Abortion and Human Rights | An Analysis

Abortion and Human Rights | An Analysis What is Abortion? The word ‘abortion’ comes from the Latin word ‘aboriri’ meaning ‘to fail to be born’. Abortion can be defined as the premature expulsion of a foetus from a womb (termination of pregnancy). In matters of ethics abortion usually refers to the intentional destruction of a foetus in the womb. Why do women have abortions? Find out that the foetus is disabled or deformed. Mother is underage and would not be able to look after the baby. The foetus is carrying a hereditary (genetic) illness. Mother got pregnant by mistake and it is used as a form of contraception. The mother will die if she continues her pregnancy. The mother is underage (16) and faces physical harm if she goes full term (as not developed well enough). The mother has been raped and become pregnant. It is used to cover up an affair. In some cultures, where sons have a higher economic value women can sometimes decide to abort if the foetus/embryo is female. Women in the workplace and career minded. The Legal Position of abortion in the UK In the UK abortion became illegal in the nineteenth century when the penalty for having an abortion was life imprisonment. Women trying to escape the unwanted pregnancy were forced to use unreliable and dangerous methods, including poisonous drugs, knitting needles, blows to the abdomen etc. If a woman had money, she was discreetly taken to a clinic for an illegal abortion. For those without money the only option was ‘back street’ clinics where untrained people performed the operation. Knitting needles were routinely used for this ‘operation’, but there was rarely pain relief. Poor hygiene and (sometimes) banned drugs were another feature of back street abortions. Many women haemorrhaged (very heavy bleeding-often life threatening) and some bled to death rather than go to hospital where their symptoms would be recognised. Many people were appalled by the number of women suffering and dying as a result of illegal (‘back street’) abortions. Due to pressure from the public, an abortion Reform Bill was introduced. This became LAW in 1967 and took effect in 1968. The Abortion Act of 1967 (Revised 1990) stated that: Abortion is legal if two doctors independently agree that one or more of four reasons for it exist: The mother’s life is at risk if the pregnancy continues. The mother’s mental or physical well-being is at risk. Scans or tests show the foetus is badly or physically disabled, or has a deformity, meaning it is unlikely to live at birth. There is risk of harm to existing children. The main time limit was lowered from 28 weeks, to 24 weeks in 1990 (Human Fertilisation and Embryology Act). However, the law allows an abortion at any stage of the pregnancy if the doctors agree that continuing the pregnancy would involve risk to the life of the mother or if there is a substantial risk if the child were born that it would be seriously handicapped. The biological father has no rights and cannot, in law, stop an abortion. (In 1987 an Oxford University Student lost his attempt in the courts to prevent his girlfriend aborting the child they had conceived). Most abortions in Britain are performed under the part of the Abortion Act which allows abortion if the pregnancy involves a risk to the physical or mental health of the mother. Many doctors involved in abortion argue that if a woman is determined not to have a child, to refuse her an abortion poses a possible threat to her mental health. It was the rape by British soldiers of a young girl in 1938, which justified Dr Aleck Bourne carrying out an illegal abortion in order to safeguard her mental health. At trial he was acquitted. The precedent established grounds for abortion as an exception and eventually became the basis on the 1967 Abortion Act. How are abortions performed? Vacuum Aspiration: (Suction abortion) Under general anaesthetic neck of womb (cervix) is dilated (opened) by probes. Suction then used to remove contents of uterus. Larger pieces of foetal tissue (usually the head) are crushed and pulled out with forceps. Dilation and Curettage (D C): Scraping instrument (curette) is used and contents of the womb are scraped out. Dilation and Evacuation (D E): Instead of a curette, small forceps are used to crush the contents and pull it out in bits. Prostaglandin’s (induced premature labour): This type of abortion is used in very late abortions and is rare in the UK. Hormones called prostaglandins are injected to bring on labour, which may last for 8 to 22 hours. A poison may be added to the womb to kill the foetus before delivery. RU486 pill will induce an abortion if taken in the first ten weeks of pregnancy. Why is abortion so controversial? Abortion is now commonplace and in many countries tens of millions of abortions take place every year. Although abortion is legal, its morality is still disputed. Religious organisations, such as the RC Church campaign against the availability whilst many women’s right groups campaign for greater access. The key ethical dimension in the abortion debate is whether there should be an absolutist prohibition of abortion on the basis of divine law, natural law or human rights or whether there are situations in which it should be made available. There are two central issues in relation to abortion: Whether the foetus is a person or potential person Whether the foetus has rights, and, if so, how these are to balanced against the rights of the mother. 1. When do humans become persons and become part of the moral community? The status of human life between conception and birth is central to the abortion debate. Whilst some form of life is clearly present at conception, whether that form of life should get the full protection of the law as a ‘person’ is disputed. Not all-human tissue is a person as not all living cells are persons. Living cells such as cancer cells for example are not persons. If things like bacteria or plants are considered for example, very few people would argue that they should be protected simply because they are alive. In terms of abortion, if the foetus/embryo is to be classified as a ‘person’, then abortion may be considered as the equivalent to a form of murder. Opponents of abortion argue that to kill a foetus is to murder a human person. Pope Pius IX in 1869 declared that a foetus is a human person from conception and therefore abortion is murder. This claim is supported by the fact that all necessary genetic material is present at conception and the foetus continues development from conception until born as a human being. Critics of this position argue that a fertilised egg is not a person. In ‘A defence of abortion’ (1971) Judith Jarvis Thompson accepts that there’s a continuous development but suggests that there is a point at which it is not a human being. Let’s consider when the foetus could be classed as ‘human’: Conception: In effect this is the point in which life begins and this is the argument given by opponents of abortion who say that this is the point at which a pre-embryo should be considered as a person. Others disagree with this, as the chromosomes do not develop until the third day and half of all fertilised eggs do not attach themselves to the wall of the womb, therefore cannot become babies. Physical sign: Some say that the foetus should be considered human when there is a physical sign, but what? From the 22nd day the heart beats and by day 42 the foetus is recognisably a human baby. Some argue that the foetus is human when the brain has developed activity, implying that the brain has some form of consciousness, which is crucial for making human beings what they are. Others argue that when the foetus has developed organs it should be considered human, but what organs and at what stage of development? Consciousness may be suggested as a definition of personhood as it cannot be applied to all living tissues, as it applies to sensory experiences and the ability to feel pleasure and pain etc. The only problem with this is that consciousness would include many animals and most people would argue that an animal is not a person in the same sense as humans are. The presence of rationality and our ability to develop complex language are distinctive features of ‘personhood’. Perhaps self-consciousness or self-awareness defines personhood? This includes a sense of our past and our future. However, very young babies are not self-aware in this sense, and most would argue that killing babies is killing human persons. Viability: some say that a foetus should be considered a person