Cholesterol Reducing Effects of Lactobacillus Spp

Cholesterol Reducing Effects of Lactobacillus Spp CHOLESTEROL REDUCING EFFECTS OF Lactobacillus spp. ISOLATED FROM BREAST MILK OF LACTATION MOTHER. SUHANIS NADIA BINTI SALLEH CHAPTER 1 INTRODUCTION Background of the study Cholesterol is the precursor of primary bile salts formed in the liver and store as conjugated bile salts in gall bladder to be release in digestive tract. (Corzo Gilliland, 1999). Lipid and cholesterol rich food intake act as the main factor in increasing of heart disease (Anandharaj Sivasankari, 2014). Thus, it is important to reduce cholesterol as prevention to cardiovascular disease. (Yildiz et. al, 2011). Even though pharmaceutical agent or therapy exists for hypercholesterolemia treatments, they are expensive and may produce side effect. (Schuster, 2004). Due to the reason, non pharmaceutical approaches which yield cholesterol reduction were examined and probiotics are one of several approaches that have been used (Anandharaj Sivasankari, 2014). Problem statement 1.3 Research Objective 1.3.1 General objective To investigate the cholesterol reducing property of Lactobacillus spp. isolated from breast milk of lactation mother . 1.3.2Specific objective 1.3.2.1 To isolate Lactobacillus spp. from breast milk of lactation mother. 1.3.2.2 To identify Lactobacillus spp. isolated from breast milk of lactation mother. 1.3.2.3 To determine cholesterol reducing property of Lactobacillus spp. isolated from breast milk of lactation mother. Research hypothesis 1.4.1 Study hypothesis There is significant difference between Lactobacillus spp. isolated from breast milk of different lactation mother on its cholesterol reducing property. 1.4.2 Null hypothesis There is no significant difference between Lactobacillus spp. isolated from breast milk of lactation mother on its cholesterol reducing property. 1.5 Scope and limitation of the study This study focusing on identification of bacteria and its properties and includes molecular technique. The scope of this study involves both phenotypic and genotypic characterization. Some limitations arise in this study. The cholesterol reduction assay which will be done in vitro to mimic the in vivo mechanism may not be totally similar with in vivo environment. 1.6 Significant of study Breast milk is a possible source of Lactobacillus strains but there are only few studies done on isolation of probiotic from human’s milk. (Anandharaj Sivasankari , 2014 ; Martin et al., 2004). The reliability of cholesterol reduction by using probiotics for hypercholesterolemia treatments have gain increase of interest. (Jones et al. 2004 ; Lim et al. 2004). Even so, the findings are more on lactic acid bacteria strains among Western origin subject (Yildiz et al. 2011). Different result may be obtained from other population subject and this study may enhance the finding of probiotic strains that capable in cholesterol assimilation. CHAPTER 2 LITERATURE REVIEW CHAPTER 3 METHODOLOGY Proposed methodology (Descriptive) Ethical issues Study area The study will be conducted in the final year research laboratory of microbiology section at UiTM Puncak Alam. Most of the experiments will be conducted at the laboratory except for sequencing which will be send away. Sample collection is done outside the study area and will be store in the laboratory storage section. Sample collection Breast milk sample will be collected from volunteers in sterile container. Prior to collection, the breast is clean with sterile water and apply with chlorexidine to remove other normal flora. The sample will be store on ice until delivery to the laboratory. The sample will then stored in -80oC if not directly use or for further use. For storage, the sample will previously transfer into several small vials to avoid multiple freeze and thaw. Isolation of Lactobacillus spp. 1ml of breast milk sample is transfer into 9ml of sterile saline (0.85% sodium chloride). The dilute samples will be plate on Man Ragosa Sharpe, MRS medium. The plate is incubate at 37oC for 24 to 48 hour in anaerobic condition. Identification of Lactobacillus spp. Isolated Lactobacillus spp. will be confirm based on growth on MRS medium, colony morphology, Gram staining, and catalase reaction. The isolated colony will be proceed with subculture to obtain pure culture. Further species identification will be performed by carbohydrate fermentation pattern using API 50 CHL test strip. The result is analyze using API LABTM PLUS software. MRS broth medium containing 20% glycerol is use to preserve the pure cultures and store at -80oC. PCR amplification of 16S rDNA and sequencing Modified method of Smoker and Barnum (1988) will be conducted for DNA isolation. The 16S rDNA will then amplify in