The Indigo Spell Chapter Twenty-Two

I OPENED MY EYES, groggy from the sudden shock of being pulled out of the dream. My body felt sluggish, and I squinted against the light. The lamp I'd left on last night was joined by sunlight streaming in through the window, but my phone's display still showed a freakishly early hour. Someone knocked at my door, and I realized that was what had woken me up. I ran a hand through my disheveled hair and rose unsteadily from the bed. â€Å"If she needs a geography tutor now, I really am going to Mexico,† I muttered. But when I opened the door, it wasn't Angeline standing outside my door. It was Jill. â€Å"Something big just happened,† she said, hurrying in. â€Å"Not to me it didn't.† If she noticed my annoyance, she didn't show it. In fact, as I studied her more closely, I realized she probably had no idea (yet) about what had happened between Adrian and me. From what I'd learned, spirit dreams weren't shared through the bond unless the shadow-kissed person was directly brought into it. I sighed and sat down on my bed again, wishing I could go back to sleep. The heat and excitement of the dream was fading, and mostly I felt tired now. â€Å"What's wrong?† â€Å"Angeline and Trey.† I groaned. â€Å"Oh, lord. What's she done to him now?† Jill settled into my desk chair and put on a steely look of resolve. Whatever was coming was bad. â€Å"She tried to get him to sneak into our dorm last night.† â€Å"What?† I really did need more sleep because my brain was having trouble understanding the reasoning behind that. â€Å"She's not that dedicated to her math grade . . . is she?† Jill gave me a wry look. â€Å"Sydney, they weren't working on math.† â€Å"Then why were they – oh. Oh no.† I fell backward onto the bed and stared up at the ceiling. â€Å"No. This can't be happening.† â€Å"I already tried saying that to myself,† she told me. â€Å"It doesn't help.† I rolled over to my side so that I could look at her again. â€Å"Okay, assuming this is true, how long has it been going on?† â€Å"I don't know.† Jill sounded as tired as me – and a lot more exasperated. â€Å"You know how she is. I tried to get answers out of her, but she kept going on about how it wasn't her fault and how it just happened.† â€Å"What'd Trey say?† I asked. â€Å"I never got a chance to talk to him. He got hauled away as soon as they were caught.† She smiled, but there wasn't much humor in it. â€Å"On the bright side, he got in a lot more trouble than she did, so we don't have to worry about her getting expelled.† Oh no. â€Å"Do we have to worry about him getting expelled?† â€Å"I don't think so. I heard about other people trying this, and they just get detention for life. Or something.† Small blessing. Angeline was in detention so much that they'd at least have bonding time. â€Å"Well, then I guess there isn't much to be done. I mean, the emotional fallout's going to be a mess, of course.† â€Å"Well . . .† Jill shifted nervously. â€Å"That's just it. You see, first Eddie needs to be told – â€Å" I shot up out of my bed. â€Å"I am not doing that.† â€Å"Oh, of course not. No one would ever expect you to do that.† I wasn't so sure but let her continue. â€Å"Angeline's going to. It's the right thing to do.† â€Å"Yes. . . .† I still wasn't letting down my guard. â€Å"But someone still needs to talk to Eddie afterward,† she explained. â€Å"It's going to be hard on him, you know? He shouldn't be left alone. He needs a friend.† â€Å"Aren't you his friend?† I asked. She flushed. â€Å"Well, yeah, of course. But I don't know that it'd be right since . . . well, you know how I feel about him. Better to have someone more reasonable and objective. Besides, I don't know if I'd do a good job or not.† â€Å"Probably better than me.† â€Å"You're better at that stuff than you think. You're able to make things clear and – â€Å" Jill suddenly froze. Her eyes widened a little, and for a moment, it was like she was watching something I couldn't see. No, I realized a moment later. There was no â€Å"like† about it. That was exactly what she was doing. She was having one of those moments where she was in sync with Adrian's mind. I saw her blink and slowly tune back into my room. Her eyes focused on me, and she paled. Just like that, I knew that she knew. Rose had said that sometimes in the bond, you could sift through someone's recent memories even if you hadn't actually been tuned into the bond at that moment. As Jill looked at me, I could tell she'd seen it all, everything that had happened with Adrian last night. It was hard to say which of us was more horrified. I replayed everything I'd done and said, every compromising position I'd literally and figuratively put myself in. Jill had just â€Å"seen† me do things no one else ever had – well, except for Adrian, of course. And what had she actually felt? What it was like to kiss me? To run her – his? – hands over my body? It was a situation I had in no way prepared for. My occasional indiscretions with Adrian had come through to Jill as well, but we'd all brushed those off – me in particular. Last night, however, had taken things to a whole new level, one that left both Jill and me stunned and speechless. I was mortified that she'd seen me so weak and exposed, and the protective part of me was worried that she'd seen anything like that at all, period. She and I stared at each other, lost in our own thoughts, but Jill recovered first. She turned even redder than when she'd mentioned Eddie and practically leapt out of the chair. Turning her eyes away from mine, she hurried to the door. â€Å"Um, I should go, Sydney. Sorry to bother you so early. It probably could've waited. Angeline's going to talk to Eddie this morning, so whenever you get a chance to find him, you know, that'd be great.† She took a deep breath and opened the door, still refusing to make eye contact. â€Å"I've gotta go. See you later. Sorry again.† â€Å"Jill – â€Å" She shut the door, and I sank back into the bed, unable to stand. It was official. Whatever residual heat and lust I'd felt from being with Adrian last night had completely vanished in the wake of Jill's expression. Until that moment, I hadn't really and truly understood what it meant to be involved with someone who was bonded. Everything Adrian said to me, she heard. Every emotion he had for me, she experienced. Every time he kissed me, she felt it. . . . I thought I might be sick. How had Rose and Lissa handled this? Somewhere in my addled mind, I recalled Rose saying she'd learned to block out a lot of Lissa's experiences – but it had taken a few years to figure it out. Adrian and Jill had only been bonded for a few months. The shock of understanding what Jill had seen cast a shadow over everything that had been sensual and thrilling last night. I felt like I had been on display. I felt cheap and dirty, especially as I remembered my own role in instigating things. That sickening feeling in my stomach increased, and there was no stopping the avalanche of thoughts that soon followed. I'd let myself spin out of control last night, carried away by desire. I shouldn't have done any of that – and not just because Adrian was a Moroi (though that was certainly problematic too). My life was about reason and logic, and I'd thrown all of that out the window. They were my strengths, and in casting them aside, I'd become weak. I'd been high on the freedom and risks I'd experienced last night, not to mention intoxicated by Adrian and how he'd said I was beautiful and brave and â€Å"ridiculously smart.† I'd melted when he'd looked at me in that absurd dress. Knowing he'd wanted me had muddled my thoughts, making me want him too. . . . There was no part of this that was okay. With great effort, I dragged myself from the bed and managed to pick out some clothes for the day. I staggered to the shower like a zombie and stayed in for so long that I missed breakfast. It didn't matter. I couldn't have eaten anything anyway not with all the emotions that were churning inside me. I barely spoke to anyone as I walked through the halls, and it wasn't until I sat down in Ms. Terwilliger's class that I finally remembered there were other people in the world with their own problems. Specifically, Eddie and Trey. I was certain there was no way they could be as traumatized as Jill and I were by last night's events. But it was obvious both guys had had a rough morning. Neither one spoke or made eye contact with others. I think it was the first time I'd ever seen Eddie neglect his surroundings. The bell cut me off before I had a chance to say anything, and I spent the rest of class watching them with concern. They didn't look like they were going to engage in any testosterone-driven madness, so that was a good sign. I felt bad for both of them – especially Eddie, who'd been wronged the most – and worrying on their behalf helped distract me from my own woes. A little. When class ended, I wanted to talk to Eddie first, but Ms. Terwilliger intercepted me. She handed me a large yellow envelope that felt like it had a book inside. There was no end to the spells I had to learn. â€Å"Some of the things we discussed,† she told me. â€Å"Tend to them as soon as you get the chance.† â€Å"I will, ma'am.† I slipped the envelope into my bag and glanced around for Eddie. He was gone. Trey was in my next class, and I took my usual seat beside him. He gave me a sidelong look and then turned away. â€Å"So,† I said. He shook his head. â€Å"Don't start.† â€Å"I'm not starting anything.† He stayed silent a few moments and then turned back to me, a frantic look in his eyes. â€Å"I didn't know, I swear. About her and Eddie. She never mentioned it, and obviously, they don't talk about it around here. I never would've done that to him. You have to believe that.† I did. No matter what Trey's other faults were, he was good-hearted and honest. If anyone was at fault for bad behavior here, it was Angeline. â€Å"I'm actually more surprised that you'd get involved with someone like her, period.† I didn't need to elaborate that â€Å"someone like her† referred to her being a dhampir. Trey put his head on his desk. â€Å"I know, I know. It all just happened so fast. One day she's throwing a book at me. The next, we're making out behind the library.† â€Å"Ugh. That's a little more information than I needed.† Glancing up, I saw that our chemistry teacher was still getting organized, giving Trey and me a little more time. â€Å"What are you going to do now?† â€Å"What do you think? I have to end it. I shouldn't have let it get this far.† The Sydney from three months ago would have said of course he needed to end it. This one said, â€Å"Do you like her?† â€Å"Yes, I – † He paused and then lowered his voice. â€Å"I think I love her. Is that nuts? After only a few weeks?† â€Å"No – I don't know. I'm not really good at understanding that stuff.† And by not really good, I actually meant terrible. â€Å"But if you feel like that . . . maybe . . . maybe you shouldn't throw it away.† Trey's eyes widened, and surprise completely replaced his blue mood. â€Å"Are you serious? How can you say that? Especially you of all people. You know how it is. You've got the same rules as us.† I could hardly believe what I was saying. â€Å"Her people don't, and they seem to be fine.† For a moment, I thought I saw a flicker of hope in his eyes, but then he shook his head again. â€Å"I can't, Sydney. You know I can't. It would eventually end in disaster. There's a reason our kinds don't mix. And if my family ever found out . . . God. I can't even imagine. There'd be no way I'd ever get back in.† â€Å"Do you really want to?† He didn't answer that. Instead, he just told me, â€Å"It can't work. It's over.