Youth Sexual Health Promotion Health And Social Care Essay

Youth Sexual Health Promotion Health And Social Care Essay This section is a systematic literature review on applications of Internet based computer-mediated technology within youth sexual health intervention. To lend credibility to this research project, all articles will be peer-reviewed. In the vain of Randolph and Viswanath and their extensive, and arguably the most definitive, review of media use in public health Lessons Learned from Public Health Mass Media Campaigns: Marketing Health in a Crowded Media World (2004) (Randolph Viswanath, 2004), I shall engage in a rigorous and complementary review of applications of IBCM youth sexual health education and sexual health promotional tools. In this literature review I will: Describe the field of youth sexual health and sexual health intervention; defines Internet based computer-mediated technology; describe how IBCM technology has been used to undergo and/or improve public health generally and youth sexual health specifically; identify what evidence we have to support the application of IB CM interventions in youth sexual health promotion; explain what is necessary for an IBCM intervention to successfully alter youth sexual health behaviors and improve their health outcomes; find out to what extent can we learn from the successes and failures of previous IBCM interventions; and lastly, unearth how we apply this knowledge to future youth sexual health interventions. Introduction Youth Sexual Health Youth are considered a high-risk group and priority in sexual health promotion and prevention. Youth here, and commonly throughout the study of sexuality, is defined as fourteen to twenty-four years of age. Sexually transmitted infection (STI) and Human immunodeficiency virus (HIV) remain a problem among youth in the United States (Rangel, Gavin, Reed, Fowler, Lee, 2006). HIV prevalence is especially high in youth of minority groups, and epidemics of sexually transmitted HIV are gaining hold in these vulnerable populations (Eaton, et al., 2008). STIs such as chlamydia, gonorrhoea and syphilis are still prevalent in sexual and racial minority populations especially among youth (Eaton, et al., 2008). Socio-demographic youth groups are at further disproportionate risk of poor sexual health when disenfranchised. This is true for both gay bisexual and transgender (GBT), and Heterosexual youth groups (Solorio, Milburn, Weiss, Batterham, 2006; Tyler, 2008; Van Leeuwen, et al., 2006). Youth may not broach concerns regarding sexual health in healthcare encounters because of pressure on health service facilities, patientsà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ and even physiciansà ¢Ãƒ ¢Ã¢â‚¬Å¡Ã‚ ¬Ãƒ ¢Ã¢â‚¬Å¾Ã‚ ¢ reservations about raising complex and potentially sensitive topics (Gadomski, Bennett, Young, Wissow, 2003; Merzel, et al., 2004) Intervention Strategies In person and school based interventions are the most commonly used sexual health educational intervention strategies use to promote youth sexual health (Paul-Ebhohimhen, Poobalan, van Teijlingen, 2008). These interventions have limited geographic reach, are usually relegated to parentally consented youth, and most often miss disenfranchised youth. Moreover, sexual health interventions can often be complex in both scope and execution. There are often a number of components to sexual health prevention programs, which often interact with one another to illicit a different response or address a specific concern, simultaneously at varying levels, toward a central goal (Agha Van Rossem, 2004; Paul-Ebhohimhen, et al., 2008). Research of health interventions to promote youth sexual health and increase sexual health knowledge have consistently shown that simply providing information to youth does not significant elicit positive behavior change (Catalano, Gavin, Markham, 2010; Gavin, Catal ano, David-Ferdon, Gloppen, Markham, 2010). Moreover, the components necessary to execute a successful intervention, or educe positive behavior change, have yet to be outline and systematized in a way that would suggest potential for universality (Catalano, et al., 2010). Theory supported interventions are often reported to have higher rates of efficacy(Fishbein Ajzen, 2005; Hagman, Clifford, Noel, 2007), as are interventions that are customized to address the specific concerns and needs of the target population (Fisher, Cornman, Norton, Fisher, 2006). Leveraging theory, particularly those in the social and psychological sciences, and those specific to sexuality and social behavior, has show repeated promise in strengthening the final outcome of a