Native Americans in the United States and Patrick J. Buchanan Essay Example for Free

Native Americans in the United States and Patrick J. Buchanan Essay In the introduction, Patrick J. Buchanan notes that Queen Elizabeth II went to the settlement of Jamestown in 2007, the town’s 400th anniversary. The Queen had been there before, when Jamestown was founded and again in 1957. Buchanan uses the Queens visit to Jamestown as a firsthand experience of how much has changed in Jamestown since its founding. He quotes the Queen, â€Å"Since I visited Jamestown in 1957, my country has become a much more diverse society just as the Commonwealth of Virginia and the whole of the United States of America have also undergone a major social change. † Buchanan mentions how different not only Jamestown was 400 years ago but also how different her citizens were. For example, the citizens massacred Native Americans and enslaved Africans. Jamestown was not yet built around the ideas of democracy and equality. The American Revolution was another key example; it was fought for freedom and distance from Britain and not for equality. The only persons of power at the time were rich white men. Buchanan makes the point that America 400 years ago was not based around democracy, equality and diversity, so why should we value that in the present? In 1957 the Queen visited Jamestown, Virginia. The changes noted by the Queen were extreme. â€Å"Virginia has indeed become a radically changed society. No longer does Richmond proudly call herself the Capital of the Confederacy. Lee-Jackson Day is out. Martin Luther King Day is in. The Confederate flag flies nowhere. † This demonstrates how much can change in 350 years. Buchanan believes that 2007 Virginia is ashamed of 1957 Virginia, and the state should be proud of who she was in 1607. America in 1607 was did not celebrate diversity or multicultural beliefs, so why should they now? Buchanan describes early American settlers as having an us-or-them sentiment. For example, the early settlers thought that their Christian faith made them superior beings and those who opposed them were inferior. Another point that Buchanan makes is when other culture such as Native American, African, or Spanish cultures were introduced to Americans they were not only rejected, but fought against in a violent manner. In 2007 Virginia culture and diversity is not only welcomed, but celebrated. Buchanan believes that this is not what the Founding Fathers of America had in mind during the creation of our country. In his concluding thoughts, Buchanan remarks that America is a changing nation especially in the areas of diversity, democracy and equality. No longer is religion taught in schools, and with it dies the beliefs that founded this nation.

Karl Marx: The Structure-Agency Problem

Karl Marx: The Structure-Agency Problem A hugely influential revolutionary thinker and philosopher, Marx did not live to see his ideas carried out in his own lifetime, but his writings formed the theoretical base for modern international communism. Karl Marx (1818-1883), was a German economist, philosopher, and revolutionist whose writings form the basis of the body of ideas known as Marxism. One of Marxs most important intellectual influences was the philosophy of George Friedrich Hegel (1770-1831). Hegels signature concept was that of the dialectic, a word that originally referred to the process of logical argumentation and refutation. Hegels influence on Marx is evident in Marxs belief that history is evolving through a series of conflicts in a predictable, unavoidable direction. Hegel also influenced Marx in his characterization of the modern age. Marxs theory, which he called historical materialism is based on Hegels. Hegel claims that history occurs through a dialectic, or clash, of opposing forces. Hegel was a philo sophical idealist who believed that we live in a world of appearances, and true reality is an ideal. Marx accepted this notion of the dialectic, but rejected Hegels idealism because he did not accept that the material world hides from us. With the aid of Friedrich Engels (1820-1895) he produced much of the theory of modern Socialism and Communism. Marxism is the political philosophy and practice derived from the work of Karl Marx and Friedrich Engels. Marxism holds at its core a critical analysis of capitalism and a theory of social change. The powerful and innovative methods of analysis introduced by Marx have been very influential in a broad range of disciplines. The economic and political theories of Karl Marx and Friedrich Engels that hold that human actions and institutions are economically determined and that class struggle is needed to create historical change and that capitalism will ultimately be superseded by communism. A Marxists thought is based on this daily practice, a philosophy called dialectics Thus, Marxism is both a theory and a practice. The theories of Marxism are sometimes called dialectical materialism; theory is based on a particular set of conditions that are always finite, and thus, any theory is necessarily limited. To test the validity of theory, Marxists rely on practice as the criteria of truth. Using such a methodology Marx and Engels examined history, which lead them to elaborate theories of the class struggle, the basis of social relations through economics, and the form of society that could follow capitalism. The bourgeoisie or capitalists are the owners of capital, purchasing and exploiting labour power, using the surplus value from employment of this labour power to accumulate or expand their capital. The proletariat are owners of labour power (the ability to work), and mere owners of labour power, with no resources other than the ability to work with their hands, bodies, and minds. Marx studied the differences arising between the bourgeoisie and proletariat. The bourgeoisie are interested mainly in developing a capitalist society, using advanced methods of production. The bourgeoisie are the capitalist who own the factories, the product made in the factories and controlled all the trade. The Proletariats have gained nothing in society but the thrill of their own labour. The proletariats feel that they are treated poorly from bourgeoisies; they receive only enough in life to survive and have no chance of achieving a higher, class status. The proletariats helped to improve production in society, which developed Capitalism and helped it to grow faster. The proletariats were not getting the wages they deserve for the labour that was accomplished. Marx wanted the proletariats to stand up to the bourgeoisie and cause a class conflict. The distribution of political power is determined by power over production (i.e., capital). Capital confers political power, which the bourgeois class uses to legitimatize and protect their property and consequent social relations. Class relations are political, and in the mature capitalist society, the states business is that of the bourgeoisie. Moreover, the intellectual basis of state rule, the ideas justifying the use of state power and its distribution, are those of the ruling class. The intellectual-social culture is merely a superstructure resting on the relation of production, on ownership of the means of production. Marx used the term mode of production to refer to the specific organization of economic production in a given socie ty. A mode of production includes the means of production used by a given society, such as factories and other facilities, machines, and raw materials. It also includes labour and the organization of the labour force. The term relation of production refers to the relationship between those who own the means of production (the capitalists or bourgeoisie) and those who do not (the workers or the proletariat). According to Marx, history evolves through the interaction between the mode of production and the relations of production. The mode of production constantly evolves toward a realization of its fullest productive capacity, but this evolution creates antagonisms between the classes of people defined by the relations of production-owners and workers. Capitalism is a mode of production based on private ownership of the means of production. Capitalists produce commodities for the exchange market and to stay competitive must extract as much labour from