thermocycler by 30 cycles which include denaturation at 940C for 30s, annealing at 56oC for 30s and elongation at 720C. The PCR result will be separated on gel electrophoresis to check for the purity and of the amplicon. The amplified rDNA will be purified with PCR purification kit and send for sequencing. Phylogenetic analysis Cholesterol reducing assay Statistical analysis The data will be collected in triplicate and will be analysed by SPSS software. Data will be expressed as mean and standard deviation. One way ANOVA test with significance level p Proposed methodology (Flow chart) 5.0 Expected outcomes For isolation and identification of Lactobacillus spp., various species may be identified. Generally, they are expected to be catalase negative, gram positive, rods or cocci. Results on API 50 CHL will confirm the specific species. In PCR amplification, there will be presence of bands of specific base pair for Lactobacillus spp. after the amplicons separated on the agarose gel. As for cholesterol reducing assay, there will be species which show cholesterol reducing property and the species with the most significant reduction of cholesterol will be identified. 6.0 Financial implications 7.0 Ganntt chart Work plan 2014 (September December) Work plan 2015 (March July) Work plan 2015 (March June)

Discuss Inclusive Practice for Children Essay

According to The National Autistic Society (2011 and 2012), autism can be defined as a lifelong developmental disability which affects the way a person is able to interact with others around them and make sense of the world they live in. However, there are variations of Autistic Spectrum Disorders (ASD) and children who have ASD will be affected in different ways (Dover et al, 2007). This essay will be discussing the inclusive education within the primary school setting, exploring the different strategies that are in place in order to support children with ASD, together with the effectiveness and possible improvement which impacts on the learning experience of children with ASD. The number of people affected with an ASD in the UK today is still rising (NHS, 2012). The National Autistic Society (NAS) (2012), states that over 500,000 people have been diagnosed with an ASD. The condition occurs in families regardless of their ethnic and social backgrounds (Dodd, 2005:13) and the condition can affect people in various ways with the severity of the disorder also varying. Therefore Autism is referred to as a ‘spectrum disorder’, additionally Dover et al,(2007) and Siegal (2008) speculate that the reason behind using the term ‘spectrum’ is due to children presenting different symptoms at different stages of their development that links to the 12 diagnostic criteria, which was stated by Siegal (2008). As the diversity amongst people who are affected by ASD vary significantly, due to the different symptoms they are displaying as well as the background the children are from. Consequently these variations can cause difficulties in diagnosing t he condition (Doyle et al, 2009). A key factor regarding ASD and the challenges they may face, relate to communication and socialization, additionally related challenging and disruptive behaviour. Children suffering from ASD show behaviour that is considered to be socially unacceptable, however when viewed rationally, this behaviour may simply be defined as ‘different’ (Sadri and Flammia, 2011). There appear to be numerous behavioural models that indicate a child may have ASD, example of some of the models are: externalizing behaviour, problem behaviour, maladaptive behaviour, symptoms of behavioural and emotional disorder (Hill and Furniss, 2006). There are also other suggestive symptoms, such as: the constant flicking of fingers, flapping of arms, rocking, nudity, bedwetting and or irregular sleeping patterns which are deemed as inappropriate, defining ASD to a degree (Groark and Eidelman, 2011). Problems usually appear to arise when the individual becomes increasingly aggressive, amongst the issues are, tantrums, self harming or irrational disassociation (Research Autism, 2011). Whilst some situations involving co-ordination or fine-motor skills may prove to be challenging for a child who has ASD, some children shows signs of high IQ and appear to be gifted in certain areas such as Mathematics, art and Music (NAS, 2012) Although there have been some suggestions that a form of predisposed chromosomes could have an effect on ASD, there is not enough evidence that this is the cause. Therefore, currently it is assumed (NAS, 2012), that ASD cannot be identified before or at birth. This argument is based on the diagnostic criteria of Wing and Gould (1979) ‘triad of impairments’ which looks at social interaction, imagination and