The Debate Over Same Sex Marriage - 1682 Words

The largely debated topic of same-sex relationships have been on the forefront of all U.S. citizen’s minds, including and more specifically of those in the branches of legislature. More states today have begun passing laws that accept and recognize marriage for this population. This minority group, in some opinions, has been at a disadvantage when it comes to marriage equality. Previous studies have explored this great debate in the United States beginning in the 1970s. The Minnesota Post published a case where University of Minnesota students, Richard John â€Å"Jack† Baker and James Michael McConnell, applied for a marriage license in Hennepin County Minnesota. The application was denied because the applicants both were men. Baker and†¦show more content†¦Previous research, done by Rostosky et. al., provides information regarding the APA’s attempts, in 2004, to highlight how such inequalities can negatively impact a persons mental health. These effort s were to address the discrimination that was a result of the lack of equality for all people (Rostosky, 2009). After efforts began in 2004, they continued and strengthened with more research being done in the past few years regarding same-sex marriage. The current underdeveloped pieces from research is how same-sex marriage would affect a family dynamic, with adding children into the picture, and with how such individuals work with their own immediate family. Information regarding how children would be affected by being raised with same-sex parents was becoming negatively viewed and used as a tactic for the government. They proposed that heterosexual parents provide better living conditions for children and suggested to all people that it should continue in such manner (Goldberg Kuvalanka, 2012). Looking at previous researchers work on the effects of same-sex marriage, much of the focus was on the effects that the marriage had on society, and family life. Research on same-sex marr iage in the United States could not be conducted until after the legalization of same-sex marriage in Massachusetts in 2004 (Schecter, Tracy, Page, Luong, 2008). Meezan and Rauch (2005) were able to

Biology Assignment, Types of Wounds and Quick Treatments Free Essays

5 Types of Open Wounds: Abrasion – Abrasions are wounds caused by traumatic scraping and loss of skin. Falls occurring while in motion frequently lead to skin abrasions. Extensive skin loss may occur with high-speed motorcycle or similar accidents. We will write a custom essay sample on Biology Assignment, Types of Wounds and Quick Treatments or any similar topic only for you Order Now Thorough cleansing and bandaging of abrasions involving small/limited skin loss should be done as first aid. Extensive or deep abrasions require a bigger treatment, which, in the most severe cases, may include skin grafting (used to permanently replace damaged or missing skin or to provide a temporary wound covering). Lacerations – Lacerations consist of cuts to the skin caused by sharp objects. Broken glass, knives, and other sharp tools are what commonly cause/started skin lacerations. In â€Å"Common Simple Emergencies,† thorough cleansing of a laceration wound is important in preventing wound infection. Adhesive strips, tissue adhesive, skin staples or stitches can be used to close a laceration wound. How to close a laceration wounds depends on the location, shape, size and the severity of the wound. Punctures – Puncture wounds result from forceful, deep skin penetration by slender objects. Accidentally stepping on a nail or other sharp object is a common cause of puncture wounds. Punctures wounds provided bacteria with an entryway into the deep layers of the skin where they can grow. The risk for tetanus, an infection caused by the bacterium Clostridium tentani, in simpler words meaning, infection from dirty metallic objects may provide health concern. Puncture wounds can be treated through cleansing and making sure you are up to date with your tetanus vaccination. Puncture wounds associated with animal, such as bees or most commonly dogs and human bites may require some medicine/antibiotic treatment because of the high risk infection to the bone and flesh. Animal bites may require rabies vaccination if the animal has rabies, or if their current status is unknown. Incision – Rarely occurs, unless when handling knives, or bumping into something sharp, incision is almost like a scratch except deeper and more serious. More like a cut in the skin caused by a sharp object such as a knife, broken glass, scissors or surgeon’s scalpel. Incision wounds are also â€Å"neat† (does not affect a large amount of area with little wounds) and the edges of the skin are usually smooth (not damaged, more like split) Avulsion – An injury in which a body structure is forcibly detached. It most commonly refers to a surface trauma where all layers of the skin have been torn away; exposing the underlying structures (e. g. subcutaneous tissue, muscle, tendons). This is similar to an abrasion but more severe, as body parts such as an eyelid or an ear can be partially or fully detached from the body. (Simple form: the forced removal of all of layers of the skin, the Epidermis, Dermis and Hypodermis, revealing tissues, muscles, tendons and sometimes bones underneath) How to cite Biology Assignment, Types of Wounds and Quick Treatments, Essay examples

Professional Development Plan

Question: Discuss the Professional Development Plan. Answer: Standard Focus area Evidence required (as identified by you) Who/What will help? By When Evidence to be collected (Specific) Standard 1 Know Students and How they Learn 1.2 Demonstrate knowledge and understanding of research into how students learn and the implications for teaching (Standards | Australian Institute for Teaching and School Leadership, 2016). Understanding of the concept of differentiated learning. Identification of students having different learning styles and needs. Identification of the capability of a student to learn and understand. Development of accurate activities. References like readings, lectures, websites and texts. School documents. Class assessment, previous assessment results. Texts, curriculum activities. Prior to practical Lead in days By the session begins Ongoing Theories related to differentiated teaching strategies. Concepts, models and theories related to various kinds of learning styles and needs of students. Examination results, class performance of the students. Standard 2 Know the content and how to teach it 2.2 Organize content into an effective learning and teaching sequence. Understanding the theories and concept of learning. Understanding the students capability. Based on capability of students systematically arrange the syllabus. References such as lectures, readings, websites and texts. The response of the students in the class. The results of the previous examination will guide to arrange the new syllabus. Prior to practice Ongoing Before or during the first half of the session. Theories related to differentiated teachings strategies. The performance of the students. The previous syllabus will help to modify the new one. Standard 3 Plan for and implement effective teaching and learning 3.2 Plan lesson sequences using knowledge of student learning, content and effective teaching strategies. Projector and presentation helps in teaching. Visual presentation helps in better understanding of the subject (mathematics). The proper method of presentation. The presenting style helps in understanding. Ongoing Ongoing The concepts and formulae guides in presenting. Standard 4 Create and maintain supportive and safe learning environments 4.2 Demonstrate the capacity to organize classroom activities and provide clear directions. Practical task helps in understanding. Systematical presentation of the subject. The encouragement and the competition within the class help in understanding the subject. The rules of the school. Ongoing Before the session begins. The performance report of the students. Standard 5 Assess, provide feedback and report on student learning 5.2 Demonstrate an understanding of the purpose of providing timely and appropriate feedback to students about their learning. Arranging for examination and assessment. Arrangement for competition Arrangement for inter-school quiz competition on the subject. The school authority and the syllabus of the class. The school authority and the co-workers. The school authority and the support and coordination of other schools. Lead in days Ongoing Ongoing The syllabus and the covered topics in the class. Cooperation of other teachers and school authority (Sriprakash, 2012). The documents of previous competition that took place. References Sriprakash, A. (2012).Pedagogies for development. New York: Springer. Standards | Australian Institute for Teaching and School Leadership. (2016).Aitsl.edu.au. Retrieved 10 June 2016.