† I'd never seen him look so miserable. Class started, and that ended the discussion. Eddie wasn't in our cafeteria at lunch. Jill sat with Angeline at a corner table and looked as though she was delivering a stern lecture. Maybe Jill hadn't felt comfortable consoling Eddie, but she certainly had no problem speaking out on his behalf. I didn't really want to hear Angeline's excuses or meet Jill's eyes, so I grabbed a sandwich and ate outside. I didn't have enough time to check Eddie's cafeteria, so I sent him a text. Want to go out for coffee later? Don't feel sorry for me, he responded. I hadn't known if he'd answer at all, so that was something. I just want to talk. Please. His next text wasn't nearly so fast, and I could almost imagine his mental battle. Okay, but after dinner. I have a study group. A moment later, he added, Not Spencer's. Trey worked at Spencer's. Now that the Angeline drama was on hold, I was able to return to my own messed-up love life. I couldn't shake that image of Jill's expression. I couldn't forgive myself for losing control. And now, I had Trey's words bouncing around my head. It would eventually end in disaster. There's a reason our kinds don't mix. As though summoned by my thoughts, Adrian texted me. You want to get the dragon today? I'd forgotten all about the callistana. He'd stayed with Adrian during my St. Louis trip, and now it was my turn. Since Adrian couldn't transform him back into quartz, the dragon had been in his true form all weekend. Sure, I wrote back. My stomach was in knots when I drove to Adrian's place later. I'd had the rest of the day to think about my options, and I'd finally reached an extreme one. When he opened the door, his face was aglow – until he saw mine. His expression transformed to equal parts exasperation and sadness. â€Å"Oh no. Here it comes,† he said. I stepped inside. â€Å"Here what comes?† â€Å"The part where you tell me last night was a mistake and that we can't ever do it again.† I looked away. That was exactly what I'd been going to say. â€Å"Adrian, you know this can't work.† â€Å"Because Moroi and humans can't be together? Because you don't feel the same way about me?† â€Å"No,† I said. â€Å"Well, not entirely. Adrian . . . Jill saw it all.† For a moment, he didn't seem to understand. â€Å"What do you – oh. Shit.† â€Å"Exactly.† â€Å"I never even think of that anymore.† He sat down on the couch and stared off into space. The callistana came scurrying into the room and perched on the arm of the couch. â€Å"I mean, I know it happens. We even talked about it with other girls. She understands.† â€Å"Understands?† I exclaimed. â€Å"She's fifteen! You can't subject her to that.† â€Å"Maybe you were an innocent at fifteen, but Jill's not. She knows how the world works.† I couldn't believe what I was hearing. â€Å"Well, I'm not one of your other girls! I see her every day. Do you know how hard it was to face her? Do you know what it feels like to know she saw me doing that? And, God, what if there'd been more?† â€Å"So, what's this mean exactly?† he asked. â€Å"You finally come around, and now you're going to just end things because of her?† â€Å"Kissing you isn't exactly ‘coming around.'† He gave me a long, level look. â€Å"There was a lot more than kissing, Miss ‘I'm a Quick Study'† I tried not to show how embarrassed I was about that now. â€Å"And that's exactly why this is all over. I'm not going to let Jill see that again.† â€Å"So you admit it could happen again?† â€Å"Theoretically, yes. But I'm not going to give us the chance.† â€Å"You're going to avoid ever being alone with me again?† â€Å"I'm going to avoid you, period.† I took a deep breath. â€Å"I'm going to go with Marcus to Mexico.† â€Å"What?† Adrian jumped up and strode over to me. I immediately backed up. â€Å"What happened to you working undercover?† â€Å"That only works if I can stay undercover! You think I can pull that off if I'm sneaking around with you?† â€Å"You're with me half the time already!† I couldn't tell if he was angry or not, but he was clearly upset. â€Å"Nobody notices. We'll be careful.† â€Å"All it takes is one slipup,† I said. â€Å"And I don't know if I can trust myself anymore. I can't risk the Alchemists finding out about you and me. I can't risk exposing Jill to what we'd do together. They'll send another Alchemist to look after her, and hopefully Stanton will take precautions against the Warriors.† â€Å"Jill knows I can't put my life on hold.† â€Å"You should,† I snapped. Now he was angry. â€Å"Well, you'd know all about that since you're an expert in denying yourself the things you want. And now you're going to leave the country to make sure you can deprive yourself even more.† â€Å"Yes, exactly.† I walked over to the callistana and spoke the incantation that turned him back into his inert form. I put the crystal into my purse and summoned all my will to give Adrian the coldest look I could manage. It must have been a powerful one because he looked as though I'd slapped him. Seeing that pain on his face made my heart break. I didn't want to hurt him. I didn't want to leave him! But what choice did I have? There was too much at stake. â€Å"This is done. I've made my choice, Adrian,† I said. â€Å"I'm leaving this weekend, so please don't make it any more difficult than it has to be. I'd like us to be friends.† The way I spoke made it sound like we were closing a business arrangement. I walked toward the door, and Adrian hurried after me. I couldn't bear to face the agony in his eyes, and it took all my resolve not to avert my gaze. â€Å"Sydney, don't do this. You know it's wrong. Deep inside, you know it is.† I didn't answer. I couldn't answer. I walked away, forcing myself not to look back. I was too afraid my resolve would falter – and that was exactly why I needed to leave Palm Springs. I wasn't safe around him anymore. No one could be allowed to have that kind of power over me. All I wanted to do after that was hide in my room and cry. For a week. But there was never any rest for me. It was always about others, with my feelings and dreams shoved off to the side. Consequently, I wasn't in the best position to give Eddie romantic advice when we met up that night. Fortunately, he was too caught up in his own emotions to notice mine. â€Å"I should never have gotten involved with Angeline,† he told me. We were at a coffee shop across town that was called Bean There, Done That. He'd ordered hot chocolate and had been stirring it for almost an hour. â€Å"You didn't know,† I said. It was hard maintaining my half of the conversation when I kept seeing the pain in Adrian's eyes. â€Å"You couldn't have known – especially with her. She's unpredictable.† â€Å"And that's why I shouldn't have done it.† He finally set the spoon down on the table. â€Å"Relationships are dangerous enough without getting involved with someone like her. And I don't have time for that kind of distraction! I'm here for Jill, not me. I should never have let myself get caught up in this.† â€Å"There's nothing wrong with wanting to be with someone,† I said diplomatically. Unless that person turns your world upside down and makes you lose all self-control. â€Å"Maybe when I've retired, I'll have the time.† I couldn't tell if he was serious or not. â€Å"But not right now. Jill's my priority.† I had no business playing matchmaker, but I had to try. â€Å"Have you ever thought about seriously being with Jill? I know you used to like her.† And I was absolutely certain he still did. â€Å"That's out of the question,† he said fiercely. â€Å"And you know it. I can't think of her like that.† â€Å"She thinks about you like that.† The words slipped out before I could stop them. After my own romantic disaster today, a part of me longed for at least someone to be happy. I didn't want anyone else hurting the way I did. He froze. â€Å"She . . . no. There's no way.† â€Å"She does.† A whole range of emotions played through Eddie's eyes. Disbelief. Hope. Joy. And then . . . resignation. He picked up the spoon again and returned to his compulsive stirring. â€Å"Sydney, you know I can't. You of all people know what it's like to have to focus on your work.† This was the second time today someone had said â€Å"you of all people† to me. I guess everyone had a preconceived idea of who I was. â€Å"You should at least think about it,† I said. â€Å"Watch her the next time you're together. See how she reacts.† He looked as though he might consider it, which I took as a small victory. Suddenly, alarm flashed on his face. â€Å"Whatever happened with you and Marcus? The St. Louis trip? Did you find out anything about Jill?† I chose my next words very carefully, both because I didn't want to alarm him and because I didn't want him taking some drastic action that could accidentally reveal my dealings with Marcus. â€Å"We found some evidence that the Warriors have talked to the Alchemists, but nothing that shows they're working together or have actual plans for her. I've also taken some steps to make sure she's protected.† I hadn't heard anything from Stanton today and wasn't sure if that last part would actually pan out. Eddie looked relieved, though, and I couldn't bear to stress him out any further today. His gaze shifted to something behind me, and he pushed the untouched hot chocolate away. â€Å"Time for us to go.† I looked back at a clock and saw he was right. We still had a comfortable window before curfew, but I didn't want to push it. I finished off the last of my coffee and followed him out. The sun was sinking into the horizon, coloring the sky red and purple. The temperature had finally cooled off to normal levels, but it still didn't feel like winter to me. There'd been a bunch of badly parked cars in the front of the lot, so I'd parked Latte in the back in case some careless person opened a door too fast. â€Å"Thanks for the moral support,† Eddie told me. â€Å"Sometimes it feels like you really are a sister – â€Å" That was when my car exploded. Sort of. I have to admit Eddie's response time was amazing. He threw me to the ground, shielding my body with his. The boom had been deafening, and I cried out as some sort of foam landed on the side of my face. Foam? Cautiously, Eddie rose, and I followed. My car hadn't exploded in flames or anything like that. Instead, it was filled with some sort of white substance that had blasted out with such force that it had blown the doors off and broken the windows. We both approached the mess, and behind us, I heard people coming out of the coffee shop. â€Å"What the hell?† asked Eddie. I touched some of the foam on my face and rubbed my fingertips together. â€Å"It's sort of like the stuff you'd find in a fire extinguisher,† I said. â€Å"How did it get in your car?† he asked. â€Å"And how did it get there so fast? I glanced over at it when we first walked out. You're the chemical expert. Could some reaction have happened that fast?† â€Å"Maybe,† I admitted. At the moment, I was too shocked to really run any formulas. I rested a hand against Latte's hood and wanted to burst into tears. My emotions were at a breaking point. â€Å"My poor car. First Adrian's, now mine. Why do people do stuff like this?† â€Å"Vandals don't care,† said a voice beside me. I glanced over and saw one of the baristas, an older man who I believed was the owner. â€Å"I've seen stuff like this before. Damn kids. I'll call the police for you.† He took out his cell phone and backed away. â€Å"I don't know if we'll make curfew now,† I told Eddie. He gave me a sympathetic pat on the back. â€Å"I think if you show a police report at the dorm, they'll be lenient with you.† â€Å"Yeah, I hope that – ugh. The police.† I hurried over to the passenger side and stared bleakly at the wall of foam. â€Å"What's wrong?† Eddie asked. â€Å"I mean, aside from the obvious.† â€Å"I have to get to the glove compartment.† I lowered my voice. â€Å"There's a gun in there.† He did a double take. â€Å"A what?† I said no more, and he helped me dig through the foam. Both of us ended up covered in it by the time I reached the compartment. Making sure no one was behind us, I quickly retrieved the gun and slipped it into my messenger bag. I was about to shut the lid when something shiny caught my eye. â€Å"That's impossible,† I said. It was my cross, the gold one I'd lost. I grabbed it and then immediately dropped it, yelping in pain. The metal had burned me. Considering the foamy substance was cool, it didn't seem likely it had heated up the cross. I wrapped my sleeve around my hand and gingerly picked up the cross again. Eddie peered over my shoulder. â€Å"You wear that all the time.