised even in the early years. This leads to sickness and disease that the ignorant slave parents had no means of curing or addressing. Slave Families and White Authority The whites, adult or child always had higher authority than slaves. Slave parents had no power to stop a white man from whipping their children. At the same time slave spouses and children can do nothing but watch as the heads of their families are humiliated and whipped by their white masters. During those times, even grandparents or elderly people get whipped until the time that they were bleeding and no one in the family can do anything about it. They knew the mere presence of a white man can make a Negro shudder. MANAGEMENT TECHNIQUES OF SLAVES In the Jones Plantation As mentioned earlier, Charles and his family would implement religion as a mission and as a management technique for the slaves. There are instances mentioned in the book wherein Roswell King, Jr. did not care for any evangelical concepts for his slaves. Instead he favored a more utilitarian approach to the slave management. He did not see use for making his slaves happy for them to be better workers. He saw fit clear rules that would be consistently implemented for the slaves as well as some forms of flexibility measures would be sufficiently beneficial in establishing the plantation. Degree of Management Techniques Standard in the South In the south there certain normal norms of management techniques aside from what was highly focused upon in Clarke’s book. Ideal slaves were the ones that respected their masters and obeyed them with whatever orders they had. They are also trust-worthy and loyal to their masters. To have such ideal slaves, written discourses discussed about the proper management of the slaves in the antebellum period to be applied and maintained under strict discipline. The first step the slave owners took was to adapt an army-like regulation for the slaves. Under this circumstance, slaves are expected to obey at all times and under all circumstances cheerfully and with alacrity. According to such discourses, â€Å"unconditional subordination must be the only footing upon which slavery must be place. † The second step to have ideal slaves was to implant in the blacks a personal inferiority. During those times, they would embed in the minds of their slaves that bondage was their natural status and that they should know they place. They must also have a clear concept between a master and a slave. They made them feel that their color was a badge of their degradation and that coming from that ancestral line was caused them to have the lowest status in society, lower than the most wretched white man. Impudence would be something they must avoid. Any answer that has a tone or the lack of answer when being questioned can be interpreted as an impudent act on the part of the slave. The third step is to awe them with their master’s enormous power. This gives an impression that the master is so powerful that they should almost bow in fear. The principle by which slavery was founded was based on fear. If the slaves are not afraid of their masters they would not be slaves. They blame abolitionist groups on the stricter discipline that had to enforce to keep their slaves in check. The slaves must also see his master’s success as his own success. The fourth step deals with having the slave think in the interest of his master’s enterprise. This would encourage them to work harder because their masters’ prosperity would translate to their own welfare. â€Å"The habit of perfect dependence† was something that masters see important in their slaves. They saw how it was highly dangerous for slaves to be trained as artisans or even to be hired for factory work. Once they realized that they are capable to earn money doing other things they become unwilling to work in the normal household with strict demands. COMMON GROUND AND DIVERGENCE When the day has ended, Mary and Charles would sit on the porch to drink some tea and look at the spectacular beauty of Montevideo. For them, it was a place of responsibility wherein they would take care of the needs of the household, from food to clothing, religious instruction, proper control and management. As they look into the view of Montevideo, they realize that what they are looking at is their source of wealth. On the other hand, before the cabins of Carlawter where all the blacks gathered at nightfall, they had the same view of Montevideo. From where they gathered around the fire, they too saw the spectacular beauty of the place despite the fact that it was a place of hard labor. They hear the same murmur of the river that is close by as well as the horizon that indicated daybreak or nightfall. The slaves also considered the plantation their home, it was a place where their family and friends are in the slave community, and it was also the place of their ancestors. Even if it was a place wherein they had restricted freedom, it was also a place wherein they got protection from the more hostile world from white violence and power. Looking at the Montevideo, it can have a lot of different interpretations and stories to be told from different views. It was a constant struggle between those who sat on the piazza and those who sat around the fire near the cabins. But the struggle is part of the reality of the life in the plantation. The differences go further into the education of the children who are black and white. While the children received training and education from a paid tutor, the slave children are educated by their parents in their cabins or learn from the wisdom of the folktales around the communal fire. NATURE OF THE INSTITUTION OF SLAVERY The reality is, despite the fact that the Jones plantation offered a kinder environment for the slaves; they were still slaves and deprived of freedom. During celebrations of weddings or holidays in the household, the whites enjoy themselves with lavish parties and gatherings while the slave cook, Patience worked arduously in the kitchen preparing for the people. Others would insist that the institution of slavery was a means of civilizing and evangelizing to the African-Americans under the stewardship of their masters. It was discovered that Negroes were less disciplined and improved in slavery compared to their free counterparts as well as a barbarism of the race. Slaves are placed under the impression that they are solely dependent on their masters. They think that they cannot survive without them because they give them everything that they need to live. They have settled instead for the temporary joys that they can get like Sundays and holidays. Admittedly, the true nature of the institution of slavery makes the slaves into mere properties of their masters. This is notable when the death of a Negro is not regarded as an extinction of life but merely a loss of property for the slave owner. Slave management often resulted to ambiguous and complicated scenarios because treating a living and breathing person with human emotions and passions as a mere property or object was very difficult. The very nature of slavery meant the power of the master was absolute to render the perfect submission of the slave. The master can do anything to his slave, except kill or maime the slave intentionally. CONCLUSION If the nature of the institution of slavery was to make the Negroes civilized, they used manners such us humiliating them, and degrading their character and race as a means of being part of the so-called civilized society. The Jones family, in this narrative account exhibited the more ideal ways of establishing civilization amongst the Negroes by means of campaigning evangelism and humane treatment of the slaves. Wills (2006), in her reflections of the book said, â€Å"He challenges me to contemplate the slaves unaccountable perseverance and the whites blind persistence, to credit the distance between them, and to recognize finally that the former was rooted in truth and the latter in nightmarish deception. † BIBLIOGRAPHY Amazon. com. â€Å"Editorial Reviews,† Dwelling Place: A Plantation Epic. (2007) [http://www. amazon. com/gp/product/productdescription/030012256X/ref=dp_proddesc_0/105-36748443852456? ie=UTF8n=283155s=books] Blassingame, John W. The Slave Community: Plantation Life in the Antebellum South. USA: Oxford University Press, 1979. Burton, Orville Vernon. In My Fathers House Are Many Mansions: Family and Community in Edgefield, South Carolina. USA: University of North Carolina Press, 1987. Douglass, Frederick. Narrative of the Life of Frederick Douglass, An American Slave. USA: Bedford Books, 1993. Clarke, Erkskine. Dwelling Place: A Plantation Epic. USA: Yale University Press, 2005. Cooper, William J. Dwelling Place: A Plantation Epic. Journal of Southern History 73, No. 1 (2007): 174+. Olmsted, Frederick Law. The Cotton Kingdom: A Travellers Observations on Cotton and Slavery in the American Slave States. New York: Da Capo Press Inc. , 1996. Rawick, George P. From Sundown to Sunup: The Making of the Black Community. USA: Greenwood, 1972. Stampp, Kenneth M. Peculiar Institution: Slavery in the Ante-Bellum South. USA: Vintage, 1989. Wills, Anne Blue. Dwelling Place: A Plantation Epic. The Christian Century 30 May 2006, 37+.

