Child Sexual Abuse Case Management

Child Sexual Abuse Case Management Rape: Child Sexual Abuse Deirdre F Smith Social Work and Criminal Justice A violent crime is a  crime  in which an offender uses or threatens force upon a victim. This entails both crimes in which the  violent  act is the objective, such as murder, as well as crimes in which violence is the means to an end, such as robbery. Violent crimes may, or may not, be committed with weapons. Depending on the jurisdiction, violent crimes may vary from homicide to harassment. (Violent Crime) Rape falls into the category as a violent crime. Rape is a type of  sexual assault  usually involving  sexual intercourse  or other forms of  sexual penetration  initiated against one or more individuals without the consent  of those individuals. The act may be carried out by physical force, coercion, abuse of authority or against a person who is incapable of valid consent, such as one who is unconscious, incapacitated, or below the legal age of consent. The term rape is sometimes used interchangeably with the term sexual assault. (Rape) It is commonly believed that rape only happens to women and children, but this is false because it can also happen to men. Rape is not about sex, but about power. One out of every six American womenhas been the victim of an attempted or completed rape in her lifetime. 17.7 million American womenhave been victims of attempted or completed rape. The Average number of rapes that occur annually in the United States is 89,000. Men make up 3% of the total rapes. Children under the age of 12 make up 15%.There is still 60% of rapes never reported and 95% of college rapes are also never reported. There are 47% of rapes that have occurred while both the victim and perpetrator had both been drinking. Victims of rape are more likely to suffer from depression, post-traumatic stress disorder, abuse alcohol and/or drugs, and contemplate suicide. (Who are the Victims?) The rape of a child is referred to as child sexual abuse. Child sexual abuse is a form of  child abuse  in which an adult or older adolescent uses a child for sexual stimulation. Forms of child sexual abuse include asking or pressuring a child to engage in  sexual activities  (regardless of the outcome),  indecent exposure(of the genitals, female nipples, etc.) to a child with intent to gratify their own sexual desires  or to intimidate or  groom  the child, physical sexual contact with a child, or using a child to produce  child pornography. The  American Psychiatric Association  states that children cannot consent to sexual activity with adults, and condemns any such action by an adult: An adult who engages in sexual activity with a child is performing a criminal and immoral act which never can be considered normal or socially acceptable behavior. Rapes can occur in either the perpetrators or victims’ home, in a vehicle, outdoors, in a bar, or anywhere. Sometimes it can occur in the home that both the victim and perpetrator share, because most people are raped by someone they know including a spouse. Since rape or sexual assault is under reported only about 3% of rapist will ever spend a day in jail. (Rape Statistics, 2014) Under federal law, the punishment for rape can range from a fine to  life imprisonment. The severity of the punishment is based on the use of violence, the age of the victim, and whether drugs or intoxicants were used to override consent. If the perpetrator is a repeat offender the law prescribes automatically doubling the maximum sentence. A person who has committed such offenses gains the label as a sex offender. Once you are given that title you will forever carry that label. Even upon release of incarceration, one still must register as a sex offender with local law enforcement and follow specific guidelines which includes, informing law enforcement if you move and update any information. You will be placed in a public database where your status is automatically known. Children who have been sexually abused may feel guilty, ashamed, or confused so, they may not tell anyone. There are symptoms that you can look for they may tell you that a child is being sexually abused. The symptoms include withdrawal from friends or activities, may become aggressive, changes in school behavior and attendance, depressed, and attempt to runway or commit suicide. There can also be physical signs of sexual abuse such as, Sexual behavior or knowledge thats inappropriate for the childs age, pregnancy, sexually transmitted diseases (STDs), trouble walking or sitting, or sexually abusing other children. (Child Abuse Symptoms) Children who have been abused sexually are 25% more likely to experience teen pregnancy. The effects of child abuse are also that they begin drug and/or alcohol use, commit violent crimes, become depressed, and have low self-esteem. Some may actually become abusers themselves. They develop psychiatric disorders that carry on into their adulthood. Some will become involve in abusive relationship and some become promiscuous. As adults they may even take jobs as prostitutes. (Rape Statistics, 2014) As a social worker, working with sexually abused children you may experience conflicts between personal values and professional values. There are certain standard you must adhere to according to the NASW when dealing with adolescence. Standards for the Practice of Social Work with Adolescents: Standard 1. Social workers shall demonstrate knowledge and understanding of adolescent development. Standard 2. Social workers shall demonstrate an understanding of and ability to assess the needs of adolescents; access social institutions, organizations, and resources within a community that provide services for adolescents and their families; and advocate for the development of needed resources. Standard 3. Social workers shall demonstrate knowledge and understanding of family dynamics. Standard 4. Social workers shall demonstrate acceptance of and contribute to the development and maintenance of culturally competent service delivery. Standard 5. Social workers shall possess or have access to specialized knowledge of the legal, regulatory, and administrative requirements and resources for youths and their families. Standard 6. Social workers shall strive to empower adolescents. Standard 7. Social workers shall advocate for an understanding of the needs of adolescents and for resources and cooperation among professionals and agencies to meet those needs. Standard 8. Social workers shall participate in multidisciplinary case consultation across agencies that provide services to adolescents and their families. Standard 9. Social workers shall maintain confidentiality in their relationship with youths and of the information obtained within that relationship. Standard 10. Social workers shall assume an active role in contributing to the improvement and quality of the work environment, agency policies and practices with clients, and their own professional development. (NASW Standards for the Practice of Social Work with Adolescents, 1993) Treatment of child sexual abuse is a complex process. Orchestration of treatment in the childs best interest is a genuine challenge. Moreover, it is often difficult to know how to proceed because there are so few outcome studies of treatment effectiveness. When working with children it may be difficult because of lack of support from the family. Establishing trust with the child may be difficult. One of the reasons sexual abuse treatment is such a challenge is that it occurs in a larger context of intervention. Therefore, coordination is of utmost importance and ideally is provided by a multidisciplinary team. Treatment issues are then handled by the team as part of overall intervention. The following issues are the most important of those the team should consider at this stage of intervention: separation of the child and/or the offender from the family, the role of the