† I nodded and continued staring at the cross. A terrible feeling began to spread over me. I found a tissue in my purse and wrapped the cross up before adding it to the bag. Then I retrieved my cell phone and dialed Ms. Terwilliger. Voice mail. I hung up without leaving a message. â€Å"What's going on?† asked Eddie. â€Å"I'm not sure,† I said. â€Å"But I think it's bad.† I hadn't yet developed the ability to sense magical residue, but I was almost certain something had been done to the cross, something that had resulted in Latte's foamy demise. Alicia hadn't been able to find the cross. Had Veronica doubled back and taken it? If so, how had she located me? I knew personal items could be used to track back to a person, though the most common ones were hair and nails. As advanced as Veronica was, it was very likely an object – like this cross – would serve just as well. Veronica might very well have found me. But if so, why vandalize my car instead of sucking out my life? The police came soon thereafter and took our statements. They were followed by a tow truck. I could tell from the driver's face that it wasn't looking good for Latte. He hauled my poor car away, and then one of the officers was nice enough to return Eddie and me to Amberwood. Against all odds, we made it back just in time. As soon as I got to my room, I tried Ms. Terwilliger again. Still no answer. I emptied out my bag onto my bed and found it had gathered a number of items today. One of them was a donut I'd picked up at the coffee shop. I put it and the quartz crystal into the aquarium and summoned the callistana. He immediately went after the donut. I found the cross and discovered it was now cool. Whatever spell it had been used in was gone. The gun was near it, and I quickly hid that back in the bag. That left Ms. Terwilliger's envelope, which I'd neglected all day. Maybe if I hadn't been so distracted by personal matters, I could have saved Latte. I pulled the latest spell book out of the envelope and heard something jangle. I removed the book and then saw another, smaller envelope inside. I pulled it out and read a message Ms. Terwilliger had written on the side: Here's another charm to mask your magical ability, just in case. It's one of the most powerful out there and took a lot of work, so be careful with it. That same guilt I always felt about her helping me returned. I opened the small envelope and found a silver star pendant set with peridots. I gasped. I had seen this charm before, this powerful and painstakingly made charm that could allegedly hide strong magical ability. I had seen it around Alicia's neck.

Anxiety and Depression in Adolescence: A Social Problem Essay

1. Introduction Anxiety and depression in adolescence has become an increasing issue in society as time has progressed. Rates of high school students who qualify for the criteria that meet a mental disorder are 6-8 times higher than the same age group in the 1960’s. A test given to high school students over the years called the Minnesota Multiphasic Personality Index (MMPI) gives us data from 1938 (â€Å"Marsh†). The test is a personal survey asking students to answer questions about themselves on a scale from strongly agree to strongly disagree (ex. I am happy today). Mental disorder rates are higher today than during the great depression, WWII, and the cold war. So why is this happening? A factor many experts agree on is a switch from an internal locus of control to an external. A majority of teens today don’t feel as though they are in control of their own fate and that can cause a lot of stress. This is partial credit is due to the way our society is shaped today; we have ma de a major shift from an emphasis on play to an emphasis on work. Kids are asked to grow up much earlier. Children and teens are becoming anxious at a much larger rate than in past years. The culture we now live in puts much more pressure on young people at a younger age, forcing them to grow up. The anxiety is crippling if left untreated, and with the amount of people experiencing it, it’s a social problem worth looking into. 2. Where does anxiety and depression come from? The etiology of anxiety and depression can be traced back to an individual’s first stage of life. Psychiatric specialist John Marsh writes in his book that a child’s temperament in their first year of life can show behavioral signs that may lead to becoming an anxious child and teen. A parent can  identify these early signs that include: excessive bouts of crying, sleeping difficulties and gas (â€Å"Marsh†). These traits or actions may seem normal for an infant thus it’s hard to expect a parent to pick up on any of these early signs, so they shouldn’t fret too much this early on. Where anxiety really starts is with an irrational fear of something that an individual perceives as a threat or dangerous. This fear causes a change in behavior, like an avoidance of a situation where many people are or may be present in the case of social anxiety (â€Å"Alfano†). The part of the brain responsible for this fear is the amygdala, the emotional capital of our mind. The amygdala’s structure is altered when we become fearful of something, making it hard for the fear to be conquered or shaken. When this fear manifests, it can turn into different forms of anxiety and thus become part of a person’s emotional capability (â€Å"Marsh†). In essence, anxiety alters the stimulation of a certain fear into something people cannot handle and become overwhelmed. Look more:  solutions for sleep deprivation essay The main area that psychologists and other scientists have focused in on the last 10-15 years in child psychology is behavioral inhibition of the unfamiliar, or BI (â€Å"Marsh†). BI represents the tendency to exhibit fearfulness, restraint, secretiveness, and withdrawal in the face of novel events or situations. The more inhibitions a child shows, the more likely they are to develop anxiety or have anxious tendencies. BI is moderately heritable yet the largest factor in BI is the environment and experiences one has. In a study shown in Marsh’s book, nonshared environmental influences contribute more to BI than do factors shared by siblings, such as genetics and shared experiences. BI is lessened by socialization, if a child becomes engaged in play and conversation with others from an early age; they are less likely to be inhibited. Parental encouragement in this aspect is key such as parents making play dates for their children and things of that nature. Let me be clear, BI is not the same as anxiety, it is a studied precursor to anxiety that has a lot of valuable research to back up the link between BI and anxiety. It is a good thing for parents and clinicians to pick up on at an early age in the child’s life to make the proper adjustments to ensure no mental breakdowns occur. Outside of BI as a child, there are other things that can play into an  adolescent onset of anxiety or depression. One of these things is the parental influence, whether it be the parent’s own mental illness, style of parenting, or the sociability of the parent, they all can affect the child. Biological predisposition is a factor a child can’t control and is unfortunate. 20-50% of teens that suffer from depression, anxiety or another disorder have a family member with some form of mental illness (â€Å"Borchard†). It has long been documented that children of parent’s with any mental disorders are at a much higher risk of also developing a disorder. As for parenting style, anxiety in teens and children has been associated with parenting styles characterized by limited expression of care and warmth and more inclination toward showing control and overprotection. A study done in 1991 by Krohne and Hock, observed pairs of mother and daughter solving puzzles, high-anxious girls and low-anxious girls divided the study into two groups. The psychologists found the mothers of high-anxious girls to be much more controlling than those of low-anxious girls (â€Å"Marsh†). A young person, with the exception of school, has most their social interactions due to their parent’s connections. They have Thanksgiving with their cousins, aunts, and uncles and have barbecues with their parent’s work colleagues and their families. If a child’s parents are less socially involved, it hinders the child’s ability to grow and advance these skills, causing an emergence of anxiety in these situations (â€Å"Marsh†). Besides parental contact, the most beneficial relationships for young people to have are positive relationships with their peers. Peer victimization is a common experience that negatively affects young people psychologically. Recent research findings are a bit appalling, indicating that one in five youths are chronically exposed to ongoing abuse, whether it was physical, verbal, or any other form (â€Å"Muris†). These occurrences of bullying were most strongly linked to depression, low-self esteem, and social anxiety . An interesting study was done in 2005 by Strawser, Storch, and Roberti. They gave undergraduates a Teasing Questionnaire (TQ), which measures the degree to which people could recall being teased during childhood. Results demonstrated that TQ scores were linked to social anxiety, trait anxiety, worry, and anxiety sensitivity (â€Å"Muris†). This study shows that peer victimization can play a key role in the development of mental disorders and the long lasting effects it can have. A place of interest I had while  researching was if there were any differences in financial and ethic status in the community and if that had any significant effect on anxiety and other mental disorders. In general, the socioeconomic status of a youth was not a deciding factor in occurrence of mental disorders but one thing that does hinder those of less fortunate situations is they are much less likely to seek or receive treatment due to the costs. Most studies carried out in the US have found that children from ethic minorities (i.e. African American, Hispanic American) display higher levels of fear and anxiety than Caucasian counterparts. This also may be due to the fact that more minorities live in urban settings versus suburban settings, which can cause a sometimes more stressful living environment. Stressful or traumatic life events are definitely a factor in a child or teen developing any number of disorders. Post Traumatic Stress Disorder (PTSD) is a disorder that is directly connected to a significant single event or string of events happening. In a journal I found, the goal of the study conducted was to look at the difference between dependent and independent events and the effect they had on pre-adolescent children. Dependent events are events that the individual actually chooses to do or directly involves the individual, such as choosing to partake in drugs. Independent events are things the individual has no control over such as the death of someone close to them. The findings of the study were that anxiety and depression are very likely to occur after dependent stressful events and independent life events were less likely to have effects lasting longer than six months (â€Å"Eldemira†). The results of this study suggest that life choices have more influence in mental disorders than things out of one’s control. These are just general reasons children and young adults can develop mental disorders. Today’s society produces a variety of other factors that are specific to our time, showing the difference that has progressed over the decades. Students suffer today the immense pressure to get good grades in order to get into one of the elite colleges of the nation. From 9th grade in high school, kids are under the impression that unless they get straights A’s, their college options are going to be very limited. This is a level of stress that in past generations was not present at such a young age. Another thing unique to our decade is the phenomenon that is social media. The  popularity of sites like Facebook and Twitter and the smartphone era in general has caused raised levels of anxious teenagers. This anxiety doesn’t come directly from social media, but from being away from it. A study done by Wilhelm Hoffman of the University of Chicago compared social media addictiven ess to other things with addictive qualities. The results came back with the fact that social media was harder to resist than alcohol, caffeine, or cigarettes (â€Å"Fitzgerald†). Overall, the most significant factor in recent years is the change from intrinsic to extrinsic goals. 