when ‘viable’ (can survive independently of mother). Currently a foetus is seen as ‘viable’ at 24/25 weeks. There are two objections to this: Many people have tried to ‘draw a line’ at a particular point in which a foetus is to considered viable and say that before this point a foetus is a bundle of tissue. The problem with this is that there is no easy way of drawing that line. The age at which the foetus can survive outside the womb is constantly reducing as medical technology progresses, therefore what is viable now may not be in five years. It is now possible to keep a 21-week foetus alive in an incubator and with intensive care, yet abortion is allowed at up to 24 weeks. One could say that until the main organs are formed the foetus is not a person, but which organs are essential and at what stage of the development of the organs? Many people are dependent upon medical technology to stay alive, such as dialysis. We do not consider these people not to be ‘viable’; we consider them to be persons, despite their medical conditions. Shouldn’t the same be applied to the foetus? Ensoulment: ‘Ensoulment’ means having a soul attached to something. This is a very different suggestion as to when the foetus/embryo becomes human and is based mainly on religious ideas. It is argued that the most important aspect of being human is having a soul; therefore a foetus/embryo becomes human at the point when the soul is attached. Augustine maintained that a soul was implanted at 46 days, although he condemned abortion at any stage. Aquinas maintained that the souls of girls were implanted at 90 days and boys at 40 days. In the 17th Century however, the RC Church stated that ensoulment took place at conception, therefore the fertilised egg is a human person. Birth: Before the foetus is born it is part of the mother’s body and after this it has certain independence and does not have to rely on its natural mother. Mary Anne Warren in 1991 argued that birth marks the point of true moral status. (Singers, ‘A companion to Ethics’) she sates ‘birth, rather than some earlier point, marks the beginning of true moral status’. She argues that if a foetus is to be considered a person then so should sperm. Does this mean that we need to protect the rights of sperm? She states that birth provided a clear boundary. Legislation in many countries allows abortion in exceptional circumstances up to birth but regards the deliberate killing of the baby after birth as murder. Warren’s argument is vulnerable as a foetus of 34 weeks is quite clearly viable and if aborted is likely to live outside the womb and may actually have to be left to die. Is a foetus that is capable of surviving outside the womb entitled to moral rights? The potential to become a person: It could be argued that the foetus is a potential person, as has the capability of becoming human and thus should be treated as one because of this. Many philosophers would argue against this. Potentiality does not necessarily imply that full legal status should be awarded on the basis of what it has the potential to be. A potential victory is not the same as an actual victory, having the potential to pass exams is not the same as actually passing them and a potential person is not equal to an actual person. The definition of personhood remains unresolved, as it is an agreement over the point of which a potential human being becomes a full human being. I could not find any recent statistics relating to the number of abortions at different stages in the UK and on what grounds. However, the following tables refer to abortions in England and Wales (1996) and are taken from Wilcockson’s ‘Issues of Life and Death’. Wilcockson’s source for this was ‘Office for National Monitor AB 97/4 (July 1997)’ Table 1: Abortions in England and Wales, 1996 Weeks of pregnancy Number of abortions Under 9 weeks 69,926 9-12 weeks 85,083 13-16 weeks 14,779 17-20 weeks 5,266 21-24 weeks 2,078 24 weeks and over 92 Unknown 1 Total 177,225 The above table indicates that most abortions in England and Wales take place within the first 9-12 weeks of pregnancy. Table 2: Number of abortions in England and Wales for each of the statutory grounds, 1996. A: Risk to mother’s life 138 B: To prevent grave permanent injury to mother 2,471 C: Risk to mother’s physical or mental health 171, 175 D: Risk to existing (born) children’s health 12,227 E: Substantial risk of serious disability of child 1,943 F: In emergency – to save mother’s life 3 G: In emergency – to prevent grave permanent injury to mother 0 Total (Doctors sometimes cite more than one category for reasons for abortion) 177,225 The above table indicates that most abortions are carried out under the ‘physical or mental’ health part of the act. The argument over when ‘life’ begins is ongoing and probably will be for a long time. Medical advances have made abortion easier and can also save the life of the unborn earlier. The debate is likely to continue and be hotly debate. The question you should perhaps ask yourself is when do you think life begins? When do you think a foetus/embryo can be considered a ‘person’ and therefore have rights? The table below may help you answer this question, although it must be stressed that this is only a short summary. At conception: Embryo starts growing from day one. This is when fertilization happens. The fertilized egg does not attach itself to the wall of the womb until day twelve (50% of fertilized eggs will not attach). At 1 Month (0.5 cm): Heart pumping since 18th day. The beginnings of eyes, spinal cord and nerves, lungs, stomach, intestines, liver and kidneys. At 2 Months (2.5-3.5 cm): Arms and legs become distinct and tiny fingers and toes appear. All internal organs of an adult, at various stages of development, are present. The first bone cells begin to be formed. Brain waves can be detected from about the sixth week. At 3 Months (6-8 cm): Development continues. The mother may feel the foetus kicking as it flexes its muscles. The heartbeat can be detected. The foetus now looks clearly like a human baby. At 4 Months (12-18 cm): The head has distinct human features and may have hair. The skin is pink, and the bones are closing to form joints. At 5 Months(25-30 cm): Developing rapidly and very active. At 6 Months (28-34cm): Eyes may now open. All systems are formed and are just growing in size. At 7-9 Months (36-56cm): Grows in size and fat is deposited to help survival at birth. Does the foetus have rights, and, if so, how are these balanced against the rights of the mother. If the foetus/embryo is seen as human at a certain stage it then has rights. If the foetus or embryo is regarded as a person, how then does one balance its rights against the right of the mother? A philosophy professor from Kansas, Don Marquis argued that killing in general is wrong because it deprives an individual of a future, which contains value. Most abortions, therefore, are immoral since they deprive the foetus of a future containing value. The foetus then has the right to life. Marquis argues that since it is wrong to kill rational and morally significant persons in principle it would be permissible to kill infants. Do we then allow abortion and the murder of infants because they are not rational? The feminist position began from the perspective of women’s rights. Mary Anne Warren put forward the case for granting women the ‘right’ to have an abortion arguing that the absence in the past of safe legal abortion led to undesirable consequences. (‘Back street’ abortion). Warren goes on to say that abortion must be permissible to guarantee a woman’s human rights. The World Health Organisation (WHO) backs this statement up with their statistics showing that 200 000 women are killed every year by unsafe abortions. To be forced to bear a child brings with it the hardships of possibly giving up work, therefore income, education, freedom etc. Prohibitation of abortion infringes these rights. Warren does say that killing is wrong, but to deny an abortion would deny a woman’s rights. Beverley Harrison in an article ‘Our right to choose’ argues forcefully for the rights of the mother. She maintains that since the woman carries the embryo/foetus and has to go through the pain of childbirth and has to care for and support the child then it is the woman’s decision, which should be paramount. Harrison stated that: ‘The well-being of the woman and the value of her life plan should always be recognised as of intrinsic value’ (Page 152, ‘The Puzzle of Ethics’ Vardy Grosch) A philosophy professor Judith Jarvis Thomson argued that even if we grant