Microbiology Research Paper

Microbiology Research Paper Food borne Incident Relating to Escherichia coli Efficient and effective supervision of contamination of food and inspection of food borne diseases in UK needs a harmonized multidisciplinary method with fervent contribution of stakeholders from every aspect of the society together with the public health quarter. To make easy communication and organization of this process, a coordinating body is required to be instituted with strong contribution of applicable stakeholders. However, appropriate observation data from every stage in the food manufacture chain including the supervision of human disease must be constantly collected and examined to assess trends and causal source of food borne disease (FBD). The incidence of the food borne disease in UK requires health organizations and Health departments in UK of a dedicated multidisciplinary inspection unit that involves the microbiological and epidemiological proficiency from every sector will assist and enhance the success of consistent data analysis and criticism. The main purpose of this supervision is to enhance the management and control of food borne disease outbreak and provide a management framework for professionals that will help them control further spread of the disease. Ingestion of microbial contaminated foods is very harmful; outbreak management team should be vigilant in dealing with an outbreak especially the type that concern food borne. Rees G and Pond (1995) explained that medical and nursing staffs are required to use the aide-memoir made available for checking health implications and functions. In addition, the essence of this paper is reflected in the roles and responsibilities of public bodies involved in maintaining health care services and public health. Controlling and managing FBD outbreak is critical to ensure that: the minimum number of primary cases of infected people is reduced. This can be achieved through prompt reporting and response to infected foods; the number of secondary cases of infected individual is reduced through proper identification of FBD infected persons and taking appropriate measures to prevent further spread of the disease; causal organisms and continuous hazards are eliminated or minimize the risk of infection; Food Borne Disease (FBD) Outbreak Definition Pathogenic microbes normally penetrate food chain at any position from livestock through on-site production, feed, parking plant, or at slaughterhouses in the UK (Hald et al, 2004). In addition, this bacteria enter food chain during food retailing, processing, manufacturing, as well as via food preparation and catering. However, since several potential routes for spreading pathogens during production, remote actions such as sanitization of animal feed is normally performed to guarantee consumer protection. To effectively control and manage the crisis of food-borne disease, certain procedures should be well thought-out at the various levels of production. This requires a harmonized inspection and response attempt from every key stakeholder responsible for food safety. Food industries are accountable for the quality and the security measures of the food they produce for consumers, together with relevant stakeholder in food safety. Production may be supervised through process control pr ograms, certification programs, or HACCP (Hazard Analysis Critical Control Points) based control programs (Noordhuizen and Dufour 2007). These control functions create data that comprises of significant input to national supervision programs. In addition, in an epidemic analysis, extra sampling is normally required to investigate human infection rate to the extent of infectivity in the food manufacture chain. Close teamwork between the public and private sector is very critical in this aspect. Disease Reporting as a Good Management and Control Practice To effectively manage and control food safety, it is very important for health departments in the UK to have adequate information on the existing situation and development as it concerns the infection and spread of FBD outbreak in the food manufacture chain. This information requires frequent update so that proper responses can be organized. Activities involved in such a system are gathered under the inspection and supervisory terms (Ressom et al, 2004). Inspection involves the presentation and investigation of regular practices aimed at identifying changes in the surroundings or health position of populations. While supervision involves the continuing methodical collection, analysis, collation, and interpretation of data with the distribution of information to every department involved to enable the implementation of directed actions (Schwimmer and Schwimmer 2009). Supervision refers to a particular addition of monitoring where collected information is developed and decisions are ta ken concerning standards and values associated to disease condition. The major aims of supervision include examining trends in prevalent disease, outbreak discovery, analyzing program performance, assessing interventions, and evaluating progress towards a programmed control purpose (Wegener et al, 2003). However, supervision is not just a practical evaluation of the present situation, but a foundation for providing qualified reaction to producers, indicating effective control factors during production, tracing back contaminated food to its source, and initiating planned action. In addition, different levels of concentration and management in supervision systems. Supervision can be disjointed or incorporated, universal or sentinel, dynamic or reactive permanent or irregular, in most cases, the strength of supervision is an invention of social impact, convenient access to epidemiological information, as well as financial parameters. Identification of Causative Organism of Foodborne Disease (FBD) From laboratory tests, various microorganisms cause food borne disease (FBD). The bacteria called S. Enteritidis cause the salmonenela infections, and it is considered the major cause of the food borne disease (FBD). The S. Typhimurium is considered to be the most dreaded bacteria that infect people with food borne disease (FBD). According to Rees G and Pond (1995) reported that, S. Typhimurium and other salmonella species are major causes of food borne disease. The Campylobacter group in recent times has become the most frequently identified cause of the gastroenteritis. The ability to identify the source and cause of the outbreak depends on the causal organism. The Enterohaemorrhagic Escherichia coli, which is a major public health significance, is the focus of this research paper. This can be contacted from contaminated drinking water, and contaminated swimming pools. Outbreak Identification of Food Borne Disease (FBD) Waterborne disease (FBD) outbreak could be identified or diagnosed through laboratory service, testing, collection of manufactured food: Laboratory diagnosis; FBD outbreaks can be confirmed through laboratory testing and confirming the particular causal organism responsible for the outbreak by health laboratories in the UK. Detecting the causal organism clinically from manufactured food or infected persons with similar symptoms. Performing tests, tests are performed through public health laboratories (PHL), industrial manufactured food including infected patients with food borne disease outbreak symptoms. These tests are performed to test for food borne bacteria such as S. Typhimurium, Escherichia coli, and other parasitic agents that causes food borne infection. Most commercial laboratories test for bacteria that produce toxins such as E.coli. There is always a repeated testing performed in cases of serious food borne disease outbreaks. Specimen collection; in cases of food borne disease outbreaks, samples of manufactured food are normally collected and delivered to public health laboratories for testing. Protocols regarding the proper collection of these samples must be strictly observed. In most cases, consultation with the necessary Ecology Department in the UK is an essential step for proper rules on sample collections. Information based on sample labeling food samples, kits for sample collection, and proper handling of samples are available with this department. The Zoonosis centre; where periodic meetings are organized to check the prevalence of the organism in humans and