3. Different Types of Disorders There are a large number of anxiety and depression disorders, with many twists and turns that make diagnoses very specific. In order to keep from being too repetitive this section will focus on some of the most largely diagnosed disorders including general anxiety disorder, social anxiety, and general depression. Discussing the symptoms and what these disorders entail is the goal of this section in order to provide a solid base of knowledge of just what young people are suffering with today. 3.1 Generalized Anxiety Disorder Children with general anxiety disorder or GAD are plagued by worries most children or teens can shrug off. Often referred to as â€Å"little adults†, these children are concerned about things like health, personal value, safety, and their future. They also tend to worry a lot about other people and their issues, which have nothing to do with themselves, such as the neighbors’ fight they had last night. These worries become a central part of daily thoughts and this can disrupt development and adjustment to life (â€Å"Essau†). GAD has mostly been documented and studied in adults; this is because in the Diagnostic and Statistical Manuel of Mental Disorders (DSM) up until the 4th edition over-anxious disorder (OAD) was what this was called in children. These conditions are considered very similar and overlap many symptoms so now GAD is the universal term used regardless of age. The main symptoms of GAD in the DSM-IV are excessive worry about multiple topics, difficulty controlling or regulating the worry, somatic symptoms  that accompany the worry, and functional impairment resulting from the worries. There are a lot of overlaps in symptoms of anxiety so if these are restricted to: separation from someone, social situations, or a specific event than GAD is not the right diagnosis. 3.2 Social Anxiety Disorder Anxiety as a whole is conceptualized as a tripartite system (â€Å"Alfano†) consisting of physical symptoms, subjective or cognitive distress, and behavioral avoidance. Social anxiety affects about 5-16% of young adults ages 15-24 depending on what study or survey you look at. Regardless, it’s too many people being affected than should be. The physical symptoms of social anxiety include: tachycardia (a heartbeat that exceeds 100 beats per minute), blushing, trembling, and sweating. These can occur not only in a social situation but in the anticipation of an upcoming event as well. An investigation performed in 1985 by Beidel, Turner & Dancu found that systolic blood pressure and heart rate significantly increase when someone who suffers from SAD was talking to someone of the opposite sex (â€Å"Alfano†). Cognitive symptoms are very similar to that of GAD but it’s mostly the unreasonable worry that the person will do or say something that will be seen by others in a group as embarrassing or humiliating. This can take the form as specific negative thoughts, a general unease in social settings, or even specific beliefs that one will not behave how they think one should in social situations. The negative thoughts are something that is commonly seen in most patients. It’s usually one of the things that appear on self-reports and it’s hard to break. In my personal experience with a psychologist, she had told me that these are referred to as NATs or negative automatic thoughts. Just like the insect gnat, they are annoying thoughts that will not seem to leave someone caught in this struggle, which is why therapy is helpful to reshape the way someone thinks. The behavioral aspect of SAD is avoidance of social settings. Many people who suffer from SAD become reclusive. These behaviors can be very subtle such as avoiding eye contact with teachers or asking to be behind-the-scenes when putting on a school play (â€Å"Alfano†). An interesting table I found surveyed a high school on different social events and what percentages said it caused at least a moderate level of distress and caused avoidance. The top 5 categories, oral  reports, attending dances or parties, asking a teacher a question in class, starting or joining a conversation, and athletic or musical performances all had 85% or more of the students say it caused at least moderate distress and 55% or more said it caused avoidance of those situations (â€Å"Huberty†). 3.3 Depression Depression, for the most part, is less of a chronic disorder like most anxieties are. Depression is usually a bout that people deal with from two weeks anywhere to two years. If the symptoms don’t pass after that amount of time, it becomes diagnosed as dysthymia, which is the chronic form of depression. Regardless of whether an individual is suffering for a short period of time or chronically, depression can be extremely debilitating. At any time about 10-15% of people under 21 suffer from depression. The more frightening statistic is that only 30% of these depressed people are receiving or seeking help (â€Å"Borchard†). There is a large range of symptoms and signs that someone is suffering from depression. These include: apathy, complaints of physical pain such as headaches, stomachaches, difficulty concentrating, loss of appetite or overeating, memory loss, thoughts or obsession with death and dying, sadness or feeling of hopelessness, trouble sleeping or too much sleep, drop in grades, substance abuse and many other things. Depression, rather than getting scared, seems to make someone numb to the world. Often due to some sort of disappointment such as inadequate social status, sexual frustration with orientation or inability to talk to the opposite sex, school performance or any other number of things (â€Å"Gray†). 4. Treatment Treatment is a glimmer of hope in today’s world. Although rates of anxiety and depression have continued to climb, treatment methods are also continuing to improve as science and technology advance. The most widely accepted or praised method for treatment is cognitive-behavioral therapy. â€Å"Cognitive-behavioral is meant to represent an integration of cognitive, behavioral, affective, and social strategies for change† (â€Å"Marsh†). A study that is pretty representative of the cognitive-behavioral process as a whole was done in 1989 by Kane and Kendall. The study took a group of adolescents suffering from anxiety and put them through therapy for 6 months. Kane and Kendall were able to divide the process of recovery into four major components: â€Å"1. Recognizing anxious feelings and physical reactions to anxiety, 2. Identifying and modifying negative self-statements, 3. Generating strategies to cope effectively in anxiety-provoking situations, and 4. Rating and rewarding attempts at coping† (â€Å"Marsh†). After the six months, self-reports, parental reports, and reports done by the clinicians had improved significantly. A follow up appointment was made three months after the study had ended and about 50% of the subjects had made considerable gains in adopting and using their newfound knowledge. The other half had regressed at least in some way back to old habits. This shows the differences betwee n individuals and their needs, some can have an intense short treatment and be fine for the rest of their days while others need a constant support over many years. The other portion of treatment that is of importance in our time especially is intervention by the means of pharmacotherapy. Using drugs such as anti-depressants and anxiolytics in order to stop anxiety and depression has increased as technology has improved. The three most commonly prescribed medicines for anxiety and depression are benzodiazepines, beta-blockers, and SSRIs. Benzos are prescribed for a short-term period for severe disabling anxiety. The way this drug works is it dampens the overall activity in the brain in order to calm the person. Beta-blockers are commonly prescribed to those who suffer from social anxiety because they essentially block adrenaline output, lessening the nerves one can feels from being excited or nervous. SSRIs are the latest and most effective antidepressant. They have been praised for their lack of side effect compared to older anti-depressants. Formally selective serotonin reuptake inhibitors, they keep serotonin, the neurotransmitter in charge o f mood, in the brain longer causing a raise in mood. Just from 1996 to 2005, antidepressant use in the US has gone from 5.84% of the population to 10.12% (â€Å"Grohol†). The trend is still increasing and it may just be because more people are becoming  depressed but it also could be because of a shift to a â€Å"quick-fix† societal norm. We live in a world where if someone can no longer get an erection, they take a blue pill called Viagra and are ready to go. This same mentality can be applied to drugs used for mental disorders. People can go into a doctor’s office and say they need something to make them feel better and skip the most important part of the process, therapy. Without a change in behavior, the antidepressant won’t have a strong effect. It has been proven time and time again that cognitive-behavioral therapy accompanied by a drug is the most effective strategy in lowering anxiety or beating depression. â€Å"Two treatments provide a greater ‘dose’ and thus may provide a more rap id and efficient response† (â€Å"Marsh†). 5. Conclusion and Possible Improvements We live in a rapidly changing time, and that may be one of the very reasons that so many people are anxious and depressed, the fear of the unknown and change. Regardless of whether that holds true or not, we have an obligation as a society to change the way we approach anxiety and depression in young people because they will be the leaders of tomorrow. The idea of just fixing things by throwing a pill at the problem is not the right way to handle things because it doesn’t have long-term benefits. It may initially be helpful but it doesn’t allow an individual to look at a problem and realize the error of their ways and why was something going on. The â€Å"quick-fix† we have going on is in part due to a loss of sensitivity in our world as a whole. Things like Facebook and texting makes face-to-face contact less and less necessary and we lose a sense of humanity because of it. The result that may come forth if this downward trend continues is about 1/5 of our count ry’s soon-to-be adult population suffering from mental disorders and not being able to contribute or enjoy life to their full potential. Adolescent-onset of mental disorders has been proven to have an even stronger overall toll than the adult-onset version; therefore, action is necessary as early as possible (â€Å"Marsh†). The future isn’t entirely gloomy though. We have the chance as a society to change how we deal with mental disorders in young people. One thing that  would benefit many would be to go back to a more creative and individualized education experience. By allowing children and teens the ability to â€Å"play† and seek passions, we can create a system that may not produce as many CEOs but instead people who are simply happy in their career and life. Allowing more time for children to grow up could be very beneficial for their mental health. Another possible improvement is in the medical field. Making psycho-evaluations mandatory or as important as annual health check-ups could allow early preventative action to take place. By starting this process early in an individual’s life, it could greatly reduce the chance of an anxious or depression outburst to occur. The number one thing that can happen in order to change the prevalence of mental disorder rests on the shoulders of parents. By being knowledgeable in the dangers of mental disorders today, like 5,000 annual suicides, a rate triple of the 1960’s, they can be the best preventative force. It’s better to be proactive and than reactive. Muhammad Ali said it well when he stated, â€Å"you can set yourself up to be sick, or you can choose to be well.