that foetuses have a fundamental right to life, in many cases the rights of the mother override the rights of the foetus. Accordingly abortions should be allowed in rape, life-threatening pregnancies and contraception failure. If a foetus was given equal rights then court cases would result and a mother could be forced to have an unwanted child. A court could even force a woman to go through a dangerous childbirth as her life would be considered to be of no more valuable than that of the foetus. What about Christianity? The Bible: There is not one clear message about abortion found in the Bible. In Exodus 20: 18 it is stated ‘Do not kill’ which is a quotation used by many Christians in opposition of abortion. This passage may be seen as only applying to a ‘person’ and the issue of when the embryo/foetus becomes a person crops up again. In response to this a Christian may argue that the Bible teaches that a foetus/embryo is human as it is stated ‘Before I formed you in the womb I knew you’ (Jeremiah 1:5) and ‘You created every part of me; you put me together in my mother’s womb†¦.. When I was growing there in secret, you knew that I was there, you saw me before I was born’. (Psalm 139:13 15). This does seem to imply that someone is human before birth. We are told in Exodus 21:22-25 that if a person injures a pregnant woman, causing miscarriage, compensation must be paid. This suggests that the life of the ‘unborn’ has both significance and value. However at the same time in Exodus 21:22-25 we are also told that if the mother dies then a ‘life for life’ policy applies. This suggests that the unborn does not have the same significance and value as the mother. The birth and role of Jesus is said to have been foretold, therefore his life was mapped out before birth. In opposition to this however are passages which suggest that the foetus need not be considered human ‘a stillborn child comes without meaning, it departs in darkness’ (Ecclesiastes 6:3-4). This COULD be taken to imply that a foetus/embryo lacks humanity and we are also told that a man does not become a human being until he receives ‘breath of life’ (Genesis 2:7) Christian Tradition: Generally most churches are in favour of preserving human life but there are many different teachings on the status of the foetus. Many Christians accept abortion in order to save the life of the mother, or in the case of a severe deformity, but others argue that a person born with a deformity can still give and receive love as a human being and that the detection of such defects should not be grounds for an abortion. The RC Church maintains that it is intrinsically evil and totally condemns it. Abortion goes against Natural Law, as it is not fulfilling the purpose of life ‘to live, to reproduce’ and also goes against the word of God. (See also Ensoulment). Pope Pius IX in 1869 decreed that anyone performing or allowing an abortion was wrong. The Catechism of the Catholic Church (1994) states that, ‘Human life must be respected and protected absolutely from the moment of conception. From the first moment of his existence a human being must be recognised as having the rights of a person – among which is the inviolable right of every innocent being to life.’ (Issues of life and death, Michael Wilcockson, page 36) The Roman Catholic Church, and indeed most Christians would argue that since man was created in God’s image and likeness, so then is the foetus/embryo. God alone is lord of life and death and humans do not have the right to take away life. The ‘sanctity of life’ argument may be given here. This is to say that life is sacred and that human life is valuable in itself. The term ‘sanctity of life’ means ‘a life set aside’ and Christians would say that God creates each life specially and uniquely. Human life is therefore intrinsically (i.e. in itself) worthwhile and we have a duty to preserve this life. There is of course in Natural Law and the Christian position the principle of double effect. Double effect is a theory used to justify the termination of a foetus/embryo if the intention of doctors is to save the life of a mother. (E.g. hysterectomy) In the case of an ectopic pregnancy, where the fertilised egg attaches itself to the fallopian tube the double effect justifies the removal of the fallopian tube as if it is not removed the mother will die. In this case if the pregnancy continues the mother and foetus will die and the double effect theory justifies the removal of the fallopian tube, because the intention is to save the mothers life even though the effect of doing so leads to the death of the foetus/embryo. Even pro-life groups, such as SPUC would allow for DDE. What do ethical theories say on this matter? Virtue Ethics: Would abortion be allowed in virtue theory? Virtue Ethics concentrates on what a person is, rather than does. The aim of virtue ethics is a good life of well being (eudaimonia) It is an ethic of aspiration to be a better person and looks to those who have set a good example. Aristotle classifies the virtues and we must try to find the ‘Golden Mean’. Would abortion be classified as an ‘extreme’ of behaviour? Well as you will remember Robert Louden argued that virtue ethics is of little practical use to someone faced with a moral dilemma as virtue ethics fails to address dilemmas, which arise in applied ethics, such as abortion. He gave the example of a woman who discovers that her baby will be born with severe disabilities. He asks how are we to know what a good person would do? How are we to choose between compassion and bravery? Having an abortion could be classed as ‘cowardice’, ‘rashness’ etc. and one could say that Mother Teresa as a Christian would not have an abortion, but what about in certain circumstances? What if virtues clash? Since Virtue Ethics focuses on the person, rather than actions or consequences of actions can we really say whether an abortion would be acceptable? For Aristotle you cannot explain ‘right’ or ‘wrong’ simply in terms of rules, but rather you can show how a virtuous person can be trusted and do the right thing in a variety of situations, each of which may be unique and cannot therefore be covered by a way of a rule. Relativist/teleological ethical theories and abortion: a)  Ã‚  Ã‚  Ã‚   Situationism (Notes from page 53, ‘Issues of Life and death’ (Wilcockson) Since the 1960s many Christian theologians have argued that Jesus’ teaching was based on giving people their own freedom to act responsibly based on the principle of generous love or ‘agape’. Joseph Fletchers influential book ‘Situation Ethics’ (1966) coined this term and set out a Christian calculus, which decides each case on its own merits. This theory is absolutist in the agape part but this is the only absolute rule. Fletcher claimed that in any given situation the ‘right’ thing to do was that which love required. Whilst this provides an alternative Christian ethic which is consistent with the Gospel representation of Jesus traditional Christian thinkers have rejected it. (E.g. Pope Pius XII-see Relativism booklet for more information). Fletcher outlined a case in 1962 where an inmate of a mental hospital raped an unmarried, schizophrenic girl. Her father’s request for an abortion was denied because the only moral and legal grounds for abortion would have been if her life were at grave risk. Fletcher finds it shocking that this kind of rigid legalism could deny compassionate treatment. The situationist answer cannot really be predicted because each case is unique but in the above case Fletcher argued that her mental health is paramount and furthermore ‘no unwanted and unintended baby should ever be born’. Fletcher however, is far from clear about why and to what extent the embryo or foetus should be included in the calculus: (Taken from p.53, ‘Issues of life and death’ (Wilcockson) They (situationists) would in all likelihood favor abortion for the sake of the patient’s physical and mental health, not only if it were needed to save her life. It is even likely they would favor abortion for the sake of the victim’s self respect or reputation or happiness or simply on the ground that no unwanted and unintended baby should ever be born. They would, one hopes, reason that it is not killing because there is no person or human life in an embryo at an early stage of pregnancy (Aristotle and St Thomas Aquinas held that opinion-see Ensoulment), or even if it were killing, it would not be murder because it is self-defense against, in this case, not one but two aggressors. First there is the rapist, who being insane was morally and