management programs on food-borne disease outbreak and corresponded to appropriate stakeholders. FBD Outbreak Management Team Food borne disease outbreak is the responsibility of doctors, public health authorities, as well as recreational facilities heads and swimming pools that involve in the management and control of this outbreak. Local health authorities; public health authorities in the UK play critical role in managing food borne disease (FBD). They are normally responsible for treating infected people as well as giving infected and non-infected people good health tips that will manage and control the FBD outbreak. Managers of recreational and public facilities; they are charged with the responsibility of reporting infected and contaminated food and the number of people infected through their facilities to appropriate heads in the UK. Authorities of public recreational areas; responsible for reporting infected outbreaks of FBD and suspected infected persons. Doctors and laboratory personnel; these set of people help perform test, treatment and provide measures that will prevent further spread of the FBD outbreak. Government officials and legislative heads; the UK government will help make laws that restrain infected public places and sharing ingested food materials. Food Borne Disease (FBD) Management Functions/Responsibilities The integration of supervision activities is aimed at promoting optimization and cost effectively managing, utilizing, and inspection of data. The major roles and responsibilities is to optimize the understanding of the supervision system that prevent further spread of the FBD outbreak. Some of these roles and responsibilities include: well-outlined activities and information of infected individuals; food borne disease outbreak management and control worksheet can help in collecting necessary information required for effective control management. They include; Demographics, including address, name, age, telephone number, sex, and other relevant factors such as residence, occupation, ward, classroom, cell block and so forth;symptoms such as diarrhea, nausea, abdominal cramps, fever, jaundice, respiratory irritation, hospitalization status and medical care received, and systemic illness (Ruoff, 1990);time and date of symptom occurrence and for how long symptom lasted;food consumption history for a period of at least 72 hours before illness occurred. Food consumption history, shared meals for a period of at least 72 hours before illness began is also necessary information. This is necessary because some causal agents have longer incubation periods, necessitating the information regarding longer period of food history;travel including food consumption, locations, and recreational exposures;addresses, names, phone numbers, and other information that will assist in locating anybody who might be involved in the outbreak including sick people, hea lthy people, and organizers of group activities; Identifying additional cases, if indicated, such methods like calling other potentially exposed individuals, sending provider alerts, releasing a media alert, and requesting specimens from laboratories. Confirming the existence of an outbreak, local health jurisdictions must ensure that several relevant questions concerning management and control measures. Develop an environmental field management and control based on the epidemiologic case data: here the objective of the combined environmental and epidemiologic outbreak management and control measures is to identify the causal organism, the food source, mode of transmission, and the source of contamination. This will also consider the possible infectious agent based on symptoms and incubation period. Possible modes of transmission for that particular agent to focus on the exact environmental management and control procedure or method. Implementing immediate, appropriate mismanagement and control measures based on the possible FBD causal organism. Consider testing for the presence of the disease with an epidemiologic study (cohort or case control). Managing and controlling further spread: patients with abdominal cramps should be restricted from sharing and eating contaminated foods. Infected persons should be well instructed and advice on effective and proper hand washing and proper food handling practices and preservation methods (Lewis, 2002). More particularly, follow-up of issues and causes of these infections. Remarks and Recommendations The identification of transformation of food borne diseases (FBD) prototypes and differences in the infection of food production chain are an unconditional requirement for the effective management and control, together with constant improvement in the safety and quality of food. These processes helps in preventing further spread of the disease and it is cost proficient. Managing and controlling food borne disease (FBD) supervision at various public level provides a comprehensive and appropriate synopsis of the public and veterinary health position of the society. The incorporation of food borne disease (FBD) outbreaks investigation is aimed at colleting all activities responsible to perform many functions via related process, structures, and personnel. The framework of a conventional supervision program in a particular aspect may serve the same structural purpose for intensifying other inspection activities. It is however recommended that, both infected and non-infected persons shoul d follow certain practices to prevent further spread of the disease. These processes include: Avoid eating contaminated food. Only food tested and recommended by appropriate food control agencies and veterinary authorities should be consumes. People should observe appropriate food handling practices to avoid outbreak re-occurrence. Waterborne Disease (WBD) Outbreak Relating to Cyanobacteria Toxins Waterborne Outbreak Definition A waterborne disease (WBD) outbreak is an occurrence whereby several epidemiologically connected persons experience the same illness after exposure to the same source of water and the epidemiological evidence identifies the water as the possible cause of the illness. This occurrence happened in Washington, United States were most population was affected. However, the implicated water in a waterborne disease (WBD) outbreak could possibly be recreational water, drinking water, water meant for agricultural purposes, as well as unknown water. The path of this water can be through ingestion, intranasal, inhalation, or contact. Chemicals, microbes, or toxins could be the agent connected to the water borne disease (WBD) outbreak. Normally, water is tested to determine the contamination level and identify the etiologic agent. Disease Reporting as a Good Management and Control Practice A. Purpose of reporting and surveillance: reporting suspicious or symptoms of disease is one good way of managing and controlling the WBD, these purposes include: to prevent transmission from one infected person to the other; to identify and correct sources of exposure for waterborne disease (WBD) outbreaks; to prevent further exposures to infected water and avoid spreading infections; to expand existing comprehension of the mode of transmission of these disease, causal agent, and the effect on the community of the infections by the identified WBD causal agent (Herceg et al, 2006); to identify new WBD causal hazards, agents, and issues in the water safety system; B. Legal reporting requirements for effective outbreak management and control. Legal jurisdictions will assist and help control WBD outbreak especially when it involves the public. Infections should be reported to Washington State Department of Health (DOH) Office of the Communicable Disease Epidemiology (CDE). These rules require that certain heads of health care, public recreational parks, and pools warn immediately and appropriately the public to prevent further spread of the infection. These include health care providers; WBD outbreak should be appropriately reported to local health care authorities, this will help manage and control further infection; hospitals; outbreaks should be immediately and promptly reported to local head authorities for effective management and control (Keene et al, 2006); laboratories; tests indicating suspicious causal agent should be reported to CDE and health centers for effective management and control; local health authorities; outbreaks