the workers as possible at the lowest possible cost. The economic interest of the capitalist is to pay the worker as little as possible, in fact just enough to keep the workers alive and productive. The workers, in turn, come to understand that their economic interest lies in preventing the capitalist from exploiting them in this way. As this example shows, the social relations of production are inherently antagonistic, giving rise to a class struggle that Marx believes will lead to the overthrow of capitalism by the proletariat. The proletariat will replace the capitalist mode of production with a mode of production based on the collective ownership of the means of production, which is called Communism. Marx describes how the worker under a capitalist mode of production becomes estra nged from himself, from his work, and from other workers. Drawing on Hegel, Marx argues that labour is central to a human beings self-conception and sense of well-being. By working on and transforming objective matter into sustenance and objects of use-value, human beings meet the needs of existence. Labour is as much an act of personal creation and a projection of ones identity as it is a means of survival. However, capitalism, the system of private ownership of the means of production, deprives human beings of this essential source of self-worth and identity. The worker approaches work only as a means of survival and derives none of the other personal satisfactions of work because the products of his labour do not belong to him. These products are instead expropriated by capitalists and sold for profit. In capitalism, the worker, who is alienated or estranged from the products he creates, is also estranged from the process of production, which he regards only as a means of surviva l. Estranged from the production process, the worker is therefore also estranged from his or her own humanity, since the transformation of nature into useful objects is one of the fundamental facets of the human condition. The worker is thus alienated from his or her species being, from what it is to be human. Finally, the capitalist mode of production alienates human beings from other human beings. Deprived of the satisfaction that comes with owning the product of ones labour, the worker regards the capitalist as external and hostile. The alienation of the worker from his work and of the worker from capitalists forms the basis of the antagonistic social relationship that will eventually lead to the overthrow of capitalism. The labour theory of value states that the value of a commodity is determined by the amount of labour that went into producing it. Marx defines a commodity as an external object that satisfies wants or needs and distinguishes between two different kinds of value that can be attributed to it. Commodities have a use-value that consists of their capacity to satisfy such wants and needs. For the purposes of economic exchange, they have an exchange-value, their value in relation to other commodities on the market, which is measured in terms of money. Marx asserts that in order to determine the relative worth of extremely different commodities with different use-values, exchange-value, or monetary value, must be measurable in terms of a property common to all such commodities. The only thing that all commodities have in common is that they are a product of labour. Therefore, the value of a commodity in a market represents the amount of labour that went into its production. The labour theor y is important in Marxs work not because it gives special insight into the nature of prices but because it forms the foundation of Marxs notion of exploitation. In the simplest form of exchange, people produce commodities and sell them so that they can buy other commodities to satisfy their own needs and wants. For Marx, the enterprise is the nucleus of class war both capital and labour are united by certain latent interests which, being contradictory, places them on the opposite sides of a conflict relation. Classes are conflict groups under conditions of absence of mobility, superimposition of authority, property, and general social status, superimposition of industrial and political conflict, and absence of effective conflict regulation. For Marx alienation is a physical and psychological condition which arises out of the conditions of modern work. Since the worker does not own what he produces, since he lives as an extension of the machine, since he hates what he does, then the worker does not own his own life, he is in a basic sense simply a human machine. He exists to himself as an alien object; the reality of capitalism for Marx is that it is not free. For Marx the connections between the theory of capitalism and the conditions of modern life are all too clear. Marx believed society was an evolving struggle. He believed Capitalism was an evolving structure. However, unlike Adam Smith, Marx did not believe this evolution was always smooth, nor did he believe it evolved for the best. In fact Marx, predicted the collapse of Capitalism. Marx placed great value on economic forces for explaining social structures. Marx examined society and argued that the wealth of capitalists was based on paying labour less than their true labour value (underpaid labour). This difference between the true labour value and the wages paid led to the accumulation of money capital. Workers were abused and disenfranchised. As capitalism developed, Marx predicted, workers would become increasingly alienated and seek to overthrow the capitalist class. Growth was not guaranteed but could become volatile leading to periods of economic slump. Marxists certainly point to the Great Depression of a vindication of how capitalism can fail.

Electroconvulsive Therapy for Severe Depression: Evaluation

Electroconvulsive Therapy for Severe Depression: Evaluation Can electroconvulsive therapy make a meaningful contribution in the treatment of Severe depressive illness? The work of mental health nurses. Contents Abstract Introduction Methodology of the review Critical Review of the literature The place of electroconvulsive therapy in the therapeutic armamentarium The place of electroconvulsive therapy in relapse prevention Mechanism of action Preference of site of stimulation Side effects of treatment Discussion Conclusions Appendix References Abstract This dissertation seeks to explore the evidence base for electroconvulsive therapy. It does so by considering the historical background to the procedure and its evolution to the present. It considers the professional and legislative guidelines which govern its use and contrasts the regulations in the UK with those in other cultures, notably the USA. In order to assist the exploration, the literature review is subdivided into five sections, each exploring a different area of interest. Electroconvulsive therapy is placed within a therapeutic spectrum of treatment for patients with major depressive illness and psychosis and is compared with other modalities of treatment. Its use in both acute treatment and its role in disease prevention and relapse is discussed. Current hypotheses of its possible mode of action are explored, and conclusions drawn about the strength of the evidence base in this area. There appears to be considerable discussion about the site of optimal stimulation for electroconvulsive therapy. This area is discussed in depth with a critical analysis of the studies which inform the evidence base in this area. The literature review concludes with an examination of the various side effects of the treatment. There is an element of discussion of the evidence and conclusions are drawn from the evidence extrapolated and presented. The whole dissertation is fully referenced. Introduction Electroconvulsive therapy was introduced into clinical practice in the late 1930s and rapidly gained a place in the standard treatment of major depressive illness. It was originated by the Hungarian, Dr Meduna, who mistakenly believed that schizophrenia and epilepsy were mutually exclusive conditions. He argued that epilepsy was never seen in schitzophrenic patients and therefore artificially inducing fits (epilepsy) in patients would cure schizophrenia. (Mowbray R M 1959). The effects on schitzophrenia were soon recognised to be minor and the most marked effect appeared to be