Standardized Testing Essay Example for Free

Standardized Testing Essay Are you one of the many students who cram in hours upon hours of studying the night before an exam that has been stressing you out all week? You wake up the next morning nervous and full of anxiety, just to take the same test as everyone else, under the same conditions as everyone else. Sounds fair right? Well I don’t believe it is, and here’s why. Standardized tests were made to test the knowledge of a student over a particular course or subject. The ACT and SAT, for example, are composed of four multiple choice sections usually including math, english, science and reading. Well here’s the funny thing, everyone is different. Some students thrive at written tests where some students fail. Some students are better at presentations where other students are not. Because of the differences in student’s ability to learn and retain information caused by many different teaching methods and criteria covered, standardized testing has become an unreliable way to measure a student’s knowledge and should be replaced by other means such as using e-portfolios or performance based assessment. Some of the main problems with standardized tests such as the ACT or the SAT include trying to accurately measure a students knowledge over a particular set of subjects and a phenomenon involving teachers called â€Å"teaching the test†. In a 2013 speech to the American Educational Research Association, Secretary of Education Arne Duncan said â€Å"State assessments in mathematics and English often fail to capture the full spectrum of what students know and can do,† he said. â€Å"Students, parents, and educators know there is much more to a sound education than picking the right answer on a multiple-choice question† (Evans). I completely agree with Arne Duncan on this matter. On a typical standardized test you have about a twenty five percent chance of getting the answer right. Potentially, you could have a student who does not know the material at all, but could guess right on more than half the answers and get credit for it. Being a student who has taken the ACT more than once, I can honestly say I feel like the ACT was a poor representation of my knowledge over the subjects tested on. Now with the phenomenon called â€Å"teaching the test† which is where teachers center their curricula around state tests, students become subject only to material that will be found on the test. This not only causes teachers to lack creativity within the teaching of the course, but also causes students to become limited to learning test taking skills. Even though standardized testing can be harmful to student’s creativity, there are some alternatives to this problem. One alternative to standardized testing, relating to the SAT and ACT, would be the use of electronic portfolios or e-portfolios. Terrel Rhodes, vice president for quality, curriculum, and assessment at the Association of American Colleges and Universities (AAC;U) says that â€Å"E-portfolios provide a means for collecting assigned work, as well as students accomplishments in non-classroom settings, so that faculty, internship supervisors, and others can assess it and aggregate or disaggregate the results, depending on the purposes of the assessment† (1). Basically e-portfolios would be a collection of student’s individual work throughout the year, organized into a folder that the teacher would have access to at all times. This folder would help the teacher view how each and every student learns and give an overview on how much each student took away from the course, what not to teach in the following years and what to cover more heavily. This alternative is more effective and personal than a standardized multiple choice test because it gives the teacher a chance to personally view how each individual student is progressing throughout the year. In terms of college admissions, if your portfolio was shared with the colleges of your choice, it would allow college admissions to see your progress throughout the year. So instead of just seeing an ACT test score that a student could have potentially guessed on for more than half the answers, they would be able to see a portfolio showing how well equipped and prepared for college the student is. It would be a great way of telling if the student would be a good fit for their program or not. Given the knowledge at hand, I believe e-portfolios would be a great alternative to standardized testing. Another alternative to standardized testing is performance based assessment. â€Å"Performance assessments measure skills such as the ability to integrate knowledge across disciplines, contribute to the work of a group, and develop a plan of action when confronted with a new situation† (Brudali). This differs from standardized testing in the fact that teachers focus more on the process of learning, where standardized testing focuses on the product. Instead of using tests that are multiple choice that require a student to choose the one correct answer, performance based assessment often times uses group projects, hands-on projects, essays and verbal presentations to determine a student’s knowledge and skills over a particular set of subjects. Another advantage to performance assessment is that â€Å"Performance assessments provide teachers with more information about the learning needs of their students and enable them to modify their methods to meet these needs† (Wren). Teachers actually try to assess each and every students learning process and direct the class accordingly, letting students take away more from lectures. Having this type of assessment in high school would benefit students tremendously in college. Having experience with verbal presentations and hands on projects will provide the student a head start with skills you need for college. These skills would be used for interviews, group projects in labs and speeches given throughout the years. Performance based assessment would tremendously benefit and prepare students for college and would be a great alternative to standardized testing. Knowing that there are already proven solutions to standardized testing, let me ask you why you are still taking them? Studies have clearly proven that standardized testing is an inaccurate and unreliable way to display the knowledge of students. Not only that, studies have also proven that different methods such as e-portfolios and the performance based assessments are a more accurate and effective way of displaying a students knowledge over various subjects. So why don’t you take initiative? Join a club like student council, a club where you have a say with what goes on with your school and the decisions being made. Start a petition against standardized testing and let students get involved. Not only that, let your community get involved. Tell your family and friends about the disadvantages of standardized testing and its inability to measure students’ knowledge. There are many ways you can get involved in your school and community to have a say in the decisions being made with problems such as standardized testing. All you have to do is take initiative and act upon it. With all the knowledge at hand, I truly believe standardized testing is a terrible way to reflect a student’s knowledge and there are many alternatives that can be provided in place of it.