juvenile court, the role of the criminal court, the treatment plan for the family, visitation, and family reunifica tion. (Child Welfare Information Gateway) Case management decisions are often provisional; that is, they are based on what information about the family members and their functioning is available when decisions are made. Treatment is often a diagnostic process. The positive or negative responses of family members to treatment determine future case decisions. Outcomes of court proceedings can impinge upon and alter case management decisions and treatment. (Child Welfare Information Gateway) Before you can give a child a treatment plan you have to consider should the child remain a part of the family, do the courts have a role in the case, and is there a question of visitation? This is actually where the conflict of person and professional values arises. You may feel that if the child was sexually abused at home, they should never be allowed to return. Professionally, reunification with the family is the goal if at all possible. The task of the therapist is to make victims feel whole and good about themselves again. Work, mentioned above, that addresses the issue of self-blame is helpful. However, so are interventions that help children view themselves as more than merely victims of sexual abuse. Normalizing and ego-enhancing activities, such as doing well in school, participating in sports, getting involved in scouts, or helping a younger victim, can be very important in victim recovery. (Child Welfare Information Gateway) Treatment options include group therapy, individual treatment, and family therapy. Group therapy is generally regarded as the treatment of choice for sexual abuse. However, usually groups are offered concurrent with other treatment modalities, and some clients may need individual treatment before they are ready for group therapy. Individual treatmentis appropriate for victim, offender, and mother of victim (as well as for siblings of victims and survivors). As a rule, an initial function and a major one for individual treatment is alliance building. All parties have to learn to trust the therapist and come to believe that change is possible and desirable. The members of this triad may have different levels of commitment to therapy, with the victim usually the most invested and the offender the least. Family therapyis the culmination of the treatment process and is usually not undertaken until there has been a determination that reunification is in the victims best interest. (Child We lfare Information Gateway) The reason I chose to this topic is not because a family member or a friend sexually abused me, but at the age of 17 I was raped by seven guys who I did not know. I did not say anything after it occurred because I felt like it was my fault. I was somewhere I shouldn’t have been and my parents didn’t know. In a way I thought of it as punishment for being disobedient. Afterwards, I had become angry, aggressive, and rebellious. I would run away from home because I caused all types of problems there. At that time I was in college, but of course I quit going. I began cutting myself and I showed other emotions other than anger. Finally, after trips to the Detention Center my mother finally took me to St. Dominic Mental Health. My therapist tried to talk to me, but of course I refused to talk. He told my mother I had sociopathic symptoms, because I showed no emotions and would not open up. After those attempts I was still acting out. She finally took me to a place called Our House Shelter. It was a runaway shelter. There I had group therapy and individual therapy. That’s where I found my help. It was a social worker named Ms. Tara who reached me. I have a great mother because she knew something was wrong with me and tried everything she could to help me. She could’ve given up on me but she didn’t. She still doesn’t know what happened to me and chose not to tell her. She was just happy to have her daughter back to normal. I have seen a couple of the guys throughout the time, but I have heard most of them are in jail or dead. Do I regret never telling? Yes, because I could have stopped someone from experiencing what I did. Because of that situation and the fact that I’m here has made me stronger. References Child Abuse Symptoms. (n.d.). Retrieved November 2014, from Mayo Clinic: http://www.mayoclinic.org/diseases-conditions/child-abuse/basics/symptoms/CON-20033789 Child Welfare Information Gateway . (n.d.). Retrieved November 2014, from U.S. Department of Human Health Services: https://www.childwelfare.gov/pubs/usermanuals/sexabuse/sexabusef.cfm NASW Standards for the Practice of Social Work with Adolescents. (1993). Retrieved November 25014, from National Association of Social Work: http://socialworkers.org/practice/standards/sw_adolescents.asp Rape. (n.d.). Retrieved November 2014, from Wikipedia: http://en.wikipedia.org/wiki/Rape Rape Statistics. (2014, July 8). Retrieved November 2014, from http://www.statisticbrain.com/rape-statistics/ Violent Crime. (n.d.). Retrieved November 2014, from Wikipedia: http://en.wikipedia.org/wiki/Violent_crime Who are the Victims? (n.d.). Retrieved November 2014, from RAINN: https://www.rainn.org/get-information/statistics/sexual-assault-victims

Book review

The Soviet people thought after the war, their lives would get better but Stalin Hough if they wanted more, they would rebel. He did what he could to not let them want more than what they had. 2. In the summer of 1948, Stalin ordered a blockade of West Berlin The Cold War Powering 1 . Feeling that the future peace of the world would depend upon relations between the united States and Russia, FED devoted much thought to the planning of a United Nations, In which, he hoped, International difficulties could be settled. . Hiss was accused of being a Soviet spy in 1 948 and convicted of perjury in connection with this hare in 1950. It is very likely that he was innocent. Chapter 26 1 . Why did relations between the United States and Soviet Union deteriorate after WWW? P. 782-791 The USSR was based on a communist system and wanted to spread communism all over the world. The united States was based on a capitalistic democracy and wanted to prevent communism. 2. Why did Truman have Limited s uccess In Implementing his domestic agenda? P. 92-800 Congress rejected Trauma's proposal for call rights, a medical lobby blocked he plans for a universal health care program, his concentration on foreign policy rather than domestic didn't help, and there was a wave of anticommunism that weakened liberal and leftist forces. 3. How did the Korean War shape American foreign policy in the sass? P. 800-805 The Korean War shaped American foreign policy in the sass by showing the American people, and the rest of the World that communism would be militarily opposed. Chapter 27 1 . How did Eisenhower domestic polices reflect his moderate political vision?P. 811-815 He resisted expanding the governments power. Eisenhower, the 34th president of the United States, obtained a truce in Korea and worked incessantly during his two terms to ease the tensions of the Cold War. I infer that he felt the need to end the war, during the war 3. How did technology contribute to changes in economy, substan tiation, and the growth of the Sun Belt? P. 821-827 4. Why did American consumption expand so dramatically in the sass and what aspects of society and culture did it influence? P. 827-832 Americans after WWW 2 entered an era of prosperity and affluence.This general well-being can be most Leary seen in the mass consumption of consumers goods fueled by television and the housing boom. The middle class benefited the most 5. What were the goals and strategies of civil rights activists in the sass? P. 832-836 The goals of the civil rights movement were meaningful civil rights laws, a massive federal works program, full and fair employment, decent housing, the right