should be promptly reported to (DOH) for public media notification of the public. This will help manage and control infection to a great extent; Identification of Causative Organism of WBD Outbreak The causal organism of waterborne disease (WBD) outbreaks ranges from bacterial such as Shigella, also known as shiga toxin-producing E. coli, Campylobacter, Salmonella, cholera, typhoid, and other Vibro species that causes gastrointestinal symptoms. The Virus group includes hepatitis A virus and norovirus (Lane and Baker, 2003). The poliovirus causes gastrointestinal symptoms. The parasites group includes Cryptosporidium and Giardia causing gastrointestinal symptoms, invasive amoeba such as Naeglaria that causes meningitis, Schistosoma that causes schistosomiasis. The noninfectious agents, which is the major point of study includes cynobacteria (blue green algae) toxins, nitrates, copper, and other different chemicals that contaminates water. In most cases, the symptoms depend on the causal agent. Waterborne disease (WBD) causal organism may also cause gastrointestinal, less commonly respiratory, or systemic or skin infection. Symptoms of this illness or infection may include vomiti ng, abdominal cramps, diarrhea, bloody diarrhea, irritated eyes, hives, sore throat, rashes, systemic illness, pneumonia (Lewis et al, 2002). However, the causal organism of waterborne disease discussed in this research is the Cyanobacterial toxins. WBD Outbreak Identification Waterborne disease (WBD) outbreak could be identified or diagnosed through laboratory service, testing, collection of specimen. Laboratory diagnosis; WBD outbreaks can be confirmed through laboratory diagnosis and confirming the particular etiologic agent in an outbreak. This should be reported to the Washington State Department of Health (DOH) Office of the Communicable Disease Epidemiology (CDE). Performing tests, tests are performed through public health laboratories (PHL), clinical specimens from patients with waterborne disease outbreak symptoms. These tests are performed to test for waterborne bacteria, norovirus, and parasitic agents to confirm any of these causal agents. Most commercial laboratories test for bacterias that produce toxins such as E.coli and hepatitis A (Ruoff, 1990). There is always a repeated testing performed in cases of serious waterborne disease outbreaks. Specimen collection; in cases of waterborne disease outbreaks, sample specimens are normally collected and delivered to public health laboratories for testing. Protocols regarding the proper collection of these samples must be strictly observed (van den Hoek et al, 1995). In most cases, consultation with the necessary Ecology Department is a necessary for proper rules on sample collections. Information based on sample labeling, kits for sample collection, and proper handling of samples are available with this department. In recent years, the United States health Department on Communicable Diseases received reports of WBD outbreaks that involved hundreds of infected people. According to Hathaway (2005), the department took the case up, performed several surveillance, and discovered that it was the cyanobacteria toxin, which was the major cause of this WBD outbreak. Sources of this infection were drinking water, recreational and public lakes, swimming pools and other public recreational areas. This organism was transferred from one person to another through ingestion of this water, eating infected animals, and unauthorized access to restricted areas. WBD Outbreak Management Team Management team responsible for the effective control and prevention of further spread of the WBD outbreak included; Local health authorities: Washington State Department of Health (DOH) Office of the Communicable Disease Epidemiology (CDE) constitute the management and control team. Public health workers; responsible for treating infected people as well as giving infected and non-infected people good health tips that will manage and control the outbreak. Managers of recreational and public facilities; these people are responsible for reporting infected water and the number of people infected through their facilities to appropriate heads (Kvenberg et al, 1995). Authorities of public lakes and swimming pools; responsible for reporting infected outbreaks and suspected infected persons. Doctors and laboratory personnel; these set f people help perform test, treatment and provide measures that will prevent further spread of the outbreak. Government officials and legislative heads; these people help make laws that restrain infected public places. Outbreak Management Functions Waterborne disease (WBD) outbreaks can be identified through notifying conditions reporting, isolation of bacterial sub-typing as well as molecular analysis in the laboratory. The Washington State Department of Health (DOH) Office of the Communicable Disease Epidemiology (CDE) and other management team ensure that this WBD outbreak is managed effectively to avoid further spread of the outbreak. Other methods of detecting the WBD outbreaks include syndrome surveillance systems, and consumer complaints. In most cases, investigation depends on the causal sources: building water system, drinking water, natural water, treated recreational water, and so forth. Outbreak management normally involves the following steps: 1. Detail activities and information of affected individuals; waterborne disease management and control worksheet can help in collecting necessary information required for effective control management. They include; Demographics, including address, name, age, telephone number, sex, and other relevant factors such as residence, occupation, ward, classroom, cell block and so forth (Henessey et al, 1996); symptoms such as diarrhea, nausea, bloody diarrhea, abdominal cramps, fever, muscle ache, jaundice, rashes, respiratory irritation, hospitalization status and medical care received, and systemic illness; time and date of symptom occurrence and for how long symptom lasted; water consumption history and common activities for a period of at least 72 hours before illness occurred. Food and drink consumption history, shared meals for a period of at least 72 hours before illness began is also necessary information. This is necessary because some causal agents have longer incubation periods, necessitating the information regarding longer period of food history (Herceg et al, 2006); travel including water consumption, locations, and recreational water exposures. Pertinent details for travel including cruise ships or motels name, dates, and room. Information on the use of pools, hot tubs, spas, as well as other water recreational sites; addresses, names, phone numbers, and other information that will assist in locating anybody who might be involved in the outbreak including sick people, healthy people, and organizers of group activities; 2. Identifying additional cases, if indicated, such methods like calling other potentially exposed individuals, sending provider alerts, releasing a media alert, and requesting specimens from laboratories. 3. Confirming the existence of an outbreak, local health jurisdictions must ensure that several relevant questions concerning management and control measures are asked. Questions such as: Are there people from various households with similar illness due to exposure to the same water or recreational facilities? Are illness symptoms and signs together with the incubation period and duration of symptom consistent with an illness because of reported exposure? Is every illness consistent and similar to a WBD causal agent? Is the number of illnesses more than what is expected in this group of people and in the entire population? Are there reports of possibly related problems from similar sources? Are there common exposures such as personal or occupational contact or food, apart from water that could explain transmission? Does certain demographic information such as ethnicity, age and so forth, indicate a common source? 