Hailey Kennedy
hakennedy@mail.usi.edu
English 201.010
Essay 3: First Draft
Word Count: 1329
“Self-Injuring Nation”
People of different ages that live all over the world participate in self-injurious behavior. Self-injury is defined as the act of attempting to alter a mood state by inflicting physical harm serious enough to cause tissue damage to one’s body (Martinson). This behavior is addicting and although it is not meant to be dangerous the results can be and it can affect many people. Self-injurers are not limited to a particular age group which often leads to family and friends becoming involved in treatment and/or intervention. Education about self-injurious behavior therefore is very important.
The education about self-injurious behavior much reach all types of people, because it is not a specific group of people affected. In the United States alone there are two million people who have caused physical injury on themselves, however this number is believed to be underestimated because so many incidents are unreported (Martinson). The people who participate can be from all economic backgrounds, careers, how much schooling, countries, and sexualities (Cutter). The age range of those who inflict self harm is between early teens to the early 60s according to both Cutter and Martinson. With the wide range of people that participate in self-injurious behavior, many studies are done in order to get a better understanding.
Studies are done between countries, sexes, and ages. One study had the results of 96 of the 568 youth involved having harmed themselves at some time (Nixon). Martinson reported that nearly half of those who reported abuse of physical and or sexual in nature during there childhood. Nixon’s study and article also stated that,
“The majority of those who self-harmed reported that the idea to self-harm had been their own (69/93, 73.4%). Few youths reported that they had gotten the idea from a friend (27/93, 29.0%), television or movies (14/93, 15.1%) or a family member (2/93, 2.2%), or that they had read about it (11/93, 11.8%). For the question "where did you get the idea to self-harm," the mean number of sources reported was 1.4 (SD 0.9).”
One study revolved around females and stated that, “The frequent cutters were more likely than the less frequent cutters to be female (62% vs. 42%), non-white (26% vs. 9%), sexually abused (63% vs. 43%), to have used condoms inconsistently (61% vs. 27%) and report less impulse control (36% vs. 29%)” (David). Many studies have been done one who participates in this behavior which led to discovering the many possible expressions of it.
Self-injurious behavior can be accomplished by many ways and have many different names. Some are carving, branding, marking, biting, bruising, scratching, hitting, burning or abrasions, and picking or pulling skin or hair (Martinson). According to Martinson the most common forms of self-injury are cutting, burning, and head-banging. Drinking harmful chemicals made the list as a common form as well (Cutter). Cutter provides excellent definitions to some of the forms. When it came to burning Cutter stated that a hot object could be used or a pencil eraser on the skin in order to create a friction burn. At first glance picking of the skin is a form that can seem hard to understand, but it is simply re-opening wounds to relieve stress and can be related to an impulse control disorder (Cutter). The main form most people think about when it comes to self-injuries is cutting. Cutting is defined as making cuts or scratches with any sharp object on most commonly arms, legs, and front of torso (Cutter). Cutting is often done with knives, needles, razor blades, and fingernails (Cutter). Different forms of self-injuries are done for different reasons.
Self-injurers have many reasons for participating in this dangerous behavior. Cutter included statements from self-injurers about why they participated in this behavior. One of the reasons included was that it allowed emotional feelings and pain unable to be put into words to be expressed (Cutter). A common reason he included was that it was a way to have control over their body (Cutter). It is often said that because family life, friends, and school are hard to control people often seek a way to control something either their weight or how they express their emotions (Cutter). Numbness is often felt by people and feeling physical pain is a way to feel something (Cutter). One of the self-injurers Cutter included was that cutting relieved stress and made them less anxious. Martinson also included reasons about why self-injurers participated in the behavior that they did. Martinson included that scientist believed that neurotransmitters played a role in depression, the amount of aggression they felt, and their impulse control. There are also researchers who state that the desire for endorphins may promote self-injury because they are the natural painkillers (Martinson). Although not everyone who is involved with self-injury has been abused there is a link between the two (Martinson). The main reason found for self-injury is releasing and expressing feelings.
Self-injurious behaviors are often considered done for reasons that are not the case. These reasons do not include wanting to die by way of suicide although it happens (Cutter). Also they do not have the purpose of sexual gratification, body decorations; such as body piercings and tattooing, and spiritual enlightenment via ritual (Martinson). Some people specially parents believe that self-injury is thought to be done in order for someone to fit in or to be considered cool, however this is not a primary purpose (Martinson). Knowing that young adults are not participating in self-injurious behavior is helpful in addressing ways to help treat those involved.
Treatment is both important and necessary to beat the addiction of self-injurious behavior. Cutter includes several reason ways that treatment is available for those who cannot stop cutting, burning, head banging, or something else. Cognitive-behavioral therapy can be used to figure out the reason that people cut and how to best help them (Cutter). By finding out the trigger the reason for behavior steps they can be handled by healthier measures. Anti-anxiety medication may be prescribed if moderate to severe depression is accompanying the destructive behavior (Cutter). In the most severe cases hospitalization may be required (Cutter). Hypnosis, group therapy, and family therapy are also treatments recommended to help relax, prevent shame, and to address history of stress in respective order (Cutter). Therapy is the major treatment for those who are involved in self-injurious behavior, but not the only way.
If a self-injurer still needs that relief there are alternatives that function with treatments. Cutter mentions four different methods. When it comes to anger, Cutter suggests dancing, running, hitting a pillow, or throwing something. All of these practices demand action but the individual is not inflicting harm on themselves or anyone else. In order to feel something and remove the numbness, holding ice cubes in a hand to try to crush them, taking a cold shower, holding a frozen package of food, eating strong flavored food, or even snapping a rubber band on their wrist in moderation are all suggestions (Cutter). Instead of doing destructive behavior Cutter suggests taking a bubble bath, taking deep breaths, writing what is being felt and going on in a journal, drawing, and even yoga to calm down. An alternative for those who hurt themselves to see blood is to mark on their body with red ink and combine another previous suggestion (Cutter). Less harmful alternatives may help the person overcome their addiction of self-injurious behavior.
Self-injuring behavior is known as many different things. Some of the synonyms include self –inflicted violence, self-harms, parasuicide, delicate cutting, self-abuse, and self-mutilation. Those who participate in this behavior to not like some of these names, which make sense because they make what they think, are right sound wrong. No matter what it is called though the reasons, treatments, and the dangers of any self-injurious behavior is harmful and needs to be faced. Self-injuring behavior is very serious, so education of this is very important for those who are participating in it or has a loved one who does.
References
Cutter, D., Jaffe, J.,& Segal,J. (2008). Cutting and self-injury: Self-harm help, support, and
treatment. Retrieved April 16, 2010 from http://helpguide.org/mental/self_injury.htm.
David Hodges. (2005, June). Cutting the 'new tattoo' for teens. Medical Post, 41(22), 16.
Retrieved March 29, 2010, from ProQuest Health and Medical Complete. (Document ID: 856698361).
Martinson, D. (1998-2001). What is self-injury?. Retrieved April 16, 2010 from
http://www.focusas.com/SelfInjury.html.
Nixon, M., Cloutier, P., & Jansson, S.. (2008). Nonsuicidal self-harm in youth: a population-
based survey. Canadian Medical Association. Journal, 178(3), 306-12. Retrieved March 29, 2010, from ProQuest Health and Medical Complete. (Document ID: 1447230571).
Monday, April 19, 2010
Friday, April 16, 2010
reflection
Over the past few days I have come across very few sources that I will find helpful. I found a few that answered good questions or gave good statics, however most of the information was repeated in previous sources. I was able to find a source that included what happens in the emergency room with self-injuries. I also was able to more information about other countries. I have information about Finnish and Germans concerning self-injuries now. I have now decided to include other countries in my essay instead of just the United States like I stated in my game plan. I also may include a range of ages rather just college and high school age students. I do not have a working thesis at this point besides knowing that I would like to include a range of information in my essays. Information that I plan to include in my final and rough draft are reasons for people to injure themselves, ways of hurting yourself, and how this can be treated and even stopped. I would also like to include how more and more people are doing it and how risking and dangerous is.
While doing this research I have realized that I have too many sources and that it has become overwhelming with the about of information to go through and include. I also found that this research that was to be posted took up so much time that I was only able to do a very small amount of actual writing and that it has prevented me from doing things that I had related when it came to school and family.
While doing this research I have realized that I have too many sources and that it has become overwhelming with the about of information to go through and include. I also found that this research that was to be posted took up so much time that I was only able to do a very small amount of actual writing and that it has prevented me from doing things that I had related when it came to school and family.
annotations are included after the citation
1.
Plener, P., Libal, G., Keller, F., Fegert, J., & Muehlenkamp, J.. (2009). An international comparison of adolescent non-suicidal self-injury (NSSI) and suicide attempts: Germany and the USA. Psychological Medicine, 39(9), 1549-1558. Retrieved April 16, 2010, from ProQuest Health and Medical Complete. (Document ID: 1873599531). This was a study done to compare sucide and self-injury information between Germany and the United States. The paper included table information about the results. Also a detailed accoutant of the characteristics of the participants.
An international comparison of adolescent non-suicidal self-injury (NSSI) and suicide attempts: Germany and the USA
P L Plener, G Libal, F Keller, J M Fegert, J J Muehlenkamp. Psychological Medicine. Cambridge: Sep 2009. Vol. 39, Iss. 9; pg. 1549, 10 pgs
Abstract (Summary)
Background: This study examined the prevalence of non-suicidal self-injury (NSSI), suicide attempts, suicide threats and suicidal ideation in a German school sample and compared the rates with a similar sample of adolescents from the midwestern USA by using cross-nationally validated assessment tools.
Method: Data were provided from 665 adolescents (mean age 14.8 years, s.d.=0.66, range 14-17 years) in a school setting. Students completed the Self-Harm Behavior Questionnaire (SHBQ), the Ottawa Self-Injury Inventory (OSI) and a German version of the Center for Epidemiological Studies-Depression Scale (CES-D).
Results: A quarter of the participants (25.6%) endorsed at least one act of NSSI in their life, and 9.5% of those students answered that they had hurt themselves repetitively (more than four times). Forty-three (6.5%) of the students reported a history of a suicide attempt. No statistically significant differences were observed between the German and US samples in terms of self-injury or suicidal behaviors.
Conclusions: By using the same validated assessment tools, no differences were found in the prevalence and characteristics of self-injury and suicidal behaviors between adolescents from Germany and the USA. Thus, it seems that NSSI has to be understood as worldwide phenomenon, at least in Western cultures.
This article was published Feb. 22, 2010.
2.
Matthew K Nock, & Mahzarin R Banaji. (2007). Assessment of Self-Injurious Thoughts Using a Behavioral Test. The American Journal of Psychiatry, 164(5), 820-3. Retrieved April 16, 2010, from ProQuest Health and Medical Complete. (Document ID: 1275371651). This study had different testing groups that answered the questions differently. The authors also included graphs and tables. This study will be helpful by seeing if different ways of answering questions have more of an effect.
Assessment of Self-Injurious Thoughts Using a Behavioral Test
Matthew K Nock, Mahzarin R Banaji. The American Journal of Psychiatry. Washington: May 2007. Vol. 164, Iss. 5; pg. 820, 4 pgs
Abstract (Summary)
The assessment of self-injurious thoughts has been limited by a reliance on what individuals are willing or able to report explicitly. The authors examined a new method that measures self-injurious thoughts by using individuals' reaction times to self-injury-related stimuli on a computerized test. Eighty-nine adolescents who were not self-injurious (N=36) or had recently engaged in nonsuicidal self-injury (N=53) completed two versions of the Self-Injury Implicit Association Test, which measure the automatic association of self-injury with oneself and with favorableness. The tests revealed significant behavioral differences between the self-injurers and noninjurers. Moreover, test scores significantly improved the statistical prediction of nonsuicidal self-injury beyond that achieved with demographic and psychiatric factors. These initial results support the validity of the Self-Injury Implicit Association Test as a performance-based measure of self-injurious thoughts. Future research should further examine the usefulness of incorporating implicit measures in risk assessment and decision-making procedures for self-injury and other sensitive clinical behaviors.
3.
Counseling Psychology; Studies from University of Michigan provide new data on counseling psychology. (2010, March). Psychology & Psychiatry Journal,42. Retrieved April 16, 2010, from ProQuest Health and Medical Complete. (Document ID: 1970544401). This site was not very useful because there wasn't a lot of information. It was also confusing to read and understand, because most of the content was numbers.
Counseling Psychology; Studies from University of Michigan provide new data on counseling psychology
Anonymous. Psychology & Psychiatry Journal. Atlanta: Mar 6, 2010. pg. 42
Abstract (Summary)
2010 MAR 6 - (NewsRx.com) -- "Archival data (N = 1,048 women, 1, 136 men) from a mental health survey of college students were used to investigate incidence of nonsuicidal self-injury (NSSI), including cutting," scientists in the United States report.
The researchers concluded: "The Counseling Center Assessment for Psychological Symptoms (a global symptom inventory) and an assessment of trauma had been field tested with this sample."
(This was posted in March of 2010.)
4.
Suicide; Research from B.D. Thombs and co-authors yields new data on suicide. (2008, June). Medical Devices & Surgical Technology Week,317. Retrieved April 16, 2010, from ProQuest Health and Medical Complete. (Document ID: 1489632101). This resourch is about patients admitted to hospitals with self-inflicted burns. Not a lot of information was included on this resourch. This is not a good resource for my paper.
Suicide; Research from B.D. Thombs and co-authors yields new data on suicide
Anonymous. Medical Devices & Surgical Technology Week. Atlanta: Jun 15, 2008. pg. 317
Abstract (Summary)
Retrospective, cohort study. A total of 70 burn centers from the United States that contributed data to the American Burn Association National Burn Repository. A total of 30,382 adult patients (593 with self-inflicted injuries) who were admitted with a thermal injury from 1995 through 2005. None. Demographics, comorbidities, burn injury severity variables (total body surface area burned [TBSA], TBSA burned third degree, inhalation injury), hospital mortality, intensive care length of stay, and total hospital length of stay were ascertained. Patients with self-inflicted injuries had larger TBSA burned (32.0% vs. 12.8%, p< .01) and larger third-degree TBSA burned (20.6% vs. 4.9%, p< .01) and were more likely to incur an inhalation injury (37.3% vs. 12.8%, p< .01). Before matching, patients with self-inflicted injuries were at greater risk of mortality (23.6% vs. 6.8%, p< .01) and required longer intensive care (median of 4 days vs. 0 days, p< .01) and total hospital stays (median of 23 days vs. 8 days, p< .01).
5.
Cutter, D., Jaffe, J.,& Segal,J. (2008). Cutting and self-injury: Self-harm help, support, and treatment. Retrieved April 16, 2010 from http://helpguide.org/mental/self_injury.htm. This resource will be very helpful. The site included defintions of different types of self injuries, reasons for doing it, treatments, why it is addicting, and much more. This source is layed out in a nice user friendly way.
Cutting and Self-Injury
Self-Harm Help, Support, and Treatment
The number of young people who participate in acts of self-mutilation is growing. Although self-harm is rarely a suicidal act, it must be taken seriously because accidental deaths do occur. It’s difficult to see the light at the end of the tunnel but breaking the cycle of self-abuse is possible if you reach out to someone you trust. Finding new ways of coping with your feelings can help to tone down the intense urges you feel which results in you hurting yourself. Recovery is a continuous process and learning how to stop this addictive behavior is within your reach if you work at it.
6.
Martinson, D. (1998-2001). What is self-injury?. Retrieved April 16, 2010 from http://www.focusas.com/SelfInjury.html. This source may be very helpful because it answers lots of questions. Some questions are different forms of self-injuries, why it makes some people feel better, and what happens in the emergency room.
What is SELF-INJURY?
What is self-injurious behavior?
Why does self-injury make some people feel better?
What kinds of people self-injure?
Aren't people who would deliberately cut or burn themselves psychotic?
Is self-injury a failed suicide attempt?
What problems may be encountered when getting professional help?
What problems may be encountered in the emergency room?
Can anything be done for people who hurt themselves?
Help and Support - More Information on Self-Injury
It's called many things -- self-inflicted violence, self-injury, self-harm, parasuicide, delicate cutting, self-abuse, self-mutilation (this last particularly seems to annoy people who self-injure).
Broadly speaking, self-injury is the act of attempting to alter a mood state by inflicting physical harm serious enough to cause tissue damage to one's body.
1.
Plener, P., Libal, G., Keller, F., Fegert, J., & Muehlenkamp, J.. (2009). An international comparison of adolescent non-suicidal self-injury (NSSI) and suicide attempts: Germany and the USA. Psychological Medicine, 39(9), 1549-1558. Retrieved April 16, 2010, from ProQuest Health and Medical Complete. (Document ID: 1873599531). This was a study done to compare sucide and self-injury information between Germany and the United States. The paper included table information about the results. Also a detailed accoutant of the characteristics of the participants.
An international comparison of adolescent non-suicidal self-injury (NSSI) and suicide attempts: Germany and the USA
P L Plener, G Libal, F Keller, J M Fegert, J J Muehlenkamp. Psychological Medicine. Cambridge: Sep 2009. Vol. 39, Iss. 9; pg. 1549, 10 pgs
Abstract (Summary)
Background: This study examined the prevalence of non-suicidal self-injury (NSSI), suicide attempts, suicide threats and suicidal ideation in a German school sample and compared the rates with a similar sample of adolescents from the midwestern USA by using cross-nationally validated assessment tools.