well developed intervention. Also important in youth sexual health promotion seems to be skills to help youth modify and improve their self-perception, often in an effort to increase self-efficacy (Ellis, Rothbart, Posner, 2004). Internet Based Computer-Mediated (IBCM) Interventions The Internet and related Internet accessing technologies (i.e. cellular and computer) are more commonly providing access to sexual health information (Della, Eroglu, Bernhardt, Edgerton, Nall, 2008; Parker Thorson, 2008). Youth are already taking advantage of the Internet as a health information resource (Pew Research Center, 2009; Skinner, Biscope, Poland, Goldberg, 2003). Computers are still the most effective way to access the Internet. Unfortunately most youth groups that are at a disproportionately higher risk for contracting HIV/STIs, such as marginalized minority groups, disenfranchised youth, GBT youth, and the socio-economically disadvantaged youth, also are less likely to have access to advanced Internet technology such as a computer (Everett, 2008; Pew Research Center, 2009). However access is increasing even among marginalized populations (Pew Research Center, 2005, 2009); thus, the potential for the wide scale and rapid delivery of sexual health promoting tools to youth through internet technology increases in tandem. Unfortunately, little is known about the efficacy and effectiveness of Internet based computer-mediated interventions designed to promote sexual health. Most traditional evaluation techniques are only moderately effective at unearthing the effects, shortcomings, and potential of such a unique method of sexual health intervention delivery. Currently unknown, it is imperative we understand what forms of Internet based computer-mediated youth sexual health interventions are most effective in addressing which specific sexual health issues and in what geographic settings. IBCM, interactive interventions are more than just feasible, and have been effective in assisting people with chronic illness monitor and modify their behavior and has also increase adherence to medication and specific health regimens (i.e. diabetes) (Jonasson, Linne, Neovius, Rossner, 2009; Lee, et al., 2009). Among adults, such IBCMs have lead to increased health literacy and knowledge, larger and more effective social support networks, noteworthy health behavior change, and very promising statistically significant clinical outcomes (Lau, Lau, Cheung, Tsui, 2008; Mimiaga, et al., 2008). Youth health promoting potential for IBCM interventions have also been implemented in combating underage drinking and early alcoholism (LaBrie, et al., 2009), youth smoking cessation and prevention (Wang Etter, 2004), and to promote nutrition and physical activity while combating early childhood obesity (Hung, et al., 2008; Maes, et al., 2008; Mauriello, Sherman, Driskell, Prochaska, 2007). There are also many advantages to IBCM interventions when dealing with sensitive or stigmatized topics. IBCM is often preferred over in person interventions because IBCM interventions can have a higher level of privacy, can be easily repeated, and administered at convenient times for the participant (Tomnay, Pitts, Fairley, 2005). IBCM interventions can also be tailored to meet individual needs, offer individualized feedback, and can promote active learning through interactive elements (Bowen, Horvath, Williams, 2007; Noar, Clark, Cole, Lustria, 2006). Though most youth sexual health interventions and programs are not pre-evaluated by control trial before use (Haigh Jones, 2005; McMorris, et al., 2009), qualitative evaluations of youth focused IBCM interventions in schools, neighborhoods, and healthcare settings indicate that users prefer the privacy, convenience, tailored design, and interactivity (McFarlane, Kachur, Klausner, Roland, Cohen, 2005; Rietmeijer McFarlane, 2009). Need for IBCM Reviews New Media technology such as the Internet offers great potential for youth sexual health promotion and HIV/STI prevention. There are no known systematic reviews of Internet based computer-mediated delivery for youth sexual health interventions. Though thorough reviews of youth sexual health interventions are available these reviews focus specifically on interventions that make use of in-person interaction and education by teachers, peers educators or healthcare providers (Paul-Ebhohimhen, et al., 2008; Turnbull, van Wersch, van Schaik, 2008; Underhill, Montgomery, Operario, 2008). It is not known whether an Internet based computer-mediated intervention is simply another delivery system of the same youth sexual health education, or whether the Internet can