Mental health and health needs of asylum seekers and refugees

Mental health and health needs of asylum seekers and refugees INTRODUCTION 1.1 Background Asylum seekers and refuges is a growing problem affecting many European countries as well as the UK. In the recent years the number of asylum seekers and refugees entering UK has increased, attracting the attention of the media, politicians as well as ordinary people. It is a controversial subject leading to intense debate and discussions and unsurprisingly to different views and perspectives. The increase in the numbers seeking asylum has led to governments and the international agencies grappling with the problems of providing adequate humanitarian assistance in the third world and avoiding floods of asylum seekers arriving at their doorstep (Timothy et al 2009). This has also led to changes in asylum policies with the governments responding to the rising problem with a range of measures aimed at deterring asylum applications. Mental illness is one of the leading causes of illness around the world and estimated to affect up to a third of the British population. It is especially common amongst asylum seekers and refugees, which may be due to them having experienced loss, bereavement, torture, rape etc. Their mental health can then be exacerbated due to displacement and their situation in the UK. There is a lot of stigma attached to mental illness, and the mentally ill still face discrimination in many ways, which results in many not seeking treatment. The exact cause of mental illness is a subject doctors still argue about. Society has been known to play a key role, but recently there has been a growing concentration on the role of genes. 1.2 Who are Asylum-seekers? An asylum seeker is someone who has fled their country to find a safe place elsewhere. Under the 1951 Convention on Refugees, an asylum applicant must be able to demonstrate a well-founded fear of persecution in their country of origin for reasons of political opinion, religion, ethnicity, race/nationality, or membership of a particular social group (Burnett 2002). They must also be able to show that they are unable to obtain any protection or help from their own national authorities (Burnett 2002). The Refugee or Person in Need of International Protection (Qualification) Regulations 2006 updates parts of the convention. Asylum applications in the UK are sent to the Home Office. Over the last ten years there have been several pieces of legislation introduced which has created an ever changing climate of policy on refugees and asylum seekers. This is a result of the significant numbers of rejected asylum seekers who have had all means of support withdrawn from them and are now destitute in the UK. Asylum seekers represent a vulnerable population due to a host of pre- and post-migration risk factors. Pre-migration factors include torture and refugee trauma, which may result in mental and physical illness. Moreover, asylum seekers often come from conflict areas, without access to adequate health services. Post-migration factors also play a role for health. They include detention, length of asylum procedure, language barriers, and lack of knowledge about the new health care system. Destitute asylum seekers are those people who are unable to access support for their basic needs from the government or from their own resources. The position of rejected asylum seekers is appalling, with many unable to return to their country of origin for reasons beyond their control and yet they are not allowed to work and support themselves (Dumper et al 2009). Below is a table showing the various definitions of refugee status: Asylum seeker Someone who has submitted an application for protection under the Geneva Convention and is waiting for their claim to be decided by the Home Office. Refugee status Someone whos claim has been accepted and has been granted Indefinite Leave to Remain, and is also eligible for family reunion. Exceptional Leave to or Remain (ELE/ELR) The Home Office accepts that there are strong reasons that the person should not return to their country of origin. ELR is discretionary and for varying periods depending on the age of the applicant and other circumstances Refusal Someone whos application for refugee status has been rejected. 1.3 Reasons for seeking Asylum The causes of refugees and asylum flows are many from the effects of conflict and wars, political upheaval, to economic problems and search for a better life. These displaced people face many problems such as oppression, poverty and disease. Some of them have been held captive and tortured in their own countries; some have been prosecuted because of their political or religious beliefs and some because they belong to a minority ethnic group. 1.4 UK Asylum Policy Services offered to refugees and asylum-seekers in the United Kingdom are largely determined by national legislation that in turn informs policy and practice. The introduction of the National Asylum Support Service (NASS) at the end of the 1990s was accompanied by several Acts of Parliament that have been added to by further legislation, the most recent being the Asylum and Immigration Act 2004. While historically UK has a long tradition of providing refuge to people fleeing from prosecution, the Government has recently sought to affect the behaviour of asylum-seekers through legislation intended to discourage asylum-seekers from coming to the UK. For example the support withdrawn from asylum-seekers who have exhausted their claim is designed ultimately to either persuade people to return to their country or make it easier for the Home Office to remove them. In the same way, provision of support to asylum-seekers is often conditional on their agreeing to be dispersed to different parts of the country (Johnson 2003). 1.5 Statistics of asylum seekers in the UK The main source of data on the UK asylum process and flows of individuals through it is the Home Office RDS units. Throughout the asylum process, administrative data is entered into a number of computerised databases, which are supported by a small number of manual systems. The Case Information Database (CID) records information on applications, decisions, appeals, removals (including voluntary assisted returns), persons held in detention and persons leaving detention. The Asylum Seekers Support System Database (ASYS) records details of asylum seekers applying and receiving support (ICAR 2009). The UK received 25,930 applications for asylum in 2008, compared to 23,430 in 2007 making it an increase of 11%. The highest level of asylum applications, in the last decade, was in 2002, with levels falling significantly after that. It was not until 2008 when the number of applicants started increasing once again. The chart below shows the number of applicants received in the UK between 2000 -2008. The chart was taken from the Information Centre about Asylum Seekers and Refugees (ICAR) Statistics paper. Figure 1: Applications for asylum in the UK excluding dependents 2000-08 (ICAR 2009). The main countries of origin of asylum applicants in 2008 were Afghanistan (14%), Zimbabwe (12%), Iran (9%), Eritrea (9%), Iraq (7%) Sri Lanka (6%), China, (5%), Somalia (5%), Pakistan (5%) and Nigeria (3%) (ICAR 2009). The majority of people seeking asylum in UK are single men under the age of 40 who come from countries in conflict (Burnett et al 2001). Figure 2: Showing age and gender breakdown of UK asylum seekers (Refugee Council 2009) The above diagram shows the break down of the gender of principle applicants to the UK. Males under 35 are the majority, whilst females seeking asylum are only a ration of twenty percent. 