Method: Data were provided from 665 adolescents (mean age 14.8 years, s.d.=0.66, range 14-17 years) in a school setting. Students completed the Self-Harm Behavior Questionnaire (SHBQ), the Ottawa Self-Injury Inventory (OSI) and a German version of the Center for Epidemiological Studies-Depression Scale (CES-D).
Results: A quarter of the participants (25.6%) endorsed at least one act of NSSI in their life, and 9.5% of those students answered that they had hurt themselves repetitively (more than four times). Forty-three (6.5%) of the students reported a history of a suicide attempt. No statistically significant differences were observed between the German and US samples in terms of self-injury or suicidal behaviors.
Conclusions: By using the same validated assessment tools, no differences were found in the prevalence and characteristics of self-injury and suicidal behaviors between adolescents from Germany and the USA. Thus, it seems that NSSI has to be understood as worldwide phenomenon, at least in Western cultures.
This article was published Feb. 22, 2010.
2.
Matthew K Nock, & Mahzarin R Banaji. (2007). Assessment of Self-Injurious Thoughts Using a Behavioral Test. The American Journal of Psychiatry, 164(5), 820-3. Retrieved April 16, 2010, from ProQuest Health and Medical Complete. (Document ID: 1275371651). This study had different testing groups that answered the questions differently. The authors also included graphs and tables. This study will be helpful by seeing if different ways of answering questions have more of an effect.
Assessment of Self-Injurious Thoughts Using a Behavioral Test
Matthew K Nock, Mahzarin R Banaji. The American Journal of Psychiatry. Washington: May 2007. Vol. 164, Iss. 5; pg. 820, 4 pgs
Abstract (Summary)
The assessment of self-injurious thoughts has been limited by a reliance on what individuals are willing or able to report explicitly. The authors examined a new method that measures self-injurious thoughts by using individuals' reaction times to self-injury-related stimuli on a computerized test. Eighty-nine adolescents who were not self-injurious (N=36) or had recently engaged in nonsuicidal self-injury (N=53) completed two versions of the Self-Injury Implicit Association Test, which measure the automatic association of self-injury with oneself and with favorableness. The tests revealed significant behavioral differences between the self-injurers and noninjurers. Moreover, test scores significantly improved the statistical prediction of nonsuicidal self-injury beyond that achieved with demographic and psychiatric factors. These initial results support the validity of the Self-Injury Implicit Association Test as a performance-based measure of self-injurious thoughts. Future research should further examine the usefulness of incorporating implicit measures in risk assessment and decision-making procedures for self-injury and other sensitive clinical behaviors.
3.
Counseling Psychology; Studies from University of Michigan provide new data on counseling psychology. (2010, March). Psychology & Psychiatry Journal,42. Retrieved April 16, 2010, from ProQuest Health and Medical Complete. (Document ID: 1970544401). This site was not very useful because there wasn't a lot of information. It was also confusing to read and understand, because most of the content was numbers.
Counseling Psychology; Studies from University of Michigan provide new data on counseling psychology
Anonymous. Psychology & Psychiatry Journal. Atlanta: Mar 6, 2010. pg. 42
Abstract (Summary)
2010 MAR 6 - (NewsRx.com) -- "Archival data (N = 1,048 women, 1, 136 men) from a mental health survey of college students were used to investigate incidence of nonsuicidal self-injury (NSSI), including cutting," scientists in the United States report.
The researchers concluded: "The Counseling Center Assessment for Psychological Symptoms (a global symptom inventory) and an assessment of trauma had been field tested with this sample."
(This was posted in March of 2010.)
4.
Suicide; Research from B.D. Thombs and co-authors yields new data on suicide. (2008, June). Medical Devices & Surgical Technology Week,317. Retrieved April 16, 2010, from ProQuest Health and Medical Complete. (Document ID: 1489632101). This resourch is about patients admitted to hospitals with self-inflicted burns. Not a lot of information was included on this resourch. This is not a good resource for my paper.
Suicide; Research from B.D. Thombs and co-authors yields new data on suicide
Anonymous. Medical Devices & Surgical Technology Week. Atlanta: Jun 15, 2008. pg. 317
Abstract (Summary)
Retrospective, cohort study. A total of 70 burn centers from the United States that contributed data to the American Burn Association National Burn Repository. A total of 30,382 adult patients (593 with self-inflicted injuries) who were admitted with a thermal injury from 1995 through 2005. None. Demographics, comorbidities, burn injury severity variables (total body surface area burned [TBSA], TBSA burned third degree, inhalation injury), hospital mortality, intensive care length of stay, and total hospital length of stay were ascertained. Patients with self-inflicted injuries had larger TBSA burned (32.0% vs. 12.8%, p< .01) and larger third-degree TBSA burned (20.6% vs. 4.9%, p< .01) and were more likely to incur an inhalation injury (37.3% vs. 12.8%, p< .01). Before matching, patients with self-inflicted injuries were at greater risk of mortality (23.6% vs. 6.8%, p< .01) and required longer intensive care (median of 4 days vs. 0 days, p< .01) and total hospital stays (median of 23 days vs. 8 days, p< .01).
5.
Cutter, D., Jaffe, J.,& Segal,J. (2008). Cutting and self-injury: Self-harm help, support, and treatment. Retrieved April 16, 2010 from http://helpguide.org/mental/self_injury.htm. This resource will be very helpful. The site included defintions of different types of self injuries, reasons for doing it, treatments, why it is addicting, and much more. This source is layed out in a nice user friendly way.
Cutting and Self-Injury
Self-Harm Help, Support, and Treatment
The number of young people who participate in acts of self-mutilation is growing. Although self-harm is rarely a suicidal act, it must be taken seriously because accidental deaths do occur. It’s difficult to see the light at the end of the tunnel but breaking the cycle of self-abuse is possible if you reach out to someone you trust. Finding new ways of coping with your feelings can help to tone down the intense urges you feel which results in you hurting yourself. Recovery is a continuous process and learning how to stop this addictive behavior is within your reach if you work at it.
6.
Martinson, D. (1998-2001). What is self-injury?. Retrieved April 16, 2010 from http://www.focusas.com/SelfInjury.html. This source may be very helpful because it answers lots of questions. Some questions are different forms of self-injuries, why it makes some people feel better, and what happens in the emergency room.
What is SELF-INJURY?
What is self-injurious behavior?
Why does self-injury make some people feel better?
What kinds of people self-injure?
Aren't people who would deliberately cut or burn themselves psychotic?
Is self-injury a failed suicide attempt?
What problems may be encountered when getting professional help?
What problems may be encountered in the emergency room?
Can anything be done for people who hurt themselves?
Help and Support - More Information on Self-Injury
It's called many things -- self-inflicted violence, self-injury, self-harm, parasuicide, delicate cutting, self-abuse, self-mutilation (this last particularly seems to annoy people who self-injure).
Broadly speaking, self-injury is the act of attempting to alter a mood state by inflicting physical harm serious enough to cause tissue damage to one's body.
Wednesday, April 14, 2010
Annotated Bibliography 4-14
1.
Davis, T. (n.d.). How to stop cutting yourself. Retrieved April 14, 2010 from http://www.google.com/imgres?imgurl=http://i.ehow.com/images/a05/8f/r3/stop-cutting-yourself-200X200.jpg&imgrefurl=http://www.ehow.com/how_5521251_stop-cutting-yourself.html&usg=__f3ZLeOQIKLEQkJuhKplBQQ3KtAg=&h=200&w=200&sz=35&hl=en&start=18&itbs=1&tbnid=ncduXE8EGMalWM:&tbnh=104&tbnw=104&prev=/images%3Fq%3Dcutting%2Byourself%26hl%3Den%26sa%3DG%26gbv%3D2%26tbs%3Disch:1
Annotation: This article has a picture of an arm of someone who used to cut as well as steps to stop cutting, tips, and warnings.(I coulddn't get the picture to paste.)
2.
B. (2010). Have you ever cut yourself for fun? As in cutting yourself. Retrieved April 14, 2010 from http://www.sodahead.com/fun/have-you-ever-cut-yourself-for-fun-as-in-cutting-yourself/question-914353/?link=ibaf&imgurl=http://fc04.deviantart.com/fs15/f/2007/100/3/f/Emo_Kid_Cut_Arm_by_wickedaemon.jpg&q=cutting%2Byourself
Annotation: This website is a poll asking for responses pretaining to people cutting themselves for fun. This website has a couple really good pictures that I am unable to paste.
3.
Laukkanen, E., Rissanen, M., Honkalampi, K., Kylmä, J., Tolmunen, T., & Hintikka, J.. (2009). The prevalence of self-cutting and other self-harm among 13- to 18-year-old Finnish adolescents. Social Psychiatry and Psychiatric Epidemiology, 44(1), 23-8. Retrieved April 14, 2010, from ProQuest Health and Medical Complete. (Document ID: 1634354941).
Abstract
Background Deliberate self-harm has
become more prevalent among adolescents. Aims To
investigate the prevalence and the associated background
factors of self-cutting and other self-harming
behaviour. Methods The study sample included 4,205
adolescents aged 13–18 years. Background factors,
social relationships, alcohol and substance abuse, selfharm
and self-cutting were assessed by a structured
questionnaire including the Youth Self Report and
Beck Depression Inventory. Results The life-time
prevalence of self-cutting was 11.5% and of other
self-harm 10.2%, while the prevalence of current
self-cutting was 1.8%. Self-cutting was associated
with female gender and a very wide range of adverse
psychosocial background variables. Parents living
together were an independent protective factor. By
contrast, there was no gender difference in the risk of
other self-harm. Independent risk factors were
depressive mood, somatic complaints, drug abuse,
poor school performance and poor family relationships.
No protective factors were found for other selfharm.
Conclusions During adolescence, self-cutting
and other self-harm are common. Adolescents
who have self-cutting or harm themselves have
wide-ranging problems in their lives. The specific
characteristics of these phenomena need further
investigation.
Annotation: This is a paper is about a study done on Finnish adolescnts aged 13 to 18 about cutting. This paper includes statics, background factors that may have led to cutting, methods, and measures.
4.
Keith Hawton, Louise Harriss, Sue Simkin, Elizabeth Bale, & Alison Bond. (2004). Self-Cutting: Patient Characteristics Compared with Self-Poisoners. Suicide & Life - Threatening Behavior, 34(3), 199-208. Retrieved April 14, 2010, from ProQuest Health and Medical Complete. (Document ID: 715316141).
Abstract (Summary)
A large (n = 14,892) consecutive sample of deliberate self-harm (attempted suicide) patients who presented to a general hospital in the United Kingdom during a 23-year study period was examined (over two consecutive time periods) in order to compare the characteristics of those who used self-cutting (n = 428) and those who self-poisoned (n = 11,065). Patients who used different methods on other occasions, or were not assessed by the psychiatric service, were excluded. In the first time period (January 1976-June 1988), the self-cutters were distinguished from the self-poisoners by more often being male, single, not employed, and having a history of previous deliberate self-harm. In the second time period (July 1988-December 1998) the self-cutters were again distinguished by more often being male and having a history of previous deliberate self-harm, but also by being more likely to live alone, misuse alcohol, and have low suicidal intent scores. The finding of an excess of males among the self-cutters is contrary to the impression in the literature that self-cutting presentations to general hospitals more often involve females. It also indicates that the treatment needs of those who deliberately cut themselves are likely to differ from those of self-poisoners. [PUBLICATION ABSTRACT]
Annotation: This site compares self-cutters to self-poisioners older than 15. A long list of variables used for the comparsion are listed on this site. Tables of data are also included. The conclusion includes information about how the treatments vary.
5.
Barbara Haas, & Franz Popp. (2006). Why Do People Injure Themselves? Psychopathology, 39(1), 10-8. Retrieved April 14, 2010, from ProQuest Health and Medical Complete. (Document ID: 940732431).
Abstract
The aim of this study was to evaluate a questionnaire for
the assessment of immediate functions of self-injurious
behavior (SIB). SIB is defi ned as deliberate injuries of the
skin such as burning, cutting or beating. Suicidal attempts
as well as self-injuries for aesthetic reasons were
excluded. Immediate functions were collected from the
literature as well as from statements of SIB sufferers. Finally,
154 questions with the response options ‘right’,
‘wrong’ and ‘unknown’ – for phenomena people did not
know – were given to 120 persons with SIB aged 13–54
years. They were recruited from SIB-related homepages
as well as from psychologists and psychiatrists in hospitals
in Austria and Germany. Twelve factors were extracted
via factor analysis (varimax rotation): ‘self-punishment’,
‘coping with emotions’, ‘extreme rage’,
‘vitality’, ‘dissociation’, ‘changed perception’, ‘control
over body’, ‘uniqueness’, ‘interaction’, ‘addiction’, ‘coping
with sexuality’ and ‘expression of sexuality’. All items
of each factor were analyzed and unsatisfactory ones
excluded to devise a questionnaire as short as possible
but with high expressiveness and good reliability. The
remaining 107 items have a reliability of r = 0.9118 (Cronbach’s
alpha). Evaluation of this questionnaire is in progress.
Annotation: This paper introduces and defines Self-injurious behavior. Results with tables also are included showing the results of the study. Different methods and reasons for cutting are also included.
6.
University of Michigan; Spying on a cellular director in the cutting room. (2010, April). NewsRx Health & Science,***[insert pages]***. Retrieved April 14, 2010, from ProQuest Health and Medical Complete. (Document ID: 1999108681).
Abstract (Summary)
The research is scheduled to be published online March 21 in Nature Structural and Molecular Biology. Since its Nobel Prize-winning discovery in 1977, gene splicing has been studied in a number of organisms, including yeast and human cells, using both genetic and biochemical approaches.
Annotation: This website will not help because it does not mention anything about self-injury.
Davis, T. (n.d.). How to stop cutting yourself. Retrieved April 14, 2010 from http://www.google.com/imgres?imgurl=http://i.ehow.com/images/a05/8f/r3/stop-cutting-yourself-200X200.jpg&imgrefurl=http://www.ehow.com/how_5521251_stop-cutting-yourself.html&usg=__f3ZLeOQIKLEQkJuhKplBQQ3KtAg=&h=200&w=200&sz=35&hl=en&start=18&itbs=1&tbnid=ncduXE8EGMalWM:&tbnh=104&tbnw=104&prev=/images%3Fq%3Dcutting%2Byourself%26hl%3Den%26sa%3DG%26gbv%3D2%26tbs%3Disch:1
Annotation: This article has a picture of an arm of someone who used to cut as well as steps to stop cutting, tips, and warnings.(I coulddn't get the picture to paste.)
2.
B. (2010). Have you ever cut yourself for fun? As in cutting yourself. Retrieved April 14, 2010 from http://www.sodahead.com/fun/have-you-ever-cut-yourself-for-fun-as-in-cutting-yourself/question-914353/?link=ibaf&imgurl=http://fc04.deviantart.com/fs15/f/2007/100/3/f/Emo_Kid_Cut_Arm_by_wickedaemon.jpg&q=cutting%2Byourself
Annotation: This website is a poll asking for responses pretaining to people cutting themselves for fun. This website has a couple really good pictures that I am unable to paste.
3.
Laukkanen, E., Rissanen, M., Honkalampi, K., Kylmä, J., Tolmunen, T., & Hintikka, J.. (2009). The prevalence of self-cutting and other self-harm among 13- to 18-year-old Finnish adolescents. Social Psychiatry and Psychiatric Epidemiology, 44(1), 23-8. Retrieved April 14, 2010, from ProQuest Health and Medical Complete. (Document ID: 1634354941).
Abstract
Background Deliberate self-harm has
become more prevalent among adolescents. Aims To
investigate the prevalence and the associated background
factors of self-cutting and other self-harming
behaviour. Methods The study sample included 4,205
adolescents aged 13–18 years. Background factors,
social relationships, alcohol and substance abuse, selfharm
and self-cutting were assessed by a structured
questionnaire including the Youth Self Report and
Beck Depression Inventory. Results The life-time
prevalence of self-cutting was 11.5% and of other
self-harm 10.2%, while the prevalence of current
self-cutting was 1.8%. Self-cutting was associated
with female gender and a very wide range of adverse
psychosocial background variables. Parents living
together were an independent protective factor. By
contrast, there was no gender difference in the risk of
other self-harm. Independent risk factors were
depressive mood, somatic complaints, drug abuse,
poor school performance and poor family relationships.
No protective factors were found for other selfharm.
Conclusions During adolescence, self-cutting
and other self-harm are common. Adolescents
who have self-cutting or harm themselves have
wide-ranging problems in their lives. The specific
characteristics of these phenomena need further
investigation.
Annotation: This is a paper is about a study done on Finnish adolescnts aged 13 to 18 about cutting. This paper includes statics, background factors that may have led to cutting, methods, and measures.
4.
Keith Hawton, Louise Harriss, Sue Simkin, Elizabeth Bale, & Alison Bond. (2004). Self-Cutting: Patient Characteristics Compared with Self-Poisoners. Suicide & Life - Threatening Behavior, 34(3), 199-208. Retrieved April 14, 2010, from ProQuest Health and Medical Complete. (Document ID: 715316141).