to vote, and adequate integrated education. The right to vote was passed and placed in the bill of rights (1 5th amendment) in 1870 part of the reconstruction era.So during ass's during the civil rights movement the right to vote was not one of their goals because it was already in effect for African Americans to vote. Chapter 28 1 . Why did Kennedy believe that engagement in Vietnam was crucial to his foreign policy? P. 877-884 Anticommunism, the red threat, expansion of communism in Asia were all part of his foreign policy at the time. The initial engagements in Vietnam were to stop the spread of communism. It was a policy of containment of communism. Kennedy feared that if Vietnam fell so would the rest of the Asia 2.Why did massive amounts of airport and ground troops fail to bring U. S. Victory Vietnam? P. 884-888 3. How did the Vietnam War shape the election of 1968? P. 888-893 LB] refused to run for re-election; he was burned out. The nation wanted (and needed) an experienced â€Å"get the Job done† president. Nixon promised to deliver! The country believed him. And he delivered 4. What strategies did Nixon implement to bring American involvement in Vietnam to a close? P. 893-901 Optimization. Its goal was to create strong, largely self-reliant South Vietnamese military forces. Book Review Book Review Totto-Chan: The Little Girl at the Window Totto Chan: The Little Girl At The Window is a book which has engaging series of childhood recollections tell about an ideal school, Tomoe that combined learning with fun, freedom, and love and adventure. The school was in the railroad cars for classrooms and run by a good head teacher who was a firm believer in freedom of expression and activity. This book depicts the childhood activities of Tetsuko Kuroyanagi, the author of this book, whose childhood nickname is Totto Chan and translated by Dorothy Britton. Expelled from first grade:The story starts with by telling of Totto-Chan’s expelling from the previous school when she was in grade one. The little girl ‘Totto-Chan’ was waiting all the morning for street bands to walk by the school and call them over to play their music which was considered as highly disruptive behaviour and aggravated, her teacher decided that the girl would be no more in the school. Fin ally, her mother found a school after searching and took her to the school- Tomoe Gakuen, where the little girl Totto-Chan impressed the head-master through her talking which stunned to her mother.The school has only fifty students in total and the classrooms were conducted in disused train cars. In the assembly hall, all students shared their daily lunch consisting of â€Å"something from the ocean (fish, seaweed, bonito flakes, etc. ) and something from the hills (vegetables, beef, pork, pickled plum, etc. ). † So, doubts scaffolding knowledge in Totto-Chan’s mind and she used to ask her mother about it when she returned to home. The headmaster meant to it was balanced food which necessary for children, but the children only concerned about to fulfilled the two requirements.This relates to the everyday knowledge which children can think on it and learn what is necessary for a good health. Mr. Kobayachi, the headmaster believed in experimental learning, even he asked the parents of the children send their kids with their worst clothes to school. Lessons at Tomoe: In that school, Tomoe, children enjoyed lot of freedom in the sense that they were free to do anything as their wish. The head teacher had trust on students; there they were engaged in such adventurous tasks like climbing trees, play freely or stay in class to finish a science experiment during recess.Students were getting space for doing or playing as their wish in which teachers guided them and help them how to do it, so their confidence enhanced through it. Here is a description of classes at Tomoe Gakuen: â€Å"At the beginning of the first period, the teacher made a list of all the problems and questions in the subjects to be studied that day. Then she would say, â€Å"Now, start with any of these you like. † This is one kind of methods of teaching by which teacher can able to observe that the children’s progress to higher grades by observing their interest in which area as well as their way of thinking.I think, it is a best way for teachers to know their students in a better way means to understand their interested field and teach accordingly (p. 12). Many activities based learnings were taught by the headmaster that really seemed impossible in practical, but it was. As you know, Children were encouraged to study whatever subjects they liked first, they were taken to ‘field kitchens’ and ‘farming lessons’ to learn the practical aspects of cooking food and farming, first hand- related to real life experience. Adventures on the school groundsThis is very surprising and interesting activity in that school. Totto Chan began her adventurous learning at Tomoe like she had a tree in the ground- which every child understood that tree is their private property, if anyone wanted to climb their tree must seek permission. So, one day she invited her friend Yasuaki-Chan to her tree because she knew that Yasuaki had had polio and c ould not climb. But Totto-Chan decided that Yasuaki deserved to see the world from the top of a tree, so she used some inventiveness and with full strength she helped Yasuaki to get to the top of the tree.At last, Yasuaki abled to stand in her tree and look at the surrounding areas and enjoyed which filled happiness and thrilled them both. It creates confidence to face the difficulties and problems and enhances problem solving skills. Except this, she had another most memorable experience when she dropped her purse down the toilet! Undaunted, she started emptying the cesspool by using a wooden ladle. Did you know what the headmaster’s reaction was when he saw Totto-Chan was doing such things? He asked her, â€Å"What you were doing† and he replied I dropped my purse. But she kept ladling out the cesspool; and the teacher came once more and asked, â€Å"Did you find it? She replied ‘No’. So, then teacher said in a smiling friendly tone, â€Å"You will put it all back when you have finished, won’t you? † (p. 21-22). So, from this, it seems that how she behaved like a matured person and how her ideas develop in cognitive level spontaneously through practicing ladling continuously for the lost purse. Railroad Car Arrives: The school Tomoe runs in the railroad cars you all knew very well.Miyo-Chan, the third daughter of head master said, there is coming a new railroad car tonight. Already they have sis railroad cars which lined up together as classrooms but one more was coming, so small confusion spread out quickly with terribly excitement also. So, Miyo-Chan was selected as representative to ask to her father about their decision, but her father, the headmaster agreed upon and instruct them to take permission first of their parents and will bring their pajamas and blankets.After reaching home, Totto-Chan explained her mother about a train was coming and she wanted to go and watch it how it was going there without tracks; a nd asked for mother permission. Her mother got surprise and finally what the matter was about she was talking and went with her to school and some children accompanied with their parents came too. The children were assured by the headmaster that when the railroad car will arrive, I will wake up you all. All children lay down in the Assembly Hall with their pajamas and blankets.In the very morning Totto-Chan woke up and others too, watched the big railroad slowly moved and they all danced in joy. The headmaster explained them, â€Å"Watch carefully, they are called rollers. Rolling power is being used to move that big car. † Through this activity, it is clear that students get idea about how the railroad cars moved from one place to another by using roller power. (p. 23-24) The Library Car Class: After