4. Develop a hypothesis about the Causal Agent of the disease and suggest appropriate clinical laboratory testing if indicated. This will include: referring affected individuals for appropriate medical testing and evaluation if symptoms are severe, and if bloody diarrhea is reported, or if the person is vulnerable to complications due to age or disability; collect fresh specimens for laboratory testing as soon as possible after the diseases is noticed; collect samples from many people as possible. The criteria for confirming an outbreak is caused by a particular organism, and suggest whether infected persons should be isolated from the unaffected population; 5. Develop an environmental field management and control based on the epidemiologic case data: Here the objective of the combined environmental and epidemiologic outbreak management and control measures is to identify the causal and infecting agents, the water source, mode of transmission, and the source of contamination. This will also consider the possible infectious agent based on symptoms and incubation period. Possible modes of transmission for that particular agent to focus on the exact environmental management and control procedure or method (Guzewich and Morse, 2008). Apart from identifying the infectious causes of this particular disease, certain information are also important such as: Possible normal situations or practices just before the outbreak started that could possibly contaminate the water, possible power outages, other equipment failure, as well as water back-ups. if there is any unusual weather issues just before the outbreak due to heavy rains, and floods. Were there any water reaction staff ill during the incubation period of the suspect WBD agent, when did they get ill, which water sources they worked with? Do all the staff involved with water source have body contact with the water or ingest the water they worked with? 6. Implementing immediate, appropriate mismanagement and control measures based on the possible WBD source. Kvenberg et al (1995) said that, this usually depends on the circumstances to initiate immediate management and control measures such as posting warnings at lakes, boiling of water order, recalling a commercial product like bottled water, closing a facility, or issuing a press release to warn and restrain citizens who may from contacting the disease. 7. Consider testing for the presence of the disease with an epidemiologic study (cohort or case control). This control and management approach is critical as it does the following: Determine the initial interviews and the amount of infected persons will support the idea of epidemiologic study that compares various groups made up of infected people and non-infected individuals. Get a complete list of possible people that may likely share exposure. This list can be gotten from an event organizer or a reserved list meant for that purpose. Obtain necessary information about particular water source. Develop questionnaire to many people include infected persons, and non-infected persons as soon as possible after the case report (McCall et al, 1996). One very important thing to remember here is that, people’s memories become less reliable after some time. after finalizing a case definition, the data should be analyzed to obtain certain information that include: (a) demographic profile; the amount of cases by age group and sex; (b) symptom profile; the percentage of cases that have vomiting, bloody diarrhea, diarrhea, abdominal cramps, fever, respiratory symptoms, jaundice, other symptoms, and rashes; (c) epidemic curve; determines the number of cases by time of the begging of the infection or symptoms; (d) event attack rate; the number of cases divided by the total people exposed. Event attack rate can only be calculated if the total number of attendants is known; (e) median incubation period; the total time taken for 50% of the infected people to the WBD causal agent. The men incubation period can only be calculated if the time of exposure is known; (f) water specific attack rate; the percentage of people infected with specific exposure; (g) relative risk; the percentage of people infected with the source after a particular exposure; 8. Managing and controlling further spread: patients with diarrhea should be restricted from swimming in public areas. Infected persons should be well instructed and advice on effective and proper hand washing and proper food handling practices. More particularly, follow-up of issues and causes of these infections. Recommendations and Practices Certain preventive guidelines for infected and non-infected persons for preventing and managing further infections of the disease. These guidelines should include: Appropriate use of safe drinking water sources as well as water for recreation purposes. If the source of any water cannot be ascertained, boil the water should before use. The water should be chemically treated before used for drinking, rinsing uncooked foods, or brushing of teeth. Wash hands after and before eating, using the toilet, or changing a childs diapers. During an outbreak, some jurisdictions restrict children with diapers from recreation facilities. In most cases, a more restrained and aggressive media is used to achieve this purpose through campaigns by pool and local park managers, day care institutions, as well as other normal areas of public work. This will help reduce and effectively manage and control the infection (Lippy and Erb, 2006). Children vomiting and infected with diarrhea should avoid public places and recreational areas to as a way of controlling this infection.

Understanding the Victim Complex

Understanding the Victim Complex In clinical psychology, a â€Å"victim complex† or â€Å"victim mentality† describes a personality trait of persons who believe they are constantly the victims of the harmful actions of others, even when made aware of evidence to the contrary. Most people go through normal periods of simple self-pity, as part of the grieving process, for example. However, these episodes are temporary and minor compared to the perpetual feelings of helplessness, pessimism, guilt, shame, despair, and depression that consume the lives of persons afflicted with a victim complex. Unfortunately, it is not uncommon for people who have actually been victims of physically abusive or manipulative relationships to fall prey to  a universal victim mentality. Victim Complex vs. Martyr Complex   Sometimes associated with the term victim complex, persons diagnosed with a â€Å"martyr complex† actually desire the feelings of repeatedly being the victim. They sometimes seek out, even encourage, their own victimization in order to either satisfy a psychological need or as an excuse to avoid personal responsibility. Persons diagnosed with a martyr complex often knowingly place themselves in situations or relationships most likely to result in their suffering. Outside of the theological context, which holds that martyrs are persecuted as punishment for their refusal to reject a religious doctrine or deity, persons with a martyr complex seek to suffer in the name of love or duty. The martyr complex is sometimes associated with the personality disorder called â€Å"masochism,† regarded as a preference for and the pursuit of suffering.   In this sense, psychologists often observe the martyr complex in persons involved in abusive or codependent relationships. Fed by their perceived misery, persons with a martyr complex will often reject advice or offers to help them. Common Traits of Victim Complex Sufferers Persons diagnosed with a victim complex tend to dwell on every trauma, crisis, disease, or another difficulty that they have ever suffered, particularly those that happened during their childhoods. Often seeking a survival technique, they have come to believe that society simply â€Å"has it out for them.† In this sense, they passively submit to their unavoidable â€Å"fate† as perpetual victims as a way of coping with problems from tragic to trivial. Some common traits of persons with a victim complex include: They refuse to accept responsibility for dealing with their problems.They never accept any degree of blame for their problems.They always find reasons why suggested solutions will not work.They carry grudges, never forgive, and simply cannot â€Å"move on.†They are rarely assertive and find it hard to express their needs.They believe everyone is â€Å"out to get them† and thus trust no one.They are negative and pessimistic, always looking for the bad even in the good.They are often highly critical of others and rarely enjoy lasting friendships. According to psychologists, victim complex sufferers employ these â€Å"safer to flee than fight† beliefs as a method of coping with or completely avoiding life and its inherent difficulties. As noted behavioral scientist, author and speaker Steve Maraboli puts it, â€Å"The victim mindset dilutes the human potential. By not accepting personal responsibility for our circumstances, we greatly reduce our power to change them.