Abstract (Summary)
A large (n = 14,892) consecutive sample of deliberate self-harm (attempted suicide) patients who presented to a general hospital in the United Kingdom during a 23-year study period was examined (over two consecutive time periods) in order to compare the characteristics of those who used self-cutting (n = 428) and those who self-poisoned (n = 11,065). Patients who used different methods on other occasions, or were not assessed by the psychiatric service, were excluded. In the first time period (January 1976-June 1988), the self-cutters were distinguished from the self-poisoners by more often being male, single, not employed, and having a history of previous deliberate self-harm. In the second time period (July 1988-December 1998) the self-cutters were again distinguished by more often being male and having a history of previous deliberate self-harm, but also by being more likely to live alone, misuse alcohol, and have low suicidal intent scores. The finding of an excess of males among the self-cutters is contrary to the impression in the literature that self-cutting presentations to general hospitals more often involve females. It also indicates that the treatment needs of those who deliberately cut themselves are likely to differ from those of self-poisoners. [PUBLICATION ABSTRACT]
Annotation: This site compares self-cutters to self-poisioners older than 15. A long list of variables used for the comparsion are listed on this site. Tables of data are also included. The conclusion includes information about how the treatments vary.
5.
Barbara Haas, & Franz Popp. (2006). Why Do People Injure Themselves? Psychopathology, 39(1), 10-8. Retrieved April 14, 2010, from ProQuest Health and Medical Complete. (Document ID: 940732431).
Abstract
The aim of this study was to evaluate a questionnaire for
the assessment of immediate functions of self-injurious
behavior (SIB). SIB is defi ned as deliberate injuries of the
skin such as burning, cutting or beating. Suicidal attempts
as well as self-injuries for aesthetic reasons were
excluded. Immediate functions were collected from the
literature as well as from statements of SIB sufferers. Finally,
154 questions with the response options ‘right’,
‘wrong’ and ‘unknown’ – for phenomena people did not
know – were given to 120 persons with SIB aged 13–54
years. They were recruited from SIB-related homepages
as well as from psychologists and psychiatrists in hospitals
in Austria and Germany. Twelve factors were extracted
via factor analysis (varimax rotation): ‘self-punishment’,
‘coping with emotions’, ‘extreme rage’,
‘vitality’, ‘dissociation’, ‘changed perception’, ‘control
over body’, ‘uniqueness’, ‘interaction’, ‘addiction’, ‘coping
with sexuality’ and ‘expression of sexuality’. All items
of each factor were analyzed and unsatisfactory ones
excluded to devise a questionnaire as short as possible
but with high expressiveness and good reliability. The
remaining 107 items have a reliability of r = 0.9118 (Cronbach’s
alpha). Evaluation of this questionnaire is in progress.
Annotation: This paper introduces and defines Self-injurious behavior. Results with tables also are included showing the results of the study. Different methods and reasons for cutting are also included.
6.
University of Michigan; Spying on a cellular director in the cutting room. (2010, April). NewsRx Health & Science,***[insert pages]***. Retrieved April 14, 2010, from ProQuest Health and Medical Complete. (Document ID: 1999108681).
Abstract (Summary)
The research is scheduled to be published online March 21 in Nature Structural and Molecular Biology. Since its Nobel Prize-winning discovery in 1977, gene splicing has been studied in a number of organisms, including yeast and human cells, using both genetic and biochemical approaches.
Annotation: This website will not help because it does not mention anything about self-injury.
Monday, April 12, 2010
essay #3 game plan
1. I have chosen writing prompt one for this essay. I believe that this is the best selection for me because I have chosen to write on self-injury most likely focusing on cutting. Cutting and other self-injury practices are very common among high school and college age individuals. I want to research this topic because I have known people who do this and think that the public needs to become aware how popular it has become, reason for doing it, and the risks of it. My experience for this topic is that I have had friends and classmates who have cut at some time in their life. I have learned that it is sometimes called tattoos, that those who do it don’t think it is a big deal, and that frequent cutters are most likely female. I believe that everyone will know what cutting is but not the reasons for doing it or how popular it is. My overall goal for the paper is to make how popular cutting is and how dangerous it can be.
2. My narrowed topic is cutting. I have limited the time period of the topic by focusing on high school and college aged individuals. I have not limited my topic geographically because I want to include details from around the world as well as the United States. Special circumstances that limit my topic are age.
3. My audience for my paper is students and perhaps parents. Students or young individuals would be interested to read to learn more incase a friend, sibling, or themselves are cutting. Parents would be interested if their child was cutting because this paper may help them understand why and how to help. This essay will be of interest now because cutting is taken place all the time.
4. I will be using internet sources to support my essay as well as personal stories if possible. I also will search for articles about cutting and self-injury. I plan to incorporate statics and pictures in my essay.
5. I have researched using ProQuest. I plan to use ProQuest for both health professionals and psychology. I have found some good information so far. I don’t have a best source so far but they are good starting points. I have had trouble finding information concerning people cutting that are not high school or college aged students so I decided to focus on that age group. I hope to find source material in magazines and possibly personal statements if individuals are comfortable with sharing.
2. My narrowed topic is cutting. I have limited the time period of the topic by focusing on high school and college aged individuals. I have not limited my topic geographically because I want to include details from around the world as well as the United States. Special circumstances that limit my topic are age.
3. My audience for my paper is students and perhaps parents. Students or young individuals would be interested to read to learn more incase a friend, sibling, or themselves are cutting. Parents would be interested if their child was cutting because this paper may help them understand why and how to help. This essay will be of interest now because cutting is taken place all the time.
4. I will be using internet sources to support my essay as well as personal stories if possible. I also will search for articles about cutting and self-injury. I plan to incorporate statics and pictures in my essay.
5. I have researched using ProQuest. I plan to use ProQuest for both health professionals and psychology. I have found some good information so far. I don’t have a best source so far but they are good starting points. I have had trouble finding information concerning people cutting that are not high school or college aged students so I decided to focus on that age group. I hope to find source material in magazines and possibly personal statements if individuals are comfortable with sharing.
Monday, April 5, 2010
Abstracts for self-injury (4-5-10)
1.http://proquest.umi.com/pqdweb?index=12&did=1187038091&SrchMode=2&sid=12&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270480262&clientId=4130
CUTTING EDGE
Amy Carr. Listen. Hagerstown: Nov 2006. Vol. 60, Iss. 3; pg. 12, 2 pgs
Abstract (Summary)
Britt had sliced herself with a safety pin, leaving a trail of thin, symmetrical cuts from her wrist to her elbow. Some even describe it as a calming experience, an escape from a chaotic emotional state linked with feelings of depression, anger, hopelessness, and anxiety. Psychologist Dr. Tony DuBose, director of Seattle's Dialectical Behavior Therapy Center, has helped pioneer advanced treatment techniques for self-injury.
2.http://proquest.umi.com/pqdweb?index=11&did=1216452121&SrchMode=2&sid=13&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270480962&clientId=4130
Are We Facing an Epidemic of Self-Injury?
JOAN JACOBS BRUMBERG. The Chronicle of Higher Education. Washington: Dec 8, 2006. Vol. 53, Iss. 16; pg. B.6
Abstract (Summary)
Brumberg discusses the possibility of an epidemic of self-injury among college students. Whether cutting behavior begins in high school or college, whether it involves girls or boys, it should provoke parents, mental-health professionals, and educators to consider the ways in which this longstanding symptom mirrors the violent, troubled times.
3.http://proquest.umi.com/pqdweb?index=15&did=92358438&SrchMode=2&sid=14&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270481093&clientId=4130
Skin Deep: Understanding Self-Injury
Jeff Dick. The Booklist. Chicago: Nov 15, 2001. Vol. 98, Iss. 6; pg. 588, 1 pgs
Abstract (Summary)
Gr. 7-12. Reputedly as prevalent as anorexia nervosa but less publicized, self-mutilation involves cutting or burning skin, pulling out hair, banging against a wall, or other destructive behavior.
4.http://proquest.umi.com/pqdweb?index=14&sid=16&srchmode=2&vinst=PROD&fmt=3&startpage=-1&clientid=4130&vname=PQD&RQT=309&did=777720811&scaling=FULL&ts=1270481316&vtype=PQD&rqt=309&TS=1270481324&clientId=4130
Fire and Blood
Michele Deppe. Listen. Hagerstown: Jan 2005. Vol. 58, Iss. 5; pg. 28, 2 pgs
Abstract (Summary)
Deppe relates how he coped up with the death of his brother, Hunter, through self-injury. After his brother's death, he had this idea that Hunter burned up, so he needed to know what that felt like. That is how he started drinking and cutting himself to let off steam.
5.http://proquest.umi.com/pqdweb?index=9&did=1303084321&SrchMode=2&sid=16&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270481316&clientId=4130
Self-Mutilation and Gifted Children
Tracy L Cross. Gifted Child Today. Waco: Summer 2007. Vol. 30, Iss. 3; pg. 49, 4 pgs
Abstract (Summary)
Some motorcycle riders wear a "one percent" tattoo, revealing their full membership in an exclusive group - the 1% of motorcyclists whose lives are very much about motorcycles (authentic bikers) - but also demonstrating a separateness from everyone outside their group. A wide range of estimates of the prevalence rates of cutting behavior in the general population has been offered, from less than 5% to approximately 20%, but the broader category of rates of self-injury among American college students revealed a 32% rate (Vanderhoff & Lynn, 2001).
6.http://proquest.umi.com/pqdweb?index=3&did=1515651521&SrchMode=2&sid=16&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270481316&clientId=4130
HIV/AIDS Risk Factors; Research on HIV/AIDS risk factors discussed by scientists at Rhode Island Hospital
Anonymous. AIDS Weekly. Atlanta: Jul 28, 2008. pg. 85
Abstract (Summary)
The present study aimed to test the hypothesis that adolescents who repeatedly self-cut would report more HIV risk behaviors and riskier attitudes than those who had engaged in infrequent self-injury. Adolescents (11-18 years; mean age, 15 years) from intensive psychiatric treatment programs with a history of self-cutting (N=105, 53% female) completed measures of self-cutting, sexual risk behaviors, and risk attitudes. Frequent self-cutting (more than three times, lifetime) was associated with being sexually active, using condoms inconsistently, and sharing cutting instruments. Frequent self-cutters were significantly more likely to be female and nonwhite, and report low self-restraint. They also showed a trend toward being more likely to have a history of sexual abuse. This study found important differences in self-cutters based on frequency of cutting.
7.http://proquest.umi.com/pqdweb?index=0&did=1633577961&SrchMode=2&sid=18&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270482028&clientId=4130
"It Was like a Partnership of the Two of Us Against the Cutting": Investigating the Counseling Experiences of Young Adult Women Who Self-Injure
Laurie M Craigen, Victoria Foster. Journal of Mental Health Counseling. Alexandria: Jan 2009. Vol. 31, Iss. 1; pg. 76, 19 pgs
Abstract (Summary)
Self-injury is an increasing phenomenon among young adult women. This qualitative study explored the counseling experiences of 10 young adult women with a history of self-injurious behavior. It examined the nature of the client-counselor relationship and how self-injury was treated. It also accessed the participants' thoughts and feelings about their experiences in counseling. Implications for training and treatment are set out, as are recommendations for research. [PUBLICATION ABSTRACT]
8. http://proquest.umi.com/pqdweb?index=0&did=1307666771&SrchMode=2&sid=21&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270482194&clientId=4130
Characteristics and functions of non-suicidal self-injury in a community sample of adolescents
Elizabeth E Lloyd-Richardson, Nicholas Perrine, Lisa Dierker, Mary L Kelley. Psychological Medicine. Cambridge: Aug 2007. Vol. 37, Iss. 8; pg. 1183, 10 pgs
Abstract (Summary)
ABSTRACT
Background
Few studies have investigated non-suicidal self-injury (NSSI), or the deliberate, direct destruction of body tissue without conscious suicidal intent, and the motivations for engaging in NSSI among adolescents. This study assessed the prevalence, associated clinical characteristics, and functions of NSSI in a community sample of adolescents.
Method
A total of 633 adolescents completed anonymous surveys. NSSI was assessed with the Functional Assessment of Self-Mutilation (FASM).
Results
Some form of NSSI was endorsed by 46·5% ( n =293) of the adolescents within the past year, most frequently biting self, cutting/carving skin, hitting self on purpose, and burning skin. Sixty per cent of these, or 28% of the overall sample, endorsed moderate/severe forms of NSSI. Self-injurers reported an average of 12·9 (s.d. =29·4) incidents in the past 12 months, with an average of 2·4 (s.d. =1·7) types of NSSI used. Moderate/severe self-injurers were more likely than minor self-injurers, who in turn were more likely than non-injurers, to have a history of psychiatric treatment, hospitalization and suicide attempt, as well as current suicide ideation. A four-factor model of NSSI functions was indicated, with self-injurers likely to endorse both reasons of automatic reinforcement and social reinforcement. The most common reasons for NSSI were 'to try to get a reaction from someone', 'to get control of a situation', and 'to stop bad feelings'.
Conclusions
Community adolescents reported high rates of NSSI, engaged in to influence behaviors of others and to manage internal emotions. Intervention efforts should be tailored to reducing individual issues that contribute to NSSI and building alternative skills for positive coping, communication, stress management, and strong social support
9.http://proquest.umi.com/pqdweb?index=0&did=1929428091&SrchMode=2&sid=23&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270482339&clientId=4130
Stopping the Pain: Teenage Self-Injury
Abby Alpert. The Booklist. Chicago: Dec 15, 2009. Vol. 106, Iss. 8; pg. 49, 1 pgs
Abstract (Summary)
Acts of self-injury (cutting, burning, head banging) are increasingly common among teens, yet this touchy topic has not generated much public dialogue.
10. http://proquest.umi.com/pqdweb?index=4&did=1520037381&SrchMode=2&sid=23&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270482339&clientId=4130
Lifespan; Frequent self-cutting linked to risky sexual behavior in teens
Anonymous. NewsRx Health & Science. Atlanta: Jun 23, 2008. pg. 353
Abstract (Summary)
The associations between frequent cutting, sexual risk and low self-restraint provide clues to the forces that underlie this repeated behavior and point us in the right direction for future research to better understand this troubling and self-destructive phenomenon, adds Brown, who's also a professor of psychiatry and human behavior at The Warren Alpert Medical School of Brown University.
CUTTING EDGE
Amy Carr. Listen. Hagerstown: Nov 2006. Vol. 60, Iss. 3; pg. 12, 2 pgs
Abstract (Summary)
Britt had sliced herself with a safety pin, leaving a trail of thin, symmetrical cuts from her wrist to her elbow. Some even describe it as a calming experience, an escape from a chaotic emotional state linked with feelings of depression, anger, hopelessness, and anxiety. Psychologist Dr. Tony DuBose, director of Seattle's Dialectical Behavior Therapy Center, has helped pioneer advanced treatment techniques for self-injury.
2.http://proquest.umi.com/pqdweb?index=11&did=1216452121&SrchMode=2&sid=13&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270480962&clientId=4130
Are We Facing an Epidemic of Self-Injury?
JOAN JACOBS BRUMBERG. The Chronicle of Higher Education. Washington: Dec 8, 2006. Vol. 53, Iss. 16; pg. B.6
Abstract (Summary)
Brumberg discusses the possibility of an epidemic of self-injury among college students. Whether cutting behavior begins in high school or college, whether it involves girls or boys, it should provoke parents, mental-health professionals, and educators to consider the ways in which this longstanding symptom mirrors the violent, troubled times.
3.http://proquest.umi.com/pqdweb?index=15&did=92358438&SrchMode=2&sid=14&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270481093&clientId=4130
Skin Deep: Understanding Self-Injury
Jeff Dick. The Booklist. Chicago: Nov 15, 2001. Vol. 98, Iss. 6; pg. 588, 1 pgs
Abstract (Summary)
Gr. 7-12. Reputedly as prevalent as anorexia nervosa but less publicized, self-mutilation involves cutting or burning skin, pulling out hair, banging against a wall, or other destructive behavior.
4.http://proquest.umi.com/pqdweb?index=14&sid=16&srchmode=2&vinst=PROD&fmt=3&startpage=-1&clientid=4130&vname=PQD&RQT=309&did=777720811&scaling=FULL&ts=1270481316&vtype=PQD&rqt=309&TS=1270481324&clientId=4130
Fire and Blood
Michele Deppe. Listen. Hagerstown: Jan 2005. Vol. 58, Iss. 5; pg. 28, 2 pgs
Abstract (Summary)
Deppe relates how he coped up with the death of his brother, Hunter, through self-injury. After his brother's death, he had this idea that Hunter burned up, so he needed to know what that felt like. That is how he started drinking and cutting himself to let off steam.
5.http://proquest.umi.com/pqdweb?index=9&did=1303084321&SrchMode=2&sid=16&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270481316&clientId=4130
Self-Mutilation and Gifted Children
Tracy L Cross. Gifted Child Today. Waco: Summer 2007. Vol. 30, Iss. 3; pg. 49, 4 pgs
Abstract (Summary)
Some motorcycle riders wear a "one percent" tattoo, revealing their full membership in an exclusive group - the 1% of motorcyclists whose lives are very much about motorcycles (authentic bikers) - but also demonstrating a separateness from everyone outside their group. A wide range of estimates of the prevalence rates of cutting behavior in the general population has been offered, from less than 5% to approximately 20%, but the broader category of rates of self-injury among American college students revealed a 32% rate (Vanderhoff & Lynn, 2001).