in the patients with major depressive illness. The advent of effective classes of antidepressant, antipsychotic and mood stabilising drugs has seen a marked decline in the use of electroconvulsive therapy, but recent figures suggest that it is still used in over 10,000 cases per year in the UK (ECT Survey 2003). Currently the main use of electroconvulsive therapy is in major depressive illness although it also is considered still to have a place in the treatment of schizophrenia and some other mood disorders (UK ECT 2003), psychosis (Corrible E et al. 2004), and overt suicidal intent (Kellner C H et al. 2005). The Mental Health Act of 1983 allowed Psychiatrists to give electroconvulsive therapy to inpatients without consent if they were sectioned. This should be contrasted to the situation after the 1959 Mental Health Act, where psychiatrists had no clear guidance and a number of litigation cases forced a change in legislation. (Duffett R et al. 1998) The procedure itself involves anaesthetising the patient with a general anaesthetic and a muscle relaxant and the a small, brief pulse current (typically about 800 milliamperes) is passed between two electrodes applied directly to the scalp. This generates a seizure and there are a number of demonstrable biochemical changes in the brain after the event. (Nobler M S et al. 2001) Electroconvulsive therapy is usually given as a course over several weeks. The evidence base for length of time of treatment is not strong and appears to vary considerably between authorities. (Lisanby S H 2007) In 2003 NICE investigated the evidence base for electroconvulsive therapy and issued guidelines which suggested that it should only be used only to achieve rapid and short-term improvement of severe symptoms after an adequate trial of treatment options has proven ineffective and/or when the condition is considered to be potentially life-threatening in individuals with severe depressive illness, catatonia or a prolonged manic episode. (NICE 2003) One of the most extensive recent reviews on electroconvulsive therapy concluded that it had been demonstrated to be effective short term treatment for depressive illness in otherwise healthy adults. Many studies were cited and had shown it to have a greater effect than drug treatment. The authors noted shortcomings in many of the trials cited, especially in areas such as drug resistant depressive illness where electroconvulsive therapy is believed to be particularly helpful. (UK ECT Review Group 2003) One of the major side effects of electroconvulsive therapy is short and long term memory loss cited in many trials and studies (viz Gupta N 2001) Methodology of the review Cormack suggests that â€Å"Ultimately all good research is guided by and founded on a critical review of all of the relevant literature published on the subject.† (Cormack, D. 2000). It is therefore important not only to define what is currently believed about a subject, but also to place this in a historical context. This is particularly important in the field of electroconvulsive therapy, as the introduction to this dissertation has suggested, with great fluctuations in both understanding and application of this type of therapy over the years. One of the prime reasons for conducting a literature review is to establish the current evidence base for a particular subject. A critical review of the literature must be preceded by a careful literature search. It is often believed that searching the literature is a linear or â€Å"single episode† process. Current thinking suggests that this is seldom an optimal strategy. Bowling advises that a good literature review is â€Å"primarily a cyclical recursive process that mirrors the thinking and research process, where the discovery of new information results in new ideas, new knowledge and possibly new understanding. Once an overview, or initial opinion has been formed, it then becomes possible to revisit the initial reviews from a more informed perspective which, in turn, allows for a more perceptive interpretation of the data. (Bowling A 2002). The methodology used in this particular review was to allow for an initial period of reflection on the subject matter and to consult a small number of reference books to achieve an overview of the area. (Taylor, E. 2000). References were noted and some followed up in order to ascertain the main themes of the review. Once these were established, then methodical searches of a number of databases were carried out utilising the facilities of the local University library, the Post-graduate library (Client to personalise here) and a number of on-line search engines and literary sources including Cochrane, Cinhal, Ovid, BMJ and Lancet archives, Royal College of Psychiatrists archive and various NICE publications. Papers were accessed in both hard back and electronic forms. (Fink A 1998) Search terms included electroconvulsive therapy; evidence base; evolution; history; schizophrenia; psychosis; major depressive illness; mental health nurse; antidepressant drugs; Mental Health Act; psychiatrist. These terms were used in various combinations to sift papers with varying degrees of relevance to the topic under consideration. (Carr LT 1994) Inclusion criteria were papers less than 10 years old (unless there were specific reasons for older paper inclusion). UK sources were preferred to other ones. It should be noted that a substantial proportion of the body of literature on the subject of electroconvulsive therapy is American based. A number of authorities have suggested that this may be because the USA currently uses electroconvulsive therapy more frequently than the UK and therefore has a greater experience with it. Papers were only considered from peer reviewed sources unless making a historical point. (Bell J 1999). Each paper considered was then ranked according to its evidential value (See Appendix 1) and the highest value paper was presented for each point to be made. Critical Review of the literature The place of electroconvulsive therapy in the therapeutic armamentarium A good place to start this literature review is with the Olfsen paper. (Olfson M et al. 1998). This is an authoritative overview of the place of electroconvulsive therapy in the treatment spectrum. It has to be noted that this paper is already 10 years old and reflects clinical patterns of usage in the USA. The reason that this paper is selected for discussion is primarily on the vast size of its study cohort, which is 6.5 million patient contacts (249,600 with a diagnosis of depressive illness) spread over mainland USA. Critical analysis of the paper suggests that the authors reveal their viewpoint in the first few sentences of the paper and therefore the opinion part of the review must be understood on the basis that the authors consider electroconvulsive therapy a â€Å"safe and effective treatment for patients with all subtypes of major depression† citing the authority of the APA for this statement (APA 1997) The paper suggests that there is a strong evidence base to confirm that electroconvulsive therapy is at least as effective as antidepressant drugs pharmaceuticals for the treatment of major depressive illness. (Weiner R D 2004) The authors make the point that despite this general belief, electroconvulsive therapy is not as widely used as it should be due to three major misconceptions namely public concern about the safety of the procedure, reactive regulations and guidelines and the belief that it is not cost-effective. They then set about addressing each of these concerns Rather worryingly, the authors cite evidence of safety with the unqualified comment that â€Å"None of the depressed patients who received ECT died during the hospitalisation. In contrast, 30 (0.14%) of the depressed patients who did not receive ECT died in the hospital. (Schulz K F et al. 1995) Although this may well be the case, it is entirely possible that patients who were ill with other comorbidities (and therefore at greater risk of death) were not offered electroconvulsive therapy, as it required a general anaesthetic. One cannot jump to the implied conclusion that these figures suggest that electroconvulsive therapy is therefore intrinsically safe. (Mohammed, D et al. 2003) The authors draw a number of conclusions, perhaps the most significant of which is that current practice