communication difficulties the child may display (NAS, 2011). However, Mowder et al (2009) suggest that early identification of ASD would be advantageous as this could lead to early intervention, which can result in better academic achievement, whilst reducing the risk of additional behavioural difficulties (Zwaigenbaum et al. 2005). Some studies which Bailey et al (1995) and Levy et al. (2002), refer to, assumes that there may be strong genetic links with regards to possible causes of ASD. On the contrary to Bailey and Levy et al., Yapko (2003) suggests that ASD could be the result of environmental factors such as some medication (antibiotics), reactions to infections or vaccinations. However, these claims are not concrete and are still being researched (Yapko, 2003). Moreover, it is clear that, there is a wide spectrum of ASD, with this came the need for wide spectrum of educational requirements that needs to be met. Therefore educational provision, including mainstream schools, special schools, specialist units attached to mainstream schools and residential provision are essential for the child’s well being and educational needs (NAS, 2012). Historically children with ASDs were educated separately from their more able peers (Ferrall, 2010). Traditionally special education (SE) curriculum was put in place in order to enable children with disabilities and learning difficulties to adapt, and function accordingly within ‘normal’ society (Low Deiner, 2009). With the introduction of the Warnock Report in 1978, special education began to reform with the child’s education needs focussed on, rather than their disability (Wall, 2006). The report wanted to abolish the idea of handicap, as they began to recognise that labelling children negatively would be detrimental to the child and their future (Aarons, 2001). The principles laid down in the report have influenced legislation such as The Education Act 1981, the Disability Discrimination Act 1995 and Special Educational Needs and Disability Act 2001. These have played a role in shaping contemporary inclusive practice (Batten et al. 2006), as the Education Act 1981 introduced statements of the disabled. Disability Discrimination Act (DDA) 1995 and later, Special Education Needs and Disability Act (SENDA) 2001, placed a legal obligation in schools to make ‘reasonable adjustments’ in order to ensure that disabled children are not disadvantaged (Batten et al, 2006) It appears that disability can be shaped and accommodated in various ways. As Oliver and Barnes (1998), points out, although ASD has been accepted to be a medical condition which can be diagnosed, the hostility, discrimination and the lack of understanding of the condition from the society’s perspective, are still apparent and can have a detrimental effect on the child’s well being. The social aspect of ASD can make it difficult for the inclusion to fully take part within the primary school setting (NAS, 2012), as focusing on the ‘deficit’ of the child rather than the potential can undermine the successful inclusive admission to the school whilst causing further discomfort to the child (Maclachlen and Schwartz 2009). Children with ASD are entitled to extra support in schools, in order to enable the child to cope with the environment which they are in together with receiving help, to reach the personal academic target (NAS, 2012). The term ‘Inclusion’ must not be confused with the terms ‘Integration’ and ‘mainstreaming’, as these terms describe a child being placed in an mainstream setting and is expected to adapt to their surroundings, and cope with the curriculum expectations. Whereas ‘inclusion’ involves the educational provisions being adapted to the individual child’s needs (NAS, 2012). NAS also believes that special schools must exist in order to accommodate children with more complex needs. However, it also appears to be essential that the ‘special schools’ work in partnership with the mainstream schools. Moreover, it is also argued by NAS (2012), that the government must not use inclusion as a rationale for cutting specialist provision. Previously, people with disabilities have undergone more discrimination and maltreatment than any other minority group (Brown, 2002). They have been subject to isolation, institutionalisation due to observation and other experimental examinations, as they have been perceived as being ‘different’, thus their needs as individuals were neglected (Barnes and Merce, 2010) The point here is that, the needs of individuals, regardless of their disability or ability must be taken into consideration, in order for the inclusive practice to work towards achieving its full potential of helping children integrate into the community they are part of whilst achieving their own