6.http://proquest.umi.com/pqdweb?index=3&did=1515651521&SrchMode=2&sid=16&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270481316&clientId=4130
HIV/AIDS Risk Factors; Research on HIV/AIDS risk factors discussed by scientists at Rhode Island Hospital
Anonymous. AIDS Weekly. Atlanta: Jul 28, 2008. pg. 85
Abstract (Summary)
The present study aimed to test the hypothesis that adolescents who repeatedly self-cut would report more HIV risk behaviors and riskier attitudes than those who had engaged in infrequent self-injury. Adolescents (11-18 years; mean age, 15 years) from intensive psychiatric treatment programs with a history of self-cutting (N=105, 53% female) completed measures of self-cutting, sexual risk behaviors, and risk attitudes. Frequent self-cutting (more than three times, lifetime) was associated with being sexually active, using condoms inconsistently, and sharing cutting instruments. Frequent self-cutters were significantly more likely to be female and nonwhite, and report low self-restraint. They also showed a trend toward being more likely to have a history of sexual abuse. This study found important differences in self-cutters based on frequency of cutting.
7.http://proquest.umi.com/pqdweb?index=0&did=1633577961&SrchMode=2&sid=18&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270482028&clientId=4130
"It Was like a Partnership of the Two of Us Against the Cutting": Investigating the Counseling Experiences of Young Adult Women Who Self-Injure
Laurie M Craigen, Victoria Foster. Journal of Mental Health Counseling. Alexandria: Jan 2009. Vol. 31, Iss. 1; pg. 76, 19 pgs
Abstract (Summary)
Self-injury is an increasing phenomenon among young adult women. This qualitative study explored the counseling experiences of 10 young adult women with a history of self-injurious behavior. It examined the nature of the client-counselor relationship and how self-injury was treated. It also accessed the participants' thoughts and feelings about their experiences in counseling. Implications for training and treatment are set out, as are recommendations for research. [PUBLICATION ABSTRACT]
8. http://proquest.umi.com/pqdweb?index=0&did=1307666771&SrchMode=2&sid=21&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270482194&clientId=4130
Characteristics and functions of non-suicidal self-injury in a community sample of adolescents
Elizabeth E Lloyd-Richardson, Nicholas Perrine, Lisa Dierker, Mary L Kelley. Psychological Medicine. Cambridge: Aug 2007. Vol. 37, Iss. 8; pg. 1183, 10 pgs
Abstract (Summary)
ABSTRACT
Background
Few studies have investigated non-suicidal self-injury (NSSI), or the deliberate, direct destruction of body tissue without conscious suicidal intent, and the motivations for engaging in NSSI among adolescents. This study assessed the prevalence, associated clinical characteristics, and functions of NSSI in a community sample of adolescents.
Method
A total of 633 adolescents completed anonymous surveys. NSSI was assessed with the Functional Assessment of Self-Mutilation (FASM).
Results
Some form of NSSI was endorsed by 46·5% ( n =293) of the adolescents within the past year, most frequently biting self, cutting/carving skin, hitting self on purpose, and burning skin. Sixty per cent of these, or 28% of the overall sample, endorsed moderate/severe forms of NSSI. Self-injurers reported an average of 12·9 (s.d. =29·4) incidents in the past 12 months, with an average of 2·4 (s.d. =1·7) types of NSSI used. Moderate/severe self-injurers were more likely than minor self-injurers, who in turn were more likely than non-injurers, to have a history of psychiatric treatment, hospitalization and suicide attempt, as well as current suicide ideation. A four-factor model of NSSI functions was indicated, with self-injurers likely to endorse both reasons of automatic reinforcement and social reinforcement. The most common reasons for NSSI were 'to try to get a reaction from someone', 'to get control of a situation', and 'to stop bad feelings'.
Conclusions
Community adolescents reported high rates of NSSI, engaged in to influence behaviors of others and to manage internal emotions. Intervention efforts should be tailored to reducing individual issues that contribute to NSSI and building alternative skills for positive coping, communication, stress management, and strong social support
9.http://proquest.umi.com/pqdweb?index=0&did=1929428091&SrchMode=2&sid=23&Fmt=2&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270482339&clientId=4130
Stopping the Pain: Teenage Self-Injury
Abby Alpert. The Booklist. Chicago: Dec 15, 2009. Vol. 106, Iss. 8; pg. 49, 1 pgs
Abstract (Summary)
Acts of self-injury (cutting, burning, head banging) are increasingly common among teens, yet this touchy topic has not generated much public dialogue.
10. http://proquest.umi.com/pqdweb?index=4&did=1520037381&SrchMode=2&sid=23&Fmt=3&VInst=PROD&VType=PQD&RQT=309&VName=PQD&TS=1270482339&clientId=4130
Lifespan; Frequent self-cutting linked to risky sexual behavior in teens
Anonymous. NewsRx Health & Science. Atlanta: Jun 23, 2008. pg. 353
Abstract (Summary)
The associations between frequent cutting, sexual risk and low self-restraint provide clues to the forces that underlie this repeated behavior and point us in the right direction for future research to better understand this troubling and self-destructive phenomenon, adds Brown, who's also a professor of psychiatry and human behavior at The Warren Alpert Medical School of Brown University.
Monday, March 29, 2010
Ten Things Your Reader Won’t Know About Self-inflicted injuries
blog for 3-29-2010
1. Fact or detail:
Ninety-six of 568 (16.9%) youth indicated that they had ever harmed themselves. Self-injuries such as cutting, scratching and self-hitting were the most common forms of nonsuicidal self-harm (83.2%).
Source information:
Nixon, M., Cloutier, P., & Jansson, S.. (2008). Nonsuicidal self-harm in youth: a population-based survey. Canadian Medical Association. Journal, 178(3), 306-12. Retrieved March 29, 2010, from ProQuest Health and Medical Complete. (Document ID: 1447230571).
2. Fact or detail:
The majority of those who self-harmed reported that the idea to self-harm had been their own (69/93, 73.4%). Few youths reported that they had gotten the idea from a friend (27/93, 29.0%), television or movies (14/93, 15.1%) or a family member (2/93, 2.2%), or that they had read about it (11/93, 11.8%). For the question "where did you get the idea to self-harm," the mean number of sources reported was 1.4 (SD 0.9).
Source information:
Nixon, M., Cloutier, P., & Jansson, S.. (2008). Nonsuicidal self-harm in youth: a population-based survey. Canadian Medical Association. Journal, 178(3), 306-12. Retrieved March 29, 2010, from ProQuest Health and Medical Complete. (Document ID: 1447230571).
3. Fact or detail:
"It's not a big issue for them. In fact, drawing a lot of attention to it probably isn't very helpful for someone that's done it once or twice, and is otherwise doing well and all their other behaviours are fine."
By comparison, teens who cut frequently are more likely to be doing it because they can't manage their feelings.
Source information:
David Hodges. (2005, June). Cutting the 'new tattoo' for teens. Medical Post, 41(22), 16. Retrieved March 29, 2010, from ProQuest Health and Medical Complete. (Document ID: 856698361).
4. Fact or detail:
The frequent cutters were more likely than the less frequent cutters to be female (62% vs. 42%), non-white (26% vs. 9%), sexually abused (63% vs. 43%), to have used condoms inconsistently (61% vs. 27%) and report less impulse control (36% vs. 29%).
Source information:
David Hodges. (2005, June). Cutting the 'new tattoo' for teens. Medical Post, 41(22), 16. Retrieved March 29, 2010, from ProQuest Health and Medical Complete. (Document ID: 856698361).
5. Fact or detail:
The researchers reported, "The lifetime prevalence rate of having greater than or equal to1 self-injurious behavior incident was 17.0%. Seventy-five percent of those students engaged in self- injurious behaviors more than once. Thirty-six percent reported that no one knew about their self-injurious behaviors and only 3.29% indicated that a physician knew.
Source information:
Mental Health; Self-injurious behaviors in a college population are examined. (2006, August). Medical Letter on the CDC & FDA,73. Retrieved March 29, 2010, from ProQuest Health and Medical Complete. (Document ID: 1086809671).
6. Fact or detail:
Compared with non-self-injurers, those with repeat self-injurious behavior incidents were more likely to be female, bisexual or questioning their sexual orientation. They were less likely to be Asian/Asian American and >24 years of age."
Source information:
Mental Health; Self-injurious behaviors in a college population are examined. (2006, August). Medical Letter on the CDC & FDA,73. Retrieved March 29, 2010, from ProQuest Health and Medical Complete. (Document ID: 1086809671).
7. Fact or detail:
Olfson et al examine national trends from 1990 - 2000 in the utilization of community hospital inpatient services by young people ages 5-20 years old with intentional self-inflicted injuries. After discussing the results, they conclude that young people admitted to community hospitals with self-inflicted injuries tended to have more severe psychiatric diagnoses and to be treated during shorter inpatient stays.
Source information:
Mark Olfson, Marc J Gameroff, Steven C Marcus, Ted Greenberg, & David Shaffer. (2005). National Trends in Hospitalization of Youth With Intentional Self-Inflicted Injuries. The American Journal of Psychiatry, 162(7), 1328-35. Retrieved March 29, 2010, from ProQuest Health and Medical Complete. (Document ID: 864283601).
8. Fact or detail:
The annual hospitalization rate of youths with self-inflicted injuries declined from 49.1 per 100,000 in 1990 to 44.9 per 100,000 in 2000, and the mean length of inpatient stay significantly declined from 3.6 days to 2.7 days. Among the hospitalized patients, there were increases in the rate of cutting (4.3% to 13.2%) and ingestion of acetaminophen (22.1% to 26.9%), antidepressants (10.0% to 14.0%), and opiates (2.3% to 3.3%) as a cause of injury, whereas there were decreases in the ingestion of salicylates (14.9% to 10.2%) and barbiturates (1.5% to 0.7%).
Source information:
Mark Olfson, Marc J Gameroff, Steven C Marcus, Ted Greenberg, & David Shaffer. (2005). National Trends in Hospitalization of Youth With Intentional Self-Inflicted Injuries. The American Journal of Psychiatry, 162(7), 1328-35. Retrieved March 29, 2010, from ProQuest Health and Medical Complete. (Document ID: 864283601).
9. Fact or detail:
The Self-Inflicted Injury Severity Form (SIISF) was developed as an epidemiological research tool for identifying individuals in hospital emergency departments who have lifethreatening self-inflicted injuries.
Source information:
Lloyd B Potter, Marcie-jo Kresnow, Kenneth E Powell, Patrick W O'Carroll, & et al. (1998). Identification of nearly fatal suicide attempts: Self-inflicted injury severity form. Suicide & Life - Threatening Behavior, 28(2), 174-186. Retrieved March 30, 2010, from ProQuest Health and Medical Complete. (Document ID: 32279840).
10. Fact or detail:
We sought to identify cases of attempted suicide who would have died from suiciderelated injuries had they not received rapid and effective prehospital care or other emergency treatment. Research has shown that medically serious suicide attempters are epidemiologically similar to suicide completers (Rosen,1970), and serious suicide attempters are at twice the risk of subsequent completed suicide as other suicide attempters (Rosen, 1976). Therefore, we sought a method for case identification which could identify these life-endangered cases of attempted suicide, and which could be reliably and rapidly used in a hospital emergency department setting. We then validated this method of case identification as a means of identifying a living population of suicide attempters with life-threatening self-inflicted injuries (Carmines & Zeller 1979).
Source information:
Lloyd B Potter, Marcie-jo Kresnow, Kenneth E Powell, Patrick W O'Carroll, & et al. (1998). Identification of nearly fatal suicide attempts: Self-inflicted injury severity form. Suicide & Life - Threatening Behavior, 28(2), 174-186. Retrieved March 30, 2010, from ProQuest Health and Medical Complete. (Document ID: 32279840).
1. Fact or detail:
Ninety-six of 568 (16.9%) youth indicated that they had ever harmed themselves. Self-injuries such as cutting, scratching and self-hitting were the most common forms of nonsuicidal self-harm (83.2%).
Source information:
Nixon, M., Cloutier, P., & Jansson, S.. (2008). Nonsuicidal self-harm in youth: a population-based survey. Canadian Medical Association. Journal, 178(3), 306-12. Retrieved March 29, 2010, from ProQuest Health and Medical Complete. (Document ID: 1447230571).
2. Fact or detail:
The majority of those who self-harmed reported that the idea to self-harm had been their own (69/93, 73.4%). Few youths reported that they had gotten the idea from a friend (27/93, 29.0%), television or movies (14/93, 15.1%) or a family member (2/93, 2.2%), or that they had read about it (11/93, 11.8%). For the question "where did you get the idea to self-harm," the mean number of sources reported was 1.4 (SD 0.9).
Source information:
Nixon, M., Cloutier, P., & Jansson, S.. (2008). Nonsuicidal self-harm in youth: a population-based survey. Canadian Medical Association. Journal, 178(3), 306-12. Retrieved March 29, 2010, from ProQuest Health and Medical Complete. (Document ID: 1447230571).
3. Fact or detail:
"It's not a big issue for them. In fact, drawing a lot of attention to it probably isn't very helpful for someone that's done it once or twice, and is otherwise doing well and all their other behaviours are fine."
By comparison, teens who cut frequently are more likely to be doing it because they can't manage their feelings.
Source information:
David Hodges. (2005, June). Cutting the 'new tattoo' for teens. Medical Post, 41(22), 16. Retrieved March 29, 2010, from ProQuest Health and Medical Complete. (Document ID: 856698361).
4. Fact or detail:
The frequent cutters were more likely than the less frequent cutters to be female (62% vs. 42%), non-white (26% vs. 9%), sexually abused (63% vs. 43%), to have used condoms inconsistently (61% vs. 27%) and report less impulse control (36% vs. 29%).
Source information:
David Hodges. (2005, June). Cutting the 'new tattoo' for teens. Medical Post, 41(22), 16. Retrieved March 29, 2010, from ProQuest Health and Medical Complete. (Document ID: 856698361).
5. Fact or detail:
The researchers reported, "The lifetime prevalence rate of having greater than or equal to1 self-injurious behavior incident was 17.0%. Seventy-five percent of those students engaged in self- injurious behaviors more than once. Thirty-six percent reported that no one knew about their self-injurious behaviors and only 3.29% indicated that a physician knew.
Source information:
Mental Health; Self-injurious behaviors in a college population are examined. (2006, August). Medical Letter on the CDC & FDA,73. Retrieved March 29, 2010, from ProQuest Health and Medical Complete. (Document ID: 1086809671).
6. Fact or detail:
Compared with non-self-injurers, those with repeat self-injurious behavior incidents were more likely to be female, bisexual or questioning their sexual orientation. They were less likely to be Asian/Asian American and >24 years of age."
Source information:
Mental Health; Self-injurious behaviors in a college population are examined. (2006, August). Medical Letter on the CDC & FDA,73. Retrieved March 29, 2010, from ProQuest Health and Medical Complete. (Document ID: 1086809671).
7. Fact or detail:
Olfson et al examine national trends from 1990 - 2000 in the utilization of community hospital inpatient services by young people ages 5-20 years old with intentional self-inflicted injuries. After discussing the results, they conclude that young people admitted to community hospitals with self-inflicted injuries tended to have more severe psychiatric diagnoses and to be treated during shorter inpatient stays.
Source information:
Mark Olfson, Marc J Gameroff, Steven C Marcus, Ted Greenberg, & David Shaffer. (2005). National Trends in Hospitalization of Youth With Intentional Self-Inflicted Injuries. The American Journal of Psychiatry, 162(7), 1328-35. Retrieved March 29, 2010, from ProQuest Health and Medical Complete. (Document ID: 864283601).
8. Fact or detail:
The annual hospitalization rate of youths with self-inflicted injuries declined from 49.1 per 100,000 in 1990 to 44.9 per 100,000 in 2000, and the mean length of inpatient stay significantly declined from 3.6 days to 2.7 days. Among the hospitalized patients, there were increases in the rate of cutting (4.3% to 13.2%) and ingestion of acetaminophen (22.1% to 26.9%), antidepressants (10.0% to 14.0%), and opiates (2.3% to 3.3%) as a cause of injury, whereas there were decreases in the ingestion of salicylates (14.9% to 10.2%) and barbiturates (1.5% to 0.7%).
Source information:
Mark Olfson, Marc J Gameroff, Steven C Marcus, Ted Greenberg, & David Shaffer. (2005). National Trends in Hospitalization of Youth With Intentional Self-Inflicted Injuries. The American Journal of Psychiatry, 162(7), 1328-35. Retrieved March 29, 2010, from ProQuest Health and Medical Complete. (Document ID: 864283601).
9. Fact or detail:
The Self-Inflicted Injury Severity Form (SIISF) was developed as an epidemiological research tool for identifying individuals in hospital emergency departments who have lifethreatening self-inflicted injuries.
Source information:
Lloyd B Potter, Marcie-jo Kresnow, Kenneth E Powell, Patrick W O'Carroll, & et al. (1998). Identification of nearly fatal suicide attempts: Self-inflicted injury severity form. Suicide & Life - Threatening Behavior, 28(2), 174-186. Retrieved March 30, 2010, from ProQuest Health and Medical Complete. (Document ID: 32279840).