1.6 Rational for the study Asylum seekers and refugees have been the subject of media as well as political attention for many years. However, they receive bad publicity and majority of the time are stigmatised. They are perceived to come to the UK to take advantage of the welfare system and to receive host of benefits and entitlements. However, this could not be more wrong as asylum seekers and refugees flee their country not because of choice but due to circumstances and a search for sanctuary and help. They are not allowed to claim benefits and are forced to live 30% below the poverty line (Kirklees Council 2007). Furthermore, most of the asylum seekers come from well off backgrounds; and it is only the rich and well off that are able to make the long journey, and hold skilled jobs in their native countries (FPH 2008). Asylum seekers and refugees are most vulnerable groups of people at risk of developing mental problems (FPH 2008). Although there is awareness that asylum seekers and refugees are more likely to experience psychological problems factors such as asylum and immigration policies as well as social and economic exclusion and racism all exacerbate their mental condition. Having experienced all kinds of atrocities from torture, rape, imprisonment, witnessing killings, loss etc., they are faced with further problems once arriving in the UK and their mental state further deteriorates. Although refugees and asylum seekers physical health needs are usually no greater than the host populations this is not the case in relation to mental illness. There are many gaps in our knowledge about the extent of mental health issues affecting asylum seekers and what should be done in addressing these concerns. There is hardly any scholarly literature available on this topic and the general population need to be more aware of the issues and challenges faced by asylum seekers, and what effect it has on their mental health. 1.7 Aims Chapter two 2.1 Method A review was carried out of studies investigating the mental health of asylum seekers. The results and findings of carefully selected and reliable studies, searched systematically from databases and published sources were summarised. Other sources included NHS, Home Office, charity organisations, books, newspapers and magazines, and finally a general internet search was conducted. The following electronic databases were used CINHAL, Medline, BMJ, Cochrane, Pubmed, Academic search complete, and psycho info. The task of reviewing was done very methodically, with step to step plan being implemented, which involved: * the way existing studies are found * how the relevant studies are judged in terms of their usefulness in answering the question. The following search was performed, searching the title, abstract and any subject heading fields in each database, for example asylum seekers, mental health, health effects of detention. Studies published in journals were selected that involved asylum seekers and mental health, irrespective of whether the research question was addressed directly. Abstracts were screened against set criteria, and if they met the criteria full copies were obtained and looked at and relevant information extracted. Cited references were also looked at. Chapter three Results and Analysis 3.1 Health needs of Asylum-seekers The basic health needs of refugees and asylum seekers are generally similar to those of the host population, although due to poor and lack of healthcare they may have many conditions untreated. Figure 3: Most common health issues affecting asylum seekers. (Wilson 2002). The above graph, taken from a report done by Northern and Yorkshire public health observatory (Wilson 2002) shows the most frequent health issues encountered by asylum seekers. The general/minor health issues includes coughs, colds, flu, viral infections etc. Mental health issues are the most common and include anything from depression, anxiety, stress, loneliness, to torture related psychological problems, post traumatic stress etc. (Wilson 2002). People seeking asylum come from different countries and cultures, and have had range of different experiences affecting their health and nutritional state. Once in the UK they face further problems affecting their health such as the effects of poverty, dependence and lack of cohesive social support. On top of this they face racial discrimination which can result in inequalities in health and also have an impact on opportunities in and quality of life. Their experiences also shape their acceptance and expectations of health care in the UK (Burnett et al 2001). Those from countries with not so well developed health care system may expect hospital referral for conditions that in the UK are treated in primary care. This can result in refugees and asylum seekers feeling disappointed and health workers feeling irritated and overwhelmed by the many and varying needs of asylum seekers (Burnett at al 2001). Most refugees experience difficulties in expressing health needs and in accessing health care. Poverty and social exclusion have a negative impact on health. Initially refugees and asylum seekers will need help to make contact with health and social support agencies. Professional interpreters are also essential, as they help to overcome both bi-lingual and inter-cultural communication and as a result able to understand the specific health needs of asylum seekers (Bhatia et al 2007). Although the health needs of asylum seekers and refugees should be a priority, the availability and capacity of healthcare services should also be considered. There is a general feeling amongst healthcare providers that the decision about where to disperse asylum seekers are based purely on the availability of accommodation and factors such as the capacity of healthcare services are not taken into account (Johnson 2003). However, healthcare providers agree that the presence of asylum seekers highlights existing weaknesses in healthcare provision and does not necessarily create new problems (Johnson 2003). Due to the complex and confusing legal status of asylum seekers, the majority of healthcare providers are unsure how asylum status relates to healthcare entitlements. NHS staff are usually ignorant about the rights and entitlements of immigrants, and are also not adequately trained (Johnson 2003). 