tends to reserve electroconvulsive therapy for the elderly, and those with comorbidities such as schizophrenia, dementia, and general medical (nonpsychiatric) disorders. They also comment that prompt use of electroconvulsive therapy is associated with shorter in patient stays and, by definition, more rapid resolution of the depressive state. Despite these findings, there is a large body of literature documenting the fact that many patients with major depressive illness remain largely unresponsive to therapeutic intervention. With this in mind one should consider the contribution of the Spanish research group under Gonzalez-Pinto who published a trial of a small group of patients (13) who had proved resistant to both venlafaxine and electroconvulsive therapy separately but who responded to both measures when used in a combined fashion. (Gonzalez-Pinto A et al. 2002). This was a non-randomised non-controlled trial and therefore constitutes evidence value at level III. Curiously the response was not proportional to the dose of venlafaxine used. The authors however, report the rather worrying side effect of asystole in 3 of the 13 patients immediately after the electroconvulsive therapy. A number of authorities suggest that there is a definite place for electroconvulsive therapy in the severely depressed patient who is a suicidal risk. The Kellner paper addresses this suggestion directly. (Kellner C H et al. 2005). Suicide remains one of the major associations of major depressive illness and carries a 15% lifetime risk for any patient who has been hospitalised with the same. (Bostwick J M et al. 2000) with symptoms such as profound hopelessness, hypochondriacal ruminations or delusions, and thoughts of suicide or self-harm during depression predict future suicide. (Schneider B et al. 2001). The Kellner study was a randomised crossover comparative follow-up trial making it evidence value of level 1b. There are a great many result strands from this study, but if one specifically considers the suicidal elements, then one can state that the study showed that of the 444 patients enrolled in the trial as having major depressive illness, 26% had suicidal ideation at a level of 3 or greater on the Hamilton rating scale (the measurement tool used in the trial) and 3% achieving a score of 4 (actual suicidal attempt). This group had a reduction of their scores to 0 in over 80% within the two week course of the electroconvulsive therapy. It was also reported that in the group who scored 4, 100% dropped to 0 by the end of the treatment. Despite there impressive figures for short term remission, one would have to note that the trial did not have any significant long term follow-up and there is no information on the rate of relapse after the initial treatment. (Rosenthal R. 1994). The authors state that they were aware of two successful suicide attempts which occurred whilst the trial was running (but after these patients had completed their treatment. The authors suggest that electroconvulsive therapy should be used early in the treatment regime once a diagnosis of suicidal risk has been made. To provide a balanced argument on the place of electroconvulsive therapy in the spectrum of treatment, one can consider the recent paper by Eranti (Eranti S et al. 2007) who tested out the hypothesis that has recently been published, that Repetitive transcranial magnetic stimulation (rTMS) is as effective as electroconvulsive therapy but does not have the same side effect profile that restricts the use of electroconvulsive therapy in some patients. (viz. Gershon A A et al. 2003 and Loo C K et al. 2005) This trial was a randomised, blinded comparative trial with a substantial entry cohort (260 patients) being followed up for 6 months after treatment giving it a level 1b significance. (Clifford C 1997). There were a number of possible outcome measures studied but, of relevance to our considerations in this dissertation, one can state that the authors found that Repetitive transcranial magnetic stimulation (rTMS) was not as effective as electroconvulsive therapy in the treatment of depressive illness both at the end of the treatment period and at the end of the 6 month study. The authors were able to comment however, that the rTMS was virtually free of demonstrable side effects. The place of electroconvulsive therapy in relapse prevention It is fair to comment that a brief examination of the literature shows virtually no good quality published material on this topic with the studies that have been done comprising individual case reports (viz Kramer B A 1990), naturalistic studies and small studies of retrospective cases (viz. Schwarz T et al. 1995), none of which have any control element and all of which are evidence level IV at best. A notable exception is Keller et al. who made a large UK based study of relapse prevention in major depressive illness with a randomised controlled trial over a seven year period involving over 500 patients. (Kellner C H et al. 2006). The trial is a level 1b evidence level trial and is of a particularly robust structure with great efforts made to achieve standardisation. (Denscombe, M 2002). The structure is a direct comparison between electroconvulsive therapy and a standard pharmacological regime (lithium carbonate plus nortriptyline hydrochloride). Both were given as a therapeutic course (the medication over a six month period) and the patients were followed up with DSM-IV assessments to determine their degree of relapse The analysis is long and complex but, in essence, the study clearly demonstrated that both groups had better results than a placebo control with similar percentages (about 33%) suffering a relapse and about 46% remaining disease free. The trial suffered from having a large group (about 20%) failing to complete the trial protocol. (Rosenthal R. 1994). This study does however, provide firm evidence that electroconvulsive therapy is at least as effective as pharmacological measures in reducing the likelihood of clinical relapse. Further evidence for longer term efficacy comes from the Gagnà © study (Gagnà © G G et al. 2000), which starts by acknowledging the fact that depressive illness tends to be a long term disability with long term pharmacological intervention a comparatively normal treatment strategy. The authors make a subtle distinction between continuance therapy (which is starting a new course of treatment after initial resolution and then relapse) and maintenance therapy which extends beyond the continuation therapy stage and is aimed at preventing relapse. This paper is noteworthy because, as the authors point out, there is general acceptance by healthcare professionals that long term maintenance therapy with pharmaceuticals is both rational and indicated in patients with a high likelihood of relapse of depressive illness. Treatment with continuation electroconvulsive therapy has failed to gain general acceptance. The authors argue that such an approach is particularly rational, at least in a group of patients who have demonstrated their ability to respond to electroconvulsive therapy in the past, are at high risk of relapse and who may be refractory to pharmacological intervention. The Gagnà © study is a retrospective case-controlled comparative study comparing the long term course of electroconvulsive therapy plus pharmacological maintenance therapy with long-term antidepressant treatment alone in a demographically matched group. The two groups comprised 60 patients. The maintainence electroconvulsive therapy group received the electroconvulsive therapy as a single treatment monthly after the normal intensive treatment course for the acute episode. It has to be noted that this regime is comparatively arbitrary as there appears to be no preceding published evidence base to support it. The results from this study are nonetheless quite impressive. Both groups are reported to have responded to treatment, but the group who were also maintained with follow up electroconvulsive therapy did markedly better in terms of resistance to relapse being almost doubled at two years (93% vs. 52%), and quadrupled at five years (73% vs. 18%). This result could also be expressed as a doubling of the mean time to relapse in the electroconvulsive therapy group (6.9 years versus 2.7 years for the antidepressant-alone group). A major