10. Fact or detail:
We sought to identify cases of attempted suicide who would have died from suiciderelated injuries had they not received rapid and effective prehospital care or other emergency treatment. Research has shown that medically serious suicide attempters are epidemiologically similar to suicide completers (Rosen,1970), and serious suicide attempters are at twice the risk of subsequent completed suicide as other suicide attempters (Rosen, 1976). Therefore, we sought a method for case identification which could identify these life-endangered cases of attempted suicide, and which could be reliably and rapidly used in a hospital emergency department setting. We then validated this method of case identification as a means of identifying a living population of suicide attempters with life-threatening self-inflicted injuries (Carmines & Zeller 1979).
Source information:
Lloyd B Potter, Marcie-jo Kresnow, Kenneth E Powell, Patrick W O'Carroll, & et al. (1998). Identification of nearly fatal suicide attempts: Self-inflicted injury severity form. Suicide & Life - Threatening Behavior, 28(2), 174-186. Retrieved March 30, 2010, from ProQuest Health and Medical Complete. (Document ID: 32279840).
Friday, March 26, 2010
ch 6 thoughts
1.city water causing arce lostage
2. making of chicken nuggets
3. small ranchers losing land
2. making of chicken nuggets
3. small ranchers losing land
Ch 5 thoughts
1. how little farmers get from fast food sales
2. artifical ingredients
3. Taco Bell food process
2. artifical ingredients
3. Taco Bell food process
Monday, March 22, 2010
classwork 3-22-2010
Subject- Fast Food
Topic #1-school lunches and obesity (how school lunches are not balanced)
Topic #2-television and advertisement (1 in 5 are for food)
topic #3-teenagers (statics about parent influence)
topic #4-economy (shorter lines)
topic #5 lifespan (does it make shorter? if so how?)
Topic #1-school lunches and obesity (how school lunches are not balanced)
Topic #2-television and advertisement (1 in 5 are for food)
topic #3-teenagers (statics about parent influence)
topic #4-economy (shorter lines)
topic #5 lifespan (does it make shorter? if so how?)
Wednesday, March 17, 2010
5 terms for Essay 1
1. Market Nation
I got this idea from the Money Invstor's Guide 2010 Special Investing Double Issue for January/Feburary 2010. I choose this title because the stock market has been a major topic the past few years.
2. Ramen Nation
I got this idea from the article "One Noodle at a Time: A Ramen Quest" featured in the travel section pages 1 and 6-7 of the New York Times on Sunday January 31, 2010. I came up with this title because I found it interesting that blogs in both English and Japanese were out there about the noodles in Japan and that it was different than what most people say college students live off of.
3. Generation Failing Teachers
This title idea I got after reading, page 24 to 27, the article " F Why We Can't Get Rid of Failing Teachers" from Newsweek magazine for March 15, 2010. This article insired my title idea by mentioning how after so many years of teaching a teacher has tenure and can't be fired even if they are not good at teaching any longer.
4. Idol Generation
Psychology Today published an article in their January/Febuary 2010 edition entiled "How to Win American Idol." I choose this title because it goes to show that the ABC show American Idol is very popular in the United States at this time.
5. Olympic Nation
With the winter olympics over just a short time ago, the sports section published in the Chiago Tribune on Sunday Febuary 14, 2010 caught my eye and had me think of this title. Olympics are popular among people all over the world and this years were full of excitment, sadness, and much more.
I got this idea from the Money Invstor's Guide 2010 Special Investing Double Issue for January/Feburary 2010. I choose this title because the stock market has been a major topic the past few years.
2. Ramen Nation
I got this idea from the article "One Noodle at a Time: A Ramen Quest" featured in the travel section pages 1 and 6-7 of the New York Times on Sunday January 31, 2010. I came up with this title because I found it interesting that blogs in both English and Japanese were out there about the noodles in Japan and that it was different than what most people say college students live off of.
3. Generation Failing Teachers
This title idea I got after reading, page 24 to 27, the article " F Why We Can't Get Rid of Failing Teachers" from Newsweek magazine for March 15, 2010. This article insired my title idea by mentioning how after so many years of teaching a teacher has tenure and can't be fired even if they are not good at teaching any longer.
4. Idol Generation
Psychology Today published an article in their January/Febuary 2010 edition entiled "How to Win American Idol." I choose this title because it goes to show that the ABC show American Idol is very popular in the United States at this time.
5. Olympic Nation
With the winter olympics over just a short time ago, the sports section published in the Chiago Tribune on Sunday Febuary 14, 2010 caught my eye and had me think of this title. Olympics are popular among people all over the world and this years were full of excitment, sadness, and much more.
Monday, March 15, 2010
10 references found on 3-15
Magazines
1.http://blogs.discovermagazine.com/80beats/2010/03/11/vaccinating-school-kids-can-protect-the-whole-herd-of-community-members/
The findings come at a time when vaccine phobia is one of our largest public health concerns, with many parents worrying that immunizing kids can lead to adverse side affects. A recent survey revealed that one in four U.S. parents think that vaccines might cause autism, probably due in part to a 1998 paper published in the journal The Lancet that wrongly linked autism to vaccines–that paper has since been refuted, and fully retracted by the journal.
2. http://www.popsci.com/environment/article/2009-05/timely-vaccinations-among-low-income-children-class-disparities-remain
A new study examining the results of the U.S. National Immunization Survey carried out between 1995 and 2007 showed "significant disparities in timely vaccination coverage... between low- and high-income children for all childhood vaccines and nearly every birth cohort born between 1994 and 2004." A low-income household is defined as having an annual income of 133 percent or less of the federal poverty level, and the survey involved 232,318 children in that bracket. These children were compared with children in high-income households (defined as have 400 percent or more of the federal poverty level), who were tracked between 1994 and 2004.
3. http://www.redbookmag.com/kids-family/advice/do-vaccines-cause-autism
If there is a connection between vaccines and autism, top health experts, including those from the CDC and the independent nonprofit Institute of Medicine, say they haven't found it. Their stance is based on at least 10 large-scale scientific studies. "Parents need to know that the world's brightest scientists have concluded that there is no association between vaccines and autism," says CDC director Julie Gerberding, M.D.
But many parents and advocates don't accept the government's reassurances. Theresa Wrangham, president of the Coalition for SafeMinds, an organization that raises awareness of the risks of mercury exposure, says that the studies often cited by the government are poorly designed or otherwise flawed and are marked by conflicts of interest. (In some cases, for instance, the study authors had ties to the vaccine industry.)
4. http://www.cdc.gov/vaccines/spec-grps/child_2-10yrs.htm
While vaccine-preventable childhood diseases are at near record or record low levels in the United States, that does not mean these diseases have disappeared. Many of the viruses and bacteria are still circulating in this country or are only a plane ride away. That’s why it’s important that children, especially infants and young children, receive recommended immunizations on time.
5. http://www.usnews.com/health/blogs/on-parenting/2010/03/10/vaccines-and-children-what-the-hutterites-can-teach-us-about-altruism
More and more parents are refusing to get their children vaccinated because they think that the shots aren't adequately tested or could cause autism. But when parents refuse vaccines over concerns about their own children, they may put the health of all children at risk. Putting it another way, having your kids immunized against infectious disease can be considered an altruistic act.
That's the message in a new study on how "herd immunity" combats infectious disease. It's a notion that's been around for centuries: When enough people in a population are vaccinated, disease can't spread, even if some people (such as those who, because of suppressed immune systems or other health problems, can't get the shots) aren't. About 75 to 95 percent of a group needs to be vaccinated for herd immunity to work; the proportion varies depending on how efficiently a given bug spreads. An 85 percent immunization rate halts polio, while more than 90 percent of a group needs to be vaccinated to derail pertussis. Rates of pertussis, measles, and mumps have been increasing in the past few years as more and more parents refuse vaccines.
Newspapers
1. http://blogs.indystar.com/expresso/archives/2008/12/the-case-for-va.html
Some people think it's irresponsible to promote the anti-vaccination side. Two letters to the editor, in response to Saturday's story, advocated vaccinations, one from a physician and the other from a mother who's child is deaf because he contracted spinal meningitis before he was old enough to be vaccinated (the age requirement later was lowered).
2. http://health.nytimes.com/ref/health/healthguide/esn-vaccinations-ess.html
Vaccinations are among the most important health advances in history.
Death rates for 13 diseases that can be prevented by childhood vaccinations were at all-time lows in the United States in 2007.
Rumors persist that some immunizations, or the vaccine preservative thimerosal, cause autism.
3. http://www.chicagotribune.com/health/sns-ap-us-med-autism-ruling,0,7096585.story
The vaccine additive thimerosal is not to blame for autism, a special federal court ruled Friday in a long-running battle by parents convinced there is a connection.
4. http://www.mercurynews.com/search/ci_14633677?IADID=Search-www.mercurynews.com-www.mercurynews.com
Only one state appeals court, the Georgia Supreme Court, has ruled that families can sue in a vaccine case. The vaccine industry has fiercely opposed the Georgia ruling in the case of Marcelo and Carolyn Ferrari. They claim their son suffered neurological damage after receiving vaccine booster shots made by pharmaceutical companies Wyeth and GlaxoSmithKline that contained the preservative thimerosal.
5. http://detnews.com/article/20090409/OPINION03/904090395/Facing-vaccination-decision--parents-have-lots-to-consider
To vaccinate or not vaccinate; that is the question. This is a debate that rages in many homes and pediatrician offices. It's a controversial topic with a host of different voices weighing in on the issue. At present, although there is no known cause of autism, both The American Academy of Pediatricians and the Centers for Disease Control and Prevention (CDC) have officially stated there is no medical evidence of any correlation between autism and vaccines. Pediatricians at many local hospitals also strongly recommend vaccinations and maintain there is far greater harm to children in avoiding vaccinations altogether.
1.http://blogs.discovermagazine.com/80beats/2010/03/11/vaccinating-school-kids-can-protect-the-whole-herd-of-community-members/
The findings come at a time when vaccine phobia is one of our largest public health concerns, with many parents worrying that immunizing kids can lead to adverse side affects. A recent survey revealed that one in four U.S. parents think that vaccines might cause autism, probably due in part to a 1998 paper published in the journal The Lancet that wrongly linked autism to vaccines–that paper has since been refuted, and fully retracted by the journal.
2. http://www.popsci.com/environment/article/2009-05/timely-vaccinations-among-low-income-children-class-disparities-remain
A new study examining the results of the U.S. National Immunization Survey carried out between 1995 and 2007 showed "significant disparities in timely vaccination coverage... between low- and high-income children for all childhood vaccines and nearly every birth cohort born between 1994 and 2004." A low-income household is defined as having an annual income of 133 percent or less of the federal poverty level, and the survey involved 232,318 children in that bracket. These children were compared with children in high-income households (defined as have 400 percent or more of the federal poverty level), who were tracked between 1994 and 2004.
3. http://www.redbookmag.com/kids-family/advice/do-vaccines-cause-autism
If there is a connection between vaccines and autism, top health experts, including those from the CDC and the independent nonprofit Institute of Medicine, say they haven't found it. Their stance is based on at least 10 large-scale scientific studies. "Parents need to know that the world's brightest scientists have concluded that there is no association between vaccines and autism," says CDC director Julie Gerberding, M.D.
But many parents and advocates don't accept the government's reassurances. Theresa Wrangham, president of the Coalition for SafeMinds, an organization that raises awareness of the risks of mercury exposure, says that the studies often cited by the government are poorly designed or otherwise flawed and are marked by conflicts of interest. (In some cases, for instance, the study authors had ties to the vaccine industry.)
4. http://www.cdc.gov/vaccines/spec-grps/child_2-10yrs.htm
While vaccine-preventable childhood diseases are at near record or record low levels in the United States, that does not mean these diseases have disappeared. Many of the viruses and bacteria are still circulating in this country or are only a plane ride away. That’s why it’s important that children, especially infants and young children, receive recommended immunizations on time.
5. http://www.usnews.com/health/blogs/on-parenting/2010/03/10/vaccines-and-children-what-the-hutterites-can-teach-us-about-altruism
More and more parents are refusing to get their children vaccinated because they think that the shots aren't adequately tested or could cause autism. But when parents refuse vaccines over concerns about their own children, they may put the health of all children at risk. Putting it another way, having your kids immunized against infectious disease can be considered an altruistic act.
That's the message in a new study on how "herd immunity" combats infectious disease. It's a notion that's been around for centuries: When enough people in a population are vaccinated, disease can't spread, even if some people (such as those who, because of suppressed immune systems or other health problems, can't get the shots) aren't. About 75 to 95 percent of a group needs to be vaccinated for herd immunity to work; the proportion varies depending on how efficiently a given bug spreads. An 85 percent immunization rate halts polio, while more than 90 percent of a group needs to be vaccinated to derail pertussis. Rates of pertussis, measles, and mumps have been increasing in the past few years as more and more parents refuse vaccines.
Newspapers
1. http://blogs.indystar.com/expresso/archives/2008/12/the-case-for-va.html
Some people think it's irresponsible to promote the anti-vaccination side. Two letters to the editor, in response to Saturday's story, advocated vaccinations, one from a physician and the other from a mother who's child is deaf because he contracted spinal meningitis before he was old enough to be vaccinated (the age requirement later was lowered).
2. http://health.nytimes.com/ref/health/healthguide/esn-vaccinations-ess.html
Vaccinations are among the most important health advances in history.
Death rates for 13 diseases that can be prevented by childhood vaccinations were at all-time lows in the United States in 2007.
Rumors persist that some immunizations, or the vaccine preservative thimerosal, cause autism.
3. http://www.chicagotribune.com/health/sns-ap-us-med-autism-ruling,0,7096585.story
The vaccine additive thimerosal is not to blame for autism, a special federal court ruled Friday in a long-running battle by parents convinced there is a connection.
4. http://www.mercurynews.com/search/ci_14633677?IADID=Search-www.mercurynews.com-www.mercurynews.com
Only one state appeals court, the Georgia Supreme Court, has ruled that families can sue in a vaccine case. The vaccine industry has fiercely opposed the Georgia ruling in the case of Marcelo and Carolyn Ferrari. They claim their son suffered neurological damage after receiving vaccine booster shots made by pharmaceutical companies Wyeth and GlaxoSmithKline that contained the preservative thimerosal.
5. http://detnews.com/article/20090409/OPINION03/904090395/Facing-vaccination-decision--parents-have-lots-to-consider
To vaccinate or not vaccinate; that is the question. This is a debate that rages in many homes and pediatrician offices. It's a controversial topic with a host of different voices weighing in on the issue. At present, although there is no known cause of autism, both The American Academy of Pediatricians and the Centers for Disease Control and Prevention (CDC) have officially stated there is no medical evidence of any correlation between autism and vaccines. Pediatricians at many local hospitals also strongly recommend vaccinations and maintain there is far greater harm to children in avoiding vaccinations altogether.
Friday, March 5, 2010
Essay #2 final draft
Family Activities and Food Belong Together
When I think of family, food is among the thoughts that first that spring up in my mind. This may seem weird until you think about everything families can do together and realize that most of them involve some sort of food. Dinners, holidays, sporting events, traveling, and parties are among just the few examples where food and family activities combine. Every family is different from each other depending on the priorities and likes.
In today’s world few families make the time to sit down together to enjoy an all important meal whether it is home-cooked, fast food, or store bought. Although my family didn’t have the time or the ability to sit down together for a meal every day, I remember making the effort several times a week. Occasionally it would just be my sisters, my mom, and me if my dad had a meeting or if one of us girls had to run off to a school event early. This time was also special. Enjoying a meal, no matter what type of food or even where the meal is being eaten, as a family provided my family time to talk about our day and what all we had to do during the week. Meal times allow for bonding and memories that cannot be replaced. Meals that I ate with my family will always be with me and started a tradition I hope one day to continue with my children.
Another tradition for my family that I would like to carry on is going to Cardinal baseball games. These games include special memories when it comes to being a family with food. Every season my family tries to attend between two and four games because my younger sister and Dad really enjoy baseball. While at the games my mom, my younger sister, and myself always get the supreme nachos. These nachos are fully loaded with cheese, meat, sour cream, salsa, and jalapeño peppers. It’s something the girls in my family share and enjoy amongst each other.
As a family that loves to do things together traveling to as many places as possible on vacation provides us opportunities to try new, different food specialties of that area to try. When we were in New Orleans the food to try was the jambalaya and Creole food. Creole food that the girls in my family liked the most was the Cajun Creole shrimp. This Creole food is spicy and tasty for those brave enough to try something with a kick. Another New Orleans’s dish that we were able to try was alligator. I enjoyed trying the alligator and thought it tasted like chicken in a way. My entire family tried and liked the alligator meat. While in New York as a family we were able to try New York style pizza as well as go to Cold Stone Creamery for the first time. The ice cream was a big hit for my family and we returned for a second time because it was both entertaining and had a variety to choose from. Traveling to Mexico with my younger sister provided the opportunity to taste green salsa and other Mexican specialties. The green salsa was excellent to dip chips in. With school my mom and I got the chance to travel to Panama and Costa Rica where every meal was served with beans and rice. After a while beans and rice got old, but the ability to travel with my mom and experience new and exciting foods together is unforgettable.
One type of vacation my family loves to go on is camping trips. My family and I enjoy grilling hot dogs, hamburgers, chicken, and brats while camping. Inside the camper foods my mom cooks include baked beans, hominy, and macaroni and cheese. Potato salad, salad, and chips are favorites and easy while camping. Lunch meat sandwiches and BLTs also satisfy our taste buds. While out with the camper, biscuits and s’mores are our favorite desserts. We make biscuits by rolling the uncooked biscuit on a dole rod and slowly holding it over the ashes of a campfire. We then fill the biscuit with peanut butter and white syrup or any kind of pie filling. This dessert is a rarity and a favorite among my family. Camping is something my whole family enjoys doing together and allows us to make lots of memories including ones about food.