individual academic targets (Avradamis et al. 2000). Due to the additional discomfort the discrimination caused to the children and their families with disabilities, some people choose to reject the labelling of being ‘disabled’ (Barnes, 2003), as this posed the danger of causing further distress to t he child (Giddin and Griffiths, 2006). Whilst many families accept that their child has impairments, it appears that the term ‘disabled’ is not easily accepted. It appears that in our society individuals with ‘impairments’ are often labelled as ‘abnormal’ or ‘disabled’ (Carson, 2009). Due to this common association, many people with ASD reject being diagnosed in fear of being labelled (Barnes, 2003). As a result, many parents/carers of children who are in the Autistic Spectrum, struggle to accept diagnosis for their child as the aspect of what the labelling may entail is overwhelming (Ariel and Naseef, 2006). Children in the main stream settings with ASD, often suffer with speech impairments (Brereton and Tonge, 2005), in addition to this, the comprehension of the spoken language and paralinguistic signals such as gestures and facial expressions may also pose potential problems for the child (Siegal, 2003). Rotatori et al. (2008), states that, implications on the childâ €™s socializing and personal interaction can often lead to behavioural problems. Developmental delays which occur due to these challenges in the learning environment may compound the condition (Seach, 2005). Various teaching strategies exist, in order to enable children of all abilities to have access to the curriculum more effectively (Kelly, 1999). According to Ginnis (2002) one of the most common and effective ways to teach children with ASD is a visual timetable, as this allows the child to become familiar with the times and activities via the simple diagrams provided for this purpose. Critically, this can guide effected children throughout their day at school, helping decrease anxiety levels by delivering basic and regular sequence (Pierangelo and Gulluliani, 2008). TEACCH (Treatment and Education of Autistic and Related Communication Handicapped Children), also uses visual support, written lists and calendars in order to help children with sequencing and prediction (NAS, 2012). Another teaching strategy involving pictures is the picture communications exchange system (PCES), this finds great use in children with limited language abilities by substitution of words and symbols for ob jects and activities. Gradually the child will build up a regular repertoire, which is beneficial for the child’s independence and own organizational qualities (Wilkinson, 2010). Successful inclusion warrants a system which extends beyond the classroom (Pittmann, 2007). This will only be possible if similar strategies are applied in leisure times as well as the classroom (NAS, 2012), some schools in response to this implemented a ‘circle of friends’ strategy. The idea behind this is for the volunteers to help children to express their feelings freely, progress socially and develop strategies to cope with high anxiety levels (NAS, 2012). Dixon and Addy (2004) argue that, teachers are now expected to embrace inclusion, whilst having actually received little or no training themselves. The inclusion of ASD’s, within the main stream schools appear to be unusually complex. As the child’s cognitive understanding often mismatches the significant language and behavioural deficits (De Boer, 2009), it is paramount that teaching staff recognizes the child’s strengths as well as their weaknesses, to effectively further the child’s development (Seach et al. 2002). Furthermore, it appears that inclusion has been most successful when a partnership between parent/carer and schools exists before the child’s first admission to school, thus bridging the gap between home environment and the school environment (De Boer, 2009). Teaching ASD’s requires adequate resource provisions; funding, time, staffing, and teaching materials are amongst the resources needed. According to Bernard et al. (2002), 45% of the schools who identified accommodating children with ASD, voiced their concern regarding lack of specialist reports received, which in return would limit the help given to the children. Remaining 55% reported inadequate diagnosis and prognosis of children with ASD this appears to lead back to the issue of ‘labelling’. Enthusiasm in a child’s own development is particularly important for the children suffering from ASD, interest levels, positive interaction and effective inclusion needs to be maintained (Howlin and Moore, 1997). As stated by Spergon in (Siegmann, 2007), for an inclusive setting to function and to achieve the desired effect, it must show a positive impact on