legally innocent, and then there is the ‘innocent’ embryo, which is continuing the ravisher’s original aggression! Even self-defense legalism would have allowed the girl to kill her attacker, no matter that he was innocent in the forum of conscience because of his madness. The embryo is not more innocent, no less an aggressor or unwelcome invader! Is not the most loving thing possible (the right thing) in this case a responsible decision to terminate the pregnancy? (Situation Ethics (1996) p.39) Many people use the situation ethics principle to judge whether or not someone should have an abortion. Because situations differ in so many respects, then so should our response. Situation Ethics as put forward by Fletcher encouraged people to use the ‘agape’ principle – what would be the most ‘loving’ thing to do in the circumstances? For this theory the question of whether abortion is morally acceptable cannot be answered, as it would depend upon each situation and specific circumstances of a particular mother. This system allows for flexibility but the problem is, how can we be certain that our response will, in the long run, turn out to be the most loving? (Many people who have abortions regret their decision in later life.) Also if there are two ‘people’ involved, whose interest’s conflict, how should we decide whom to ‘love’? If an end result serves ‘agape’ best then it is right. b) Utilitarianism: A short summary: This theory can be summed up by the phrase, ‘the greatest happiness for the greatest number’. At a first glance it may seem that abortion is straightforward for a utilitarian. If the mother’s happiness would be greater is she had an abortion, then abortion would be the right course of action. However, it is more complicated than this, as other factors need to be taken into account. The foetus needs to be taken into account as if the foetus is to be considered ‘human’ then its happiness should also be taken into consideration. This does not mean that abortion becomes wrong. However, it does suggest that abortion would be ‘right’ in certain circumstances, such as if the mothers life is in danger. (May be more happiness if mother survived, rather than if both the mother and foetus died.) In addition, other family members perhaps need to be taken into consideration for the ‘greatest happiness for the greatest number’. If other family members did not want the mother to go ahead with the abortion, or indeed if the father wanted the child, then abortion here would not be the ‘greatest happiness for the greatest number’. In the case of pregnancy as a result of rape for example, the following would need to be considered alongside the ‘greatest happiness’ principle: Trauma for mother and existing family Trauma for any child of rape in learning of their violent origins. Absolutist/deontological ethical theories and abortion: Natural Law: This has already been covered in the ‘Christianity’ section of this booklet and the potential to become a person and Ensoulment should also be taken into consideration. When the Christian examines natural law it is clear that nature’s design is that women are naturally equipped to have children. It is thus, natural for intercourse to lead to conception and for women to be pregnant and bear children (Final cause of sex=procreation.) Natural Law theory would claim that abortion is wrong, as the purpose of the body is to reproduce. The RC Church has opposed abortion for a considerable amount of time based on this tradition. There is however, the principle of double effect, which could be applied here. This principle could be seen as ‘relativist’, although the theory of Natural Law is essentially an absolutist theory. The doctrine of double effect consists of fou

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What Has to be Done About Persuasive Essay Topics Top 10 Before It's Too Late The Hidden Gem of Persuasive Essay Topics Top 10 There are several persuasive essay topics to select from to finish your high school or college assignment. It is preferable to search online because it will save yourself a plenty of time. Usually, students find it complicated to opt for a correct topic. All students need to have a year studying abroad. Remember that you're attempting to make your audience except a brand-new vision of the issue. R-Rated films ought to be made available for younger viewers. It's great to spell out the topic utilizing various emotional concepts as it allows persuading the audience better. Whenever your speech is written properly, you are aware that you'll have the ability to convince your audience by means of your standpoint. To begin with, if you're arranging a persuasive speech, you ought to think about a topic that may create mental pictures in the minds of your audience. The audience has to be convinced by means of an argument or application. You have to be aware of what you're encouraging your audience to do, thus select the topic that meets your craved outcomes. Type of Persuasive Essay Topics Top 10 It's great whenever you're interested in what it is that you're telling about the audience. Naturally, it's the topics you may have a tiny laugh about! Speaking about something you understand well makes it a lot easier and enjoyable! Famous people set a terrible example for kids. Writing an excellent persuasive essay is not a simple task, however, it's achievable. Everyone on the planet should speak English. Every American should learn how to speak English. All About Persuasive Essay Topics Top 10 Persuasive essays are an excellent means to encourage the reader to check at a particular topic in a different light. A persuasive essay is a powerful tool when you want to supply a new vision of a specific topic for the reader. All things considered, you can observe that writing a persuasive essay isn't a brain surgery. All persuasive essays are like argumentative essays. Regardless, it's always a better idea to work with a topic that is especially close to you and that you get a genuine interest in, rather than just picking a random topic. The audience ought to be excited about the solution' of the issue. Still, figuring out the very best topic for your essay isn't your only concern for a student. There are several factors you should concentrate on when choosing a persuasive speech topic. The 30-Second Trick for Persuasive Essay Topics Top 10 Well, first, you're need to find good persuasive speech topics. You've been requested to provide a persuasive speech. If you still don't understand how to prepare an intriguing speech, EssayShark can assist you. A persuasive speech resembles a difficult challenge for many students. Every writer who tends to carry out a great persuasive speech must think about a very good topic ahead of time. Even in the event that you give an outstanding speech, it will be more difficult to continue to keep your audience interested should they feel like they already understand what you're likely to say. Have a look at our presentation if you wish to find out more about creating a high-quality speech that will draw in the audience! The most effective persuasive speeches aren't written in a rush. Topics that you're familiarized with will make it simpler to get ready for the speech. Government should think about allowing euthanasia. Hot button issues like immigration in the USA make for compelling persuasive speech topics, because most of the audience is very likely to have an opinion about it. You could be given the topic straight away by your professor, or you can be free to pick the topic yourself. Persuasive Essay Topics Top 10 and Persuasive Essay Topics Top 10 - Th e Perfect Combination Normally, having three big arguments to show your point is sufficient for a convincing paper. The question might be part of your introduction, or it may make a good title. Otherwise, you'll never have the ability to support your special perspective and deliver a set of solid argumentations and evidence. In exactly the same time, you can get a popular topic, but just in a situation, you've got something new and important to say. The Persuasive Essay Topics Top 10 Game You need to supply an impressive description of the topic revealed, thus select the one of which you may provide an outstanding visualization so as to persuade an audience. It is preferable to pick the topic which you are acquainted with and have sufficient knowledge to prepare a superb speech. Exactly like an argumentative essay, a persuasive paper demands an adequate amount of expertise and knowledge of a particular field. An argumentative paper is part of the persuasion.