† The future of this social problem is in our hands, whether we choose to continue down the track where anxiety and depression rates rise, or take a stand, is all up to us. Regaining an internal locus of control, allowing creativity and individualism to thrive, and caring about happiness more so than financial wealth are ways we can stop the progression of anxiety and depression in adolescence. Works Cited Alfano, Candice A., and Deborah C. Beidel. Social Anxiety in Adolescents and Young Adults: Translating Developmental Science into Practice. Washington, DC: American Psychological Association, 2011. Print. This book is based on social anxiety in adolescents. Social anxiety symptoms are often seen in teens but only recently books like this one have come out that really dig into the adolescents. It looks at the etiology of the problem, which is what I will be mainly using this source for. Borchard, Therese J., â€Å"Why Are So Many Teens Depressed?† Psychcentral.com 03. Apr. 2004. Web. 10 Nov. 2012. . Borchard is an associate editor for Psychcentral.com and upon reading her article she had a few interesting facts that I thought were worth sharing because they show a general hopelessness in today’s youth that we need to fix. De Jong, P.J., B.E. Sportel, E. De Hullu, and M. H. Nauta. â€Å"Co-occurrence of Social Anxiety and Depression Symptoms in Adolescence: Differential Links with Implicit and Explicit Self-esteem?† Psychological Medicine 42.03 (2012): 475-84.EBSCOhost. Web. 14 Oct. 2012. This article talks about social anxiety and depression and how they very well can go hand in hand. The study looks at two different types of self-esteem, implicit and explicit. Explicit self-esteem is deliberately self-evaluating while implicit has more to do with memory. The goal of the study was to see if these explicit and implicit self-esteems did in fact result in higher levels of depression and social anxiety. I will use this study to look at the differences between a teen’s memory and actual thoughts of themselves effect on mood. Eldemira Domenech-Llaberia, et al. â€Å"AGE, GENDER AND NEGATIVE LIFE EVENTS IN ANXIETY AND DEPRESSION SELF-REPORTS AT PREADOLESCENCE AND EARLY ADOLESCENCE. (English). â€Å"Ansiedad Y Estres 17.2/3 (2011): 113-124. Academic Search Complete Web. 17 Oct. 2012. This is a study that took students from 4th to 6th grade from 13 randomly selected schools participated. The study looked at the difference in age, gender and life events on a student’s prevalence to get anxiety and depression. Provides me with information based on different groups of people. Essau, Cecilia A., and Franz Petermann, eds. Anxiety Disorders in Children and Adolescents: Epidemiology, Risk Factors and Treatment. New York: Taylor & Francis, 2001. Print. This book is another look at how to diagnose, deal with, and treat anxiety issues. The interesting thing with this book is it’s about ten years older than the other books and so the difference in findings will be gripping to look at it. Fitzgerald, Britney. â€Å"Social Media Is Causing Anxiety, Study Finds.† The Huffington Post. TheHuffingtonPost.com, 10 July 2012. Web. 15 Nov. 2012. Fitzgerald’s article talks about the effect that social media has on anxiety and just how addictive Twitter, Facebook and other things in the same category are. Gray, Peter. â€Å"Freedom to Learn.† The Dramatic Rise of Anxiety and Depression in Children and Adolescents: Is It Connected to the Decline in Play and Rise in Schooling? Psychology Today, 26 Jan. 2010. Web. 15 Nov. 2012. . Peter Gray talks about one of my main focuses, the switch from play to work early on in a child’s education and the effect that has. Grohol, John M., Psy.D. â€Å"Antidepressant Use Up 75 Percent | Psych Central News.†Psych Central.com. N.p., 3 Aug. 2009. Web. 15 Nov. 2012. . This article is all about the rise in the usage of antidepressants and why this is happening. Huberty, Thomas J. Reed. Anxiety and Depression in Children and Adolescents: Assessment, Intervention, and Prevention. New York: Springer, 2012. Print. Thomas Reed’s book was written in as an insight or somewhat of a guide in understanding what goes on in a young person’s development that allows anxiety and other mental disorders to develop. Historically there has been five major factors in the development of mental disorders such as biological or social but this book adds a sixth: schools. Reed thinks that a child’s school is not only for educational growth but all other factors as life as well. Looking into a school setting is critical because outside of the home it’s where children usually spend most their time. March, John S. Anxiety Disorders in Children and Adolescents. New York: Guilford, 1995. Print. This is the last print source that I have; it seems to be the most technical and scientific as well. John March is the chief child psychiatry specialist at Duke University and so he’s a specialist among specialists. I will look into what he says and try to elaborate my research with it. McLaughlin, Katie A., Joshua Breslau, and Jennifer Green. â€Å"Childhood Socio-economic Status and the Onset, Persistence, and Severity of DSM-IV Mental Disorders in a US National Sample.† Social Science & Medicine 73.7 (2011): 1088-096.EBSCOhost. Web. 15 Oct. 2012. This article dives into the idea that a socio-economic status is a factor in a child or adolescence’s mental health. It has been documented many times, but this article found that childhood financial status wasn’t usually the main factor in a child’s overall mental health. I will use this article because I think that a social economic status seems like it would matter tremendously in mental health. Muris, Peter. Normal and Abnormal Fear and Anxiety in Children and Adolescents. Amsterdam: Elsevier, 2007. Print. Peter Muris’ book goes into the epidemiology of anxiety in children and the difference between that and normal fears. He examines how some children have a worse way of adapting to bad situations. That vulnerability is a key factor in the development of according to this book and I want to look at that portion of this book. Nicholas Allen, et al. â€Å"Parental Behaviors During Family Interactions Predict Changes In Depression And Anxiety Symptoms During Adolescence.† Journal Of Abnormal Child Psychology 40.1 (2012): 59-71. Academic Search Complete. Web. 17 Oct. 2012. A journal investigated the longitudinal relations between parental behaviors observed during parent-adolescent interactions, and the development of depression and anxiety. Positive and negative parental behaviors were examined. This is a great thing to look at for my paper because parents play a huge role in a child’s development. Zavos, Helena M.S., Ph.D, Chloe C.Y. Wong, Ph.D, Nicola L. Barclay, Ph.D, and Jonathan Mill, Ph.D. â€Å"Anxiety Sensitivity In Adolescence And Young Adulthood: The Role of Stressful Life Events, 5HTTLPR And Their Interaction.†Depression and Anxiety 29.5 (2012): 400-08. EBSCOhost. Web. 14 Oct. 2012.

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Leadership - leadership versus followership - Essay Example Bad Leader believes that employees working under him are basically lazy and the work, assigned to them, is distasteful to them. They assume that people are motivated by money. Leaders with bad leadership traits normally or wrongly assume that there must be very detailed work routines and enforced milestones to ensure that every work gets done. According to Allio, a bad leader apart from failing both professionally as well as personally, would destruct the organizations and regrettably the employees and the shareholders A good leader must be tough enough to win a fight, but not tough enough to kick a man when he is down. They find strategies to increase the owners fund, encourage change in the wrong direction rather than resisting it. Further they influence their subordinate in a negative rather than coerce them into a positive path. The Bad leaders are corrupt, misguided and have disregard for the stakeholders. They bring disrepute to the organization and are painful to the employees. Dean B McFarlin & Paul D Sweeney in their book â€Å"Where EGOS Dare-The Untold Truth about Narcissistic Leaders & how to Survive them† defines Narcissistic Leaders as the ones who are fundamentally, insecure individuals who will crave adoration and will act in a negative way to get adoration, eventually only getting negative adoratio n. They compensate by projecting an inflated sense of self worth & competence to those around them. The next important point raised by Allio in the article is that, most leaders start as visionaries having great ideals to lead the organization into high growth. They exhibit high integrity and they take the right path to retain the idealism for what they had dreamt of in the beginning. However, the environmental and resource constraints influences idealism and they become practical and think of alternative ideas. They start of in a big way but when their plans fail to deliver, they take wrong decisions

Goals for Creating the New City Essay Example | Topics and Well Written Essays - 500 words - 1

Goals for Creating the New City - Essay Example Since it is a new city, it has not yet had universities constructed. Since it is aimed to be a center for academic achievement, it has plans for the construction of institutions of higher learning. Many people have been attracted to the city. This is due to its fame of having a high rate of civic involvement. There is a lively democratic process within the city. This makes it attract people from different parts of California and from other parts of the globe. Residents are not only involved in politics, but issues including crime prevention, disaster readiness, and lack teamwork remain to its main challenges. Nonetheless, the city has remained the attractive place for people from all over the globe. The city is less good as Berkeley. This is because we have several colleges in Berkeley. The Vista Community College and the University of California are built in Berkeley. This makes Berkeley a better place for higher education than in the city (Wilson et al. 23). Nonetheless, the city i s similar to Berkeley; the only difference is the college and the university. However, there is no big difference of Berkeley from the city; education is highly valued in both cities. Democracy and security are considered basic for the residents. People within the cities are committed to the establishment of one economic center with the justified distribution of resources. The two cities are looking forward to working together to build their economy by becoming economic partners. Since the two cities are neighbors, they can be good business partners. Transportation of commodities from one city to the other would be efficient. Since the two cities have greatly invested in security, the establishment of security within the border would be ensured. Both the cities would work together to achieve improved security in their borders and within the cities.  