† The Victim Complex in Relationships In relationships, a partner with a victim complex can cause extreme emotional chaos. The â€Å"victim† may constantly ask their partner to help them only to reject their suggestions or even find ways to sabotage them. In some cases, the â€Å"victim† will actually wrongly criticize their partner for failing to help, or even accuse them of trying to make their situation worse. As a result of this frustrating cycle, victims become experts at manipulating or bullying their partners into making draining attempts at care-giving ranging from financial support to assuming full responsibility for their lives. In this sense, bullies - looking for someone to take advantage of - often seek persons with a victim complex as their partners.  Ã‚   Perhaps the most likely to suffer lasting damage from these relationships are partners whose pity for the victim transcends sympathy to become empathy. In some cases, the dangers of misguided empathy can be the end of already tenuous relationships. When Victims Meet Saviors Along with bullies looking to dominate them, persons with a victim complex often attract partners with a â€Å"savior complex† looking to â€Å"fix† them. According to psychologists, persons with a savior or â€Å"Messiah† complex feel a consuming need to save other people. Often sacrificing their own needs and well-being, they seek out and attach themselves to people who they believe desperately need their help. Believing they are doing â€Å"the noble thing† in trying to â€Å"save† people while asking nothing in return, saviors often consider themselves better than everyone else. While the savior partner is certain they can help them, their victim partners are equally certain they cannot. Worse yet, victim partners with a martyr complex - happy in their misery - will stop at nothing to make sure they fail. Whether the savior’s motives in helping are pure or not, their actions can be harmful. Incorrectly believing their savior partner will â€Å"make them whole† the victim partner feels no need to take responsibility for his or her own actions and never develop the internal motivation to do so. For the victim, any positive changes will be temporary, while negative changes will be permanent and potentially devastating. Where to Look for Advice All of the conditions discussed in this article are true mental health disorders. As with medical problems, advice on mental disorders and potentially dangerous relationships should be sought only from certified mental health care professionals.   In the United States, registered professional psychologists are certified by the American Board of Professional Psychology (ABPA). Lists of certified psychologists or psychiatrists in your area can typically be obtained from your state or local health agency. In addition, your primary care doctor is a good person to ask if you think you may need to see somebody about your mental health. Sources Andrews, Andrea LPC NCC, â€Å"The Victim Identity, Traversing the Inner Terrain,† Physiology Today (February 24, 2011)  Davis, Sheldon E. (September 1945). What Are Modern Martyrs Worth?. Peabody Journal of Education.Seligman, David B. (May 1970). Masochism. Australasian Journal of Philosophy.Johnson, Paul E. (January 1970). The emotional health of the clergy. Journal of Religion and Health.Braiker, Harriet B., Whos Pulling Your Strings? How to Break the Cycle of Manipulation (2006)Aquino and K. Byron, ‘Dominating interpersonal behavior and perceived victimization in groups: Evidence for a curvilinear relationship’, Journal of Management.Messiah Complex Psychology. Flowpsychology.Dangerous delusions: The Messiah Complex and Jerusalem Syndrome. Freethought Nation.

Hypocrisy in The Scarlett Letter and The Adventures of Huckleberry Essay

Hypocrisy in The Scarlett Letter and The Adventures of Huckleberry Finn - Essay Example The Adventures of Huckleberry Finn, on the other hand, is a critique of the lack of consistency in the moral and spiritual standards of the people of the southern states of America before the abolition of slavery. painting a realistic picture of the antebellum south, Mark Twain manages to bring to the notice of the reader the evils of the practice of slavery and the contradictions inherent in this system. The awareness regarding this social ill among the southerners is a testimony to the remarkable hypocrisy that they demonstrated when it came to issues regarding African Americans who were discriminated against and ill-treated because of the color of their skin. This was used against them and they were required to do a lot of unpaid work for the whites who considered themselves to be the repository of a great many beliefs that they considered noble and elegant. The coexistence of these beliefs with the practice of slavery is contradictory and hypocritical; this is precisely what the author seeks to say through his novel. The theme of hypocrisy in The Scarlet Letter is explored primarily through the critique of the Puritan establishment of New England. In the very beginning of the novel, Hawthorne introduces the hypocritical attitudes of the people who live in the nineteenth centuries and profess to be owners of great virtues but are interested in the same sensual activities as the others. In the chapter titled â€Å"The Custom-house†, Hawthorne uses irony as a tool to criticize the shallowness of the Puritan establishment of nineteenth century America (Subbu, 300). He thus seeks to establish a connection between the renegacy of the protagonist of The Scarlet Letter and himself in their acts of defiance towards the hypocritical attitudes of the Puritans, who failed to employ the same standards of virtue to everybody. The gluttony and the sloth of the members of the custom-house are remarkable since they are the very people who are against this in other pe ople, at least in theory (Basu). However, it is this very discrepancy between theory and practice that is critiqued constantly in The Scarlet Letter. This discrepancy characterizes the relationship between Hester Prynne and Arthur Dimmesdale who is a priest in the Puritan establishment. Neither Hester nor Dimmesdale chooses to expose the secret behind the birth of Pearl and the puritan emblem of virtue, Dimmesdale, is fine with letting Hester bear the brunt of the punishment that is given by the society for the ‘crime’ of adultery. This exposes the hypocrisy that even people who were apparently of great moral rectitude could fall prey to in a puritan society where the appearance of virtue was more important than the actual presence of it in a person. This theme is something that Hawthorne explores even in the short stories that he has written. One such story would be Young Goodman Brown which reveals the presence of vice in the best of hearts in a puritan society that s ought to repress even the basic human desires that a person was likely to have. The

Politics in the Arab world Essay Example | Topics and Well Written Essays - 1000 words

Politics in the Arab world - Essay Example According to Bennis, the Israel-Palestinian crisis started in 2000 after the collapse of Camp David summit. However, Ariel Sharon’s decision to match with Israeli troops sparked an uprising. The Israelis stepping-up of their weapons has increased the intensity of the crisis while Palestinians have also escalated the weapons they used from during the first intifada. Although Israel has every right to arrest anyone who threatened citizens, there is no justification for military occupation. On the other hand, while most Palestinians do not participate in the attacks, the few who attack civilians meets the definitional criteria for terrorists (Bennis). Nevertheless, can we justify that Palestinians are just fighting for their freedom from Israels occupation, which is akin to colonialism? As descendants of native Palestine, some Palestinian Arabs remained in Israel while some fled during the creation of Israel. However, their rights in the country are not at par with the Jews though some serve in the Knesset (Bennis). On the other hand, Israelis constitute the Jewish community, which is about 80% of Israeli population, while the rest of Israelis are descendants of Palestine Arabs. It is crucial to point out that, the Jewish led to the creation of the state of Israel, which Bennis noted defines â€Å"itself as a state of the entire Jewish people.† Therefore, a Jew is a very different person from an Israeli. The Jewish people came from various parts of Europe after running away from persecution, which resulted to Zionism. Using military occupation, which is a â€Å"complete Israeli control over every facet of Palestinian civil and economic life† the Israelis occupy some territories meant for Palestinians (Bennis). In this case, these territories are 22% of the land formerly under the British Palestine Mandate (Bennis). It is crucial to point out that,