winter vacation, children discovered something new and wonderful, and greeted their discovery with joyous shouts.It is the library car class where everyone wanted to do their fi rst class after the winter break. So, all 50 students piled up into the car with great excitement picked some books and read. But Totto-Chan couldn’t read well, she also picked a picture book that looked most entertaining. The library car class was suddenly full with loud voices like a flock of birds chirping song aloud. Really most entertaining moment for the children the school was ever (p. 61). Similar experience I had when I was in field visit to Vidya Bhawan, Udaipur.They run a Wheel Library for slum children where they carried a van with many books and games accessories especially for children like ludoo, carom, etc. We accompanied them one day in the afternoon (the Wheel Library runs twice in a week to a particular slum area and covers minimum 3 different slum areas), really children enjoyed the book reading- story books, picture books and learning was happening through many activities which conducted by the Wheel Library Teacher. Things to fear:When I think on this, m any questions struck to my mind- Who permitted the headmaster to experiment the children, fail and learn, teach them to fear? Are the parents known about the school’s teachings- to teach them to fear? Or Is it school’s objectives to teach the children to learn these things? Having eyes, but not seeing beauty; having ears, but not hearing music; having minds, but not perceiving truth; having hearts that are never moved and therefore never set on fire. These are the things to fear, which were said by the headmaster.War: A Dark Night Cloud A crucial time had come in between happiness and war. At last, the day at the school Tomoe turned to dark night by the war cloud. The World War II reached Japan soon and the school Tomoe Gakuen was destroyed in the war bombings. Through this children were able to learn and understood about cruelties and difficulties of war. As a watcher of the burning his own school in flame, the headmaster said to his son awfully, â€Å"After whom the school had been named, â€Å"What kind of school shall we build next? â€Å"Conclusion: This book is too entertaining to read, or seems like full of fairy-tale or fable, where Totto-Chan seems a magnet for trouble. Each part of the book seems to be a fun recollection story or a memoir of the author’s childhood. This book featured about an alternative schooling where children’s overall develop emphasized through activity based learning rather than the old-fashioned classroom teaching. This book is best for me in the sense that full with pleasurable moments, enjoyment and heart touching incidents. Book Review Book Review Totto-Chan: The Little Girl at the Window Totto Chan: The Little Girl At The Window is a book which has engaging series of childhood recollections tell about an ideal school, Tomoe that combined learning with fun, freedom, and love and adventure. The school was in the railroad cars for classrooms and run by a good head teacher who was a firm believer in freedom of expression and activity. This book depicts the childhood activities of Tetsuko Kuroyanagi, the author of this book, whose childhood nickname is Totto Chan and translated by Dorothy Britton. Expelled from first grade:The story starts with by telling of Totto-Chan’s expelling from the previous school when she was in grade one. The little girl ‘Totto-Chan’ was waiting all the morning for street bands to walk by the school and call them over to play their music which was considered as highly disruptive behaviour and aggravated, her teacher decided that the girl would be no more in the school. Fin ally, her mother found a school after searching and took her to the school- Tomoe Gakuen, where the little girl Totto-Chan impressed the head-master through her talking which stunned to her mother.The school has only fifty students in total and the classrooms were conducted in disused train cars. In the assembly hall, all students shared their daily lunch consisting of â€Å"something from the ocean (fish, seaweed, bonito flakes, etc. ) and something from the hills (vegetables, beef, pork, pickled plum, etc. ). † So, doubts scaffolding knowledge in Totto-Chan’s mind and she used to ask her mother about it when she returned to home. The headmaster meant to it was balanced food which necessary for children, but the children only concerned about to fulfilled the two requirements.This relates to the everyday knowledge which children can think on it and learn what is necessary for a good health. Mr. Kobayachi, the headmaster believed in experimental learning, even he asked the parents of the children send their kids with their worst clothes to school. Lessons at Tomoe: In that school, Tomoe, children enjoyed lot of freedom in the sense that they were free to do anything as their wish. The head teacher had trust on students; there they were engaged in such adventurous tasks like climbing trees, play freely or stay in class to finish a science experiment during recess.Students were getting space for doing or playing as their wish in which teachers guided them and help them how to do it, so their confidence enhanced through it. Here is a description of classes at Tomoe Gakuen: â€Å"At the beginning of the first period, the teacher made a list of all the problems and questions in the subjects to be studied that day. Then she would say, â€Å"Now, start with any of these you like. † This is one kind of methods of teaching by which teacher can able to observe that the children’s progress to higher grades by observing their interest in which area as well as their way of thinking.I think, it is a best way for teachers to know their students in a better way means to understand their interested field and teach accordingly (p. 12). Many activities based learnings were taught by the headmaster that really seemed impossible in practical, but it was. As you know, Children were encouraged to study whatever subjects they liked first, they were taken to ‘field kitchens’ and ‘farming lessons’ to learn the practical aspects of cooking food and farming, first hand- related to real life experience. Adventures on the school groundsThis is very surprising and interesting activity in that school. Totto Chan began her adventurous learning at Tomoe like she had a tree in the ground- which every child understood that tree is their private property, if anyone wanted to climb their tree must seek permission. So, one day she invited her friend Yasuaki-Chan to her tree because she knew that Yasuaki had had polio and c ould not climb. But Totto-Chan decided that Yasuaki deserved to see the world from the top of a tree, so she used some inventiveness and with full strength she helped Yasuaki to get to the top of the tree.At last, Yasuaki abled to stand in her tree and look at the surrounding areas and enjoyed which filled happiness and thrilled them both. It creates confidence to face the difficulties and problems and enhances problem solving skills. Except this, she had another most memorable experience when she dropped her purse down the toilet! Undaunted, she started emptying the cesspool by using a wooden ladle. Did you know what the headmaster’s reaction was when he saw Totto-Chan was doing such things? He asked her, â€Å"What you were doing† and he replied I dropped my purse. But she kept ladling out the cesspool; and the teacher came once more and asked, â€Å"Did you find it? She replied ‘No’. So, then teacher said in a smiling friendly tone, â€Å"You will put it all back when you have finished, won’t you? † (p. 21-22). So, from this, it seems that how she behaved like a matured person and how her ideas develop in cognitive level spontaneously through practicing ladling continuously for the lost purse. Railroad Car Arrives: The school Tomoe runs in the railroad cars you all knew very well.Miyo-Chan, the