Cyber war Vs Cyber terrorism Essay Example for Free

Cyber war Vs Cyber terrorism Essay In this time and era, we have witnessed the emergence of electronic resources as the most important development of the modern day communication system. Technologies such as cellular phones, home computers, the internet and websites have added another dimension to the way we live our lives today. This presentation seeks to address and analyse the negative and positive aspects in view of the introduction of computers and telecommunications techniques as follows: Firstly, it raises awareness with regard to the new age of crimes, termed as cyber crimes. The paper focuses, in particular, on the difference between the two common types of cyber crimes, cyber war and cyber terrorism. Secondly, the paper examines the limitations and impact of having graduates through e-learning. Thirdly and lastly, the paper discusses on whether computer practitioners should be required to have a practicing license as it is with other professionals such as doctors, lawyers and teachers. 1. (a) Difference Between Cyber War and Cyber Terrorism The end result of both cyber war and cyber terrorism is the same, to damage critical infrastructures and computer systems. The major difference being  that cyber war is launched by governments whereas cyber terrorism is launched by individuals or a group of individuals. Cyber war, often done in conjunction with traditional military attacks, is an organised attack by one nation against another nation’s information and communication systems with an aim of gaining an advantage over the enemy by disrupting their ability to fight back. Cyber war attacks often targets an enemies systems such as command and control systems, intelligence collection and distribution, information processing and distribution, tactical communication, troop and weapons positioning and so on. For instance, when the United States of America invaded Iraq, they disrupted the country’s communication and defence systems, crippling their ability to find and take down US aircrafts. On the other hand, cybe r terrorism is when individuals or terrorist groups use computers, computer networks and the internet against persons or property to intimidate or coerce government, civilians, society in order to reach political, religious or ideological agenda. The things that are targeted are power plant systems, telephone systems, transportation systems, water or oil pipelines, financial institutions and so on. ([online] Available at: community.mis.temple.edu/mis2901001†¦[Accessed 5 April 2014]) Cyber terrorism takes many forms. One of the more popular is to threaten a large bank. The terrorist hacks into the bank’s system and then leave an encrypted message for senior directors demanding for a sum of money. If the bank does not cooperate, the terrorist threatens to use anything from logic bombs to electromagnetic pulses and high-emission guns to destroy the bank’s files. Most banks would rather pay the money than have the public know how vulnerable they are for fear of loss of business. ([online] Available at: csciwww.etsu.edu/../cases.htm [Accessed 6 April 2014]) One practical example is where banks in Zambia have lost an estimated US$4 million to cybercrime through Automated Teller Machines (ATMs) withdrawals. This was reported in the local Post newspaper dated 14 June 2013. This was after the state police discovered a scam in which three foreign criminals had recruited and trained Zambians in cyber-crime. ([online] Available at: www.postzambia.com/post-read article [Accessed 6 April 2014]) Cyber terrorism can also include terrorists getting secret data from defence files, network with other terrorists, or raise and manage funds for terrorism by hacking. (b) Limitations and Impact of Having Graduates   Through E-learning E-learning has become an increasingly popular learning approach in higher educational institutions due to the rapid growth of internet technologies. Many foreign renowned universities offer all types of programmes ranging from Bachelor, Master and PhD programmes, to Short Courses. Essentially, emerging evidence suggests that having graduates through e-learning has substantial beneficial impact on social and economic development of our societies today and includes the following. It has enhanced skills development to would be graduates and their countries to cope with the demands of the 21st century where rapid change and globalisation is taking place. For instance, graduates have acquired an improved ability to conduct independent research, think critically to solve problems through the use of e-technology to communicate and collaborate. It has lead to an increased student turnover because of its flexibility and cost effectiveness and hence has broadened educati onal opportunity for many, especially financially disadvantaged students and those with disabilities. This has resulted in an increased human resource base and enhanced economic progress from direct job creation in the technology industry as well as from developing a better educated work force, much needed in developing countries such as Zambia. Online access promises a new access route for millions of students. This new approach of learning facilitates different students at different continents to attend the same classes almost at the same time. It has brought about improved learning methods and teachers have a more positive attitude towards their work and are able to provide personalized learning. On the other hand, although e-learning has brought about many benefits for students and organizations alike, it also has its limitations. In order to perform the tasks required by system, an e-learning environment requires basic state of the art equipment and minimum level of computer skills. Thus, a student that does not have the minimum computer knowledge, or have access to these equipment is disadvantaged and will not succeed in an e-learning program. Certain subjects, such as sports and public speaking, require physical exertion and practice. Thus, they cannot be applied in an e-learning environment. Needless to say, it can be a useful companion to traditional education for teaching backgroun d and technical information. A successful e-learning program requires students that are well organised, self motivated and have  good time management skills. In other words, an e-learning program is directly related to the amount of effort applied. Successful e-learning students are able to study independently and incorporate study time into their busy lives. Students that lack discipline and are not good at time management are disadvantaged and will not succeed. E-learning requires good reading and writing skills. Most activities and communications are written, and thus, the ability to efficiently interpret instructions is a critical skill to a successful e-learning program. Students that are not comfortable with the ability to express themselves through writing will not succeed in e-learning. 2. Are computer practitioners similar enough to other professionals that they should be required to have a License too? Licensing is not currently required for computer practitioners but is being considered by several professional computing organizations and is believed, in principle, as necessary as the certification and licensing of doctors, lawyers, teachers, hairdressers and other professionals. The question of licensing professional s in general is a very controversial and political question. Licensing generally means that to practice a certain profession requires a government licensee, usually administered through a professional organization. The general theory of licensing professional is that it is supposed to help the general public outside the professional to be assured that someone else is capable of doing certain jobs. For instance,  one of the top e-learning institutions, the University of Liverpool in conjunction with Laureate Online Education offer 41 distance learning courses from a wide area of disciplines. The notion that degrees through e-learning are perceived not to be as rewarding or valuable as full-time traditional degree has been proved not to be the case. In fact, in the late 1990s, the Quality Assurance Agency for Higher Education of the British Government measured academic excellence in more than 100 universities, including the Open University. Surprisingly, the Open University was ranked in the top ten of British Universities in terms of academic excellence. The only underlying difference between a traditional degree and e-learning degree is the manner in which information is conveyed. The traditional setup has been based on a face to face communication where students and lecturers are brought together at the same time and the same place in classes,  laboratories and recreation centers for the purpose of learning, whereas in e-learning systems use technology to separate the learner from the teacher, and the learner from the learning group while maintaining the integrity of the learning process. Follow up statistics placing the Open University in the top 10 with Oxford and Cambridge have been repeated for several years and cannot be statistically be explained as a mere coincidence. ([online] Available at: http.//www.webbasedtraining.com/ [Accessed 3 March 2014]) The main focus of this presentation is to gain insights into critical issues confronting two major stakeholders in the new era of WBT, the student and faculty. The question at hand requires objective views on the advantages and disadvantages of WBT from a student’s point of view as well as advantages of WBT from the college’s point of view. It further requires identifying ways that studying from a website is better than studying from written text as well as discuss in details the social and economical benefits and limitations of E-technology in Zambia. Systems Development Life Cycle The second part of this presentation discusses a linier Systems Development Life Cycle (SDLC) which is a technique used to assist developers effectively develop information systems. ‘Gaining competitive advantage and improving information delivery will urge an organization to restructure its activities. The information system has to be developed to suite the business scenario and objectives. It needs to be carefully planned and activities well thought of.’ (Ndhlovu, 2009). Thus, in an effort to answer the question at hand a description of the stages involved in a SDLC using annotated diagram shall be discussed. In addition, the discussion shall also include a description of techniques which can be used to investigate the existing system of an organization identifying the advantages and disadvantages of each and also give an alternative to SDLC for developing systems. Having said that, details of the mentioned topics in question is as follows. a) Web-Based Training Advantages and Disadvantages of WBT: Student’s Point of View Advantages Utilisation of the World Wide Web is a current and extensive source of  information and relatively easy to use. Some of the advantages from a student’s point of view include the following. There is unlimited source of information on the internet as compared to textbooks and class lectures as it provides a variety and quality of learning materials. Encountering a new experience of sourcing information on the web increases a motivation to learn among students. For example, the web allows browsing from one link to another on a particular subject or topic Access to meaningful resources foster critical thinking skills and allows the student to see new ways of interpreting and evaluating information. For instance, gathering view points and knowledge from various internet sites cause students to debate previously held values and ideas which they may have had misconceptions. Gain of competence with technology by learning to navigate and use the web successfully, apply computer skill s, use of conferencing tools such as e-mail and listservs. Integration of technology with content-related work provided a more meaningful interaction with the subject matter. For example, students reflected on the lack of relevance in acquiring computer skills in isolation noting