Changes to the National Curriculum

Changes to the National Curriculum Since the introduction of the National Curriculum in 1992, a number of changes have been made to its structure and implementation. Identify and explain these changes and assess the contribution of the National Curriculum in the effort to raise standards in Education. This essay will describe, identify and explain the changes that have occurred to the National Curriculum (NC) since its conception in 1992. It will also assess these changes and evaluate the benefits and difficulties that it has experienced since 1992. The Education Reform Act (ERA) came into effect in 1988, this enabled Kenneth Baker the Conservative Minister of Education to implement the roll-out of the National Curriculum in 1992 within primary / secondary education. However, prior to 1992 there had been no National Curriculum and previously teachers had worked out their own schemes of work that they deemed appropriate for their pupils. As a result of this the standard of education across the country varied considerably and the methods employed to teach were wide-ranging. With the implementation of the National Curriculum in 1992, responsibility was shifted away from teachers to centralised government over what was to be taught. The National Curriculum established a set-framework of learning to enable children to move freely between schools as they would be learning from the same framework. The National Curriculum ensured that schools taught a certain range of subjects, this consisted of ten subjects. The subjects were divided into two sub-categories (core and foundation). The three main core subjects were English, Maths and Science, and together with seven other foundation subjects (Art, Home Economics. Music, History, a Modern Foreign Language (only compulsory in secondary schools), Geography and Physical Education created the foundation of the National Curriculum. Compulsory National tests (SATS) were introduced at 7, 11 and 14 on core subjects. The results are published annually in league tables (along with GCSE/A levels and truancy statistics). Changes occurred to the National Curriculum from its inception. Rather than being embraced the National Curriculum was met with hostility from some teachers and most of the larger teachers unions. One of the main criticisms of the National Curriculum by teachers and teaching unions was that at first glance that it contained far too many subjects and was considered to be too rigid, compared to what was previously taught. This meant that it was difficult to teach the subject well as the students had to learn so many subjects, and they presumed that it would be very difficult for students. The National Curriculum was also criticized for being extremely Eurocentric, as it was primarily focused around European culture, giving those from ethnic backgrounds very little opportunity to learn about their roots. Certain sections of the public also argued that the government intentionally fashioned the National Curriculum to remove subjects which they as a political party are against for political reasons, such as sociology, politics, and environmental sciences (they were never contained in the National Curriculum). However, a benefit to the National Curriculum was that teachers now had to educate students in a range of subjects. This gave children / students a better start for the skills they would need for later in life. It was also disputed that the national Curriculum helped to reduce the division of girls and boys subjects, as both sexes were taught the same subjects. This helped to reduce the stereotyping of gender. In 1993, teachers decided to boycott the national curriculum testing arrangements (SATS) after complaining about the workload. The Secretary of State for Education, in a move in the right direction asked Sir Ron Dearing, who was the current Chairman of the School Curriculum and Assessment AuthorityHYPERLINK http://www.bookrags.com/tandf/school-curriculum-and-assessment-tf#p2000a9f68830215001 (SCAA), to review the national curriculum. Dearing made an Interim Report in 1993 and a Final Report in 1994 (The Dearing Report) after a period of consultation with teachers and the teachers unions. In his report his recommended on slimming down the curriculum, and improving its administration. He also recommended that the slimmed down national curriculum should not be altered for five years and that national tests should be simplified without sacrificing validity or reliability. The revised curriculum was implemented from August 1995. The 1992, Ofsted (The Office for Standards in Education) formed as part of the major overhaul and centralisation of the school system begun by the Education Reform Act 1988, which introduced the National Curriculum, extensive testing in schools and the publication of league tables. Ofsted inspections were carried out on school every 6 years. This change was introduced as it was believed standards needed to be raised in schools. Many people thought Ofsted inspections were a good idea, if schools were failing, it was noticed and measures were put in place in order to improve these schools. However, Ofsted were also often seen to be too strict on schools, making it difficult for schools to pass inspection highly. Also, it was felt that many teachers and schools would improve their teaching standards while they were being inspected. Some schools would also send some of their worst behaved students on school trips for the inspections. This defeated the object of Ofsted inspections as it wasnt the normal teaching standards that were being tested. Recent inspections by Ofsted have revealed that although a good proportion of schools had improved since they were last checked many were stilling failing. Figures released by Ofsted in 2009 show that 11% of schools checked since last September were rated outstanding, while 9% were not up to scratch. [Angela Harrison, BBC] In the year 2006-07, 14% of those checked were outstanding and 6% were inadequate. [Angela Harrison, BBC] In 1997, the incoming The New Labour Government came into power in the UK. They Introduced the National Literacy Strategy to all Primary Schools in England from September 1998 after setting targets for pupils at Key Stage 2 in English (80%), Mathematics (75), but not in Science. Previously a pilot project had been tested during 1996, which involved schools in 14 Local Education Authorities. The strategy was planned for teachers to teach a daily Literacy Hour, which followed a pattern of 30 minutes whole class teaching, then group work and concluding with a plenary session. A number of documents have been published by the Department for Education and Employment (DfEE) to help teachers raise standards in literacy at the time. The National Literacy Strategy framework endeavoured to improve standards for all primary aged pupils. The strategys purpose was to make sure that all pupils were receiving on a daily basis dedicated one hour of literacy. The end result would give pupils the opportunity to develop skills in reading, grammar, spelling, and oral work and help raise standards in teaching and learning. In the following year of September 1999 The National Numeracy Strategy framework was introduced and like the literacy strategy, aimed at raising standards for all primary pupils. Similar to the National Literacy Strategy it prescribed a one hour daily mathematics lesson for all pupils. The Five Year Review in 2000 set out the main aims and purposes of the National Curriculum for the first time. The four main purposes of the National Curriculum are: To establish an entitlement. To establish standards. To promote continuity and