third daughter of head master said, there is coming a new railroad car tonight. Already they have sis railroad cars which lined up together as classrooms but one more was coming, so small confusion spread out quickly with terribly excitement also. So, Miyo-Chan was selected as representative to ask to her father about their decision, but her father, the headmaster agreed upon and instruct them to take permission first of their parents and will bring their pajamas and blankets.After reaching home, Totto-Chan explained her mother about a train was coming and she wanted to go and watch it how it was going there without tracks; a nd asked for mother permission. Her mother got surprise and finally what the matter was about she was talking and went with her to school and some children accompanied with their parents came too. The children were assured by the headmaster that when the railroad car will arrive, I will wake up you all. All children lay down in the Assembly Hall with their pajamas and blankets.In the very morning Totto-Chan woke up and others too, watched the big railroad slowly moved and they all danced in joy. The headmaster explained them, â€Å"Watch carefully, they are called rollers. Rolling power is being used to move that big car. † Through this activity, it is clear that students get idea about how the railroad cars moved from one place to another by using roller power. (p. 23-24) The Library Car Class: After winter vacation, children discovered something new and wonderful, and greeted their discovery with joyous shouts.It is the library car class where everyone wanted to do their fi rst class after the winter break. So, all 50 students piled up into the car with great excitement picked some books and read. But Totto-Chan couldn’t read well, she also picked a picture book that looked most entertaining. The library car class was suddenly full with loud voices like a flock of birds chirping song aloud. Really most entertaining moment for the children the school was ever (p. 61). Similar experience I had when I was in field visit to Vidya Bhawan, Udaipur.They run a Wheel Library for slum children where they carried a van with many books and games accessories especially for children like ludoo, carom, etc. We accompanied them one day in the afternoon (the Wheel Library runs twice in a week to a particular slum area and covers minimum 3 different slum areas), really children enjoyed the book reading- story books, picture books and learning was happening through many activities which conducted by the Wheel Library Teacher. Things to fear:When I think on this, m any questions struck to my mind- Who permitted the headmaster to experiment the children, fail and learn, teach them to fear? Are the parents known about the school’s teachings- to teach them to fear? Or Is it school’s objectives to teach the children to learn these things? Having eyes, but not seeing beauty; having ears, but not hearing music; having minds, but not perceiving truth; having hearts that are never moved and therefore never set on fire. These are the things to fear, which were said by the headmaster.War: A Dark Night Cloud A crucial time had come in between happiness and war. At last, the day at the school Tomoe turned to dark night by the war cloud. The World War II reached Japan soon and the school Tomoe Gakuen was destroyed in the war bombings. Through this children were able to learn and understood about cruelties and difficulties of war. As a watcher of the burning his own school in flame, the headmaster said to his son awfully, â€Å"After whom the school had been named, â€Å"What kind of school shall we build next? â€Å"Conclusion: This book is too entertaining to read, or seems like full of fairy-tale or fable, where Totto-Chan seems a magnet for trouble. Each part of the book seems to be a fun recollection story or a memoir of the author’s childhood. This book featured about an alternative schooling where children’s overall develop emphasized through activity based learning rather than the old-fashioned classroom teaching. This book is best for me in the sense that full with pleasurable moments, enjoyment and heart touching incidents.

The Hidden Facts About Essay for College Application Samples Uncovered by an Old Pro

The Hidden Facts About Essay for College Application Samples Uncovered by an Old Pro Essay for College Application Samples: the Ultimate Convenience! It is among the most essential parts of students' application. Determine what you've learned. Well-done samples supply an education in format. As can be expected with this much variety on a single platform, there are both positive and negative samples out there. The Benefits of Essay for College Application Samples Professor Mitchell obtained a grant to have a category of students to Belgium as a way to study the EU. Personal Achievements Colleges want students who have achieved in some region of their lives. Thus, State University isn't only the ideal location for me, it is the sole location for me. Upcoming college students might also be requested to compose a college essay for a component of their first requirements. 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The Millikan Oil Drop Chemistry Experiment

Robert Millikans oil drop experiment measured the charge of the electron. The experiment was performed by spraying a mist of oil droplets into a chamber above the metal plates. The choice of oil was important because most oils would evaporate under the heat of the light source, causing the drop to change mass throughout the experiment. Oil for vacuum applications was a good choice because it had a very low vapor pressure. Oil droplets could become electrically charged through friction as they were sprayed through the nozzle or they could be charged by exposing them to ionizing radiation. Charged droplets would enter the space between the parallel plates. Controlling the electric potential across the plates would cause the droplets to rise or fall. Calculations for the Experiment Fd 6Ï€rÃŽ ·v1 where r is the drop radius, ÃŽ · is the viscosity of air and v1 is the terminal velocity of the drop. The weight W of the oil drop is the volume V multiplied by the density Ï  and the acceleration due to gravity g. The apparent weight of the drop in air is the true weight minus the upthrust (equal to the weight of air displaced by the oil drop). If the drop is assumed to be perfectly spherical then the apparent weight can be calculated: W 4/3 Ï€r3g (Ï  - Ï air) The drop is not accelerating at terminal velocity so the total force acting on it must be zero such that F W. Under this condition: r2 9ÃŽ ·v1 / 2g(Ï  - Ï air) r is calculated so W can be solved. When the voltage is turned on the electric force on the drop is: FE qE where q is the charge on the oil drop and E is the electric potential across the plates. For parallel plates: E V/d where V is the voltage and d is the distance between the plates. The charge on the drop is determined by increasing the voltage slightly so that the oil drop rises with velocity v2: qE - W 6Ï€rÃŽ ·v2 qE - W Wv2/v1

Analysis Of The Poem I Hell And Back - 1404 Words