Desserts rank at the top of many people’s favorite food lists. Homemade pies made for Thanksgiving such as pecan, cherry, custard, and pumpkin allows there to be something for everyone to enjoy and are always made by my grandma with love for her family. Homemade chocolate cake made by my grandma draws the whole family around the table to enjoy a piece; sometimes with ice cream. This cake is a favorite of both my little cousins and my younger sister. Also among the favorite desserts in my family is the variety of candies my mom makes at Christmas time. She makes around five different kinds of fudge, puppy chow, caramel chow, caramels, nutty noodle, and toffee. Although this takes a lot of time the candy is loved and ate by all bringing the whole family together as we discuss the new fudge flavor for that year. Rolled up pie crust with cinnamon-sugar are the perfect bite size dessert made by my grandma’s loving hands, which we affectionately we call Circle Things. My favorite dessert is Sour Cream Pound Cake. This cake is delicious and makes me smile every time my grandma makes it for me especially on my birthday. Desserts are not the only special foods for the holidays.
When it comes to holiday meals my family can be quite unusual. For New Years our favorite meal to eat is side pork, fried potatoes, leaf lettuce, beans, and cornbread. This food is always good and said to bring luck. Easter varies from year to year. We could have ham one year and fried rice and spring rolls the next. Thanksgiving is pretty much the expected food of turkey, dressing, two types of homemade rolls, sweet potatoes, mashed potatoes, and gravy. My family however, also has three types of cranberry sauce, cole slaw, crock pot and regular corn, and green beans. Christmas and food at my house is a different story, because my grandma prefers to cook something besides turkey sense it is only one month after Thanksgiving. On Christmas Eve we have barbeque or ham sandwiches, chips, pickles, and lots of different kinds of dips and crackers. Some of our favorite dips are hot chicken, cheese ball, and shrimp dip. The reason my family does snack type food is so we have time to open presents by a decent time. Christmas Day food also makes my family unique. We do not eat turkey or any other food that is normally at by families in the United States. Some years my dad grills ribs outside, other times my grandma and Mom cook homemade fried chicken, and still others we eat spring rolls and fried rice. This variety when it comes to Christmas food at my house is loved by everyone. Holidays are a time to bring families together with good home cooked meals.
Food and family go together in everyone’s life. Everyone needs to eat to live, so it makes sense to share the time when people eat with those they love in their family. Times like holidays, vacations, sporting events, and countless others provide connection between members of the family and different food preferences.
When I think of family, food is among the thoughts that first that spring up in my mind. This may seem weird until you think about everything families can do together and realize that most of them involve some sort of food. Dinners, holidays, sporting events, traveling, and parties are among just the few examples where food and family activities combine. Every family is different from each other depending on the priorities and likes.
In today’s world few families make the time to sit down together to enjoy an all important meal whether it is home-cooked, fast food, or store bought. Although my family didn’t have the time or the ability to sit down together for a meal every day, I remember making the effort several times a week. Occasionally it would just be my sisters, my mom, and me if my dad had a meeting or if one of us girls had to run off to a school event early. This time was also special. Enjoying a meal, no matter what type of food or even where the meal is being eaten, as a family provided my family time to talk about our day and what all we had to do during the week. Meal times allow for bonding and memories that cannot be replaced. Meals that I ate with my family will always be with me and started a tradition I hope one day to continue with my children.
Another tradition for my family that I would like to carry on is going to Cardinal baseball games. These games include special memories when it comes to being a family with food. Every season my family tries to attend between two and four games because my younger sister and Dad really enjoy baseball. While at the games my mom, my younger sister, and myself always get the supreme nachos. These nachos are fully loaded with cheese, meat, sour cream, salsa, and jalapeño peppers. It’s something the girls in my family share and enjoy amongst each other.
As a family that loves to do things together traveling to as many places as possible on vacation provides us opportunities to try new, different food specialties of that area to try. When we were in New Orleans the food to try was the jambalaya and Creole food. Creole food that the girls in my family liked the most was the Cajun Creole shrimp. This Creole food is spicy and tasty for those brave enough to try something with a kick. Another New Orleans’s dish that we were able to try was alligator. I enjoyed trying the alligator and thought it tasted like chicken in a way. My entire family tried and liked the alligator meat. While in New York as a family we were able to try New York style pizza as well as go to Cold Stone Creamery for the first time. The ice cream was a big hit for my family and we returned for a second time because it was both entertaining and had a variety to choose from. Traveling to Mexico with my younger sister provided the opportunity to taste green salsa and other Mexican specialties. The green salsa was excellent to dip chips in. With school my mom and I got the chance to travel to Panama and Costa Rica where every meal was served with beans and rice. After a while beans and rice got old, but the ability to travel with my mom and experience new and exciting foods together is unforgettable.
One type of vacation my family loves to go on is camping trips. My family and I enjoy grilling hot dogs, hamburgers, chicken, and brats while camping. Inside the camper foods my mom cooks include baked beans, hominy, and macaroni and cheese. Potato salad, salad, and chips are favorites and easy while camping. Lunch meat sandwiches and BLTs also satisfy our taste buds. While out with the camper, biscuits and s’mores are our favorite desserts. We make biscuits by rolling the uncooked biscuit on a dole rod and slowly holding it over the ashes of a campfire. We then fill the biscuit with peanut butter and white syrup or any kind of pie filling. This dessert is a rarity and a favorite among my family. Camping is something my whole family enjoys doing together and allows us to make lots of memories including ones about food.
Desserts rank at the top of many people’s favorite food lists. Homemade pies made for Thanksgiving such as pecan, cherry, custard, and pumpkin allows there to be something for everyone to enjoy and are always made by my grandma with love for her family. Homemade chocolate cake made by my grandma draws the whole family around the table to enjoy a piece; sometimes with ice cream. This cake is a favorite of both my little cousins and my younger sister. Also among the favorite desserts in my family is the variety of candies my mom makes at Christmas time. She makes around five different kinds of fudge, puppy chow, caramel chow, caramels, nutty noodle, and toffee. Although this takes a lot of time the candy is loved and ate by all bringing the whole family together as we discuss the new fudge flavor for that year. Rolled up pie crust with cinnamon-sugar are the perfect bite size dessert made by my grandma’s loving hands, which we affectionately we call Circle Things. My favorite dessert is Sour Cream Pound Cake. This cake is delicious and makes me smile every time my grandma makes it for me especially on my birthday. Desserts are not the only special foods for the holidays.
When it comes to holiday meals my family can be quite unusual. For New Years our favorite meal to eat is side pork, fried potatoes, leaf lettuce, beans, and cornbread. This food is always good and said to bring luck. Easter varies from year to year. We could have ham one year and fried rice and spring rolls the next. Thanksgiving is pretty much the expected food of turkey, dressing, two types of homemade rolls, sweet potatoes, mashed potatoes, and gravy. My family however, also has three types of cranberry sauce, cole slaw, crock pot and regular corn, and green beans. Christmas and food at my house is a different story, because my grandma prefers to cook something besides turkey sense it is only one month after Thanksgiving. On Christmas Eve we have barbeque or ham sandwiches, chips, pickles, and lots of different kinds of dips and crackers. Some of our favorite dips are hot chicken, cheese ball, and shrimp dip. The reason my family does snack type food is so we have time to open presents by a decent time. Christmas Day food also makes my family unique. We do not eat turkey or any other food that is normally at by families in the United States. Some years my dad grills ribs outside, other times my grandma and Mom cook homemade fried chicken, and still others we eat spring rolls and fried rice. This variety when it comes to Christmas food at my house is loved by everyone. Holidays are a time to bring families together with good home cooked meals.
Food and family go together in everyone’s life. Everyone needs to eat to live, so it makes sense to share the time when people eat with those they love in their family. Times like holidays, vacations, sporting events, and countless others provide connection between members of the family and different food preferences.
Monday, March 1, 2010
Executioner's Outline for essay #2
Executioner’s Outline
I. Introduction strategy- need to rewrite because it is too obvious
a. Thesis: When I think of family, food is among the thoughts that first that spring up in my mind.
A. Topic Sentence: Meal times allow for bonding and memories that cannot be replaced.
1. Type of meal does not matter
2. Meal together may not be every night but an effort is important
3. The meal can be eaten anywhere together
4. Time shared during the meal cannot be replaced
B. Topic Sentence: For my family, Cardinal baseball games include special memories when it comes to being a family with food.
1. Go two to four times a year because Dad and sister enjoy going
2. Mom, sisters, and I get the supreme nachos
3. What is on the nachos
4. Enjoy and share among each other
C. Topic Sentence: As a family that loves to travel to as many places as possible on vacation we take the opportunities to try new, different, or specialties of that area to try.
1. New Orleans
a. Creole food
b. Jambalaya
2. New York
a. Pizza
b. Cold Stone
3. Mexico
a. green salsa
b. other specialties
4. Costa Rica and Panama
a. rice and beans
D. Topic Sentence: Camping is something my whole family enjoys doing together and allows us to make lots of memories.
1. grill
a. hot dogs
b. hamburgers
c. chicken
d. brats
2. inside cooking
a. baked beans
b. hominy
c. Macaroni and cheese
3. easy favorites
a. potato salad
b. salad
c. chips
d. lunch meat sandwiches
e. BLTs
E. Topic Sentence: Desserts rank at the top of many people’s favorite food lists.
1. homemade pies
a. pecan
b. cherry
c. pumpkin
d. custard
2. Chocolate Cake
3. Christmas candy
a. fudge
b. puppy chow
c. nutty noodle
d. toffee
4. Circle Things
5. Sour Cream Pound Cake
F. Topic Sentence: When it comes to holiday meals my family can be quite unusual.
1. New Year’s Day
2. Easter
3. Thanksgiving
4. Christmas
a. the different possibilities that we eat
II. Conclusion Strategy-Food and family go together in everyone’s life.
I. Introduction strategy- need to rewrite because it is too obvious
a. Thesis: When I think of family, food is among the thoughts that first that spring up in my mind.
A. Topic Sentence: Meal times allow for bonding and memories that cannot be replaced.
1. Type of meal does not matter
2. Meal together may not be every night but an effort is important
3. The meal can be eaten anywhere together
4. Time shared during the meal cannot be replaced
B. Topic Sentence: For my family, Cardinal baseball games include special memories when it comes to being a family with food.
1. Go two to four times a year because Dad and sister enjoy going
2. Mom, sisters, and I get the supreme nachos
3. What is on the nachos
4. Enjoy and share among each other
C. Topic Sentence: As a family that loves to travel to as many places as possible on vacation we take the opportunities to try new, different, or specialties of that area to try.
1. New Orleans
a. Creole food
b. Jambalaya
2. New York
a. Pizza
b. Cold Stone
3. Mexico
a. green salsa
b. other specialties
4. Costa Rica and Panama
a. rice and beans
D. Topic Sentence: Camping is something my whole family enjoys doing together and allows us to make lots of memories.
1. grill
a. hot dogs
b. hamburgers
c. chicken
d. brats
2. inside cooking
a. baked beans
b. hominy
c. Macaroni and cheese
3. easy favorites
a. potato salad
b. salad
c. chips
d. lunch meat sandwiches
e. BLTs
E. Topic Sentence: Desserts rank at the top of many people’s favorite food lists.
1. homemade pies
a. pecan
b. cherry
c. pumpkin
d. custard
2. Chocolate Cake
3. Christmas candy
a. fudge
b. puppy chow
c. nutty noodle
d. toffee
4. Circle Things
5. Sour Cream Pound Cake
F. Topic Sentence: When it comes to holiday meals my family can be quite unusual.
1. New Year’s Day
2. Easter
3. Thanksgiving
4. Christmas
a. the different possibilities that we eat
II. Conclusion Strategy-Food and family go together in everyone’s life.
Monday, February 22, 2010
Self Evaluation for Essay #2
A. What invention strategy did you find worked best for you? Why do you think this strategy was the most helpful? What other prewriting did you do before writing your draft?
When writing this paper I thought of the different places or occasions where food had special meaning when it came to family and what types of food I wanted to include. I think that this strategy was helpful because I felt it necessary before even writing the introduction paragraph. I didn't really use any other strategies.
B. Which prompt did you end up selecting? Did you consider any other options or change your mind during the drafting process?
I selected the prompt of food and family. I considered food and memory as well.
C. What difficulties did you experience trying to discover a single focus or reason for writing?
I didn't choose a specific single reason to write about but choose including foods that my family eats at certain occasions and places.
D. What one or two (thesis) sentence(s) from your essay articulates your purpose for writing? (Write your thesis statement below.)
When I think of family, food is among the thoughts that first that spring up in my mind. This may seem weird until you think about everything families can do together and realize that most of them involve some sort of food.
E. What problems did you have trying to organize your essay? How did you overcome these difficulties?
When trying to organize my essay I had a hard time decidng what order to place my paragraphs in, until I decide to place them in order that where the most different from other people topic was at the end.
F. If you were starting the assignment over from scratch, what would you do differently? What changes would you make to your writing /thinking process?
If I was doing the assignmnt over again, I would probably choose the food and memory topic instead but do the same strategy process.
G. What do you like best about your essay?
I like that my essay has lots of different connections between family and food.
H. What do you like least about your essay?
The thing I like least about my essay is that I am not sure if the paragraphs flow well.
When writing this paper I thought of the different places or occasions where food had special meaning when it came to family and what types of food I wanted to include. I think that this strategy was helpful because I felt it necessary before even writing the introduction paragraph. I didn't really use any other strategies.
B. Which prompt did you end up selecting? Did you consider any other options or change your mind during the drafting process?
I selected the prompt of food and family. I considered food and memory as well.
C. What difficulties did you experience trying to discover a single focus or reason for writing?
I didn't choose a specific single reason to write about but choose including foods that my family eats at certain occasions and places.
D. What one or two (thesis) sentence(s) from your essay articulates your purpose for writing? (Write your thesis statement below.)
When I think of family, food is among the thoughts that first that spring up in my mind. This may seem weird until you think about everything families can do together and realize that most of them involve some sort of food.
E. What problems did you have trying to organize your essay? How did you overcome these difficulties?
When trying to organize my essay I had a hard time decidng what order to place my paragraphs in, until I decide to place them in order that where the most different from other people topic was at the end.
F. If you were starting the assignment over from scratch, what would you do differently? What changes would you make to your writing /thinking process?
If I was doing the assignmnt over again, I would probably choose the food and memory topic instead but do the same strategy process.
G. What do you like best about your essay?
I like that my essay has lots of different connections between family and food.
H. What do you like least about your essay?
The thing I like least about my essay is that I am not sure if the paragraphs flow well.
Exam #2 rough draft
When I think of family, food is among the thoughts that first that spring up in my mind. This may seem weird until you think about everything families can do together and realize that most of them involve some sort of food. Everyday family meals, baseball games, vacations, camping, desserts, and holidays are just among the few that mean something to my family and me.
In today’s world few families make the time to sit down together to enjoy an all important meal whether it is home-cooked, fast food, or store bought. Although my family didn’t have the time or the ability to sit down together for a meal every day, I remember making the effort several times a week. Enjoying a meal, no matter what type of food or even where the meal is being eaten, as a family provided my family time to talk about our day and what all we had to do during the week. Times shared between parents and children cannot be replaced. Meal times allow for bonding and memories that cannot be replaced.
For my family Cardinal baseball games include special memories when it comes to being a family with food. Every season my family tries to attend between two and four games a season because my younger sister and Dad really enjoy baseball. While at the games my mom, my younger sister, and myself always get the supreme nachos. These nachos are fully loaded with cheese, meat, sour cream, salsa, and jalapeño peppers. It’s something the girls in my family share and enjoy amongst each other. This tradition means a lot to me.
As a family that loves to travel to as many places as possible on vacation we take the opportunities to try new, different, or specialties of that area to try. When we were in New Orleans the food to try was the jambalaya and Creole food. Creole food that the girls in my family liked the most was the Cajun Creole shrimp. Another New Orleans’s dish that we were able to try was alligator. I enjoyed trying the alligator and thought it tasted like chicken in a way. While in New York as a family we were able to try New York style pizza as well as go to Cold Stone Creamery for the first time. The ice cream was a big hit for my family and we returned for a second time. Traveling to Mexico with my younger sister provided the opportunity to taste green salsa and other Mexican specialties. With school my mom and I got the chance to travel to Panama and Costa Rica where every meal was served with beans and rice.
Camping is the way my family vacations the most. My family enjoys grilling hot dogs, hamburgers, chicken, and brats while camping. Inside the camper foods my mom cooks include baked beans, hominy, and macaroni and cheese. Potato salad, salad, and chips are favorites and easy while camping. Lunch meat sandwiches and BLTs also satisfy our taste buds. Camping is something my whole family enjoys doing together and allows us to make lots of memories.
Desserts rank at the top of many people’s favorite food lists. Homemade pies made for Thanksgiving such as pecan, cherry, custard, and pumpkin allows there to be someone for everyone to enjoy. Homemade chocolate cake made by my grandma draws the whole family around the table to enjoy a piece sometimes with ice cream. Also among the favorite desserts in my family is the variety of candies my mom makes at Christmas time. She makes around five different kinds of fudge, puppy chow, caramel chow, caramels, nutty noodle, and toffee. Rolled up pie crust with cinnamon-sugar are the perfect bite size dessert made by my grandma’s loving hands, which we affectionately we call Circle Things. My favorite dessert is Sour Cream Pound Cake. This cake is delicious and makes me smile every time my grandma makes it for me especially on my birthday. Desserts are not the only special foods for the holidays.