the child’s learning. The positive influence must be in place regardless of the individual child’s ability, and developmental stage. Spergon also adds that children must be encouraged to aspire to the same education goals with independence, and enjoyment, no matter what their abilities or disabilities are (House of Commons, 2006). However, there is still a grave risk of inclusive schooling in that Autistic children are made very much aware of their differences to non-autistic children, causing the child’s stress levels to increase, resulting in self-stimulatory autistic habits (Seinsbury, 2009). Such habits together with sensory overload, appears to be a major hurdle for children with ASD in the school environment (Increased noise level, lighting, and smells) affecting their learning, and increasing social stigmatization. A large, noisy and disruptive classroom will limit any child’s capacity to learn and understand, more so a child who has ASD (Seach, 2002). Behavioural difficulties such as, shouting, lashing out, or screaming are often the secondary results of these kind of environments for ASD’s (Autismhelp, 2012). The NAS launched the ‘make school make sense’ campaign in 2006, this involved 33 discussion guidelines and corresponding feedback statistics from the families and children with ASD. The overwhelming results show that children interviewed found school a confusing and difficult place, with many finding it difficult to ‘fit in’ and making friends (Reid and Batten, 2006). In this study children who were happiest with their education, had high functioning Autism, which enabled the child to have better developed speech, thus were more able to ‘fit in’ and make friends. However Reid and Batten (2006) have also included that many of the children who were happy in their educational settings were observed to have been either in a special school that catered for their needs or in a dual setting. The 1978 Warnock report, promoted the integration of the disabled children in to the mainstream schools, together with the introduction of the National Curriculum and the Education Reform Act 1988, thus enabling the disabled children to be educated and to integrate with their non-disabled peers (Oliver, 1996). However, Baroness Warnock did articulate that, whilst it was every child’s right to have access to education and all children should be entitled to have the same start in life, she also stated the dissatisfaction she felt in mixing all abilities together as there was the belief that inclusive education for severely Autistic children could be problematic due to the characteristics and disruptive behaviour ASD children may be prone to display (Mckie, 2005). Moreover, Inclusion stood in stark contrast to the medical model approach (Barton, 2005), which used such terms as ‘fragile children’, ‘suffering from learning difficulties’, and the liberal us e of ‘ASD’. In conclusion, it seems that various regulations and policies have been introduced to the local authorities in order to enable the education sector (Primary school setting for the purpose of this paper), to address the needs of individual children with disabilities via inclusive education. However as it has been noted earlier on in the paper, it is of significant importance for the teaching staff to be adequately trained in understanding the child’s condition, such as ASD, as well as staff who are trained in how to enable inclusive education to take place in every classroom. As these developments will play a crucial role in the child’s academic and personal development. Referencing Aarons, M., and Gittens, T. (2001). Autism: a Guied for Parents and Professionals. NY: Routledge. Ariel, C., and Naseef, R. (2006). Voices from the Spectrum: parents, grandparents, siblings, people with autism and professionals who share their wisdom. London: Jessica Kingsley Publishers. Autism Help. (2008-2012). Behaviour: Agression, Frustration and Temper Tantrums. Retrieved from www.autismhelp.info: http://www.autismhelp.info/primary/behaviour/categories,id,438,1-1.aspx Avramadis, E., Bayliss, P., and Burden, R. (2010). A Survey into Mainstream Teacher’s Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority. Educational Psychology , 191-211. Barnes, C. (2003). What a Difference a Decade Makes: reflections on doing ’emancipatory’ disability research. Disability & Society , 3-17. Barnes, C., and Mercer, G. (2010). Exploring Disability. Cambridge: Polity Press. Barton, L. (2005). Special Educational Needs: an alternative look (A response to Warnock M. 2005: Special/Educational Need. London: University of London. Batten, A., Corbett, C., Rosenblatt, M., Withers, L., and Yuille, R. (2006). Make School Make Sense – Autism and Education – the reality for families