Audie Murphy, one of the most well recognized and most decorated soldiers of the United States’ army of World War II, participated in two battles which earned him respect and awards. The first, his efforts in taking Yellow Beach of southern France, earned him the Distinguished Service Cross. The second, in a battle outside of Holtzwihr, France, earned him the Medal of Honor. Not only are these events well documented for official records, they appear in his â€Å"autobiography† To Hell and Back, ghostwritten by David Spec McClure with Murphy providing details, along with various sources which include family scrapbooks, the accounts of soldiers who served with Murphy which they gave for his medal citations, and a recently published History of†¦show more content†¦This account, so far, squares with an account by Staff Sergeant Norman Hollen, also of Company B. Not mentioned in Hollen’s account was Murphy’s killing of two Germans who he stumbled acros s before finding the light machine-gun, a fact which is recounted in both Smith’s and Graham’s accounts . The accounts do seem to differ in that Murphy describes machine gun fire being responsible for Tipton’s death while Hollen suggests it was a sniper . Graham supports Murphy’s assertion of machine gun fire being the cause of Tipton’s death, as he places the blame not on a sniper in the house, but on the machine gun nest which Murphy storms . Meanwhile, David Smith, writer of The Price of Valor, sides with Hollen, claiming a single sniper shot was responsible for Tipton’s death. There seem to be two schools of thought as to what occurred and no reconciling them. However, Smith claims that Murphy said that it was a sniper, not a machine gun, contradicting the narrative of To Hell and Back. Murphy’s and Graham’s accounts seem to indicate that he did not use his carbine, while Hollen and Smith both claim that Murphy killed the two Germans who had approached with the flag of surrender with his carbine. Murphy, Smith, and Graham all agree on the fact that Murphy carried a German machine gun which he had captured â€Å"like a BAR† and fired it from the hip as he proceeded up the hill. This detail wasn’t mentioned by Hollen, who simply says that he proceeded up the hill withoutShow MoreRelatedAnalysis Of The Poem I Hell And Back 1411 Words   |  6 Pagessouthern France, earned him the Distinguished Service Cross. The second, in a battle outside of Holtzwihr, France, earned him the Medal of Honor. Not only are these events well documented for official records, they appear in his â€Å"autobiography† To Hell and Back, ghostwritten by David Spec McClure with Murphy providing details, along with various sources which include family scrapbook s, the accounts of soldiers who served with Murphy which they gave for his medal citations, and a recently published HistoryRead MoreAnalysis Of Dante Alighieri s Inferno 1556 Words   |  7 PagesThe title of the reading that I chose to do a literary analysis on is Inferno by Dante Alighieri. What was this book about and what message does this particular ancient poem aim to explain? This epic poem was written in the fourteenth century and there were a lot of commentary involved in the story itself. Dante’s Inferno is widely seen as one of the greatest epics to ever grace textbooks. The text itself throughout this story speaks much to the concept of life and death and what the afterlife isRead More Analysis of Satans Speech in in John Miltons Paradise Lost1010 Words   |  5 PagesAnalysis of Satans Speech in Miltons Paradise Lost      Ã‚  Ã‚   John Miltons Paradise Lost is a work of enduring charm and value because of its theological conceptions, its beautiful language, and its updating of the epic to the modern worlds values. Book II of this epic poem opens with Satans speech to his minions in hell, proposing war on Heaven itself. In these first 44 lines, Satan is clearly established as epic hero, but at the same time is theologically/morally denounced by theRead MoreAnalysis of Slim in Hell by Sterling Brown and Power by Audre Lorde1002 Words   |  5 PagesAnalysis of Slim in Hell by Sterling Brown and Power by Audre Lorde â€Å"Slim in Hell† by Sterling Brown written in 1932 and â€Å"Power† by Audre Lorde written over forty years later, are protest poems looking at, and attacking, the problem of racism through the use of imagery, structure, and tone. Through their different uses of imagery and structure, they create their respective tones and take their respective (and different) approaches towards this problem of racism â€Å"Power† is an outcry atRead MoreHow Dante Achieves a Synthesis Between Narrative and Cultural Elements in His Writing1565 Words   |  6 PagesAeneid in their depictions of hell in pagan mythology. Analysis There are a host of specific examples from pagan mythology in the Inferno. For instance, in Canto 15, we see Dante leaving the wood of suicides. The people there do not have a chance to assume a new metamorphosis form due the heinousness of the crime of suicide (Aligheri and Lombardo 72). In Canto 14, we further see that the rivers Acheron, Styx and Phegethon from pagan mythology form the river system of hell that Dante encounters (ibidRead MoreT.S. Eliot Paints a Grim Picture in The Love Song of J. Alfred Prufock1348 Words   |  6 Pagesas ineffectual and â€Å"almost, at times, the Fool† (119). Decidedly pessimistic in tone, â€Å"The Lovesong of J. Alfred Prufock† ironically provides its reader not with a lovesong as its title might suggest but, rather, an intense and unfavorable inner analysis in which the poem’s persona demonstrates anything but self-love. In its 131 lines, â€Å"The Lovesong of J. Alfred Prufock† manages to allude to a considerable array of literary works—among them Dante’s Inferno, Shakespearean plays, the bible, and Marvell’sRead MoreSatan As A Hero And A Villain916 Words   |  4 PagesSatan as a Hero and a Villain (Analysis of Satan in John Milton’s Paradise Lost) John Milton created Paradise Lost out of twelve books of well constructed poetry. A poem depicting and going into detail of the story of Adam and Eve, man’s creation and fall. The poem focuses on the actions of one particular character, Satan. Milton introduces his readers to Satan in Book I as a hero, trying to get revenge against God for throwing him out of Heaven, being banished to Hell. But as Satan carries on withRead More Analysis of T.S. Eliots The Love Song of J. Alfred Prufrock1424 Words   |  6 PagesAnalysis of T.S. Eliots The Love Song of J. Alfred Prufrock   Ã‚  Ã‚  Ã‚  Ã‚  The Love Song of J. Alfred Prufrock demonstrates the effects of social and economic pressure in the life of a Victorian man. T.S. Eliot shows us, in an ironic monologue, how the reality of age and social position paralyzes his character with fear. The poem opens with six lines from Dante?s ?Infernio?. This particular stanza explains that the speaker is in hell and the message can only be told to someone else in hell. TheRead MorePoetry Analysis of Limbo, Blessing and Half Caste Essay857 Words   |  4 PagesPoetry Analysis of Limbo, Blessing and Half Caste I have chosen four different poems of which come from varying cultural backgrounds and have a moral. I will now explain how the writers present their ideas and give the readers an insight into different cultures. Limbo is a poem, which shows us the feelings of slaves on slave ships written by Edward Kamau. This poem tells the story of slavery in a rhyming, rhythmic dance. It is ambitious and complex. There are two Read MoreIs Satan A Hero Or Villain?1258 Words   |  6 PagesIs Satan a Hero or a Villain? An Analysis of Milton’s Paradise Lost The heroic qualities of Satan in John Milton’s Paradise Lost are overwhelmingly masked by his ‘satanic’ and villainous acts which qualify his character to fall into a category of villain rather than hero. Paradise Lost is an epic poem and like all epic poems, requires an epic hero with a tragic flaw. The tragic flaws of Satan are too prominent and effectual to call him an epic hero, but rather these flaws, or evil characteristics

Acountability of a weapon Free Essays