3.2 Mental Health and its causes Mental Health is defined as a state of well-being in which every individual realizes his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to her or his community (WHO 2010). Mental Illness is defined as any disease of the mind; the psychological state of someone who has emotional or behavioural problems serious enough to require psychiatric intervention (Save the Children 2010). The very nature of seeking asylum or human rights protection in the UK means that a person has suffered in some way in their country of origin and is looking for protection and safety in the UK. Nearly all those seeking asylum have experienced some form of atrocities that mental health issues are almost always intrinsically bound with their personal circumstances and nature of their claim (Burnett et al 2001). However, due to the stigmas and taboos associated with anyone suffering from any problems of the mind most people do not mention their mental suffering (Save the Children 2010). Most see mental illness as an enduring problem from which there is no recovery. It is therefore evident that those dealing with asylum seekers must address mental health issues with each applicant, making it clear to them that there is support and treatment available to them. It is crucial that asylum seekers feel safe and supported in order for them to reveal details not only crucial to their claim but also crucial to letting the person assisting them identify and provide assistance for the persons particular need (Save the Children 2010). Majority of the asylum seekers will show signs and symptoms of psychological distress, but this does not necessarily mean that they are suffering from mental illness. Asylum seekers may show symptoms of depression and anxiety, panic attacks, poor sleeping patterns, nervousness and anxiousness (Burnett 2002). They may also develop behaviours to avoid stimuli that reminds them of past experiences, with some also experiencing memory and concentration problems (Burnett 2002). Such symptoms are often reactions to their past experiences and current situations. Many of them will have been forced to leave their family behind or may even not know the whereabouts of their family. Their state of mental health may worsen due to social isolation, poverty, hostility and racism, which all have a negative impact on their health (Burnett et al 2002). Arrival, detention and uncertainty, practical issues, e.g. housing, lack of employment, living in a climate of prejudice, family dislocation and reunion, domestic violence and living in the shadow of deportation are all reasons identified that contribute to the poor mental state of asylum seekers and refuges (Burnett 2002). Majority of the asylum seekers have suffered some sort of prosecution and harassment in their country of origin, enduring torture, rape or bereavement. They have also experienced the stress of flight and exile. Psychological morbidity has been extensively documented among refugee populations (Burnett et al 2002). The experience of detention compounds the misery of refugees. Captivity is stressful in any context, but is particularly debilitating when it occurs over an indeterminate period and to people who have had previously traumatic experiences of detention (Burnett 2002). Some asylum seekers show signs of anxiety, depression, guilt and shame as a result of the atrocities they may have suffered. Such symptoms are common responses to grief and distress and should not be viewed as psychiatric illness. Common experiences in asylum seekers and refugees after trauma include poor sleeping patterns, distressing dreams, headaches, palpitations, sweating, loss of concentration, jumpiness, low mood and frequent crying, irritability etc. Symptoms such as consistent failure to carry out daily tasks, frequent expressed suicidal thoughts and ideas, social withdrawal and self-neglect, and behaviour that is abnormal or strange are symptoms that may require specialist help (Burnett 2002). 3.3 Mental health of dispersed asylum seekers One of the major initiatives introduced by the Asylum and Immigration Act 1999 is the dispersal of asylum seekers requiring provision of long-term accommodation form London and the South-East to other parts of the UK (Cornelius 2007). This is due to the fact that long term accommodation is more readily available and cheaper and also to lessen pressure on services and resentment by local communities. However, it is believed that dispersal of asylum seekers is associated with higher rates of psychiatric disorder (Heptinstall et al 2004). Other issues such as loss of newly established support networks, racially motivated crime against dispersed asylum seekers are also common (Heptinstall et al 2004). Although most asylum seekers cope quite well with dispersal, there are those however that become distressed and show signs of dispersal-related mental disorder (Cornelius 2007). Supporting such individuals can be challenging for most mental health clinicians. Asylum seekers referred because of dispersal-related mental disorder can be divided into two broad categories: mild to moderate psychiatric disorder and severe psychiatric disorder (Cornelius 2007). The majority of affected individuals are likely to experience mild to moderately severe psychiatric disorder with no major risk concerns, whereas a small proportion of individuals may have severe psychiatric disorder such as psychosis or a severe depressive episode associated with risk of harm to self or others (Cornelius 2007). The differing severity, complexity and risk profile of these two groups suggest that mental health strategies for support are likely to be different (Cornelius 2007). Clinicians should undertake a detailed assessment of the needs and risk profiles of asylum seekers, with the aide of interpreters with knowledge of mental health issues. If the outcome of the assessment shows the individual to have forms of mild to moderate severe psychiatric disorder with no major risks then the mental health support should be focused on helping the individual accept and adjust to dispersal (Cornelius 2007). However, individuals may show signs of being acutely psychotic and severely disturbed with risk of harming themselves and others and such individuals should not be dispersed. There is evidence to suggest that abrupt cessation of psychiatric treatment can result in serious deterioration of the individuals mental health and compromise long-term recovery (Cornelius 2007). 3.4 Children and Adolescents Although the majority of asylum seekers and refugees are adults, there are however many children who arrive in the UK seeking refuge. While some arrive with family, there are those that arrive alone as unaccompanied asylum-seeking children. These children are likely, at an emotional level to have experienced some sort of terror, grief, shame, guilt etc. (Burnett 2002). They may have experienced imprisonment, beatings, rape, they may have witnessed others subjected to violence, or been subjected to torture due to their political or religious belief of their parents, their colour of skin, and may have lost or been separated from their family. All these experiences and events have different impacts on children. Refugee Children and asylum-seekers are more likely to develop psychological problems due to their experiences (Mind 2009). These children may experience both physical and psychological symptoms that trouble them such as sleep disturbances, feeling of loneliness, isolation, difficulty in learning and a general feeling of unhappiness and anger. They may experience anxiety, aggression, nightmares, poor concentration, withdrawal, and behaviour such as bed-wetting (Burnett 2002). Although unaccompanied children are most likely to suffer from mental health problems, children with families present may also suffer from mental health problems as a result of finding themselves feeling unsupported and having to fend for themselves due to absent parents as a result of work or other problems. Furthermore, parents dealing with their own emotional problems are unlikely to care for their children properly, which can result in psychological and physical problems (McCormack et al 2005). 