provide a different locus with intrinsic experiences that operate and affect the end user in a different way than in person youth sexual health education. There may also be something intrinsically positive about in person interactions that protect for human error or lends itself to a more dynamic or adjustable intervention process. There is also the potential that Internet based interventions may cause harm. Thus, a systematic review is imperative to unearth trials of Internet based computer-mediated interventions, and to assess their efficacy and/or effectiveness. Objectives The objectives of this literature review are to: Determine the efficacy and/or effectiveness of Internet based computer-mediated interventions for youth sexual health promotion, while taking into consideration behavioral, cognitive, biological and economic outcomes. Describe how IBCM technology has been used to undergo and/or improve public health generally and youth sexual health specifically. Identify what evidence we have to support the application of IBCM interventions in youth sexual health promotion. Explain what is necessary for an IBCM intervention to successfully alter youth sexual health behaviors and improve their health outcomes. Find out to what extent can we learn from the successes and failures of previous IBCM interventions. Unearth how we apply this knowledge to future youth sexual health interventions.

How Does Barack Obama Engage His Audience

Barack Obama engages his audience through means of promoting inclusivity, an informal friendly stance and a family appeal. The non-verbal communication and rhetorical devices Obama uses adds up to a very engaging speech. I will be comparing Obama’s race speech in Philadelphia with the David Letterman interview. The structure of Obama’s Speech is very important. The words are made to flow from beginning to end, without break. The speech starts by Obama placing himself in history with the 1787 US Constitution – this factual evidence establishes Obama’s authenticity. The main body of the speech has a recurring theme of a ‘perfect’ America that ‘could be and should be’ perfected over time. He claims that America ‘may never be perfect’ but it can ‘always be perfected’. This encourages hope for the future generations within the audience. This repetition is memorable and has emphasis on the future generation, gaining the support of the families. Another key feature of the structure is the rule of three. Obama uses many words repeatedly, for example, ‘constitution’. A union between the government and its people is also a repetitive theme, as it tightens the bondage with all the people, ‘black or white’. The end of the speech is simple but blunt to the point – ‘but this is where we start’. This again places him in history, and gives the speech a circular form. Establishing rapport with the audience is a key in any speech. Obama’s main method is using non-verbal communication (NVC’s). A simple ‘chop’ gesture is often used throughout Obama’s interview and sometimes speeches. It separates selected points to emphasise them to the audience, and is a subtle gesture to show Obama’s organisation. Eye contact is also essential, as it will engage individual crowd members, making them feel enlightened or special. Stories are used to engage the audience on a more personal level, especially if they are about children. This was the case about the end of Obama’s speech, where he speaks about Ashley, a young girl who brought together black and white people. The single phrase’ I’m here because of Ashley’ indicates a pause where Obama consolidates and the audience take in the whole story. Just because this story was a bout a child the supporters are engages on so much of a more personal level, and the moment of recognition between the ‘young white girl and the old black man’ is magnified in its glory. Then Obama slowly flows into the end paragraph – ‘this is where we start’. The whole speech is very serious, unlike Obama’s interview with David letterman, where humour was the main method to win support of the audience. Small things like Obama’s clothes, posture or background made a huge difference in both the speech and the interview. For example, Obama is very relaxed and moves his hands a lot during the letterman interview. On the other hand, Obama is very static during the speech, the background is also important, as in the race speech the background is embellished with lots of huge American flags. This shows Obama’s authenticity and patriotism. In the interview, there was a more relaxed cosmopolitan New York background. Obama uses many forms of non-verbal communication (NVC’s) to establish