This is a paper written on the importance of keeping eyes on your weapon, written by Private John Jacob smith on the twenty third of September year two thousand fourteen. When you are in possession of a weapon for training purposes, or otherwise, for example; m 4, m 4 320 combo, m 249 saw, m 240 b, or 240 c, It is important to always maintain physical or visual contact with the weapon at all times. Also you should never be more than your own arm’s length in distance from your weapon at any time. We will write a custom essay sample on Acountability of a weapon or any similar topic only for you Order Now In the event that you should need to use the toilet, you should mind a responsible battle buddy that you know you can trust and request for them to look over the weapon while you are using the toilet. In the event you can not find a battle buddy that is both responsible and trustworthy to watch over your weapon while you are using the toilet, you will have to bring the weapon with you in to the restroom and insure that you wash your hands before using the weapon again. When on a firing range, if for any reason you must leave your weapon with a persons who was placed with the responsibility of looking over your or a group of people’s paeans by a higher authority, first insure your weapon is placed in the safe position an also make sure that the weapon Is cleared before leaving the weapon in the care of this person. There are many ways to Insure that your weapon Is both secure and safe. Whichever method you chose to keep your weapon safe and secure Is up to you. If you fail to keep your weapon safe and secure It could result In punishment by your superior NCO or specialist. Leaving your weapon unsecured could also result In life threatening consequences. Those consequences could be perhaps a deranged older getting their hands on your weapon and using the weapon to do harm on your fellow soldiers or even civilians. This would make you solely responsible for any deaths or Injuries that the deranged soldier caused. Leaving you weapon unattended could also result In the loose of the weapon. In which case you would have to replace the weapon at full cost from your personal Income. This could leave you with short founds and could result In further loss of your own personal goods. Not only could losing your weapon effect you financially but It could also affect your chances of getting promoted In the future. The loss of your weapon could also affect your battle buddies, causing them to stay latter looking for your weapon Instead of going home to their family and loved ones. Affecting your battle puddles personal time with their families could possibly damage you relationship with your team members and In the end could brand you as a salt bag amongst your peers. In conclusion If you are not responsible with your weapon, all kinds of bad salt could happen. Accountability of a weapon By Amsterdam an also make sure that the weapon is cleared before leaving the weapon in the care of this person. There are many ways to insure that your weapon is both secure and safe. Whichever method you chose to keep your weapon safe and secure is up to you. If you fail to keep your weapon safe and secure it could result in punishment by your superior NCO or specialist. Leaving your weapon unsecured could also result in life deaths or injuries that the deranged soldier caused. Leaving you weapon unattended could also result in the loose of the weapon. In which case you would have to replace the weapon at full cost from your personal income. This could leave you with short founds and could result in further loss of your own personal goods. Not only could losing your weapon effect you financially but it could also affect your chances of getting promoted in the future. The loss of your weapon could also affect your battle buddies, causing them to stay latter looking for your weapon instead of going home to their family and loved ones. Affecting your battle buddies personal time with their families could possibly damage you relationship with your team members and in the end could brand you as a sit bag amongst your peers. In conclusion if you are not responsible with your weapon, all kinds of bad sit could happen. How to cite Acountability of a weapon, Papers

Health Behaviour Change for Indigestion and Headaches

Question: Discuss about theHealth Behaviour Change for Indigestion and Headachess. Answer: Introduction Health Behaviour change focuses on bringing about a change in ones daily routine that is aimed at improving the status of health of an individual. Health is an important asset and change in health behavior helps in preventing disease at a later stage of life (Peters, de Bruin and Crutzen 2015). This report will focus on reducing my intake of coffee from three large cups per day to one small coffee within a span of 6 weeks by maintaining a health behavior change diary. It will further elucidate on action plans undertaken, developing short term goals and reach the goal of having one small cup coffee in a day. The potential barriers and social support in the path of behavior change will be explained at length in the course of this report. An account of my experience has been elaborated in detail and its relation with the transtheoretical model has been provided in this report. Discussion Problem Drinking a large amount of coffee can have a detrimental effect on ones health. They may experience a surge in blood pressure and people who suffer from hypertension should limit their intake of coffee to one cup in a day (Quionez et al.2016). It is a cause of indigestion and headaches. Drinking three large cup of coffee in a day can wreak havoc in the health of an individual and one should consume 1 small cup of coffee in a day. I will develop a short term behavior goal which will enable me to reduce my weekly intake from three large cups to one small cup. With the help of rewards and support from friends and family I will endeavour to get rid of this bad habit until I am satisfied with one small cup of coffee. Plan, goal and enabler of the 2nd week Coffee withdrawal should be in stages otherwise one will suffer from headaches and nausea. This is the first stage in the transtheoretical model where people acquire knowledge about the healthy behavior. They start thinking about the positive results that can be attained after they would change their behavior (Pomm et al.2015). At this stage, people learn more from those people who adopt a healthy mode of life and they contemplate on what kind of a person they will grow to be after they have got rid of their bad habit. In this stage, I will add water to the coffee so that I will get lower quantity of coffee giving my body ample time to adjust myself to the reduced intake. There are many energy drinks that contain caffeine so I will look for those drinks as an alternative which I will consume in order to supplement the intake of coffee. Due to constant efforts, my daily intake has been reduced from three cups to two and a half cups in a day. Advertisements on tv and social media act a s a barrier so staying away from those advertisements will help me in achieving my target. Support from family who will change any advertisement on coffee while it is being played out on tv may help me to overcome the trigger of my urge for coffee. Plan, goal and enabler of the 3rd week My daily intake has been reduced to two and a half cup cup after repeated efforts. My next short term aim will be to further reduce the intake to two cups. At this stage, people are ready to make the particular healthy behavior an integral part of their life. They inform their near and dear ones about their resolve to bring a change in their behavior. Sleep disruption proved to be a hindrance in my 3rd week due to reduction in intake of coffee (Krankl and Gitlin 2015). Active support from my friends helped me to get over my urge for coffee. There is an intrinsic relationship between smoking and consumption of coffee and so less amount of smoking can help in reducing the intake of coffee. Plan, goal and enabler of the 4th week My short-term aim in my 4th week will be reduce the consumption of coffee to one and a half large cup. At this stage, people have to work very hard so that they can go ahead with their plan. People will learn to bolster their decision to change their behavior and they have to fight against desires to go back to their unhealthy way of life (Singh, Mller and Vicknasingam 2014). I will try to replace my intake of coffee to that of tea. Herbal tea especially green tea have great boons and