criticism of this study would have to be a lack of standardisation of treatment in the electroconvulsive therapy group with some patients receiving univocal and others bipolar electroconvulsive therapy. The number and duration of each was left â€Å"to the clinical judgement† of the responsible clinician. This does not reduce the impact of the overall finding, but does make for difficulties in comparison with any other trials which might follow. (Berlin J A et al. 1999) A critical analysis of the study would also have to conclude that the study suffered from a comparatively small number of patients with assignments to the comparison groups not being random. More importantly, the trial assessor was not blinded to the patients group assignment. These factors make it difficult to confidently assign an evidence level to this trial. (Denzin, N K et al. 2000) The authors conclude their study with the comment that a larger, prospective study on the subject is currently underway. One should perhaps regard the results of this study as interesting, but not proven. In assessing the validity of this paper, one should note comments that it has generated in the peer reviewed press. Gupta makes a number of valid points of criticism (Gupta N. 2001), arguably the most important of which is that the study did not make any measurement of the well recognised effect on memory function that short term electroconvulsive therapy is known to have. (Isenberg K E et al. 2001). Gupta suggests that clinical effectiveness must be assessed only after a risk-benefit ratio has been properly determined. Certainly a valid point and one that was not addressed in the original paper. Mechanism of action A number of papers have been published reporting biochemical changes after electroconvulsive therapy. There seems to be a general agreement that depressive illness is associated with a disturbance in the monoaminergic-cholinergic balance within the cerebral cortex. (Schatzberg A F et al. 2005). A novel and significant advance was published in 1998 by Avissar (Avissar S et al. 1998) when a correlation with G-protein levels in leucocytes was found and was discovered to be significantly reduced in depressive illness. The significance of this paper was that the authors found that electroconvulsive therapy resulted in a normalisation of the G-proteins level which preceded (by about a week), and thus predicted, clinical improvement. Patients who did not respond to electroconvulsive therapy did not show a change in G-protein levels. The significance of this finding is enhanced with the knowledge that lithium is also known to alter G-protein levels (Schreiber G et al. 2000), as are some other treatments for bipolar disorder. (Young L T et al. 2003). It is also known the G-protein levels are raised in manic states thereby suggesting that it is a marker for affective mood states. (Schreiber G et al. 2001) Further evidence of altered metabolism comes from the Nobler study (Nobler M S et al. 2001). This study used Positron emission tomography (PET) to study glucose metabolism in different brain areas. It has to be noted that this was a small study of 10 patients who were assessed before and after a course of electroconvulsive therapy. This study involved highly sophisticated measurements and concluded that certain areas of the brain showed marked reduction in metabolic rate after electroconvulsive therapy and these changes were most significant in the frontal, prefrontal, and parietal cortices. The authors suggest that their results support the hypothesis that electroconvulsive therapy works by suppression of functional (non trophic) brain activity, most prominently in the prefrontal cortex. The authors comment that their findings are consistent with the earlier Drevets study which demonstrated a reduction in brain metabolism after successful treatment with antidepressant drugs. (Drevet s W C 1998) A more modern paper by Sanacora reported alterations in the GABA concentrations in plasma, and cortex after electroconvulsive therapy. (Sanacora G et al. 2003). It is known that patients with depressive illness have reduced levels of the neurotransmitter GABA. This study, again with a small entry cohort of 10 patients, assessed patients before and after electroconvulsive therapy. It was found that the levels of GABA increased with successive treatments. It was also found that the length of duration of the convulsions was proportional to the concentrations of GABA found in the cortex supporting the view that GABA decreases cortical excitability. It may also be significant that GABA concentrations have been found to increase after the use of selective serotonin reuptake inhibitor (SSRI) treatment. (Sanacora G et al. 2002). These findings suggest that enhanced GABA activity may be central to any antidepressant activity Takano et al. have recently produced a yet more sophisticated study along the lines of the Nobler investigation. (Takano H et al. 2007). This study also uses positron emission tomography (PET) and it studied patients before, during and after the application of electroconvulsive therapy. This is essentially a technical rather than a clinical study. It also has to be noted that all the data was derived from only six patients. The majority of the results are therefore not relevant to this consideration other than the fact that the authors concluded that electroconvulsive therapy exerts its effect by increasing the post treatment blood supply to the anterior cingulate and medial frontal cortex and thalamus. They refine this comment by acknowledging that it cannot be stated that this observed phenomenon is cause or effect, but simply an association with the mechanism of treatment and is associated with a resolution of symptoms. Preference of site and nature of stimulation There is a great deal of discussion in the peer reviewed literature about the optimal sites for electroconvulsive therapy application and whether univocal or bipolar stimulation gives better results. Unfortunately the vast majority of it is anecdotal and of poor evidential value. The Bailine study is a notable exception providing a randomised comparative trial with a moderate size of entry cohort (60) making it a level 1b trial. (Bailine S H et al. 2000). The authors compared the efficacy of bitemporal stimulation with bifrontal stimulation over a treatment period of 12 treatments. The study was assessor blinded. The rationale behind the trial was that bifrontal stimulation avoids direct stimulation of the temporal areas which are directly involved with cognition and memory functions. The authors reported that they found both placements to be equally effective in their ability to relieve depressive illness, but the bifrontal positioning achieved statistical significance in reducing cognitive and memory effects. Although not directly tested, the authors comment that right sided unilateral frontal placement has fewer cognitive side effects than bilateral stimulation but needs 2 5 times the current to achieve its therapeutic effect. (citing Letemendia F J J et al. 1993) One area of difficulty which, even a brief overview of the subject illuminates, is the level of stimulus that is required to achieve therapeutic results. Some studies do not specify the level of stimulus, others simply refer to a supra-threshold stimulus, a third group refer to a â€Å"titration of stimulusâ€Å". This makes direct comparison of results difficult. Some authorities have made the comment that not standardising the level of stimulus applied is similar to conducting a comparative trial of antidepressant drugs to placebo when the drugs are given at a sub-optimal dosage and therefore not achieving their maximal therapeutic effect. Krystal has attempted to tackle this problem by reviewing the regulations governing the administration of electroconvulsive therapy and also trying to achieve a generally acceptable standard of treatment. (Krystal A D et al. 2000) The USA limits (by statute) the maximum output charge for clinical applications of electroconvulsive therapy to 576 millicoulombs. The equivalent restriction in the UK is 1,200 millicoulombs for electroconvulsive therapy devices and this has been determined by the Royal College of Psychiatrists, and this limit is more than double the limit allowed in the USA. As far as the USA is concerned there