that when combined with content, those applications become a tool to improve learning in their field of study. Technological aspects of course assignments encourage cooperative dialogue rather than isolation. For example, e-mail and listservs are used regularly providing a valuable resource for support and collaboration among classmates for help in completing assignments, support with technological frustration and to share acquired skills or content resources. In addition, e-mail communication with instructors gives a student individual attention that is not apparent in a traditional coursework setup. E-mail utilization has many assets that face-to-face classroom contact lacks. For example, student need not wait for class time in order to get or clarify a piece of information. The student who would normally shy away and not ask a question in class or participate in a class discus sion are more comfortable using e-mail as a medium of communication and thus is not left out on the much needed information. For the student, online course allows them to integrate work, family and school more efficiently as it eliminates travel time to and from class for commuters. Disadvantages The positive aspects of WBT are countered with some frustrations that are  experienced by some students. These include the following. Student lack of computer skills, internet server being down, difficulty in accessing computer, use of obsolete computers and lack of technical and instructional support are some of the frustrations that a student may encounter. Required assignments are time consuming as mastering computer application tools and learning to navigate the web efficiently take up most of the time. Advantages of WBT: College’s Point of View Higher education is evolving, consumer needs are shifting, and competition for students is increasing. Consequently, institutions must be driven to some extent by the needs and demands of the consumer. To satisfy the unique needs of growing numbers of nontraditional students and to make graduate degrees more attractive and feasible, the availability of online courses and distance learning opportunities is essential. Most of the faculties consider technology applications in university courses as the wave of the future citing their main reason for wanting its continuity as mainly being the benefits they believe their students receive. Moreover, in this time and era, a faculty member who does not use technology is often considered out of date and out of touch with skills that are needed for the coming millennium. Faculty respondents consistently identified convenience and improved learning as advantages for students enrolled in Web-based instruction. Other advantages identified by facul ty are as follows. Students gain knowledge on how to use numerous technology-based applications such as e-mail, PowerPoint, listservs, graphics programs, and HTML, many of which are considered essential skills for today’s workforce. Students also gain comfort with the medium, anxiety levels are reduced, and they are more willing to explore the potential of technology applications. Students tend to become independent learners, are more motivated to explore related topics on their own, and develop critical thinking skills. The quality of completed assignments is often better than in the traditional classroom because students have more time for reflection and better access to resources. More information can be included in a course with the potential for students to expand on the information received by providing links to related sites. Many students will click on a link more readily than obtaining a print resource identified in a bibliography. Students learning how to access the extensive  resources available on the WWW, online databases, and other technology-based resources. Student convenience. For example, online classes provide students with 24-hour access, eliminate the need to travel or find parking, and eliminate scheduling conflicts with jobs or family. These advantages may particularly benefit graduate students and nontraditional students. Connecting s tudents with technology allows the student to become part of a global community. Information and ideas can be exchanged with other students and experts throughout the world using e-mail and listserv discussions. Collaboration and communication among students are fostered, as well as communication between instructor and student. Online Studying Vs. Written Text Studying Among the several ways that studying from a website is better than studying from written text three distinct ways include the following. Text books become outdated almost immediately after publication and cannot be updated until the next publication which may take several years down the line. Information on the website can be updated daily and printing errors are corrected immediately. Written text is limited to the information on the page whereas educational websites can link to an infinite number of other educational sites to give supplemental detail in as much as possible on a particular subject or topic. Textbooks are limited to the points of view of their authors whereas the website allows multiple view points, which is essential for critical thinking especially if the author is too vague about a particular topic. ([online] Available at: English.varsavskyfoundation.org/education [Accessed 7 March 2014]) b) Social and Economical Benefits and Limitations of E-technology in Zambia Zambia is one of a number of countries in the Southern African region that have sought to include e-technology in its national development plans. E-technology is believed to contribute to improving development outcomes in two main ways: E-technology-based knowledge and products contribute directly to wealth creation. The use of e-technology contributes indirectly to national development through its impact in social and economic sectors such as agriculture, health and education, and by empowering individuals to take advantage of new opportunities. For example,  AfriConnect, in partnership with the Zambian Ministry of Education, have been piloting a project aimed at bringing web-based e-learning to schools in different parts of the country. The objective is to move from the traditional chalk-and-talk pedagogy to enquiry-based learning, while at the same time bringing the option of lifelong learning to people who have already left school. Individuals also benefit from the availability and use of e-technology in a number of ways. For example, by substituting phone calls for travel, which saves time and money, and by using e-technology to obtain information on prices, for their own produce and for purchases. In these various ways, e-technology can have a significant impact on a country’s ability to achieve the Millennium Development Goals (MDGs). There are, however, also constraints on the potential impact of e-technology in many developing countries. These constraints include inadequate technical infrastructure, limited human skills to use available networks and services, the relatively high cost of communications equipment, and poor policy and regulatory environments. These factors reduce the scope for countries and communities to realise the potential of e-technology for development. Question 2 Solution (a) Model of the Systems Development Life Cycle highlighting the maintenance PhaseThe systems development life cycle (SDLC) is a conceptual model used in project management that describes the stages involved in an information system development project, from an initial feasibility study through maintenance of the completed application. In general, an SDLC methodology follows the following steps: 1. Planning Stage The existing system is evaluated. Deficiencies are identified. This can be done by interviewing users of the system and consulting with support personnel. 2. Analysis Stage The new system requirements are defined. In particular, the deficiencies in the existing system must be addressed with specific proposals for improvement. 3. Design Stage The proposed system is designed. Plans are laid out concerning the physical  construction, hardware, operating systems, programming, communications, and security issues. The new system is developed. The new components and programs must be obtained and installed. Users of the system must be trained in its use, and all aspects of performance must be tested. If necessary, adjustments must be made at this stage. 4. Implementation Stage The system is put into use. This can be done in various ways. The new system can be phased in, according to application or location, and the old system gradually replaced. In some cases, it may be more cost-effective to shut down the old system and implement the new system all at once. 5. Maintenance Stage Once the new system is up and running for a while, it should be exhaustively evaluated. Maintenance must be kept up rigorously at all times. Users of the system should be kept up-to-date concerning the latest modifications and procedures. (b) The systems development life cycle (SDLC), also referred to as the application development life-cycle, is a term used in systems engineering, information systems and software engineering to describe a process for planning, creating, testing, and deploying an information system.[1] The systems development life-cycle concept applies to a range of hardware and software configurations, as a system can be composed of hardware only, software only, or a combination of both.[2] The waterfall model is a sequential design process, often used in software development processes, in which progress is seen as flowing steadily downwards (like a waterfall) through the phases of Conception, Initiation, Analysis, Design, Construction, Testing, Production/Implementation, and Maintenance. What is systems development life cycle (SDLC)? (SDLC is also an abbreviation for Synchronous Data Link Control.) The systems development life cycle (SDLC) is a conceptual model used in project  management that describes the stages involved in an information system development project, from an initial feasibility study through maintenance of the completed application. Various SDLC methodologies have been developed to guide the processes involved, including the waterfall model (which was the original SDLC method); rapid application development (RAD); joint application development (JAD); the fountain model; the spiral model; build and fix; and synchronize-and-stabilize. Frequently, several models are combined into some sort of hybrid methodology. Documentation is crucial regardless of the type of model chosen or devised for any application, and is usually done in parallel with the development process. Some methods work better for specific types of projects, but in the final analysis, the most important factor for the success of a project may be how closely the particular plan was followed. In general, an SDLC methodology follows the following steps: 6. The existing system is evaluated. Deficiencies are identified. This can be done by interviewing users of the system and consulting with support personnel. 7. The new system requirements are defined. In particular, the deficiencies in the existing system must be addressed with specific proposals for improvement. 8. The proposed system is designed. Plans are laid out concerning the physical construction, hardware, operating systems, programming, communications, and security issues. 9. The new system is developed. The new components and programs must be obtained and installed. Users of the system must be trained in its use, and all aspects of performance must be tested. If necessary, adjustments must be made at this stage. 10. The system is put into use. This can be done in various ways. The new system can phased in, according to application or location, and the old system gradually replaced. In some cases, it may be more c ost-effective to shut down the old system and implement the new system all at once. 11. Once the new system is up and running for a while, it should be exhaustively evaluated. Maintenance must be kept up rigorously at all times. Users of the system should be kept up-to-date concerning the latest modifications and procedures.