one can replace coffee by tea which will provide long term benefits. Trying something new like tea can really help. The coffee withdrawal effect resulted in headache that created a barrier for me. Plan, goal and enabler of the 5th week My aim in this week would be to reduce my intake of coffee to one cup. In this stage, people become extremely aware of those particular situations that can entice them into going back to their unhealthy way of life. At this stage, people should have conversation with people who they can trust. An avid drinker of coffee will experience severe repercussions when deprived from his daily dosage of coffee (Setiawan et al.2015). It can have a very debilitating effect on those people who are addicted to it. I will start feeling lethargic and felt unmotivated. Productivity was brought down to largely owing to lack in energy factor as a resultant of the reduced intake. Plan, goal and enabler of the 6th week My aim in this week would be to reduce my intake to one small cup of coffee or half a large cup of coffee and achieve my final goal. In this final stage, people face a high risk of going back to the old unhealthy mode of life (Grosso et al. 2016). Extensive support from a physician and a coach may help to motivate the person. In this final stage, I have planned to switch over to decaffeinated soda to get over my pangs of coffee consumption. I will supplement it by fruit juice that is healthy and would not have any bad impact on my physical health. As a barrier, I will experience muscle pain and stiffness. While carrying out my exercise regimen, I will feel as if my muscles have huge amount of weight attached to them thus making things difficult for me. Reflection In the second week, people gain knowledge about the health behavior that they want to change. Other drinks that contain caffeine can act as an alternative drink. In the 3rd week, people need support from near ones so that they are motivated to leave their bad health behavior. Reducing smoking can help me to get over my health behavior. In the 4th week, coffee can be replaced by tea especially herbal tea that would help me to get over my bad habit. With the help of constant efforts, my daily intake of coffee can be reduced to one and a half cup. Headache may be experienced as a coffee withdrawal symptom. People may feel extremely lethargic in the 5th week and productivity will be brought down to a great extent. (Pomm et al.2015). Support from friends can be of great help because people have a tendency to relapse at this stage. In the 6th stage, one can switch over to fruit juice which is a healthy habit. Muscle stiffness may be experienced at this stage. With the help of strong determ ination and co-operation from near ones, bad health behavior can be curbed to a great extent. Rewards I will enjoy a dinner at my famous restaurant as a reward if I am able to achieve my goal in the second week. In my third week I can become a member of a comedy club in my locality and enjoy a good laughing session. I can plan to go to a concert with my friends that I have derailed for a long time during my fourth week as a reward. I can opt for a photography class that will take my mind away from coffee from some time and provide me a change. It will ease my nerves in my fifth week and help me in getting over my withdrawal symptoms (Schmit et al. 2016). As a reward, I will pamper myself in a luxury spa that will relieve my pangs for coffee and divert my mind away from it in my final week. The following table lays bare the progress, barrier and enabler from the 2nd - 6th week :- Number of week Current state Progress Barrier Enablers 2nd week 3 2 and a 1/2 Advertisements on tv Support from family 3rd week 2 and a 1/2 2 Sleep Disruption Support from friends and member of a comedy club 4th week 2 1 and a 1/2 Headache and urge of relapse Replacing by tea 5th week 1 and a 1/2 1 Lack of energy Photography class 6th week 1 a cup Muscle pain and stiffness Support from physician Conclusion: Coffee carries with it implications of health hazards and cause an irreparable damage to our health. It may increase the cholesterol level in an individual and it can also raise the blood pressure in an individual. People who are addicted to coffee have the dehydration problem. (Wu et al. 2015). Throughout a course of 6 weeks, my consumption of coffee reduced from three cups of coffee to half a cup of coffee. The first stage helped me gain knowledge about the particular health behavior. I learnt about the positive effects that change in behavior may bring to my life. Coffee advertisements in the television should be rebuffed. Family should provide extensive help in this stage. In the second week, I will add water to coffee to get rid of the obsession for coffee. One experiences tiredness and listening to songs may help in this regard. In the third week, sleep disruption will act as an hindrance and one should inform near ones from going back to their previous self. Being a member of a laughing club may help in this case. In my fourth week, my aim will be to further reduce it tone and a half- large cup. Coffee should be replaced by tea and having green tea will really help. Headache may act as a barrier and going outside with friends to a concert may greatly help. April In the fifth week, the problem of relapse occurs and one can steer clear of this by talking to people who can be trusted. One feels lethargic and unmotivated and productivity suffers greatly. In the final week, the intake of coffee will be finally reduced to half a large cup. Extreme support from the physician and family will be required at this stage to enable the individual from going back into a relapse. One can opt for fruit juice as an alternative and muscle pain may act as a barrier in this age. References: Grosso, G., Micek, A., Castellano, S., Pajak, A. and Galvano, F., 2016. Coffee, tea, caffeine and risk of depression: A systematic review and doseresponse meta?analysis of observational studies.Molecular nutrition food research,60(1), pp.223-234 Grosso, G., Stepaniak, U., Polak, M., Micek, A., Topor-Madry, R., Stefler, D., Szafraniec, K. and Pajak, A., 2016. Coffee consumption and risk of hypertension in the Polish arm of the HAPIEE cohort study.European journal of clinical nutrition,70(1), p.109. Krankl, J.T. and Gitlin, M., 2015. Caffeine?induced mania in a patient with caffeine use disorder: A case report.The American journal on addictions,24(4), pp.289-291. Peters, G.J.Y., de Bruin, M. and Crutzen, R., 2015. Everything should be as simple as possible, but no simpler: towards a protocol for accumulating evidence regarding the active content of health behaviour change interventions.Health Psychology Review,9(1), pp.1-14 Pomm, D., Svikis, D., Dillon, P., Dick, D. and Kendler, K., 2015. Caffeine withdrawal in college students: Differences by gender and beverage type.Drug Alcohol Dependence,146, p.e72 Quionez, S.G., de Vries, H., Norman, P., Conner, M. and Teixeira, P., 2016. Testing and integrating social cognitive models of health behaviour (change).European Health Psychologist,18(S), p.388 Schmit, S.L., Rennert, H.S., Rennert, G. and Gruber, S.B., 2016. Coffee consumption and the risk of colorectal cancer.Cancer Epidemiology and Prevention Biomarkers,25(4), pp.634-639 Setiawan, V.W., Wilkens, L.R., Lu, S.C., Hernandez, B.Y., Le Marchand, L. and Henderson, B.E., 2015. Association of coffee intake with reduced incidence of liver cancer and death from chronic liver disease in the US multiethnic cohort.Gastroenterology,148(1), pp.118-125 Singh, D., Mller, C.P. and Vicknasingam, B.K., 2014. Kratom (Mitragyna speciosa) dependence, withdrawal symptoms and craving in regular users.Drug and alcohol dependence,139, pp.132-137 Wu, S., Han, J., Song, F., Cho, E., Gao, X., Hunter, D.J. and Qureshi, A.A., 2015. Caffeine intake, coffee consumption, and risk of cutaneous malignant melanoma.Epidemiology (Cambridge, Mass.),26(6), p.898