3.5 Health implications of detained asylum seekers Health professionals world wide are concerned about the potential detrimental effects detention has on the mental health of the detainees (Procter 2005). An experiment carried out by Sultan and OSullivan in which they observed participants inside an immigration centre found that 32 of 33 detainees displayed symptoms of major depressive illness (Procter 2005). The majority also showed deterioration in their mental state as the length of detention increased. Detained children also showed signs and symptoms of mental distress, which included anxiety, disruptive conduct, nocturnal enuresis, sleep disturbances, nightmares, sleepwalking as well as cognitive development (Procter 2005). Once released the detainees mental illness is likely to deteriorate and it is known that adult asylum seekers who have been in immigration detention display a threefold increase in mental illness subsequent to their release (Procter 2005). Trauma, upsetting memories about detention, feeling of hopelessness and sadness are the common symptoms experienced by those detained. These symptoms were also present among detainees in an investigation carried out by Dudley (2003), who also found rioting, violence, and hunger strikes common inside immigration detention facilities with 264 incidents of self-harm reported over an 8-month period among detainees (Procter 2005). Once the detainees are released from immigration detention, they face new challenges and stresses in the context of existing mental health problems (Procter 2005). In another study carried out by Thompson and colleagues found that Tamil asylum seekers detained during 1997 and 1998 found the detainees experiencing high levels of depression, post-traumatic stress, anxiety, panic and physical symptoms compared to those asylum seekers living in the community (Steel et al 2004). This study found detention to be injurious to the mental health of asylum seekers with mental health deteriorating with increased length of detention. The study also indicated that adults and children are regularly distressed by memories of detention and feeling of immense sadness and hopelessness about being in detention. Parents of children also felt they were unable to care for or support and control their childrens behaviour (Steel et al 2004). Hundreds of children are detained in immigration centres every year in the UK because their families face deportation. Medical experts say this can have harmful health implications on the children. The Royal Colleges of Paediatrics, GPs and Psychiatrists say other countries have found alternatives to detention and want the British government to take a different approach to stop the physical and psychological damage suffered by children (Wilson 2009). These children are among the most vulnerable and detention causes unnecessary harm to their mental and physical health. The average stay of children at Yarls Wood, the UKs largest immigration removal centre, is fifteen days but a third are detained for more than a month. Detaining children for any length of time is a frightening experience that can have lifelong consequences (Wilson 2009). As well as the potential psychological impact, these children invariably experience poor physical health as they cannot access immunisation and preventative services (Wilson 2009). 3.6 Previous research/studies on health of asylum seekers Knowledge about asylum seekers health and access to health care services is still limited. Literature on asylum seekers health mainly concerns mental health problems and infectious diseases. Burnett Peel reviewed the literature and found that one in six asylum seekers had severe physical problems and two-thirds had experienced mental problems. Prevalent physical problems included tuberculosis, HIV/AIDS, hepatitis A and B, parasitic diseases, and non-specific body pains (Burnett et al 2001). Mental health problems include depression and Post Traumatic Stress Disorder, which are due to traumatic experiences, including torture. Asylum seekers are at the risk of having many and severe health problems of a varied nature. Literature on asylum seekers use of health care services and the barriers they face when seeking care is hard to find. Asylum seekers, however, find themselves in a difficult situation as they are residing in a country, sometimes for years while waiting for a decision in their case, without necessarily having the same legal rights as citizens. They may face limitations on access to health care compared with the citizens. This combined with the asylum seekers already vulnerable health and with possible restrictions on access to care may result in their health deteriorating (Burnett et al 2001). Studies carried out in the UK have found that one in six refugees has a physical health problem severe enough to affect their life with two thirds having experienced anxiety or depression. Medical screening of newly arrived asylum seekers exist in the majority of the EU countries as well as the UK. However differences exist in the way medical screening is carried out. In the UK medical screening is only carried out in the so-called induction or reception centres. Newly arrived asylum seekers who do not enter these centres access medical screening randomly. Medical screening may be available for asylum seekers living outside the centres, but using it depends on individual initiative and there might be a number of barriers. Medical screening programmes also differ in their content from one EU country to another. For example, TB screening was included in the screening programmes of all countries but one, whereas screening for mental health problems was carried out in less than half the countries (Norredam et al 2005). Overall, medical screening programmes appear to have two aims. One is to secure the well being of asylum seekers, and the other to guarantee the safety of the population in the host country. The content of the screening programmes is likely to depend on how the country priorities these aims. For example, screening for infectious diseases seems more related to the safety of the host population and mental health screening more to the well being of asylum seekers (Norredam et al 2005). Regarding access to health care, the study shows that access was restricted to only emergency care at the time of arrival in 10 countries (Norredam et al 2005). The results, however, do not show, if some countries offered alternative measures in case of chronic illness. The study also found that asylum seekers faced a number of practical barriers when seeking health care. Most of the barriers were concerned with immigrant populations in general, and are related to language, culture, and lack of information about the health care system in the host country. However, practical barriers specific for asylum seekers were also identified. The most severe of which include waiting for months or years on paperwork that will ensure access to health