Sample Short Answer on Soccer for Common Application

College applications often include a short essay that asks you to elaborate on your most meaningful extracurricular activity or work experience. The Common Application used to require a short answer response of 150 words or fewer, and today many schools have retained the short answer in the supplemental essay section. The question will often ask something straight-forward like this: Briefly elaborate on one of your extracurricular activities or work experiences. Features of a Weak Short Answer The short answer repeats similar ideas in slightly different words.The essay employs vague language.The response is filled with clichà ©s and predictable language.The response doesnt explain why the activity is important to the author. Short should not be confused with unimportant. When a college has holistic admissions, every piece of the application is important since the admissions folks want to get to know you as a whole person. The short answer needs to convey your passion for something you do, and it should also explain why the activity is important to you. In this sample short answer response, Gwen writes about her passion for soccer, but she makes many common mistakes in the process. Sample Short Answer Response by Gwen Simply put, I love soccer. I love being part of a team of girls who go out there and give their all, heart and soul, in every game. We truly are a family in our team. I love being a part of that family and taking a leadership role, both on and off the field. Soccer has also helped me be a better leader in student organizations and class work, where I take a proactive role. Whether it is a good defensive block or scoring the winning goal, soccer is an empowering part of my life, and I would not be the person I am today without it. Critique of Gwens Short Answer Response Gwens short answer response is not terrible—the language is easy to read and Gwens love of soccer comes across forcefully. However, Gwens response does have several problems: The language is repetitive. Gwen says I love three times, and she repeats the ideas of family and leadership twice.The languge is vague. What does Gwen mean when she says she takes a proactive role? What is her leadership role? What exactly does she mean when she says soccer made her the person I am today?Some language is clichà ©. Phrases like heart and soul and scoring the winning goal appear in far too many essays about sports.The response is short and doesnt say much. The typical 150-word limit isnt much space in which to elaborate on an activity, yet Gwens response is just 540 characters/108 words (and, as noted, those words are repetitive and vague). Gwen hasnt used the short answer to her advantage. Gwen does sound like a perfectly pleasant and enthusiastic student who works well with a team, but her response could be so much stronger. We finish her short answer response without a clear sense of the type of leader she is or what leadership roles she has assumed. Theres nothing concrete here to illustrate how soccer has made her a stronger person and better student. A Final Word on Short Answer Responses To see what a stronger short answer response looks like, be sure to check out Christies essay on running and Joels response on his job at Burger King. Christies response shows how an athletic activity can be presented more effectively than Gwen does, and Joel shows how a relatively unenjoyable activity—a fast food job—can still prove meaningful and valuable. Dont be misled by the word short. You should put plenty of time and care into this type of little essay. Work to follow the guidelines for a winning short answer, and be sure to steer clear of common short answer mistakes.