a strong rapport with his audience. Firstly, Obama begins with his hands pointing at the crowd, signalling the start. He uses this o calm down the crowd and to attract their attention. During the speech he often holds his hands out in a ‘welcoming embrace’. This is more personal and shows that he is an open, friendly person. He also holds his hands out straight out to emphasise a point or idea – this catches the audience’s attention, making them remember the point. Obama went on the David Letterman show to reveal his more relaxed side to America. It was his opportunity to reach a different type of audience. Very like his speeches he kept to a strict timing, where he has pauses for the audience –except that he left time for letterman to reply. For example, after being asked a question, Obama would pause and let the question sink in. While telling a joke on the show, he would never laugh at it and would keep a ‘dead pan’ face. This is because he then counts on the audience to laugh for him. He also used many filler words, such as ‘basicly’ to space out questions and awnsers evenly. Similarly to the race speech, Obama placed himself in history, mentioning JFK, FDR; similar to when he mentioned the 1787 Philadelphia conference. However, unlike the race speech; Obama was excellent at making good eye contact with the audience. This was because the audience at the race speech was much larger than the one at the David Letterman show. He also showed good willingness to joke – which engaged the audience into his conversation with Letterman. This is how the speech was similar with the interview; in both Obama was keen to establish a strong rapport with the audience. Unlike the race speech, Obama uses many slang or friendly words during the interview. He describes people as ‘folks’ and his family as ‘goofs’; showing the audience that underneath the fancy tie and suit he is just a normal guy. Obama uses many rhetorical devices to engage his audience during his race speech. The first three words in Obama’s speech are: ‘four years ago’. This is the start of a story (anecdotes) and is also used as an icebreaker. It calms the audience down –they might not hear it, but it signifies the start of the speech. The personal story gets the audience interested and focused. Then the collective pronoun, ‘you’ is used: ‘I stood before you and†¦Ã¢â‚¬â„¢ This addresses the crowd as one and is used so every body feels included – it is inclusive. Phrases such as ‘our children and grandchildren’ promotes the feeling of inclusivity and again wins the support of families – it makes everyone feel that they are in on the ‘Obama deal’. Along with the collective pronouns Obama strings together emotive language, such as ‘victims of racial abuse’ instead of just people. This makes the speech feel very personal. One of the most important rhetorical devices he used was the rule of 3. This is the repeating of 3 certain phrases or words so they catch the audience’s attention and make it memorable. In the 5th paragraph he uses the rule of 3 to emphasise a ‘more caring, more equal and more prosperous America’. This slogan stays in the heads of the supporters. Another example of the rule of three is where Obama says ‘ordinary men and women, students and soldiers, farmers and teachers’. As well as the three pairs, he starts with ordinary men and women. This is used so he can relate with the audience, creating a better rapport. Also in that sentence was alliteration: ‘students and soldiers’. This also is easily remembered. Obama also has a repeating theme of the ‘American promise’. This repeating theme is used so it will stick in the audience’s head. Timing is essential within a speech. There is strong modulation within the context of the speech, as Obama will pause to evaluate after a lengthy paragraph or strong point. This separates certain points and gives the audience time to take in the speech. The tone of voice also sets a background atmosphere to his speech – for example, during a theoretical or metaphorical sentence; Obama would get louder in a crescendo before almost shouting at the end of the sentence. This is always followed by a huge applause and long pause. Obama pauses after his icebreaker: ‘Four years ago’ – this gives his audience time to calm and let them know that is his turn to speak. In conclusion, Obama uses many unconventional and interesting techniques as well as hand gestures to engage his audience, to appear either more friendly or serious. In comparison between the race speech and the Letterman interview, in the speech Obama is much more static and serious, while in the interview he is more relaxed and friendly.