coherence. To promote public understanding. The National Curriculum has been put into place in the hope that children will achieve and will have an entitlement to learning irrespective of their background, be it race, gender, cultural or otherwise. It also makes expectations for childrens attainment explicit for all concerned and sets out national standards for performance. These standards can then be used for target setting, measuring progress and monitoring progression. The Foundation Stage was introduced by the Labour government in 2000, to provide guidance for settings which provide care and education to pre-school children (aged 3 to 5). It was named the Foundation Stage because it lays the foundations for childrens later learning. [Neaum and Tallack, 2002]. It evolved from the Rumbold Report of 1990, which investigated the educational provision for the under 5s, and found that there was a patchy, unplanned curriculum which was unsatisfactory. In 2004 a review was carried out of Key Stage 4, from this review the introduction of Entitlement subjects. The Curriculum Entitlement Framework provides pupils with access to a wider range of learning opportunities suited to their needs, aptitudes and interests, irrespective of where they live or the school they attend. In 2007 the government abolished formal written Key Stage 1 SATS and replaced them with teacher recorded assessments. The Key Stage 1 assessments are very low key and completed by the pupils teacher over a period of a few weeks so they will be hardly aware that an assessment is taking place. In 2008 a review of Secondary National Curriculum resulted in new Key Stage 3 and 4 Curriculum which was introduced in 2009. This updated part of the curriculum now offers Diplomas and other alternatives to current GCSE and A-level examinations. In 2009 the then current Labour government announces that Key Stage 3 Sats examinations are to be abolished and that Sir Jim Rose will be conducting a full review of the Primary National Curriculum. The findings of the report will be implemented from September 2011. In May 2010 a general election was held and New Conservative / Liberal Democrat government came to power under David Cameron and Nick Clegg. The future changes to the new primary national curriculum which were put forward by Sir Jim Rose to be implemented from September 2011 have been shelved, the government stating that it does not intend to proceed with the new primary curriculum. Instead they are committed to giving schools more freedom from unnecessary prescription and bureaucracy. They have always made clear their intention to make changes to the National Curriculum that will ensure a relentless focus on the basics and give teachers more flexibility than the proposed new primary curriculum offered. The National Curriculum has undergone considerable change and development over the past twenty years and is still being altered and adjusted at the present day. Controversy still exists as to the approach education should adopt for those over the age of 14 testing is thought to be heavily based on recall of knowledge encouraging a lack of skill development activities. Many of the original subjects that were mandatory no longer are, as it was felt the curriculum was too full. In my opinion, since the introduction of the National Curriculum, I believe that it was the keystone to greatly improving the standards of education that children receive in todays society. This is because before the standard of education students received was highly based on class status and was typically biased towards the middle / upper class families, another factor was your locality in the country. Teachers also taught a range of subjects that they wished to teach as there were no set subjects so what you could be taught varied across the country. This led to many students leaving school with limited knowledge. With the introduction of the Literacy and Numeracy hours Sats results have increased again of the subsequent years but again now have slowed to a halt. As seen in the table below. But on the flip side having felt that on the whole the National Curriculum is effective it is also somewhat flawed. Children are taught to the test at a detriment to other subjects, and so they are missing out on a broad and balanced curriculum. Schools and teaching staff will also admit that they are being forced to teach to the test; cutting out subjects such as history, geography and art to inflate their position on national league tables or else look as if they are failing. The national tests also distort childrens education as they are being offered a restricted timetable as teachers are forced to focus on the core subjects. In a number of schools an emphasis on tests in English, Mathematics and Science limits the range of work in these subjects in particular year groups, as well as more broadly across the curriculum in some primary schools. Having said this, the positive points outweighed the negative greatly as it was the start towards the National Curriculum that we currently have today.

European Motivations for Exploring and Conquering the New World Essay

Suez Canal in Egypt was recently completed in 1870s when Britain purchased approximately half share. Suez Canal was considered as a highly important route through which trade had become possible to India. So Britain got hold over Suez Canal to limit the trade to and from India. Then the European Empire had expanded to other regions as well such as Africa, the Persian Gulf and in the Middle Eastern countries. Europeans were expanding their Empire to bring about the â€Å"New Imperialism† during which colonization was in accelerating phase. This process was encouraged by the Berlin Conference of 1884, which in effect provided a charter for the division of Africa into ‘spheres of influence’. European Motivations There were various motives behind European zealous participation in the New Imperialism. Firstly, there were intensified rivalries with other powers, as states such as the newly-unified Italy and Germany, along with France, which sought to compensate for its defeat in the Franco-Prussian War in 1870, looked to the non-European world for expansion An expansionist Russia posed a particular threat in the decaying Turkish (Ottoman) Empire in the Middle East. British policy-makers wanted to secure further gains before their rivals did, in case they lost out in the international ‘balance of power’. Secondly, there were economic motives, notably the desire to capture new markets and sources of raw materials, preserve or expand trade links and to prevent the loss of existing overseas markets to other countries, Countries such as Nigeria, for example, offered valuable resources such as palm oil, which was used as a lubricant for industrial machinery. Thirdly, there was a growth of imperial nationalism, militarism and a sense of racial superiority (‘jingoism’) throughout British society. This jingoistic sentiment may have been as much an effect as a cause of British expansionism, but in combination with the other factors it helped to push Britain further along the colonial path In relation to Africa, for example, between 1885 and 1914 Britain took control of nearly 30 per cent of the continent’s population, compared to 15 per cent for France and nine for Germany The formalization of British rule in Africa included Somaliland (1884), Bechuanaland (1885), East Africa (1887), Rhodesia (1888), The Gambia (1888), Nyasaland (1889), Swaziland (1890), Uganda (1894), the Sudan (1898) and Nigeria (1900). Expansion before 1914 largely ended with the Second Boer War against the Afrikaner republics of the Orange Free State and the Transvaal in 1899-1902 Britain’s underlying reason for starting this war was the discovery of gold and diamonds in the region Although Britain annexed the two Boer Republics in 1902 and established the Union of South Africa in 1910, the conflict had strained British military capabilities and imperial resolve. In any case, Africa and elsewhere now offered fewer opportunities for expansion. British statesmen also found themselves more and more embroiled in the power politics of the European continent. Although the First World War was primarily a European conflict, about 2. 