care, while only having access to emergency care in the meantime. The literature also shows that asylum seekers access to health care may be compounded by other barriers, such as confinement in detention centres, and dispersal policies leading to dis ruptive and compromised care (Norredam et al 2005). The study also shows how legal access to health care services have changed over time for asylum seekers in three countries. Asylum seekers rights to health care are immediately restricted to emergency care if their application is refused (Norredam et al 2005). Failed asylum seekers may also be stripped of the other rights in an attempt to force them out of the host country. Failed asylum seekers include persons who cannot return because their countries are deemed unsafe by UNHCR. UK is one of the countries using increasingly restrictive measures towards failed asylum seekers. Failed asylum seekers used to have free access to NHS, but since 2004 they cannot obtain free secondary health care (Norredam et al 2005). In another study in which the impact of detention on asylum seekers was examined, found that detainees are rendered hopeless and powerless in detention (Pourgourides 1997). The unknown duration and reasons for detention mean they are unable to make sense of their predicament and deal with it in a meaningful way. The unpredictable outcome of detention, in particular the fear of deportation is a constant cause of stress. Detention denies asylum seekers the resources to cope with adversity, blocks adaptation to the host society and impairs psychological healing (Pourgourides 1997). Depression, anxiety, demotivation and despondency are all responses to detention as well as misery and suffering (Pourgourides 1997). The study highlighted high levels of stress and distress amongst detainees. The detainees appear to be able to cope for the first month or two in detention but then after that they become increasingly frustrated, demotivated and apathetic. They start showing signs of psychological symptoms such as sleep and appetite disturbances, symptoms of post-traumatic stress, psychosomatic symptoms etc

Lord Of The Flies :: essays research papers

Lord of the Flies   Ã‚  Ã‚  Ã‚  Ã‚   Lord of the Flies deals with universal truths because many of the characters have characteristics we can relate to which makes the book more interesting. One of the characters is Jack. Throughout the book Jack wants to be the leader of the boys on the island. Jack also does not like work. He likes to go out and hunt, Jack considers hunting as fun, have parties, and do whatever he wants. We see this because he is never working and is always out hunting. Even when he finally becomes the leader he does not take responsibility. All he does is hunt and party. We see that he is not responsible because he throws a party and they get so carried away that someone was killed. Jack’s character makes the book stronger because Jack possesses the same ruthlessness and savageness that is in many of us and we can relate to that. Another thing we all can relate to is Jack wanting to be the leader because at one time or another we have all wanted to be the leader of something. Since universal t ruths are things we can relate to, this ties into universal truths because we can relate to wanting to be the leader.   Ã‚  Ã‚  Ã‚  Ã‚  Another character is Piggy. From the beginning of the book when Piggy told Ralph what the kids at school used to call him until the end of the book where they take Piggy’s glasses and later on kill him. Piggy is being made fun of which is all a form of mockery. Nobody likes to be made fun of and people can relate to the torture of being picked on. Piggy has a medical problem, which is asthma. This kept him from doing many things. Most of the time he sat and thought about ways to improve life on the island. Piggy was more of a thinker then a doer. During the book Piggy loses his pride, honor, and self-confidence but he tries to regain that when he faces Jack after his glasses were stolen.

Nutrition Essay -- Health Nutrition Pyramid Diet

Nutrition Paper   Ã‚  Ã‚  Ã‚  Ã‚  When I first began this project I thought the 7 day eating log was going to be a waste of time, but now that have completed it I realize that it is actually very beneficial. I never realized how bad I was eating until I took a step back and looked at it. This has greatly impacted me to change my eating habits, and start to chose healthier foods. Something I learned about myself is that I have a lack of will power when it comes to certain types of candy or food. I saw ice cream come up more than once on the list, which isn’t very healthy. I think this will affect my lifestyle by opening my eyes to my problems with eating, and now I need to correct them.   Ã‚  Ã‚  Ã‚  Ã‚  The movie Super Size Me has been a movie that I have been int...

Cinematic Technique in the Film Wuthering Heights :: essays research papers

'Wuthering Heights' was originally written by Emily Bronte. She lived on the moors and she enjoyed wandering through the moors, which is where she got her inspiration to write the story 'Wuthering Heights'. In 1992, Peter Kosminksy directed the film version of 'Wuthering Heights,' he used camera angles/shots, sound, composition, lighting and character gesture/facial expressions to make the opening as effective as possible. To begin with, Emily Bronte is walking through the moors heading to a castle. When she enters the castle it shows her opinion and imagination of what might have happened there. It begins with Lockwood who lives nearby Wuthering Heights and gets caught up in a raging storm so he enters the suspicious castle away from the raging storm, which is building up very quickly behind him. He is soon told to leave by the occupants, although he stubbornly refuses and after he is offered a room by the woman, he is shocked by someone just outside his window. When Emily Bronte strolls across the vast moor land, a long shot is used to introduce the scene. It shows the loneliness, coldness and the isolation of the moor land. Dark, ominous clouds fill the sky, emphasising the mystery and suspense. The dullness of the moor land implies not that not much lives close by and it is quite a creepy place to be. In the beginning, the music is quite deep. When the castle comes into shot, the violins are added in this creates the impression that the atmosphere is eerie and bleak. However, they also suggest that Emily Bronte and where she is, is of some importance. When she makes her way across the dreary moor land, she is wearing a black hooded cloak so her face is not visible and it is hidden away, this increases the effectiveness by building up the tension. On her way through the moor, she passes two large rocks which tower over Emily Bronte, and elicit the idea she is vulnerable and insignificant. It shortly changes to a medium shot at eye level to show her facial expression of determination, this suggests that she knows where she is going and she may have been there before. It also creates the impression that she is slowly being revealed to the audience, and that they are equal to the character because they are on the same level. Natural shadows cover some of her face This low key lighting is effective because she is covered still partly, so it is suspicious.