today. London: The National Autistic Society. Bernard-Opitz, and V. Hauber, A. (2011). Visual Support for Children with Autistic Spectrum Disorders. USA: AAPC Publishing. Brereton, A. T. (2005). Pre- Schoolers with Autism an Educating and Skills Training Programme for Parents: Manual for Clinicians. London: Jessica Kingsley Publishers. Brown, H. (2002). Safeguarding Adults and Children with Disabilities Against Abuse. Strasbourg, Cedex: Council of Europe Publishing . Carson, G. (2009). The Social Model of Disability. Scotland: The Stationary Office. De Boer, S. (2009). Successful Inclusion for Students with Autism: Creating a Complete, Effective ASD Inclusion Program. San Francisco: Wiley. Dixon, G. a. (2004). Making Inclusion Work for Children with Dyspraxia: Practic al Strategies for Teachers . london: Routledge-Falmer. Dodd, S. (2005). Understanding Autism. Australia: Elsavier Publishing. Dover, C. L. (2007). ‘How to Diagnose Autism’. Archives of Disease in Childhood , 540-545. Doyle, B., and Doyle Iland, E. (2004). Autism Spectrum Disorders from A to Z: Assessment, Diagnosis and More. Arlington: Future Horizons Incorporated. Farrell, M. (2010). Debating Special Education. London: Taylor and Francis. Giddens, A., and Griffiths, S. (2006). Sociology UK. London: Polity press. Ginnis, P. (2002). The Teacher’s Toolkit: Raise Classroom Achievment with Strategies for Every Learner. Villiston: Crown House Publishing Ltd. Groak, C., and Eidelman, S. (2011). Early Childhood Intervention: Shaping the future for children with Special Needs and their Families. USA: ABC-Clio. Hill, J., and Furniss, F. (2006). Patterns of emotional and behavioural disturbance associated with autistic traits in young people with severe intellectual disabi lities and challenging behaviours. Research in Developmental Disabilities , 517-528. House of Commons. (2006, July 6). www.Parliment.co.uk. Retrieved April 2012, from Select comittee on Education and Skills: Third eport: http://www.publications.parliament.uk/pa/cm200506/cmselect/cmeduski/478/47805.htm Howlin, P. M. (1997). Autism: Diagnosis in autism: a survey of over 1,200 patients in the UK’. The International Journal of Research and Practice , 135-162. Kelly, A. (1999). The Curriculum: Theory and Practice. London: Paul Chapman. MacLachlan, M. S. (2009). Abnormal Child Psychology. USA: Wadsworth Publishing Company. McKie, R. (2005). London: The Guardian. Mowder, B. R. (2009). Evidence Based Practice in Infant and Early Childhood Psychology. New Jersey: John Wiley and Sons. National Autistic Society . (2012). Statistics in UK of ASD. Retrieved April 25, 2012, from www.autism.org.uk: http://www.autism.org.uk/about-autism/some-facts-and-statistics.aspx National Autistic Society. (2011). Accept Difference, Not Indifference. Retrieved April 25, 2012, from www.autism.org,uk. National Autistic Society. (2011, September 27). Diagnosis of autism spectrum disorders – a guide for health professionals. Retrieved April 2012, from http://www.autism.org.uk: http://www.autism.org.uk/working-with/health/screening-and-diagnosis/diagnosis-of-autism-spectrum-disorders-a-guide-for-health-professionals.aspx NHS. (2012, March 02). NHS, Your Health, Your Choices: Autism and Asperger Syndrome. Retrieved April 25, 2012, from www.nhs.uk: http://www.nhs.uk/conditions/autistic-spectrum-disorder/Pages/Introduction.aspx Oliver, M., and Barnes, C. (1998). Di sabled People and Social Policy: From Exclusion to Inclusion. Harlow: Addison Wesley Longman. Pierangelo, R., and Giluliani, G. (2008). Teaching Students with Autism Spectrum Disorders: A Step by Step Guide for Educators. London: Sage. Pittman, M. (2007). Helping Children with Autistic Spectrum Disorders to Learn. London: SAGE Publications. Reid, B., and Batten, A. (2006). Make school make sense for me: children and young people with. London: NAS. Research Autism. (2011, July 18). Challenging/Disruptive Behaviour. Retrieved April 20, 2012, from www.researchautism.net: http://www.researchautism.net/autism_issues_challenges_problems.ikml?ra=52 Rotatori, A., Obiakor, F., and Burkhardt, S. (2008). Autism and Developmental Disabilities: Current Practices and Issues. Bingley: Emerald Publishing Group . Sadri, H., and Flammia, M. (2011). Intercultural Communication: A New Approach to International Relations and Global Challenges. USA: Continuum Publishing Group. Sainsbury, C. (2009). Marti an in the Playground: Understanding the Schoolchild with Asperger’s Syndrome. London: SAGE Publications. Seach, D., Lloyd, M., and Preston, M. (2002). Supporting Children with Autism in Mainstream Schools. London: Continuum International Publishing Group. Siegal, B. (2003). Helping Children with

The Women’S Rights Convention Took Place In Seneca Falls,