5 million colonials fought for Britain and there was intensified exploitation of the Empire’s material resources. Strain and Unrest during 1918-39  In 1919-20 the Empire gained an extra 1 million square miles of territory and 13 million new subjects, mainly in the Middle East, which was now valued because of its recently-discovered oil reserves as well as its proximity to India Under the League of Nations ‘mandates’ system, Britain took over Palestine, Transjordan, Iraq and the Gulf States from Turkey, and Tanganyika and other areas from Germany In Britain itself between the wars the Empire remained a source of national pride and identity, not least through the yearly celebration of Empire Day and the opening of the Empire Stadium at Wembley in 1923 In general, though, the 1920s and 30s saw the Empire become more tight-knit economically. The Empire Marketing Board, created in 1926, and the introduction of Imperial Preference (1932), a system of tariff walls around the Empire and Commonwealth, led to a rise in colonial imports from 25 per cent of British imports in 1910-14 to 40 per cent in 1939. Exports to the colonies rose from 36 per cent in 1910-14 to 50 per cent in 1939. But the fact that British industry, once ‘the workshop of the world’, was able to do reasonably well only in sheltered imperial markets was a token of Britain’s general economic decline as a result of the cost of the First World War. In the 1930s the balance of payments was persistently in deficit, making it difficult to afford the cost of stationing large forces across the world. Overall, during the 1920s and 1930s the Empire was outwardly secure but contained forces of strain and unrest. Collapse and Revival during 1939-45 In some ways the Empire was a strategic burden during the Second World War, stretching British resources and tying up troops who might have been better employed closer to home. The loss of Malaya, Singapore, Burma and Hong Kong to Japan by 1942 changed perceptions of Britain’s ability to maintain its empire. There were strikes and uprisings against British rule in India, Egypt, Kenya and Northern Rhodesia. For ideological and economic reasons the United States, which entered the war in 1941 and whose support was vital to Britain’s survival, opposed imperialism? Washington’s voice could scarcely be ignored. Under the ‘Lend-Lease’ program the United States provided Britain with $26 billion worth of aid, twice that from the dominions and colonies. Yet despite such challenges the Empire staged what was on the whole an impressive show of strength and unity, providing nearly 5 million troops, almost as many as Britain itself. In 1940 London set aside ? 20 million for colonial development and welfare, suggesting that in the event of victory the Empire might well have a secure and economically viable future. When Japan surrendered in August 1945 the British were able to reclaim the Asian territories that had previously been lost, many quite undamaged. American anti-imperialism had been more rhetorical than real, especially after the death of President Roosevelt in April 1945. In short, the Empire’s fortunes were revived. Conclusion By the mid-1960s, and certainly by 1980, the British Empire was practically no more. It had expanded from around 1870 until about 1900 as a result of rivalry with other European states, economic pressures and a sense of ‘jingoism’ at home. There were further gains after the First World War due to opportunities presented by the defeat of Turkey and Germany, and economically the Empire became more tightly knit than ever between the wars. Yet the interwar years saw growing pressure for self-rule among the colonial peoples. During the Second World War much of the Empire in Asia fell rapidly at Japanese hands only to be regained equally swiftly in 1945. Decolonization occurred due to colonial agitation for self-rule, changing trade patterns, and the fact that in the age of the superpowers colonial empires seemed anachronistic and because of the indifference of the British public to the Empire. In essence, no real advantage was to be found in its maintenance. Apart from a few remnants such as Hong Kong, Gibraltar, the Falkland Islands and Bermuda, by 1980 the once vast British Empire had disappeared.

The Debate Over Darwin Essay Topics

The Debate Over Darwin Essay Topics The One Thing to Do for Darwin Essay Topics Even today exists a group of men and women who believe that essay writing is the simplest portion of any educational program and that which you should do there, is to just go on writing whatever and wherever you really feel like writing whatever comes in your mind. You should be proficient in the topic, have an overall idea about the chosen issue and can get the best arguments to demonstrate your thesis. You have to have noticed that each and every topic is significantly related to the some sort of mystery since if you won't create suspense and unveil the unknown then you won't be in a position to draw the readers attention at any instance. In an issue of speaking, picking out persuasive essay topics is similar to telling yourself what you need to convey to the rest of earth. Ok, I Think I Understand Darwin Essay Topics, Now Tell Me About Darwin Essay Topics! Our principal purpose is to meet up wit h the customer's expectations so we attempt to create outstanding content at inexpensive rates. Don't worry, your private information won't ever become public. When you're selecting an essay topic, it's important to select one that has a lot of information and statistics to back up your viewpoint, and don't exaggerate any info that you've chosen to write about. You should have accessibility to proper resources that will enable you to compose the essay with suitable sense and structure. The Lost Secret of Darwin Essay Topics Not only does bad spelling make you appear unprofessional, in addition, it provides the reader the impression which you don't understand what you are speaking about. Darwin conducted widespread research on animals and plants to be able to learn the important procedure of evolution. It's recommended that you just pick the topic that you're able to deal with, for instance, if you're not t sketching the personality characteristics then you ought to better not elect for it. Finding out how to compose an essay is something which will help students not just in their school and college career, but throughout their life too. Free Charles Darwin essay samples can be found FreeEssayHelp with no payment or registration. Normally, a structure of essay includes three principal sections, in other words, introduction, body, and conclusion. The essay isn't the simplest task to master. It requires proficient handling and professional approach. Keep in mind, the last paragraph will be what the reader will bear in mind the most. Writing argumentative essay is a complicated undertaking, as it requires the presence of many skills at the very same time. Consequently, article writing pitfalls ought to be eradicated by all prospective means. In order to assist you narrow down a proper topic and title for your environmental essay, we've discussed some techniques you could employ. A Secret Weapon for Darwin Essay Topics Before writing argumentativ e essay, a suitable comprehension of the subject needs to be developed, and relevant and authentic material ought to be used. It can be related to science or literature. For a student in the center school the usual topics are associated with science and history. Choosing excellent essay topics for middle school needs to be a careful procedure, where a balance must be struck between topics that could be too simplistic, more proper for the key school, and choosing argumentative essay topics that might be too complicated or controversial. Facts, Fiction and Darwin Essay Topics The essay is genuinely a college job interview during the manner of an essay. Experienced and inexpensive essay writers are what it is possible to find on Darwinessays. Following are a few of the advised sociology essay topic for those students that are unable to choose a great topic for their assignment. If you would like to purchase essay online and don't understand what things to do, keep calm and don 't fret about doing it. The genuine leadership essay is simple to read and understand. Social Darwinism was very popular at the start of the 20th Century. Choice of the essay topic is important portion of your efforts to compose a fantastic essay. When you select the essay topics, think whether you can say something interesting through it.