The Debate Over The Federal Minimum Wage - 2149 Words

Over the past few years the debate over the raise of the federal minimum wage of the current $7.25 has been argued by both sides, whether it should be raised or not. With both side, the affirmative and negative making strong arguments for their side. We will take a look at how each side frames their issues as how well their counterpart can refute those claims. The affirmative would like to propose the raise of the federal minimum wage to $12.00 by the year 2020; this is the standard that most states are going with. For example, California being one of the most recent to change their federal minimum wage to $12.00 by the year 2020. The negative would like to stay with the current federal minimum wage of $7.25, in other words defend the status quo. We will look at all the major arguments the affirmative and negative side have and in the end go with the best option for the majority. Aristotle’s three fundamental concepts will help determine what decision should be made after each side of the public state their case. Aristotle’s three fundamental concepts are truth and probable truth, Ethos (Credibility), Pathos (Emotional Appeal), Logos (Logic), and his final concept, it’s all about the audience. So what exactly is the minimum wage and what is its purpose? Minimum wage is the minimum an employer has to pay an unskilled worker based on the regulations set forth by the Fair Labor Standards Act (FLSA) that was originally established in 1938 according to the United StatesShow MoreRelatedEffects of Increasing Minimum Wage794 Words   |  3 Pageshaving a federal minimum wage is a good one. The idea is to protect low and unskilled workers and allow workers to earn a living wage. The recent debate on the floor, though, is whether or not to raise the minimum wage from the current $7.25 per hour up to $10.10. President Barack Obama made this proposal during his annual State of the Union Address, and after this there were many hot debates about it. The debates focused not only on the pro side and the con side of increasing the minimum wage, but alsoRead MoreEffects of Increasing Minimum Wage Essay988 Words   |  4 PagesThe idea of having a federal minimum wage is a good one. The idea is to protect low and unskilled workers from discrimination and allow all workers to earn a living wage. The recent debate on the floor, though, is whether or not to raise the minimum wage from the current $7.25 per hour up to $10.10 per hour. President Barack Obama made this proposal during his annual State of the Union Address on January 28, and following this there were many hot debates about it. The debates focused not only on theRead MorePros And Cons Of The Minimum Wage1620 Words   |  7 PagesIncreasing the federal minimum wage has been a controversial topic around the United States; many people are in favor of raising the minimum wage, while others heavily oppose the idea. While everyone is entitled to their own opinion, statistics have shown that the minimum wage is closely correlated to public health, and it shows that this topic is a much bigger and broader picture than simply economics. The federal minimum wage has a history that dates all the way back to 1938, and the strong debates and opinionsRead MoreMinimum Wage Of The United States Of America And Australia1031 Words   |  5 Pagesvarious countries see growth in their economy, there has also been significant differences in the wages set to employees in different countries. The lowest wages set by the law that are fixed to a particular amount which is also defined to be the price floor below which workers shall not sell their labor, has its own effects. The minimum wage law came into force as a matter of social justice amongst the low-wage workers, also to reduce exploitation and see that workers can afford the standard basic livingRead MoreEssay on The Debate over Raising the Minimum Wage1502 Words   |  7 PagesThe federal minimum wage was raised to $ 7.25 an hour by Congress in 2009, something that has been carried out only a handful of times since the establishment of the wage in the Fair Labor Standards Act in 1938. Even with this modest rise in income, the minimum wage today does not provide for a decent standard of living. It has failed to keep pace with the wage growth of an average American worker. The minimum wage was intended provide a minimum standard of living; to aid in alleviating povertyRead MoreFederal Minimum Wage Should Be Raised877 Words   |  4 PagesRecently, the call to raise the Federal minimum wage has gotten stronger. Some states have taken the initiative recently to raise their state minimum wage above the federal guidelines. Currently someone who makes $7.25 an hour working full time under the Federal minimum wage earns $15,080 annually before any taxes are taken out. Critics of the proposal to increase federal minimum wage believe that increased labor costs force businesses to cut jobs to make up for the decrease in profit (Mejeur).Read MoreCongress As Part Of The Fair Labor Standards Act1084 Words   |  5 Pagesinstituted minimum wage back in 1938. The first minimum wage was at $0.25 per hour and the last minimum wage increase occurred in 2007. Over the past 65 years the minimum wage has varied considerably in inflation-adjusted buying power. It has averaged $6.60 an hour in purchasing power in 2013 dollars, but it has ranged from a low of $3.09 an hour in late 1948 to a high of $8.67 an hour in 1968. Today’s minimum wage buys somewhat more than the minimum wage has historically, although it remains over a dollarRead MoreThe Minimum Wage Should Not Reduce Poverty1214 Words   |  5 Pagesbelief persists that paying a higher minimum wage would aid in lifting people out of poverty by giving those with low paying jobs a higher income, however the evidence suggests otherwise. As the 2016 race for the White House heats up, the minimum wage battle stands at the forefron t of every economic discussion. The rhetoric between candidates within and across party lines intensifies by the day. While the debate over whether or not to raise the federal minimum wage from $7.25/hour to $15/hour ragesRead MoreShould Minimum Wage Be Raised?1062 Words   |  5 Pagesever pressing question regarding Minimum wage. Not many subjects can ignite a controversy as quickly as that of whether or not minimum wage should be raised, or by how much should it be raised or if it should remain the same. What is minimum wage? By definition, minimum wage is the minimum hourly wage an employer can pay an employee for work. (â€Å"MinimumWage.com†) America’s minimum wage was first introduced by President Franklin D. Roosevelt in 1938. That minimum wage was introduced as part of the FairRead MoreThe Issue Of The Minimum Wage1514 Words   |  7 Pages6-8 pages The issue of the minimum wage has recently come to the forefront of the debate on social policy. There is much disagreement over the wisdom of an increase in the minimum wage in the current fragile economic recovery. Some argue that a dramatic increase is what is needed in order to lift the standard of living for those in the bottom of the economic pyramid. Economists reason that the basic principle of supply and demand mandates than an increase in the wage would result in the loss of

Curriculum for Teaching Social Skills Free Essays

Teaching social skills to young children is a difficult task under any circumstance however when the children are suffering from emotional or behavioral problems it seems to interfere with this process and make it much more difficult. There are several known answers through curriculum that can help educators to be able to work on social skills with students who are facing either emotional or behavioral problems or both. Through the use of these curriculums there can be great benefits to both the students and the teachers. We will write a custom essay sample on Curriculum for Teaching Social Skills or any similar topic only for you Order Now The teachers will benefit in being able to work on social situations with the students in their classrooms and in being able to communicate the strong need for social interaction in life. The students will benefit by being able to work on building friendships, trusting others and really finding a way to communicate how they are able to do these things. Curriculum Options for Teachers One of the problems that have often faced teachers who are working with children who have emotional or behavioral problems is that they are unable to communicate their social needs to the teacher. These students have a hard time being able to express their need for friendship, the need to describe feelings or the ability to be able to communicate any of this to others. Through information that has been gathered by researchers it has been concluded that these students need direct intervention into their ability to socialize with others. There have been multiple suggestions as to how this can happen and what would be a good way of introducing social skills to these students. There are many different methods and ways that this can be done. One way that has been shown to be successful is one on one interaction with the students and role play into specific situations. Obviously the situations have to be mild and can not be too involved or too intense but rather something that is on the same