When it comes to holiday meals my family can be quite unusual. For New Years our favorite meal to eat is side pork, fried potatoes, leaf lettuce, beans, and cornbread. This food is always good and said to bring luck. Easter varies from year to year. We could have ham one year and fried rice and spring rolls the next. Thanksgiving is pretty much the expected food of turkey, dressing, two types of homemade rolls, sweet potatoes, mashed potatoes, and gravy. My family however, also has three types of cranberry sauce, cole slaw, crock pot and regular corn, and green beans. Christmas and food at my house is a different story. On Christmas Eve we have barbeque or ham sandwiches, chips, pickles, and lots of different kinds of dips and crackers. Some of our favorite dips are hot chicken, cheese ball, and shrimp dip. The reason my family does snack type food is so we have time to open presents by a decent time. The past food choices on Christmas Day get even stranger for most people. We do not eat turkey or any other food that is normally ate. Some years my dad grills ribs outside, other times my grandma and Mom cook homemade fried chicken, and still others we eat spring rolls and fried rice. Holidays are a time for good food and family togetherness.
Food and family go together in everyone’s life. They get combined when people eat their evening meals, go to baseball games, go on vacation, take a camping trip, enjoy desserts at special occasions, and during holidays.
In today’s world few families make the time to sit down together to enjoy an all important meal whether it is home-cooked, fast food, or store bought. Although my family didn’t have the time or the ability to sit down together for a meal every day, I remember making the effort several times a week. Enjoying a meal, no matter what type of food or even where the meal is being eaten, as a family provided my family time to talk about our day and what all we had to do during the week. Times shared between parents and children cannot be replaced. Meal times allow for bonding and memories that cannot be replaced.
For my family Cardinal baseball games include special memories when it comes to being a family with food. Every season my family tries to attend between two and four games a season because my younger sister and Dad really enjoy baseball. While at the games my mom, my younger sister, and myself always get the supreme nachos. These nachos are fully loaded with cheese, meat, sour cream, salsa, and jalapeño peppers. It’s something the girls in my family share and enjoy amongst each other. This tradition means a lot to me.
As a family that loves to travel to as many places as possible on vacation we take the opportunities to try new, different, or specialties of that area to try. When we were in New Orleans the food to try was the jambalaya and Creole food. Creole food that the girls in my family liked the most was the Cajun Creole shrimp. Another New Orleans’s dish that we were able to try was alligator. I enjoyed trying the alligator and thought it tasted like chicken in a way. While in New York as a family we were able to try New York style pizza as well as go to Cold Stone Creamery for the first time. The ice cream was a big hit for my family and we returned for a second time. Traveling to Mexico with my younger sister provided the opportunity to taste green salsa and other Mexican specialties. With school my mom and I got the chance to travel to Panama and Costa Rica where every meal was served with beans and rice.
Camping is the way my family vacations the most. My family enjoys grilling hot dogs, hamburgers, chicken, and brats while camping. Inside the camper foods my mom cooks include baked beans, hominy, and macaroni and cheese. Potato salad, salad, and chips are favorites and easy while camping. Lunch meat sandwiches and BLTs also satisfy our taste buds. Camping is something my whole family enjoys doing together and allows us to make lots of memories.
Desserts rank at the top of many people’s favorite food lists. Homemade pies made for Thanksgiving such as pecan, cherry, custard, and pumpkin allows there to be someone for everyone to enjoy. Homemade chocolate cake made by my grandma draws the whole family around the table to enjoy a piece sometimes with ice cream. Also among the favorite desserts in my family is the variety of candies my mom makes at Christmas time. She makes around five different kinds of fudge, puppy chow, caramel chow, caramels, nutty noodle, and toffee. Rolled up pie crust with cinnamon-sugar are the perfect bite size dessert made by my grandma’s loving hands, which we affectionately we call Circle Things. My favorite dessert is Sour Cream Pound Cake. This cake is delicious and makes me smile every time my grandma makes it for me especially on my birthday. Desserts are not the only special foods for the holidays.
When it comes to holiday meals my family can be quite unusual. For New Years our favorite meal to eat is side pork, fried potatoes, leaf lettuce, beans, and cornbread. This food is always good and said to bring luck. Easter varies from year to year. We could have ham one year and fried rice and spring rolls the next. Thanksgiving is pretty much the expected food of turkey, dressing, two types of homemade rolls, sweet potatoes, mashed potatoes, and gravy. My family however, also has three types of cranberry sauce, cole slaw, crock pot and regular corn, and green beans. Christmas and food at my house is a different story. On Christmas Eve we have barbeque or ham sandwiches, chips, pickles, and lots of different kinds of dips and crackers. Some of our favorite dips are hot chicken, cheese ball, and shrimp dip. The reason my family does snack type food is so we have time to open presents by a decent time. The past food choices on Christmas Day get even stranger for most people. We do not eat turkey or any other food that is normally ate. Some years my dad grills ribs outside, other times my grandma and Mom cook homemade fried chicken, and still others we eat spring rolls and fried rice. Holidays are a time for good food and family togetherness.
Food and family go together in everyone’s life. They get combined when people eat their evening meals, go to baseball games, go on vacation, take a camping trip, enjoy desserts at special occasions, and during holidays.
Friday, February 19, 2010
Research topics for the 2nd part of Chapter 2
1)if any studies done regarding what form of pester power is most used and most effected
2)the number of the different types of Teenie Beanie Babies that McDonald's sold in 1997
3)the advertisement of soda companies and fast food done in schools
2)the number of the different types of Teenie Beanie Babies that McDonald's sold in 1997
3)the advertisement of soda companies and fast food done in schools
Game Plan for Essay #2
For essay number two, I have choosen to write option number one. This selection is the best for me because my family often eats a varity of food. Our holiday food dishes are also different from many people. Modes I will most likely use will be narration, illustration, and description.
Wednesday, February 17, 2010
Paragraphs
Beep, beep, beep is heard at 5:30 in the morning during the school week as the alarm begins to go off. It is shut off and the getting ready to go has started. My roommate crawls out of bed and gets in the shower. Surprisingly enough she crawls back into bed once she is out of the shower for a little more sleep and so her hair can dry. At 6:45 the alarm begins again but this time it gets snoozed once before she climbs out of bed to straighten her hair, do her make-up, pick out clothes, and get dressed. Then she is off to class. My roommate has a very peculiar morning ritual.
Sentence- My roommate has a very peculiar morning ritual.
Mode-illustration
There are many ways that the university bookstore takes advantage of students. It starts off small when items like candy, pens, notebooks, and binders are considered. Then it escalates as t-shirts and bags are priced at higher prices than necessary. When looking at a hooded sweatshirt students better be prepared to fork out 40 to 50 dollars. The worst cases of students being taken advantage of is when they buy and sell back books. Students are lucky to get out of the store paying less than 500 dollars at the beginning and end of each semester for a full course load. But the real crime is evident when book buy back time rolls around, like only receiving eight dollars back on a 44 dollar book that was only used for eight weeks.
Sentence-There are many ways that the uniersity bookstore takes advantage of students.
Mode-illustration
The day started out good. I got to spend it with my parents, younger sister, and fiance. We went out to eat at O'Chalerys for Ashley's birthday and got delicous food like chicken and ribs. After lunch we went back to the house for Ashley to open her birthday presents and for her and I to open our Valentine's presents. Soon it was time for me to head back to school and the snowy, rainy weather began. Near the Indiana border my car hit black ice sliding as I lost control and hit a concrete wall. After turning my car around I slowly made it to the welcome center where I spent close to three hours waiting for my parents and another hour for the tow truck. I finally got back to the dorm room about 12:45 am and was able to sleep and put a heating pad on my sore shoulder from the seat belt. Luckly I wasn't seriously hurt and when it was all said and done, I was glad to call it a day.
Sentence- When it was all said and done, I was glad to call it a day.
Mode-narration
Sentence- My roommate has a very peculiar morning ritual.
Mode-illustration
There are many ways that the university bookstore takes advantage of students. It starts off small when items like candy, pens, notebooks, and binders are considered. Then it escalates as t-shirts and bags are priced at higher prices than necessary. When looking at a hooded sweatshirt students better be prepared to fork out 40 to 50 dollars. The worst cases of students being taken advantage of is when they buy and sell back books. Students are lucky to get out of the store paying less than 500 dollars at the beginning and end of each semester for a full course load. But the real crime is evident when book buy back time rolls around, like only receiving eight dollars back on a 44 dollar book that was only used for eight weeks.
Sentence-There are many ways that the uniersity bookstore takes advantage of students.
Mode-illustration
The day started out good. I got to spend it with my parents, younger sister, and fiance. We went out to eat at O'Chalerys for Ashley's birthday and got delicous food like chicken and ribs. After lunch we went back to the house for Ashley to open her birthday presents and for her and I to open our Valentine's presents. Soon it was time for me to head back to school and the snowy, rainy weather began. Near the Indiana border my car hit black ice sliding as I lost control and hit a concrete wall. After turning my car around I slowly made it to the welcome center where I spent close to three hours waiting for my parents and another hour for the tow truck. I finally got back to the dorm room about 12:45 am and was able to sleep and put a heating pad on my sore shoulder from the seat belt. Luckly I wasn't seriously hurt and when it was all said and done, I was glad to call it a day.
Sentence- When it was all said and done, I was glad to call it a day.
Mode-narration
Friday, February 12, 2010
Feedback for Chapter 1 of Fast Food Nation
I would like to know more about...
1. General Motors secretly purhasing trolley systems in the US during the 1920s
2. The history of different fast food restaurants
3. Carl Karcher Enterprises Inc. buying Hardee's
1. General Motors secretly purhasing trolley systems in the US during the 1920s
2. The history of different fast food restaurants
3. Carl Karcher Enterprises Inc. buying Hardee's
Monday, February 8, 2010
what i should do to fix my essay
From my peer reviews I determined that I needed to fix my grammer errors, change my titel to make it more interesting, and that a stronger conclusion would make a better impression. I also needed to make sure that my essay was in the correct format and that it was long enough. Also to improve my essay I may add another example or rearrange some of the sentences.
self evaluation
1. Which prompt did you select? Why did this one appeal to you over the others? What other prompts did you consider?
I seleced the prompt of responding to the story "Generaton A+". I also thought about writing about a school-related memory.
2. Which mode(s) of writing were most helpful to you in terms of creating content? Did you primarily tell a story, compare and/or contrast or describe, for example? What other modes of writing/thinking did you utilize?
Primary mode(s): I mostly used narration.
Secondary mode(s): I also compared ad Contrasted.
3. What specific details will you include for your reader? Why are these details important? What do they accomplish?
I used statistics about the classes gpas and types of parents, teachers, and students. These details accomplish explaining my point.
4. What “place(s)” or “scene(s)” do you try to recreate for your reader? Why are they crucial? Paste the most important scene in your essay below:
My freshman year of high school I took a history class that was taught by the head football couch. On Mondays in class he would assign us the end of the section or the end of two sections’ questions to do while he sat at his desk and watched football film. Although he did require his students to keep a notebook with all the questions answered so he could call us up to look at our work. However, when I say look I really mean glance and if all the questions were answered he would give us the full amount of points. Sometimes certain students would write random sentences that weren’t about history and included the teacher’s name. He never noticed this. For his end of the year exam it was questions from our old test which he gave us to look at during class for a full week before exams. This younger teacher was forced to retire at the end of that year because of his teaching habits and other reasons.
5. Thinking in terms of your thesis, explain your main reason for writing…What are you hoping to accomplish in your essay? Why does it exist?
I am trying to express my point of view about the educational system today. This exists because of the essay "Generaton A+".
6. Thinking in terms of your audience, explain what choices you made with your reader in mind…What did you include, what did you take out?
My decision to include examples of a bad teacher was because most of my reader will be students that can relate. I didn't include college teachers in my paper because I am turning it in for a college class.
7. What problems or struggles did you experience writing this draft? What kind of feedback would you like from your peer reviewers?
My problems included deciding how may examples to use and which kinds. I would like positive feedback from peer reviewers.
I seleced the prompt of responding to the story "Generaton A+". I also thought about writing about a school-related memory.
2. Which mode(s) of writing were most helpful to you in terms of creating content? Did you primarily tell a story, compare and/or contrast or describe, for example? What other modes of writing/thinking did you utilize?
Primary mode(s): I mostly used narration.
Secondary mode(s): I also compared ad Contrasted.
3. What specific details will you include for your reader? Why are these details important? What do they accomplish?
I used statistics about the classes gpas and types of parents, teachers, and students. These details accomplish explaining my point.
4. What “place(s)” or “scene(s)” do you try to recreate for your reader? Why are they crucial? Paste the most important scene in your essay below:
My freshman year of high school I took a history class that was taught by the head football couch. On Mondays in class he would assign us the end of the section or the end of two sections’ questions to do while he sat at his desk and watched football film. Although he did require his students to keep a notebook with all the questions answered so he could call us up to look at our work. However, when I say look I really mean glance and if all the questions were answered he would give us the full amount of points. Sometimes certain students would write random sentences that weren’t about history and included the teacher’s name. He never noticed this. For his end of the year exam it was questions from our old test which he gave us to look at during class for a full week before exams. This younger teacher was forced to retire at the end of that year because of his teaching habits and other reasons.
5. Thinking in terms of your thesis, explain your main reason for writing…What are you hoping to accomplish in your essay? Why does it exist?
I am trying to express my point of view about the educational system today. This exists because of the essay "Generaton A+".
6. Thinking in terms of your audience, explain what choices you made with your reader in mind…What did you include, what did you take out?
My decision to include examples of a bad teacher was because most of my reader will be students that can relate. I didn't include college teachers in my paper because I am turning it in for a college class.
7. What problems or struggles did you experience writing this draft? What kind of feedback would you like from your peer reviewers?
My problems included deciding how may examples to use and which kinds. I would like positive feedback from peer reviewers.
Monday, February 1, 2010
Students, Parents, Teachers in School (Essay #1)
School and grades are a major part of life. Some students strive to make good grades, while others expect to be handed them, and still others just want to slide by with Ds to pass. With the students come their parents who have dreams for their children and want them to earn good grades, be handed good grades, and even those parents who don’t care one way or another. There are teachers today who give students the grades they earn, those who bump up grades some, and those who just hand them out freely for just doing the work.
In every school there are all different types of students. Most of my graduating class I would say just wanted to get by, graduate, go to the community college; that is like an extension of high school since 50 to 80% of every class goes there usually, or go into a trade-school. There are those students however that try their best to earn those A grades by studying, taking notes, paying attention in class, and doing homework. I was one of these students. Too prove my point about my class being in the just get by frame of mind, at the start of junior year only five students out of 100 students had a grade point average of three point five or higher. To me this was shocking especially considering the class of 2010 from the same high school who have had the same exact teachers had 17 students with a grade point average of three point five or higher going into their junior year. Of course almost all students wouldn’t mind being handed a grade occasionally for just having done the work but most students don’t expect this to happen often, especially students who worked super hard on something when someone who just scribbles stuff down gets the same grade.
When it comes to school and grades parents differ greatly. Some parents demand that their children earn straight As and take the upper level classes. These parents want their children to go to good universities in order to become doctors, lawyers, nurses, teachers, or other jobs that are looked at highly. Rarely a parent is found that expects teachers to give their child As just for attending class, handing in homework even if not necessarily right, and they may even expect that the teachers will curve all the tests or provide lots of assistance. More often than it should be parents are existing that do not care about their children’s education. They don’t offer to help them with homework or difficult school projects, ask how their day went at school, and usually don’t attend school functions. The children are the ones who suffer with parents like this.
Teachers either make students earn their grades, hand them out freely, or some do both. I have had teachers where if you do not study lots and lots, pay attention in class, take good notes, do every single assignment, and go to every class there is no way you could get an A in the class. While there aren’t many teachers to that extent teaching today, it does still happen. Usually you find more teachers that are willing to work with students to earn that desired A. They will occasionally take homework as completion if it was difficult, provide a curve on a test, let the class argue points back on a test, or will have extra credit opportunities available. This type of teachers is my favorite because if a student is putting forth the effort in class and on test but maybe had a little trouble with one chapter or isn’t a very good test taker they can still make an A or a B and have earned it. I have had one experience in my life that I had a teacher that handed out As to his class. My freshman year of high school I took a history class that was taught by the head football couch. On Mondays in class he would assign us the end of the section or the end of two sections’ questions to do while he sat at his desk and watched football film. Although he did require his students to keep a notebook with all the questions answered so he could call us up to look at our work. However, when I say look I really mean glance and if all the questions were answered he would give us the full amount of points. Sometimes certain students would write random sentences that weren’t about history and included the teacher’s name. He never noticed this. For his end of the year exam it was questions from our old test which he gave us to look at during class for a full week before exams. This younger teacher was forced to retire at the end of that year because of his teaching habits and other reasons. Teachers who want their students to earn their grades yet want them to still do well are the most popular and well liked teachers.
I agree with Suzzane Britt that not all students are earning the grades they are given but that’s not a reason to give up on the educational system and say that college is just like high school. I believe that super hard and super easy classes will always exist in every level of education, but by taking courses with a variety in difficultly the students are learning more and being less stressed.