is no evidence base to ensure that this limit will allow for consistently effective electroconvulsive therapy, which is something of a paradox considering that the USA considers electroconvulsive therapy more mainstream than does the UK. Krystal published a retrospective study of nearly 500 patients who had received electroconvulsive therapy. Although most of the patients reviewed had a clinically successful treatment, the authors noted that 15% of patients required the maximum stimulus intensity to trigger a seizure and 5% of the total did not have a seizure at all. The authors comment that the clinicians responsible for the patient had to use enhancing strategies to boost the therapeutic response with caffeine, ketamine, or hyperventilation. This still left a residual 5% of patients with a sub-therapeutic response at the maximum permitted output charge. Further problems can be encountered as not only can patients vary with regard to the amount of charge that they need to trigger tonic-clonic seizures, but the amount of charge can vary as the course of treatment progresses in each individual patient. (Coffey C E et al. 2005) The difficulty that therefore arises in these non-responders, is that there is no greater therapeutic response than placebo if a tonic-clonic seizure is not triggered, but the effects on cognition and memory impairment are still present. (PECT 2000). If this is added to the clinical and economic costs, it is clear that a case can be made for higher limits of initial triggering charge, at least in the USA. The other factor which may also be relevant and can be a major cause of inconsistency between studies is the pulse width with some electroconvulsive therapy machines delivering a shorter pulse width and longer stimulus duration than others. The majority deliver a pulse width between 0.5–0.75 msec. but other machines are capable of delivering pulse widths considerably beyond these limits. There has been no definitive study which has considered the possible effect of pulse width on either the therapeutic response or the likelihood of triggering a tonic-clonic seizure. The final point made in the Krystal paper is the fact that one of the reasons that the charge limit was set at the level that it is was the fact that the authorities wanted to minimise the theoretical risk of neuropathological damage. There is now evidence that the levels of stimulus charge necessary to cause such damage is far in excess of the imposed limits. (viz. Weiner R D 1994 and Devanand D P et al. 2004) The concept of stimulus titration is referred to in many of the clinically based papers reviewed. If this concept is considered in parallel with the comments by Krystal relating to the variation of charge required to produce the seizure, the situation can be clarified in an monograph by MacEwan who advises that it is an important feature of the treatment to allow sufficient time between the initial unsuccessful shock and the attempt at restimulation as the effect of the comparative refractivity after the first shock takes a little time to wear off. (MacEwan T 2002) Side effects of treatment Considering the rather gross and intrusive physical nature of the treatment, it is quite remarkable that the literature shows very few studies which have specifically explor

Overpopulation :: essays research papers

It’s a dark, cold, rainy night. The wind chill can be compared to that of Arctic wastelands, only the rain won’t freeze and disappear upon contact to your skin, instead the freezing cold ice-rain pierces your flesh like a million needles. The cold doesn’t subdue. A dark, small, shadowy object can be seen scurrying across the unlit streets. This dreary atmosphere does Hell’s Kitchen in the New York ghetto no justice. Just the sight of steam rising from sewer grills, the sound of gunshots in the distance, and the smell of rotten fish makes this an unsavory environment to be exposed to. The shadowy object seems to be on a mission. Looking back and forth as though being hunted by a beast of great stature, the shadowy object makes its way through alleyways, dank streets, and eerie overpasses. Shivering with each step it takes, the shadowy figure looks worn and used out from a night of wear and tear, and appears to be running out of gas. The spectacle of shadow finds a vacant, long deserted, decrepit wooden box, and immediately finds it as a place of seclusion.   Ã‚  Ã‚  Ã‚  Ã‚  Ã¢â‚¬Å"So tired, how can I get home? I wish those gangstas never stole my bike† Thought Little Billy to himself, â€Å"Maybe Ill just sleep here for the night.† Just then, at that very moment in time, A dark looking man, wearing a black trench coat and boots, comes dashing down that back alley, running as fast as he could until he reached that wooden box, he suddenly came to a perfect stop about ten feet from Little Billy. Almost, as though paralyzed by fear, Little Billy just stares at the bizarre man with a petrified gaze. In return, the man simply stares back at the Belittled Billy, and hesitates before he speak, which seems like an eternity to one Little Billy. â€Å"Hiya!†, said the man, in a friendly tone of voice. Little Billy opened his mouth as though to speak, but only to get interrupted by a prudent mystery man. â€Å"Lemme introduce myself, I’m Jim Sinepson, and I’m a fellow street bum. What brings a nice little boy to these mean streets where homicide and illegal activity is prevalent?† Again, Little Billy began to open his mouth, hesitating and stuttering through sheer intimidation. â€Å"Well, I see that you’ve moved into this box here? Well, I’m not sure if this is the best box to spend your night in†¦ Yeah, my friend Bob was picked off here last week†

Essay --

The Inevitable War World war I was a war of tragic loss between the dead, the wounded, and the missing. The war was between the allied forces, (France, Britain, United States, Russia) and the central powers, (Ottoman empire, Austria-Hungary, and Germany). Many people when learning about World War I in class or in books don’t see or understand the conglomeration of events that attributed to the start of this war. There was the assassination of Archduke Franz Ferdinand, Increase in imperialism, nationalism, the arms race, and many more factors from years before 1914 that led to the break out of WWI. In many cases the world was growing and countries were becoming greedy and power hungry, There were no â€Å"main reasons for the war. Rather a number of jumbled events that led to the inevitability of World War I. In years leading to the start of World War I in 1914 there were many factors that contributed to the outbreak of â€Å"the great war† as the people of that time called it. There neither was nor still is a first, second, third reason war broke out, it was a long time coming of events that were happening in the world. The Alliances in WWI had been mapped out long before this war, due to previous wars. In his Article â€Å" The Origins of the First World War† William Mulligan clearly maps out the alliances of the central powers and the Alliance powers. The â€Å"block† of alliances as Mulligan puts it started to be put together in 1879. These countries would sign treaties with one another to strengthen their security of an area. A couple years prior to the WWI outbreak a few countries some allies some not worked together to calm down tensions in the Balkans. Though it was not as successful as it was thought out to be, though it did help keep th... ... and to have more resources than the â€Å"enemy†. In the 19th century the advancement of weaponry, technology and economic standing, proved to be too tense and when you add all the events leading up to 1914 together you get one big bubble that just has gotten too big for itself and is ready to burst at the seams with one more event or reason for countries to show whose bigger and better. The idea of peace is something everyone in the world likes to think is real, though in reality humanity is too arrogant and greedy to be able to settle their differences whether it be color of skin, whose got a bigger navy/gun. World War I was proof of this fact that war is inevitable. Even through diplomatic strategies and peace treaties there will always be someone whether it be a country in whole or one individual that will be there to tip the balance when the â€Å"bubble† get too big.