thinking level as the students involved (Vaughn, Sinagub, and Kim 2004). Success for the students who were experiencing these emotional and behavioral problems has drastically depended on the type of curriculum that was used to introduce and teach social skills. One study looked at story problems as a way to teach these skills to students who were suffering from emotional problems and this study showed a drastic improvement in these students having the ability to communicate with each other. The students were better able to understand through the story the idea of how one might feel or how reactions of theirs can be harmful to others. However, the students were unable to comprehend these same ideas and beliefs when they were just discussing them and not hearing them in a story (Rahill and Teglasi 2003). There could be many conclusions drawn from these examples and this type of curriculum. The idea is that the students have the ability to understand and comprehend what is being said about things and how they are interacting with others. When the student is not forced to look at the whole picture and is used to just getting glimpses they are unable to realize the overall impact of issues, however when they are exposed to the entire story or belief then they are able to understand the entire story and can reason as to why the others are feeling the way that they are. Without this ability to reason the student would be unable to successfully communicate with others and could not be thought of in the same social light and category as if they were able to understand these issues. Another great option for teachers to use in the classroom to teach social skills is to be trained in how to incorporate Cognitive Behavioral Therapy into the curriculum. By using Cognitive Behavioral Therapy or CBT the student is learning how to control their own behaviors and emotions. This is probably one of the best options for students who have behavioral or emotional problems as it is a way for them to learn how to be able to control things themselves without warnings or discipline. There are a number of ways that this treatment can be integrated into the classroom. One thing is for sure though that teachers need to be aware of the therapy and how to properly integrate it into the classroom prior to using it in the classroom setting. If they are not competent and they try to use it there are many things that could go wrong and the children could be emotionally damaged in some way as with all therapeutic processes. This subject has been widely researched. â€Å"During the past two decades, researchers have found that cognitive strategies can decrease disruption/aggression and strength pro-social skills† (Daunic, Smith, Brank and Penfield 2006, 123). To better understand the benefits of CBT being integrated into the classroom it would be important to understand some basic facts about CBT. CBT is basically a way of self control where the student is taught how to control their negative behaviors or emotions in order to prevent behavioral issues. Through CBT the student would learn how to understand when they are reaching a point where they are going to react in an inappropriate way and they would be able to monitor themselves and talk themselves down. For younger students this would prove to be more difficult to learn but by learning the process young the students would be able to carry it over into their current lives and how they react in most situations. With this process being taught in the classroom there might even be further benefits in the student’s home and other extracurricular activities as the student would apply some of the same lessons and principles to the situations that they were involved in at these locations. All of these advantages could be gained and getting needed training is not difficult for educators and something that they can discuss with their superiors and school boards. There are other forms of intervention that could be used in the classroom curriculum. With students who are suffering from autism there are special skills and curriculums that could be offered to help with their behavioral difficulties. There is a call for a new curriculum that would be an advantage to all students with emotional and behavioral difficulties and not just those who were suffering from autism. For the most part articles that are written on this subject point out that no current curriculum is available for this issue and that there are some key components that would need to be featured if there were to be a curriculum. Of the many key components that would need to be considered one is to â€Å"make the abstract concrete. † Students who are suffering from emotional and behavioral problems often have a hard time being able to understand the abstract thoughts that are often a part of teaching social skills. By making concrete examples that these students can understand there is a higher likelihood that they will apply these principles to their own interactions on a social level. Another area that is needed is â€Å"structure and predictability. † Having a classroom with a set routine is something that is important as when students are taken out of a routine situation they often have anxiety and with behavioral issues anxiety often ends in the student not being able to communicate his or her needs and having a breakdown in the classroom. By having â€Å"engaged transactions† the students would be able to learn what their overall needs were and would be able to practice communication and social skills with one another. Through â€Å"scaffolded language support† the students would be able to work on better using language and communication in a way that all people would understand. â€Å"Multiple and varied learning opportunities† might seem as though it would be repetitive or boring for the students however for students who are suffering from emotional or behavioral problems this might just be exactly what is needed for them to understand. By planning â€Å"’other’ focused activities† in the classroom it would allow the students a break from learning social skills and could promote a better understanding of the skills during future lessons. Looking at â€Å"fostering self awareness and self esteem† is also important as it would show each child that he or she is special and would encourage them to believe in their own self worth. Another area that needs improvement is that the teachers need to focus on having â€Å"select relevant goals. † When teachers try to teach students with emotional or behavioral difficulties too many things it threatens to worsen their condition and can cause them to have multiple additional problems with what they are already having. Some other teaching methods like â€Å"sequential and progressive programming† are also a huge advantage as are â€Å"programmed general and ongoing information. † All of these practices and initiatives can be easily added to most curriculums in the classroom and could really have great advantages to the students who have emotional and behavioral issues (Krasny, Williams, Provencal, and Ozonoff 2003). Benefits to Teachers for Using a Curriculum to Teach Social Skills There are many benefits that can be seen by teachers who are choosing to teach social skills and social skill improvement to students who suffer from emotional and behavioral problems. Some of these are that there is an increased focus on the student being able to perform and being able to interact with others in a positive manner. Through this the student would be able to interact with the teacher in a more positive manner as well. These skills would also help there to be fewer disturbances and disruptions in the classroom which is a great benefit for the teaching in her ability to control her classroom. Benefits to Students for Using a Curriculum to Teach Social Skills There are also many advantages for the students who are working on learning social skills. The students are able to take advantage of these skills and these areas because they are learning how to communicate better with others. Communication is such an important part of our world and the world around us and without communication one would suffer in many areas of life. Also there are valid reasons why friendships can really aid in a student’s overall behavioral and emotional issues and students who have more friends are less likely to have these types of problems. If a student learns these new social skills they are likely to have more friends, do better at home and in school and overall be in trouble less often. Conclusion In conclusion, it is important that teachers be taught the necessary skills needed to integrate certain behaviors into the classroom. The teachers need to be able to integrate programs into their curriculum that will teach students with emotional and behavioral difficulties the much needed social skills. These much needed social skills will improve the student’s lives in so many ways and will help the students to be able to be better behaved and more successful in a number of areas of their lives. References Daunic, A. P. , Smith, S. W. , Brank, E. M. , and Penfield, R. D. (2006). Classroom-Based Cognitive-Behavioral Intervention to Prevent Aggression: Efficiency and Social Validity, Journal of Social Psychology, 44(2), 123-139. Krasny, L. , Williams, B. J. , Provencal, S. , and Ozonoff, S. (2003). Social Skills Intervention for the Autism Spectrum Essential Ingredients and a Model Curriculum, Child and Adolescent Psychiatric Clinics of North America, 12(1), 107-122. Vaughn, S. , Sinagub, J. and Kim, A. (2004). Chapter 10 Social Competence/Social Skills of Students with Learning Disabilities: Interventions and Issues, Learning about Learning Disabilities, (3rd ed. ), 341-373. How to cite Curriculum for Teaching Social Skills, Papers