The Women’s Rights Convention took place in Seneca Falls, New York 1848. This was the first ever women’s rights convention in the United States, and with almost 200 women in attendance. This convention was organized by Lucretia Mott and Elizabeth Kelly Stanton, who were both abolitionists that met at the 1840 World Anti-Slavery Convention in London. In 1848 at Elizabeth Stanton’s home near Seneca Falls, the two women, Mott and Stanton, were working with Martha Wright, Mary Ann McClintock and Jane Hunt, to send out a call for a women’s conference to be held at Seneca Falls. On July 19, 1848, 200 women gathered at the Wesleyan Chapel. Stanton read the â€Å"Declaration of Sentiments and Grievances†, something she had written over the previous†¦show more content†¦Women began entering male dominated professions such as law, medicine, clergy and corporate. Women also began to commence several new institutions. The suffrage movement allowed for women to fix their place in society and take a closer step to full equality of people in America. After the suffrage movement, women’s economic roles increased in society. Since there were now more educational opportunities, it led more and more women to find and use their potential for meaningful and professional careers. Women s salaries also increased but not to the amount men had received. However, this was still a huge achievement for women because it was such a huge step from what it had been before. The resistance of giving women the right to vote began to cease when the territorial legislature of Wyoming granted women the vote in 1869; it was the first permanent suffrage law in U.S. history. By the 1890’s many states had granted suffrage. By 1913 there were 12 states and the National Woman’s Party, under leadership of Alice Paul, decided to harness the voting power of women in those states to push a suffrage resolution through congress. 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The question now is: how shall we get possessionRead More1848 Womens Rights Convention Essay1335 Words   |  6 Pagesfor the rights of freedom in their country, freedoms that have been passed down through dozen’s of generations. Freedom’s such as religion, speech, press, slavery and the right to vote. Americans, though very aware of their freedoms, often take them for granted and forget the struggles that their ancestors went through to obtain them. One example of this struggle is a woman’s right to be treated and looked upon by the government as equals. This was not an easy battle to win, and it took a strong

Cja 374 Week 2 Crime Causation and Diversion Essay

Crime Causation and Diversion Juveniles committing crimes, being arrested and going to jails and prisons, is a sad fact that has hit every city, in every state in the United States of America. It is not a hard thing to comprehend, turn on the TV and watch the news. Every night there is surely to be a report about a crime committed by one of America’s youth. Many people question the reason for such high numbers of juveniles committing crimes; others turn a blind eye and refuse to acknowledge the fact that every day more children of this country are slipping into the life of crime. Some concerned members of society ask what can be done to stop it; how can they help? The answer is action! Law enforcement, as well as Local, State, and†¦show more content†¦Below are a few statistics of juvenile crimes in the United States and Florida. (south-floridaattorney.com) †¢ 1 in 4 U.S. residents is under the age of 18 †¢ In 2009, more than 1 million juveniles were arrested for criminal activity; of those arrests, 27% were younger than age 15 †¢ 49,900 arrests were made for aggravated assault †¢ 31,700 were for robbery †¢ 1,170 were for murder †¢ 1 in 9 violent crimes committed in 2009 were attributed to juveniles Juvenile Mentor Program (JUMP) In Florida and across the country, the Juvenile Mentor Program or JUMP is being utilized to help combat and reduce the number of juveniles that fall victim to a life of crime. This program first received funding in 1994 from the Office of Juvenile Justice and Delinquency Prevention (OJJDP). The program was set up to reduce juvenile delinquency and gang participation by at-risk youth, reduce the dropout rate of these children and to improve academic performance. The program achieves these goals, by the following objectives: †¢ Provide general guidance to at-risk youth. †¢ Promote personal and social responsibility. †¢ Increase participation in elementary and secondary education and enhance their ability to benefit from this schooling. †¢ Discourage use of illegal drugs and firearms, involvement in violence, and other delinquent activity. †¢ Discourage involvement in gangs. †¢ Encourage participation in service