Mini Position Paper Essay

Many schools exist that don’t create student success. In too many school systems today, students are deprived of the education they need to become successful in life. What is society doing to make sure these students find their way? What does it take for them to become successful participants of society? After reading Freire’s, Pedagogy of the Oppressed, I must say there is some truth to students being oppressed for they are being forced to matriculate in an educational environment they aren’t familiar with; can’t survive in; or don’t want to be in. Students who are in the predicament noted above are not able to thrive in a strong academic environment because, as Freire states, they don’t know their reality. If they knew their reality, they would be better prepared to adjust to what they need for academic success. My position is that students that will better succeed in vocational or magnet schools. The vocational option is best suited for students that are not college bound and need to learn hands-on job skills to work right out of high school. For the nontraditional student the magnet option can work well. As a dancer, I attended magnet performing art school and this opportunity allowed me to learn about my craft and move on to earning a scholarship to Temple University in dance and theater. It allowed me the option to get involved in a field that I love and having a love for what you do makes the difference in which you become. There is no denying that people are mentally in different places at different times in their lives. Whether they have been raised in a single parent home, or whether they grew up in an environment that isn’t conducive to learning, it is important that students know what they can handle in an educational setting. For some students, an advanced math class or AP courses may not be reasonable. There are some students that understand where they stand academically and know that they aren’t able to learn under the same conditions as other students. These students need to develop other avenues in which to become successful. Vocational and Magnet schools are a great source for students that aren’t ready for a rigorous academic curriculum. Although students will still get the core courses they need to graduate, they will also have a trade that will at least keep them employed and able to take care of them after graduating. There are students that have a love for cosmetology, auto mechanics or even plumbing. One important fact is that there are colleges that offer two year degrees in these vocational trades. It is crucial that today’s generation know that there are options outside of becoming a doctor or lawyer. While we always need lawyers, doctors, and teachers, the world also needs mechanics to fix cars, a plumber to fix leaks the correct way or even a specialist to make sure a heating or air conditioning system is properly working. It is important that today’s student be comfortable in knowing that being academically challenged is okay, and that choosing a vocational education is an option. Vocational Magnet educations are just as important and should be interjected in all of today’s schools for they too serve a vital function in preparing our students in life. â€Å"The Guardian†, a newspaper printed in the U. K. , ran an article in 2013 regarding vocational educations. It questioned the validity of the concept of vocational educations by asking the public if they value vocational skills. The article allowed people to give their opinions. Although most people were in support of vocational education, there were some that weren’t. One person commented that though he didn’t look down on vocational education, he would not consider the vocational route if he didn’t get the grades needed to attend a university. He finished by explaining he would definitely go for A-levels because in his opinion, â€Å"they are far more respected by employers and universities†. In his opinion, having a career rather than a skill is more esteemed. After reading the article, I was stunned at the idea that vocational educations aren’t respected. That a plumber or custodian is not valued is a disrespectful and cocky position to take. Society will always needs someone to make sure offices are clean and bathroom toilets run properly. People underestimate that diverse careers are needed for the world to effectively revolve. Unfortunately vocational skills like plumbing, carpentry, and electricians have been downgraded in social status over the years. One of the biggest issues in education today is low graduation rates, low college entry and a growing rate of unemployment. Vocational education can be the resolution to this problem. What are missing in schools are alternatives like a technical baccalaureate, which offers valuable learning and real skills, and leads to real jobs for young people. Getting children in the right program for their learning needs is what leads to success. Vocational qualifications serve a need for particular kinds of students and are very important skills. Vocational education training provides career and technical education for students interested in jobs that are based upon labor-intensive or real-world jobs. The plus side to vocational education is that students have the opportunity to work in their field while in school; it requires less education than four year degree programs; the vocational fields are vast and varied such as, pharmacy and medical technicians, paralegals, medical assistants, office assistants, cosmetologists, mechanics and construction workers; it assists in higher graduation rates; increased employment; and overall student achievement. The objective in education is to assist students in their quest of having a stable life. A vocational education reinforces the connections between secondary and postsecondary education, and improves accountability for students.

Procurement and Acuisitions Management: Fair Housing Internship

SOC 4490 Fall, 2010 A- Term Internship in Sociology Instructor Student November 14, 2010 A Sociological View of a Non-Profit Organization: Fair Housing Internship Introduction This paper will provide an analysis of an internship performed at the Central Alabama Fair Housing Center (CAFHC), Montgomery, Alabama. This paper will give an overview of the internship program and its requirements, the history of the Fair Housing Act, a sociological review of fair housing, and discuss the responsibilities and observations made during the internship.To qualify for the Sociology Internship Program, a student had to be an undergraduate working toward a degree in Social Sciences. The program was designed to provide qualified undergraduate students with experiences in a government, non-profit, or public service institutions under the supervision of a faculty member.The internship consisted of conducting tasks assigned by the agency supervisor, maintaining a journal describing activities performed and explanations of how they related to sociology, recording personal feelings about the experiences, a ten page paper related to the internship experience and working 150 hours at the Central Alabama Fair Housing Center. The objective of the internship was to have the student apply skills and knowledge learned during completion of social science coursework and, to work in a non-profit agency under the supervision of a faculty member.The methods of evaluating the internship included meeting twice a month with the instructor/advisor and discussing journal entries, being evaluated by the agency supervisor for work performance, evaluation by the instructor and writing an internship research paper due by December 7, 2010. History of the Fair Housing Act On April 4, 1968, Reverend Dr. Martin Luther King Jr. , was assassinated. This act unleashed a firestorm of civil unrest in urban communities across the nation (Fair Housing Report, 2008).A week to the day after King’s assassinati on, President Lyndon Johnson signed into law the federal Fair Housing Act (Title VIII of the Civil Rights Act of 1968). This law, co-sponsored by Senator Walter Mondale and Edward Brooke, had been languishing in Congress for two years and only passed because of the response to the assassination and subsequent events (National Fair Housing Alliance, 2008). In 1988, the law was amended by the Fair Housing Amendments Act, co-sponsored by Senator Edward Kennedy and Arlen Specter.This law significantly strengthened the enforcement power of the Act, giving the Department of Housing and Urban Development and Department of Justice the authority to enforce and expand the reach of the law while still providing for private enforcement mechanism (NFHA, 2008). The Fair Housing Act is now one of the most powerful tools in our civil rights arsenal but it can only be as effective as the skilled application and intent of the user of this tool (NFHA, 2008).Sociological Review of Fair Housing The Unit ed States Department of Housing and Urban Development (HUD) has defined the term â€Å"fair housing choice† as the ability of a persons of similar income levels to have the same available housing choice regardless of race, color, religion, sex, national origin, familial status or disability (Analysis of Impediment to Fair Housing Choice, 2004).The Central Alabama Fair Housing Center is a non-profit agency, working to ensure equal housing opportunities for all people regardless of race, color, national origin, religion, sex, familial status (having or expecting children), or disability. Discrimination occurs when housing providers treat people differently because of their race, color, national origin, religion, sex, familial status, or disability. The Fair Housing Act prohibits discrimination in rental, sales, mortgage lending, and home insurance markets. Illegal ractices include guiding people to or away from a neighborhood or areas based on race (steering), refusing to insur e or finance a home based on the racial make-up of a neighborhood, not allowing a guide dog or wheelchair ramp in an apartment building, demanding sexual favors in exchange for rental assistance, inflating the price of a home to discourage someone from making an offer, refusing to rent an apartment to a person with AIDS or HIV and selectively asking for a â€Å"green card† or other documentation based on an applicant’s accent or ethnic background (CAFHC, 2010).Karl Marx, the nineteenth-century father of communism and one of the founders of the Conflict Theory viewed society as consisting of primarily two classes capitalists, or owners of the means of production, and proletariats, or workers, who were exploited by the capitalist (Harford, 2005). Marx’s division of classes is not the only division. Max Weber, an outspoken critic of Marx’s views, argued that property is not the sole basis of class. Instead, class is determined by the three p’s- proper ty, prestige, and power.Weber’s more general concept of class is accepted by many but their views of how to qualify fairness of prestige and power has been often different (Harford, 2005). Using Weber’s concept, when taking a look at the Fair Housing Act, we see that forty years after the Fair Housing Act, there are still more than 3. 7 million instances of discrimination reported each year (U. S. Bureau of the Census). African-Americans, Latinos, Asian Americans and American Indians report unfair treatment within the rental, sales and insurance market daily.Marx and Weber categories deal only with economical stratification however; fair housing studies show that discrimination occurs regardless of economic status. For example a study performed by The National Community Reinvestment Coalition (NCRC) showed that low- and moderate-income minorities received a lower portion of prime loans than high-cost loans. Lenders seem to favor middle- and upper-income white household borrowers with prime loans. In comparison, African-American with middle- and upper-income households received a lower percent of all prime and high-cost loans (NCRC’s 2007).Staff Responsibility& Duties Working as an intern with the Fair Housing Center has been very informative and exciting. As an intern, I observed the various staff members and their jobs duties. I learned the importance of each position. The Executive Director of a Fair Housing Center (FHC) must oversee, motivate and support staff members, each of whom are very valuable team members. The Executive Director oversees all of a FHC’s departments (including counseling, outreach, investigations and litigation) and is responsible for preparing and overseeing FHC’s annual operating budget.The Executive Director also ensures that The Fair Housing Center is fulfilling its contractual obligations to numerous governmental entities. Periodically, the Executive Director must attend city council or other mee tings, and network with others in the non-profit community, including local non-profit organizations, and fair housing organizations throughout the country. The Director, along with the rest of the Fair Housing Center’s management team, oversees the Fair Housing Center’s annual summits and conferences. Center’s staff also includes test coordinators.This is normally a full time staff member and duties include the recruiting and training of testers, designing and analyzing tests, and maintaining test files and other records. To hold this type of position, most candidates should have experience in conducting tests, great speaking skills, and experience in research analysis as, training in the fundamentals of fair housing. The test coordinator must be an advocate for civil rights and have earned at least a Bachelor of Science degree. A Fair Housing Specialist (Enforcement Specialist) is normally a part-time staff member.Duties include intake screening, demographic r esearch, data collection and analysis, identification of public impediments to fair housing choice, and enforcement-related outreach. He/she can also assist in developing test strategies and performing analysis as well as assist in writing reports as requested. To hold a position as a Fair Housing Specialist (Enforcement Specialist), candidates should have had training in the fundamentals of fair housing, have knowledge of civil rights, know how to conduct research, understand area demographics, and have earned at least a Bachelor’s Degree in a social science field.The position of attorney is a full time position. Duties include intake, client representation in HUD, taking administrative actions, conducting public and legal education programs, serving as a liaison to private attorneys, conducting legal and other research, and maintaining intake and case files. To qualify for this position a candidate must have a J. D. degree, a demonstrated commitment to civil rights, and an ability to work with diverse communities. The position of administrative Assistant/Office Manager is normally a part-time position.The duties include general office management, clerical tasks and serving as the office receptionist. Candidates for the position should have experience working for the public, very good social skills, an understanding of civil rights, ability to work with people from diverse backgrounds and experiences in non-profit office management. Summary and Conclusions The objective of the internship was for me to incorporate the knowledge learned from my social science classes into skills while interning.During my interning with the fair housing center, my responsibilities and activities included: reviewing fair housing laws, reading over Central Alabama Fair Housing Center’s grant proposals and work deliveries, discussing non-profit grant management/grant writing/daily operations of a non-profit organization with director, observing operations of organizat ion, including siting in on a job interview, learning about division of staff duties in the office, helping to implement grant activities/outreach and distribution files/information, deciding on a distribution plan for grant deliveries, helping to develop radio campaigns plans, learning about in-kind service donations, sitting in on fair housing education programs for housing management and developing a new survey for the city. Interning for a fair housing center provided a vehicle for travel that could and is helping society to achieve the balance and integrated living patterns envisioned by the original authors of The Civil Rights Act. While we have made some progress in reducing levels of residential segregation, most Americans still live in communities that are largely divided by race and ethnicity, ( National Fair Housing Alliance, 2008). Personal Thoughts and Opinions My experience as an intern with the Central Alabama Fair Housing was very informative, exciting and a helpful experience to me as a future director of my own non-profit agency.Although I will not provide services that will pertain to civil rights, having an opportunity to work within a fine tuned organization, learning the operations, and experiencing firsthand the everyday workings within a non-profit agency was the best experience that a future director could have. Experiencing outreach, research development, grant writing, organization application and Fair Housing training while interning, allow me to understand the importance of loving what you are called to do and showed me the difference one can make in society. I got a chance to learn that a fair housing center is one link that is connected to many links to form a chain called HUD, the Department of Housing and Urban Development.The fair housing centers are local centers that help to enforce justice that has been mandated by the civil right laws, expand comprehensive requirements of the civil rights law, while still providing a priva te enforcement mechanism for the area communities. The fair housing centers are state and local portals that are used to report, provide insight and attain answers for our nation’s struggles to achieve the benefit of living in richly diverse communities. Having an opportunity to learn while being a part of the non-profit arena, gave me the fuel needed to continue striving for justice. . References †¢Analysis of Impediments To Fair Housing, Montgomery city, 2004, August, Overview of what the Fair Housing Act Complaints. Harford, Tim, The Undercover Economist: Exposing Why the Rich Are Rich, the Poor Are Poor and Why You Can Never Buy a Decent Used Car, New York: Little Brown, 2005. †¢Hunt, Elgin f. , and Colander, David C. , Social Science: An Introduction to the Study of Society, 3rd edition, copyright 2008, Person publishing company. †¢National Community Reinvestment Coalition, conducted data file analysis, 2007 www. ncrc. org †¢WWW National Fair Housing Alliance, 2008 Fair Housing Trend Report, April 8, 2008 www. nationalfairhousing. org †¢WWW U. S Bureau of the Census, Income www. census. gov/hhes/www/poverty. html †¢WWW U. S. Bureau of Census, Poverty www. census. gov/hhes/www/income. html