System Analysis And Design Management †Myassignmenthelp.Com

Question: Discuss About The System Analysis And Design Management? Answer: Introduction The following research is based on the analysis of the My Health Record system of Australia. A study conducted by a medical team has found out that a large proportion of young people of the island nation have been suffering from mental health problems occurring from various sources. A systematic analysis has been covered in the research which has highlighted the problems, capabilities, processes and benefits. Background According to the medical journal of Australia depression and anxiety are the two main causes that have topped the charts of mental health problems among the young people of the island continent. The research that was conducted by the experts of the medical team found out that an alarming percentage of young people suffered from some kind or other kind of mental disorders that have been bothering these people. Different factors like stress of exams, problems in personal life, substance abuse, unemployment and many such similar problems are driving young men to choose suicide. However the key problem lies in the process of counseling as the professionals who are appointed as the medical counselors of these patients. They fail to register the case history in several attempts and it becomes too late when ultimately the story is registered after several unsuccessful attempts. I have been appointed as a system analyst by Headspace organization after it got the approval of funds to carry on the project. My task is to analyze the problems, capabilities and benefits and to ensure the success of My Health Record in the country. Problems The youth generation of Australia has been suffering from various mental health related issues since a long time. As mentioned earlier a number of different factors have been the main cause for such a problem (Yap et al. 2015). After being appointed as the system analyst of the mentioned organization my first task was to talk with different such people personally and analyze them and find out the problem as to why the counselors are unable to record the actual cause of the problems faced by the youth at an early phase (Howe et al. 2014). As planned I performed the necessary tasks accordingly and identified and grouped some of the main problems faced by the organization; Emotional Challenges Main emotional challenge lies in feelings such as unhappiness, loneliness or irritation. Some of the teenagers complained of tiredness and loss of energy. Some young men complained about lack of motivation to do any task. Tension or worry was some other reasons that disturbed the mental state of the mentioned age group. Behavioral Challenges It was disturbing to find out that most of the teenagers lacked personal hygiene and gave least preference to their appearance. There were many high school graduates who complained that their behavior towards people especially their classmates, teachers were much more aggressive than it used to be. Many of the students also mentioned about their decreased interest for participation in different fun filled activities or involving in any extra-curricular fields. Cognitive Challenges My analysis also derived some irregular cognitive changes in youths like lack of concentration and having a very low confidence to take decisions. Negative thoughts and low confidence were also noticed by me when I talked with some of the people. Another important issue that was noticed by me was having a conversation with the students was the lack of self esteem and basically the participants were seen to be self blaming. Physical Challenges The participants with whom I had an open conversation were seen to be restless and agitated every now and then. Mental illness created severe disorders among the youth with loss of appetite and weight being the common problems. There are also problems like sleeping disorders, tremendous pains, epileptic syndromes and many more as such. Benefits and Capabilities There are a number of notable benefits and capabilities of implementing My Health Record in the system. The project that has been assigned to me to implement will see a sure success as the project itself brings with it a number of positive insights (Rosenbaum et al. 2016). Some of them are; Better Access- All the important healthcare related information will be available on one click and can be easily accessed by the different doctors which will make the treatment easy for the patients. The information being available online will not cause any problems when people travel to any other state in the country (Yap et al. 2015). Safety- The information provided in the medical records will help the financial providers to provide the patient with the best possible medical treatment according to his medical condition (Holloway et al. 2017). New information can also be added to the providers which will be updated instantly to avoid any future complications. Convenience- The patients does not have to worry about going on repeating their case history their medicines to each and every doctors or healthcare providers all the time as they are recorded in our central server and can be operated from anywhere any time (Rosenbaum et al. 2016). The youth generation will also find it interesting to have a record of their medical health in the central server. Security- The patients have the control over their personal health information and thus can easily make decisions over who can get access to their information (Lawrence et al. 2015). Our organization who will be maintaining the records have set up a strict set of rules and regulations that restricts unanimous users to access the records. Privacy- Our organization will ensure the maximum possible privacy to the clients (McGorry, Bates Birchwood, 2013). The information will be collected from the government records, medical certificates and old case histories. Thus it will ensure total privacy to all the information. Conclusion The implementation of the project is a challenge to the mentioned organization. Being the system analyst I have tried to implement all the different steps accordingly. The analysis of the problems has helped me to chalk out the strategy of the organization to implement the project in an organized manner. The integration of the project was done effectively and the results will be there to support my views. Overall the Headspace program offers a bright future for the youth generation of the country. References Holloway, E. M., Rickwood, D., Rehm, I. C., Meyer, D., Griffiths, S., Telford, N. (2017). Non-participation in education, management, and training among young people accessing youth mental health services: demographic and clinical correlates.Advances in Mental Health, 1-14. Howe, D., Batchelor, S., Coates, D., Cashman, E. (2014). Nine key principles to guide youth mental health: development of service models in New South Wales.Early intervention in psychiatry,8(2), 190-197. Lawrence, D., Johnson, S., Hafekost, J., Boterhoven de Haan, K., Sawyer, M., Ainley, J., Zubrick, S. R. (2015). The mental health of children and adolescents: Report on the second Australian Child and Adolescent Survey of Mental Health and Wellbeing. (Lawrence et al. 2015) McGorry, P. D., Hamilton, M., Goldstone, S., Rickwood, D. J. (2016). Response to Jorm: HeadspaceA national and international innovation with lessons for redesign of mental health care in Australia.Australian and New Zealand Journal of Psychiatry,50(1), 9-10. (McGorry et al. 2016) McGorry, P., Bates, T., Birchwood, M. (2013). Designing youth mental healthcare services for the 21st century: examples from Australia, Ireland and the UK.The British Journal of Psychiatry,202(s54), s30-s35. Reiss, F. (2013). Socioeconomic inequalities and mental health problems in children and adolescents: a systematic review.Social science medicine,90, 24-31. Rickwood, D. J., Telford, N. R., Parker, A. G., Tanti, C. J., McGorry, P. D. (2014). headspaceAustralias innovation in youth mental health: who are the clients and why are they presenting?.The Medical Journal of Australia,200(2), 108-111. Rickwood, D., Van Dyke, N., Telford, N. (2015). Innovation in youth mental health services in Australia: common characteristics across the first headspace centres.Early intervention in psychiatry,9(1), 29-37. Rosenbaum, S., Tiedemann, A., Stanton, R., Parker, A., Waterreus, A., Curtis, J., Ward, P. B. (2016). Implementing evidence-based physical activity interventions for people with mental illness: an Australian perspective.Australasian Psychiatry,24(1), 49-54. Yap, M. B. H., Reavley, N. J., Jorm, A. F. (2015). Is the use of accurate psychiatric labels associated with intentions and beliefs about responses to mental illness in a friend? Findings from two national surveys of Australian youth.Epidemiology and psychiatric sciences,24(1), 54-68.