In every school there are all different types of students. Most of my graduating class I would say just wanted to get by, graduate, go to the community college; that is like an extension of high school since 50 to 80% of every class goes there usually, or go into a trade-school. There are those students however that try their best to earn those A grades by studying, taking notes, paying attention in class, and doing homework. I was one of these students. Too prove my point about my class being in the just get by frame of mind, at the start of junior year only five students out of 100 students had a grade point average of three point five or higher. To me this was shocking especially considering the class of 2010 from the same high school who have had the same exact teachers had 17 students with a grade point average of three point five or higher going into their junior year. Of course almost all students wouldn’t mind being handed a grade occasionally for just having done the work but most students don’t expect this to happen often, especially students who worked super hard on something when someone who just scribbles stuff down gets the same grade.
When it comes to school and grades parents differ greatly. Some parents demand that their children earn straight As and take the upper level classes. These parents want their children to go to good universities in order to become doctors, lawyers, nurses, teachers, or other jobs that are looked at highly. Rarely a parent is found that expects teachers to give their child As just for attending class, handing in homework even if not necessarily right, and they may even expect that the teachers will curve all the tests or provide lots of assistance. More often than it should be parents are existing that do not care about their children’s education. They don’t offer to help them with homework or difficult school projects, ask how their day went at school, and usually don’t attend school functions. The children are the ones who suffer with parents like this.
Teachers either make students earn their grades, hand them out freely, or some do both. I have had teachers where if you do not study lots and lots, pay attention in class, take good notes, do every single assignment, and go to every class there is no way you could get an A in the class. While there aren’t many teachers to that extent teaching today, it does still happen. Usually you find more teachers that are willing to work with students to earn that desired A. They will occasionally take homework as completion if it was difficult, provide a curve on a test, let the class argue points back on a test, or will have extra credit opportunities available. This type of teachers is my favorite because if a student is putting forth the effort in class and on test but maybe had a little trouble with one chapter or isn’t a very good test taker they can still make an A or a B and have earned it. I have had one experience in my life that I had a teacher that handed out As to his class. My freshman year of high school I took a history class that was taught by the head football couch. On Mondays in class he would assign us the end of the section or the end of two sections’ questions to do while he sat at his desk and watched football film. Although he did require his students to keep a notebook with all the questions answered so he could call us up to look at our work. However, when I say look I really mean glance and if all the questions were answered he would give us the full amount of points. Sometimes certain students would write random sentences that weren’t about history and included the teacher’s name. He never noticed this. For his end of the year exam it was questions from our old test which he gave us to look at during class for a full week before exams. This younger teacher was forced to retire at the end of that year because of his teaching habits and other reasons. Teachers who want their students to earn their grades yet want them to still do well are the most popular and well liked teachers.
I agree with Suzzane Britt that not all students are earning the grades they are given but that’s not a reason to give up on the educational system and say that college is just like high school. I believe that super hard and super easy classes will always exist in every level of education, but by taking courses with a variety in difficultly the students are learning more and being less stressed.
Friday, January 29, 2010
Reflection of "Generation A+"
School and grades are a major part of life. Some students strive to make good grades, while others expect to be handed them, and still others just want to slide by with Ds to pass. With the students come their parents who have dreams for their children and want them to earn good grades, be handed good grades and even those parents who don’t care one way or another. There are teachers today who give students the grades they earn, those who bump up grades some, and those who just hand them out freely for just doing the work.
In every school there are all different types of students. Most of my graduating class I would say just wanted to get by, graduate, go to the community college; that is like an extension of high school since 50 to 80% of every class goes there usually, or go into a trade-school. There are those students however that try their best to earn those A grades by studying, taking notes, paying attention in class, and doing homework. I was one of these students. Too prove my point about my class being in the just get by frame of mind, at the start of junior year only five students out of 100 students had a grade point average of three point five or higher. To me this was shocking especially considering the class of 2010 from the same high school who have had the same exact teachers had 17 students with a grade point average of three point five or higher going into their junior year. Of course almost all students wouldn’t mind being handed a grade occasionally for just having done the work but most students don’t expect this to happen often, especially students who worked super hard on something when someone who just scribbles stuff down gets the same grade.
Teachers either make students earn their grades, hand them out freely, or some do both. I have had teachers where if you do not study lots and lots, pay attention in class, take good notes, do every single assignment, and go to every class there is no way you could get an A in the class. While there aren’t many teachers to that extent teaching today, it does still happen. Usually you find more teachers that are willing to work with students to earn that desired A. They will occasionally take homework as completion if it was difficult, provide a curve on a test, let the class argue points back on a test, or will have extra credit opportunities available. This type of teachers is my favorite because if a student is putting forth the effort in class and on test but maybe had a little trouble with one chapter or isn’t a very good test taker they can still make an A or a B and have earned it. I have had one experience in my life that I had a teacher that handed out As to his class. My freshman year of high school I took a history class that was taught by the head football couch. On Mondays in class he would assign us the end of the section or the end of two sections’ questions to do while he sat at his desk and watched football film. Although he did require his students to keep a notebook with all the questions answered so he could call us up to look at our work. However, when I say look I really mean glance and if all the questions were answered he would give us the full amount of points. Sometimes certain students would write random sentences that weren’t about history and included the teacher’s name. He never noticed this. For his end of the year exam it was questions from our old test which he gave us to look at during class for a full week before exams. This younger teacher was forced to retire at the end of that year because of his teaching habits and other reasons. Teachers who want there students to earn their grades yet want them to still do well are the most popular and well liked teachers.
I agree with Suzzane Britt that not all students are earning the grades they are given but that’s not a reason to give up on the educational system and say that college is just like high school. I believe that super hard and super easy classes will always exist in every level of education, but by taking courses with a variety in difficultly the students are learning more and being less stressed.
In every school there are all different types of students. Most of my graduating class I would say just wanted to get by, graduate, go to the community college; that is like an extension of high school since 50 to 80% of every class goes there usually, or go into a trade-school. There are those students however that try their best to earn those A grades by studying, taking notes, paying attention in class, and doing homework. I was one of these students. Too prove my point about my class being in the just get by frame of mind, at the start of junior year only five students out of 100 students had a grade point average of three point five or higher. To me this was shocking especially considering the class of 2010 from the same high school who have had the same exact teachers had 17 students with a grade point average of three point five or higher going into their junior year. Of course almost all students wouldn’t mind being handed a grade occasionally for just having done the work but most students don’t expect this to happen often, especially students who worked super hard on something when someone who just scribbles stuff down gets the same grade.
Teachers either make students earn their grades, hand them out freely, or some do both. I have had teachers where if you do not study lots and lots, pay attention in class, take good notes, do every single assignment, and go to every class there is no way you could get an A in the class. While there aren’t many teachers to that extent teaching today, it does still happen. Usually you find more teachers that are willing to work with students to earn that desired A. They will occasionally take homework as completion if it was difficult, provide a curve on a test, let the class argue points back on a test, or will have extra credit opportunities available. This type of teachers is my favorite because if a student is putting forth the effort in class and on test but maybe had a little trouble with one chapter or isn’t a very good test taker they can still make an A or a B and have earned it. I have had one experience in my life that I had a teacher that handed out As to his class. My freshman year of high school I took a history class that was taught by the head football couch. On Mondays in class he would assign us the end of the section or the end of two sections’ questions to do while he sat at his desk and watched football film. Although he did require his students to keep a notebook with all the questions answered so he could call us up to look at our work. However, when I say look I really mean glance and if all the questions were answered he would give us the full amount of points. Sometimes certain students would write random sentences that weren’t about history and included the teacher’s name. He never noticed this. For his end of the year exam it was questions from our old test which he gave us to look at during class for a full week before exams. This younger teacher was forced to retire at the end of that year because of his teaching habits and other reasons. Teachers who want there students to earn their grades yet want them to still do well are the most popular and well liked teachers.
I agree with Suzzane Britt that not all students are earning the grades they are given but that’s not a reason to give up on the educational system and say that college is just like high school. I believe that super hard and super easy classes will always exist in every level of education, but by taking courses with a variety in difficultly the students are learning more and being less stressed.
Monday, January 25, 2010
Blog #2
Throughout life individuals have dreams, ambitions, and achievements that they pursue. These ambitions could be to beat a video game or to earn a certain number of points in a game. Achievements may include not missing any school days or to earn a top grade in the class. A wide range of possibilities exist, because every person is different. One of my ambitions was to make my high school’s annual blood drive a success.
As winter turns to spring the National Honor Society at Carlyle High School is beginning to plan for and then work at the blood drive held by the school and the American Red Cross. One senior member of National Honor Society is in charge of all the planning, running, and coordinating of the blood drive. A junior member is also selected to help this senior member and to prepare for being in charge their senior year. I was fortunate to have the opportunity to be in charge of the blood drive my senior year. This was a big job, so I choose Ashley, my younger sister and junior National Honor Society member, to help.
And so the work began. First I held a meeting with all the members of National Honor Society to pass out signup sheets and to explain who exactly could donate. Donators must be at least 16, have permission from a guardian until the age of 17, not have gotten piercings or tattoos within a certain time period, and not have visited certain parts of the world within the past year. The goal that was set between the Red Cross, our club sponsor, and me was then announced to the group. Our goal was to have 110 successful donators and to sign up about 175 possible donators. Each of the 18 members of National Honor Society also had the goal of signing up 10 people; whether it was students, teachers, parents, other family members, or people in the community. As the date of the blood drive drew closer the signup sheets were given to me so I could start filling in when people would like to donate. Also for the students who would like to donate we printed out blood drops to put their name and time on. Senior members, Ashley and I colored the blood drops red. We also placed flyers and posters throughout the community to spread the word of the blood drive that was to be held.
The National Honor Society members had two more responsibilities. First of all members were asked to either buy or make some kind of snack. This could be cookies, chips, or pretzels. They were also asked to bring in a bottle of soda for the group when we ate the pizza lunch. Secondly the members were asked to sign up to work at the blood drive. The options included snacks, set up, sign in, talking to the donors, clean up, and more.
On the day of the blood drive I got to school at 7:15 and was there until 3:30. I got there early to put up flyers, signs, and the blood drops. I also wanted to be there when the trucks arrived from the Red Cross. I worked the whole blood drive from 9 until 2. Then it was clean up.
The blood drive was pretty successful. We had fainters, those who chickened out, some who forgot they signed up and others that couldn’t for other reasons but the turnout was good. Although we didn’t reach the goal of 110 donors we can really close and the work of the National Honor members made me proud.
As winter turns to spring the National Honor Society at Carlyle High School is beginning to plan for and then work at the blood drive held by the school and the American Red Cross. One senior member of National Honor Society is in charge of all the planning, running, and coordinating of the blood drive. A junior member is also selected to help this senior member and to prepare for being in charge their senior year. I was fortunate to have the opportunity to be in charge of the blood drive my senior year. This was a big job, so I choose Ashley, my younger sister and junior National Honor Society member, to help.
And so the work began. First I held a meeting with all the members of National Honor Society to pass out signup sheets and to explain who exactly could donate. Donators must be at least 16, have permission from a guardian until the age of 17, not have gotten piercings or tattoos within a certain time period, and not have visited certain parts of the world within the past year. The goal that was set between the Red Cross, our club sponsor, and me was then announced to the group. Our goal was to have 110 successful donators and to sign up about 175 possible donators. Each of the 18 members of National Honor Society also had the goal of signing up 10 people; whether it was students, teachers, parents, other family members, or people in the community. As the date of the blood drive drew closer the signup sheets were given to me so I could start filling in when people would like to donate. Also for the students who would like to donate we printed out blood drops to put their name and time on. Senior members, Ashley and I colored the blood drops red. We also placed flyers and posters throughout the community to spread the word of the blood drive that was to be held.
The National Honor Society members had two more responsibilities. First of all members were asked to either buy or make some kind of snack. This could be cookies, chips, or pretzels. They were also asked to bring in a bottle of soda for the group when we ate the pizza lunch. Secondly the members were asked to sign up to work at the blood drive. The options included snacks, set up, sign in, talking to the donors, clean up, and more.
On the day of the blood drive I got to school at 7:15 and was there until 3:30. I got there early to put up flyers, signs, and the blood drops. I also wanted to be there when the trucks arrived from the Red Cross. I worked the whole blood drive from 9 until 2. Then it was clean up.
The blood drive was pretty successful. We had fainters, those who chickened out, some who forgot they signed up and others that couldn’t for other reasons but the turnout was good. Although we didn’t reach the goal of 110 donors we can really close and the work of the National Honor members made me proud.
Friday, January 22, 2010
Blog assignment 1
Memories, experiences, and moments occur in life in many areas. As a child most of these memories, experiences, and moments take place at school. These could be happy, sad, frightening, remember able, or anything really. I have had my share of these memories while I was in preschool, kindergarten, grade school, middle school, junior high school, and into high school.
As I look back to the year I spent in preschool I remember spending it with Ben, Jake, and Ashley. Ben and Jake were brothers that lived near our house. Ben is my age while Jake is the same age as Ashley. Ashley is my younger sister. The four of us spent lots of time together as we attended preschool in Hoffman.
Just the mention of kindergarten and grade school springs experiences and memories to my mind. I remember being in Mrs. Kampwerth’s kindergarten class and learning to read along and having nap time. I remember that at Thanksgiving we cut up the sleeves and bottom of a t-shirt and put colored beads to make Indian costumes. The beads included metallic, neon, and of course glittery. At the end of kindergarten there was a graduation where as young girls we got to wear pretty little dresses and have our hair curled, which was pretty special. Also at graduation as graduates we got to pick a colored balloon tied to a can of Ski. In grade school the teachers continued to encourage and improve our reading and writing skills. I remember my third grade teacher Mrs. Sinclair loving to read and really encouraging her students to find the joy in reading as well. In grade school came the field trips to places like the zoo, apple orchard, or Magic House. I fondly remember my mom or sometimes my dad coming and walking around holding their hands with some of my friends. But this part of childhood couldn’t last, I was growing up.
Growing up meant moving to the fifth and sixth grade building known as St. Mary’s. In fifth grade my class learned of the tragedy of September 11, 2001. We weren’t old enough to completely understand what was happening but the looks on our teachers face told us that it was awful. I remember sitting in Mrs. Kuhl’s class and having her trying to explain it to us. This part of our education also had us doing new and exciting things though. We were allowed to join band and pick an instrument to learn. I wanted to play the flute at first but ended up playing the oboe. Also with a new school came lots of new projects. As students we built Roman structures, Native American Homes, and made a Christmas memory book. I remember working hard with my dad’s help on the Leaning Tower of Pisa and a pueblo. The memory book had us thinking creativity to write poems and also reading a poem by someone famous. But this time couldn’t last forever either, and it was time for junior high school.
Junior high school was a time to prepare for high school. There were new exciting classes and projects along with teachers. I experienced switching from classroom to classroom for every single class for the first time. This was a big deal. We had locket launches for science in eighth grade and higher level math classes. As we had this graduation we entered the new world of high school with its huge school and more students.
Memories and experiences from every year of school will stick with me as I continue with life.
As I look back to the year I spent in preschool I remember spending it with Ben, Jake, and Ashley. Ben and Jake were brothers that lived near our house. Ben is my age while Jake is the same age as Ashley. Ashley is my younger sister. The four of us spent lots of time together as we attended preschool in Hoffman.
Just the mention of kindergarten and grade school springs experiences and memories to my mind. I remember being in Mrs. Kampwerth’s kindergarten class and learning to read along and having nap time. I remember that at Thanksgiving we cut up the sleeves and bottom of a t-shirt and put colored beads to make Indian costumes. The beads included metallic, neon, and of course glittery. At the end of kindergarten there was a graduation where as young girls we got to wear pretty little dresses and have our hair curled, which was pretty special. Also at graduation as graduates we got to pick a colored balloon tied to a can of Ski. In grade school the teachers continued to encourage and improve our reading and writing skills. I remember my third grade teacher Mrs. Sinclair loving to read and really encouraging her students to find the joy in reading as well. In grade school came the field trips to places like the zoo, apple orchard, or Magic House. I fondly remember my mom or sometimes my dad coming and walking around holding their hands with some of my friends. But this part of childhood couldn’t last, I was growing up.
Growing up meant moving to the fifth and sixth grade building known as St. Mary’s. In fifth grade my class learned of the tragedy of September 11, 2001. We weren’t old enough to completely understand what was happening but the looks on our teachers face told us that it was awful. I remember sitting in Mrs. Kuhl’s class and having her trying to explain it to us. This part of our education also had us doing new and exciting things though. We were allowed to join band and pick an instrument to learn. I wanted to play the flute at first but ended up playing the oboe. Also with a new school came lots of new projects. As students we built Roman structures, Native American Homes, and made a Christmas memory book. I remember working hard with my dad’s help on the Leaning Tower of Pisa and a pueblo. The memory book had us thinking creativity to write poems and also reading a poem by someone famous. But this time couldn’t last forever either, and it was time for junior high school.
Junior high school was a time to prepare for high school. There were new exciting classes and projects along with teachers. I experienced switching from classroom to classroom for every single class for the first time. This was a big deal. We had locket launches for science in eighth grade and higher level math classes. As we had this graduation we entered the new world of high school with its huge school and more students.
Memories and experiences from every year of school will stick with me as I continue with life.
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