Comparative Commentary Essay

For most of the people, bears are cute and look somehow friendly. Even though we know, that those animals can be very dangerous, the bears are often underestimated. Not only because we cannot find them in our near environment, and therefore don’t know which impact they have, but also because we grow up watching series like Winnie the Poo (1977) or Brother Bear (2003), where bears have the hero and victim roles. Both these texts are based on the relation between the bear and man. The first is a newspaper article, concerned with the bear’s extinction. The second text is an extract from a nineteenth-century novel, elevating the status of the bear and forgiving its misdemeanors. The theme of the first text is the survival of the bear. It explains how urgent it is to do something against its possible extinction. The article states the causes of depletion and includes various statistics supporting their arguments. Besides the text is concerned about the bears all over the world and mentions a range of species, including the brown bear and the panda. The second text is more about the invincibility of the bear and its mythic dimensions. It has to do with a conflict which arises when trying to analyze the bear and putting it into the â€Å"right† category. The text notes that there can be a mutual respect between a man and a bear but moreover it notes a representation of the mighty bear: both, realistic view, mentioning the accidents and attacks which happen because of them, but also a romantic side, where the bear is said to be â€Å"unstoppable.† The whole extract is emotional rather than statistical and is about one particular bear. The author makes some close ups, looking at the bears appearance, habits and its personality, which proves once more, that the text is based on personal experience. The author also tries to compare the bear to a human, which makes the reader understand the bear’s situation and lets the bear appear as a victim rather than a perpetrator. Both texts are written in the 3rd person, but this is the only thing they have in common related to its perspectives. The first text is an objective article and shows a degree of partiality. Because some statistics have been used, the article is scientific and could be seen as part of an encyclopedia. The second text is told by an omniscient narrator. It is subjective, because the bears history and thoughts are involved in the narration. The narrator admires the bear despite its attacks and defenses his actions. Also the language differs in both texts a lot. The first text uses mainly not figurative language. It is mainly unbiased, dry and therefore it seems to be reliable. The diction was occasionally loaded or colored, using words like â€Å"carnivores† and â€Å"exterminated†, or expressions like â€Å"The outlook for wild bears is bleak.† The syntax in the article is lively, fast paces and dynamic. The sentences are quite complex to emphasize the tone of emergency. The other text’s language is more dramatic and overstated. Figurative language has been used, like â€Å"†¦with no more effect than so many peas blown through a tube by a child†¦Ã¢â‚¬  Alliterations (â€Å"†¦beginning back before the boy was born†¦Ã¢â‚¬ ) emphasize its fame. Using varying diction, like â€Å"loomed and towered,† the huge scale of the bear can be measured. The syntax is also complex to express awe, wonder and incredulity. Both texts speak in favor of the bear and against its potential extinction. The scientific articles aim is a direct way to convince the reader to support them. The author wants to show the readers in which way they might help and which effects it would have. The second text though, is more about an honest experience by someone who admires bears. The narrator’s motive was not to convince someone, but only to tell his story related to a bear.

Meetings Are Considered A Waste Of Time - 1095 Words

For many, meetings are considered a waste of time. Lots of information is presented without achieving the results intended. Leading a successful meeting takes effort and dedication. To ensure meetings lead to actions, the leader must have a clear objective, involve key players, use time wisely, present an action plan and follow up (Harary, 2015). One of the most ineffective meetings we had was called by the Information Technology manager and the CTO. The reason for the meeting was that the IT helpdesk was getting repeated calls for a similar issue happening all over our building. Once several calls come in for the same issue, we know there must be a bigger problem affecting several computers. This situation was brought up to the CTO by†¦show more content†¦We had a round table meeting and everyone had the chance to speak and ask questions accordingly to try to get to the bottom of this. The helpdesk team was able to resolve issues temporarily, but the network team refused to take any initiative on fixing the problem. The telecommunications department was the first one to take initiative and work directly with the helpdesk, to personally go see the clients while the issue was happening. That way he was able to rule out any issues with the network lines or IP phone system. After the first meeting not much was accomplished. We already knew that the phone systems were not the problem. It was obviously a network and security issue. A second meeting had to be done to present all findings during our research. The helpdesk and telecommunications had to bring all details to prove the issue was not phone related and try to get help from networking and security. 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