Childhood Obesity Prevention and Intervention Essay

â€Å"Childhood obesity has more than tripled in the last 30 years† (Centers for Disease Control and Prevention [CDC], 2008). That statistic is staggering. Data and surveys from the 1970’s to present suggest that the United States has been fighting obesity for a great deal of time and the battle continues, increasing in numbers and ever more alarming trends (Fals, 2009). Obesity has historically been treated as an adult problem, but the tripling of childhood obesity over the last three decades clearly illustrates that children are at exponentially higher risk, requiring a shift in focus. Immediate and continuing efforts are essential in the battle against childhood obesity. Prevention, education, and intervention require the involvement of not only affected children and their parents, but the public, government, and medical community as well. The government and society need to become involved in making prevention and intervention of childhood obesity a top priority. Family involvement is also critical; however, aid is needed to support and educate them. The First Lady, Michelle Obama, has been promoting a campaign (Let’s Move!) to raise awareness and help prevent childhood obesity (White House, 2011). The campaign’s checklists for parents and childcare providers contain numerous simple, but helpful tips like dietary changes, exercising, and restricting television and video game time. Similarly, We Can!  ® is a program offering many resources to parents, caregivers, and local community groups. Like the latter campaign, this program also places focus on diet, exercise, and media usage. The program partners nationally with a number of organizations and media outlets to ensure families in all parts of America have access to information and help (U.S. Department of Health & Human Services [HHS], 2012). More programs like these are needed in communities and nationwide. The number of resources is increasing but not as quickly as the problem they are attempting to help. Strategies for childhood obesity intervention and prevention are surprisingly simple, but it is up to parents to implement them. One strategy is sharing meals as a family. Choosing healthy foods is not easy and parents can help by providing healthy meals and sharing them with their children. In addition, children often model the behavior of parents; therefore, a parent eating healthy foods may influence the child to do the same. Eating together has the added benefit of being an emotionally positive experience for the entire family. According to guidelines from the U.S. Department of Health and Human Services, food choices and physical activity are the most important factors in the obesity battle. Consequently, parents must offer healthy foods in addition to lowering the calories their children consume. Children must also be encouraged to exercise (HHS, 2010, p. 10). Finally, reduction of television, video games, and computer usage encourages children to be more active and gets them moving. Reducing screen time to no more than two hours per day is recommended by the American Academy of Pediatrics (AAP, 2003, p. 427). By implementing these strategies, parents will be able to help their children with making strides towards health. Research studies have determined health dangers faced by obese children are comparable to those of obese adults. Formerly adult-associated chronic diseases are striking children. These diseases (comorbidities) are numerous and may have grave consequences. Diabetes, high blood pressure, sleep apnea, and the metabolic syndrome are only a few examples of the diseases striking obese children (Daniels et al., 2005, p. 2002). Furthermore, additional research has determined that childhood and adolescent obesity can cause early death (Reilly & Kelly, 2011, p. 894). The medical community must provide more research and education to help with prevention of these disease processes and better interventions. Researchers have stressed the â€Å"stigmatization of fatness,† with regard to societal views of this disease (Gard & Wright, 2005, p. 69). Obese children are assumed to be lazy and unworthy of attention. Obese children suffer many psychological issues and the bullying is one of the contributors. A recent study reported, â€Å"Bullying happens every day† and it â€Å"has a direct impact on stress and trauma symptoms† (Brandt et al., 2012). Furthermore, â€Å"Children who are obese are more likely to be bullied† asserts another study (Lumeng et al., 2010). In general, obese children tend to be at risk for depression, anxiety disorders, social phobias, poor self-esteem, eating disorders, and a higher risk of suicidal tendencies. Psychiatric intervention is required to aid obese children in developing normally so these problems do not continue into adulthood. Individual support and support groups could be very effective interventions to consider. The epidemic of childhood obesity is not getting better. Every year it appears to be getting excessively worse. Realistic goals are to educate parents, healthcare providers, and the public, giving them as much research and information as possible. Education, intervention, and prevention are the most important factors for combating the effects of childhood obesity and in helping to ensure the health and happiness of children suffering from this disease. References American Academy of Pediatrics. (2003). Prevention of pediatric overweight and obesity. Pediatrics, 112(2), 427. Retrieved from http://www2.aap.org/obesity/ppt/PREVENTION%20OF%20PEDIATRIC%20OBESITY%20AAP.ppt – 9k – 2010-03-11 Brandt, A., Zaveri, K., Fernandez, K., Jondoh, L., Duran, E., Bell, L., . . . Gutierrez, J. (2012). School bullying hurts: Evidence of psychological and academic challenges among students with bullying histories. Undergraduate Research Journal for the Human Sciences: Special Edition, 11. Retrieved from http://www.kon.org/urc/v11/bullying/brandt.html Centers for Disease Control and Prevention. (2008). CDC – Obesity – Facts – Adolescent and school health. Centers for Disease Control and Prevention. Retrieved from http://www.cdc.gov/healthyyouth/obesity/facts.htm Daniels, S., Arnett, D., Eckel, R., Gidding, S., Hayman, L., Kumanyika, S., . . . Robinson, T. (2005). Overweight in children and adolescents. Circulation, 111(15), 1999- 2012. Fals, A. (2009). Childhood obesity: A bit of history – National childhood obesity. Examiner. Retrieved from http://www.examiner.com/article/childhood-obesity-a-bit-of-history Gard, M., & Wright, J. (2005). The obesity epidemic: Science, morality, and ideology (1st Ed.). New York, U.S.A.: Taylor & Francis Inc. Lumeng, J., Forrest, P., Appugliese, D., Kaciroti, N., Corwyn, R., & Bradley, R. (2010). Weight Status as a Predictor of Being Bullied in Third Through Sixth Grades. Journal of the American Academy of Pediatrics, 125(6), 1301-1307. doi:10.1542/peds.2009-0774. Reilly, J., & Kelly, J. (2011). Long-term impact of overweight and obesity in childhood and adolescence on morbidity and premature mortality in adulthood: Systematic review. International Journal of Obesity, 35(7), 891-898. doi:10.1038/ijo.2010.222.