Characteristics of Population Composition

Characteristics of Population Composition Shahroz Ullah Badrana Population Composition The term â€Å"Population Composition† actually refers to the characteristics of the particular group of people. The composition or characteristics of the population can be represented in many different ways. These characteristics include the distribution of the population across the number of men relative to the number of women and also across age structure of society. Indeed, Age and Sex composition of population are considered as most important aspects of the population composition. The data on the population by Age and Sex is of great importance for the health administrators and demographers for the planning of various developmental projects and initiating health programs. Basically, the classification of the Urban/Rural, sex and marital status with respect to age expose the basic characteristics of the population and also provides us with the disaggregated data for the target based groups. Actually, these characteristics create a profile of the population and also the ver y attributes that in real sense give population its particular character. [1] There are many different types of population composition and it is broadly divided into three different types Biological Composition Cultural Composition Economic Composition[2] Biological Composition: The biological characteristics of the population include the Racial and ethnic composition of population, age composition of population and sex composition of population. Racial and Ethnic composition Indeed, the populations of all the nations of the world are diverse with respect to race and ethnicity. The population of the country may also consist of many different races and communities. These divisions in the populations are regarded as very important socially and therefore statistics by ethnic group and race are easily available. In this world the concept of the pure races is totally impractical for the population of the earth which is essentially one of mixtures. Although, there is no hard and fast rule through which we can distinguish between the races of the world. Though, the anthropologist believes that there are three primary races exist in this world Caucasoid, Negroids and Mongoloids. The Caucasoid (White People) are the most abundant and also widespread over the surface of the earth. They are more than half of the population of the world and this race consists of Europeans Semites, Hamites and the Indo-Iranians. The Indo-Iranians (300-400 million Population) can be fo und in the Northern and Eastern parts of South West Asia and also in the central parts of India. The Hamites and Semites (80 million populations) can also be found in the North-Eastern and Northern Africa. The Negroid are mostly found in the African region and the Asiatic black people are centered in Southern part of India and in some parts of South-East Asia. The Mongoloid (One Billion Population) have yellow and brown skin color centered in Central and East Asia, Indonesia and in Malaya. The blend of the American Indian, Negro and the white people has produced a mixed population in Latin America. I would say that till now the exact number of races is not known and it is also very difficult to know the exact number. Presently, we do not have decisive classification of the population of the world on the basis of communities and races. The physical feature that is used as to differentiate various ethnic groups and races is not a good criterion for judging the cultural traits of the people and basically these qualities of different races of the world are not functional in the perspective of nature. Likewise, we also divide the world into parts one part consist of Developed or Highly Developed nations and the other part consist of Less developed or Under-Developed Nations. The people who are living in the LDS’s mostly posses pigmented skins but they are not inferior in the quality in any way. Basically, the division is only on the basis of country economic conditions not on the basis of cultural retardation of any group of the world/society. The categories that we use for these groups because they differ from nation to nation for example a Pakistan citizen or a person of Pakistani origin will be regarded as black or dark colored and will be considered as Asian or white in the United States of America. That’s why at the international level the comparison of these Racial and Ethnic groups is totally vague and that’s why this component of the population structure is regarded as of less importance as compared to the others. Age Composition of Population Conceivably, the most fundamental among the characteristics of population is the age composition of Population. Commonly, demographers use the population pyramids in order to explain the age distribution of the population. A population pyramid is described as a bar chat in which the length of each of the horizontal bar tell us about the exact number of people in that particular age group. This composition includes the persons of various ages. Actually, the age composition is very important for understanding the concept of the Mortality and fertility of a society. The age differences between the different age groups may also create economic and social differences. The age composition of population is also commonly known as age structure or age distribution. I would say that one could not even proceed further in the study of the population growth without understanding the age structure of the population. The age affects all the aspects of any individual life like its community life, ec onomic activities and the social attitudes. The age structure of population greatly influences the Socio-Economic life of the nation. The data on the age is very useful for those who are mainly responsible for different type of welfare activities. We also require the age data for various numbers of economic and social activities of life including marriage, employment and retirement. The age structure of the population also helps us to know about the percentage of the Labor force in the population and on the other hand it is also very useful in finding out the dependency load/ration. The production and consumption is also dependent upon the data of age structure. If we want to understand and predict the future growth rate of the population then for this purpose we have to understand the age structure of the population. So, on the basis of the age structure we can tell that whether the country has regressive or progressive type of population. The problem with the data of age structure is that most of the time the data which is available is not authentic and for the geographers it is very difficult to map the age statistics. Not all the countries conduct regularly the censuses so that’s why in such countries accurate and up-to date data regarding the population is not available. Basically, the age structure of the population is determined by the three important factors Fertility, Mortality and Migration. The fertility rate tells us about the population percentage in each of the age group. The countries with the high fertility rates have large proportion of their population the group of young people (0-15 years). In less developed states the life expectancy rate is also very low and in the old age group we have extremely small population and the population is heavily influenced by the young age group. Whereas, on the other hand the developed countries are experiencing low fertility rates have small number of people in the old age group. Migration is also se x and age selective. In general, it is said that the working age group (15-45 years) are much mobile as compared to the people in young and old age group. People keep on migrating from one place to another the age structure of population of any country changes with respect to time. The natural calamities also influenced the age structure and sometimes cause drastic changes in it. The data available on the age groups can also be analyzed by the age pyramids and the age indices.[3] Sex Composition of Population All the communities of the world have different sex composition of male and female. The population geographers show keen interest in the sex composition. The sex ratio of male and female is a key factor behind the socio-economic condition of an area. This characteristic of the population composition is widely used at the regional level by the geographers. The composition has a deep impact on the demographic structure of the region and also an important feature of a countryside area. We can determine the sex ratio from three basic factors Sex Ratio at Births Sex Ratio at Deaths Sex Ratio due to Migration Sex Ratio is defined as the number of females per thousand males and number of males per thousand females. Sex ratio may be different in different regions just as in Pakistan sex ratio is High (Women’s are more). The Primary Sex Ratio is described as the sex ratio at the time of just conception, Secondary Sex Ratio is calculated at the time of the birth and the Tertiary Sex Ratio is calculated at the time of enumeration. The balance between the male and female is very important aspect of the population composition and structure. The sex ratio is greatly influenced by the birth, death and the migration rate. Other than these the natural disasters like war, famine and earthquake. The sex ratio is also dependent upon the status of the women in the society and the enumeration of both sexes. Physically and biologically females are much stronger than the males that’s why in the life females live longer than males. If we talk globally, the mortality rate of males is higher tha n the mortality rate of females. Basically the infant mortality rate of males is higher than the females but the sex ratio became balanced at the age of 4. After the age of 4 again the imbalance started at reaching at the age of 95 we have 1000 males per 2000 females. So I would say that in the less developed countries the female mortality rate is higher than the male mortality rate as compared to the developed countries. It is a natural fact that males are born more as compared to the females but for sure that does not mean that the natural sex ratio is same across the globe. As we know that Pakistan is a Muslim country and we have high male birth rate as compared to the females because the status of the females is very low in here. Then if we talk about the migration factor then it is more sex selective naturally. It is also a fact that the long distances migrations involves males whereas the short distances migration involves females. Marriages play very important role in bringin g changes in the sex ratio because after marriages females should have to go to their new homes. Other then these particular factors the sex ratio is also get influenced by many other situations and conditions. This includes famine, war and the natural calamities. Here, in the end I just want to mention the WW1 WW2 that those countries that have been the part of those wars have more proportion of females as compared to the males.[4] Cultural Characteristics of Population Religious Composition Religion is a very important feature of the population and play very pivotal role in the life of every human being. As always the religion of the population acts as a motivating force for them. In the past many wars have been fought on religious basis in Europe and Israel. Now days the religious force or religious impact is reduced but still I can say that the religious force is very significant force. If we just take the example of the partition of the Sub-Continent into two newly states India and Pakistan that partition was also based on religious basis. Muslims got the separate homeland where Muslims live according to the teachings of Islam. I should say that the religion has great contribution in the well being and welfare of the human beings. All the Religions of the world have left certain marks on the customs, Food habits, literature and the architecture. The imprint left by the religions is still stronger in those states where the religion has been combined with the state pow er. In the past the religion acts as unifying as well as troublesome. In the war of hatred the Nazis of Germany persecuted Six million Jews just on the base of the religion. According to the geographers it is very difficult to map the religion and the world pattern of religion is also very difficult to analyze. The Christianity, Hinduism, Islam and Buddhism are the world greatest religion so the Christianity is dominant religion in the western hemisphere and in the European countries. Buddhism is dominant in the East Asia, Hinduism in the South Asia. In the world we have approximately 320,000,000 Muslims 380,000,000 Hindus and 660,000,000 Buddhist. Linguistic Composition Language has a very strong relation with the nationality and we can say that the language is also part of ethnicity. Presently, thousand of different languages are spoken across the world. A single language in a state reflects the unity and solidity. It also strengthens the concept of patriotism and nationalism. If we talk about our country we are also linguistically divided into different linguistic portions. Mostly, the developed countries have the have internal linguistic homogeneity. I would say that the national language of the powerful nations with large colonial influence became the international languages. The less developed states are more linguistically diverse and that diversity is more found in the some parts of Asia and Africa. I believe that many different languages in the country create language diversity in unity which may be serving as bottle neck in the development of the country. Educational Composition Among the other characteristics of the population composition education is the most important one which is also regarded as the backbone of the progress of any state. Basically, Education gives us the power to distinguish between the good and Bad. The more we will invest in the sector of the education the more economic growth will be better. The more a nation will be literate the more it will play pivotal role in the national stream of progress. By the literacy rate we can easily measure the educational status of any person. In the third world states the level of education is very low as compared to the educational level in the Developed states that’s why many students are moving to the developed states for enjoying better quality educational facilities. Education play important role in shaping down the society in different number of ways. We need to spent more and more in educational sector and the LDC develop slowly due to not spending much in the educational sector. We need to bring reforms in the educational system of the developing countries only in that case it will contribute ion the development of the country.[5] Bibliography Books DR Chandra, R.C. Geography of population 2009. 8th edition. Kalyani Publishers, New Delhi India. Prof Qazi, S.A, Navid Shabir Qazi. Population Geography. APH Publishers. New Delhi India. Bergman, Edward. F, Renwick, William. H. Introduction to Geography: People, Places and Environment. 3rd Edition. India. Pearson education, India ISBN 0131445456 URL’s Teitelbaum, Michael S. Encyclopedia Britannica. Population. Last Updated on 6 April, 2013. Data Assessed on 23 March, 2014. http://www.britannica.com/EBchecked/topic/470303/population/60674/Age-distribution> Gjerso, F. The civilizing Mission. Demographic composition and economic development. Published on 6 January, 2011. 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