Chronic Obstructive Pulmonary Disease ( Copd ) - 1730 Words

Over the years Chronic Obstructive Pulmonary Disease (COPD) has been a vastly under-identified and under-treated, causing the World Health Organization (WHO) to undertake increased worldwide awareness concerning the disease. Thus the Global Initiative for Chronic Obstructive Lung Disease (GOLD) was created in order to educate the world and set standardized practices.1,2 COPD is defined by the chronic obstruction of the airway relating to inflammatory diseases of the bronchial tubes. The restrictive airflow, while preventable and treatable, is often fast progressing and not completely reversible1. COPD includes diseases such as chronic bronchitis, emphysema, and small airway disease as all these conditions include a chronic narrowing of†¦show more content†¦While some children develop lung issues at a young age, the majority have consistent lung function up until their mid-20s when decline is seen. This decline can be due to age, environment, or the development of diseas e. With the discrepancy in numbers between diagnosed cases and people suffering from decreased lung function, it is notable that awareness and aggressive diagnosis of COPD needs to increase.2 Etiology Preexisting compromised lung function from uncontrolled bronchitis, asthma, and emphysema can develop overtime. Environmental conditions can exacerbate the disease and hasten the progression toward COPD. One of the primary causes and leading exacerbations is viral infections. In the subzero climates of cold and flu season when rhinovirus and various forms of upper respiratory infections run rampant through many cities, patients with chronic lung issues have an increased risk for contracting infections. Viruses attach to the lower lobe of the lung via the intracellular adhesion molecule, ICAM-1, and intensify the underlying inflammation. The ICAM-1 molecule can be a target for treatment when symptoms are caused by the rhinovirus. When COPD is aggravated because of rhinovirus, plasma fibrinogen levels and molecules known to stimulate the production of plasma fibrinogen elevate and can increase the onset of myocardial infarction and stroke. These levels not only worsen COPD for patients, but put them at increased risk for cardiovascular

Realities of War Free Essays

Loved and Lost English Literature 108 July 27 2014 War is a patriotic act where one seeks the determination to lead their country. It can be viewed as noble, cruel, inhumane, and can make an individual a hero or a criminal. It affects everyone in a society, hoping loved ones are safe, whether they are the ones fighting in the battlefield or waiting at home. We will write a custom essay sample on Realities of War or any similar topic only for you Order Now Anthem for Doomed Youth† by Wilfred Owen presents a speaker who criticizes war and illustrates a vivid picture in the readers mind regarding the harsh realities surrounding warfare, including the Allen soldiers and the ones left behind to grieve their losses. Where as W. B. Yeats in Easter 1916 portrays a speaker who conveys an ambiguous attitude in relation to war, they initially seem undecided in their feelings regarding the rebellious revolutionaries who led the uprising, but soon turn to appreciate and appreciate the fallen individuals. Imagery is used to explore and portray complex subject matters; Owen and Yeats illustrate the harsh realities of war using imagery that incorporates objects seen and used in every day life. All though the speaker’s perspectives differ ND they explore warfare from different angles, their use of imagery serves as a powerful tool in emphasizing the positive and negative aspects of war and the side effects on a society. Owen and Yeats both question the necessity of war in â€Å"Anthem for Doomed Youth† and â€Å"Easter 1916† but Owen uses imagery that evokes negative responses to war, whereas Yeats presents an ambiguous perspective through his use of imagery. Owen creates contrary feelings towards the subject of war through his imagery. Contrasting â€Å"Anthem† with â€Å"Doomed Youth† initiates the tone for the rest of the poem, â€Å"Anthem is s youth are typically seen as young children who should be protected and not thrown in harms way, all though in this poem, the use of ‘Doomed’ in title creates a completely different meaning. His use of language emphasizes his perspective against the necessity of war by contrasting words such as â€Å"demented choirs† with â€Å"wailing shells† (7) and â€Å"monstrous anger† with â€Å"guns,† (2) all portraying negative images that emphasize on the destructive nature of war, therefore contributing to the speaker’s stance against war. In addition, William Kevin Penny states, This quote re-emphasizes that Owens use of detailed imagery was used deliberately so that an audience could effectively grasp the meaningful message he was trying to convey about aspects of war. His contrasting language such as â€Å"anthem† with â€Å"doomed,† and â€Å"monstrous anger† with â€Å"guns† is what makes this message conveyable to an audience. In contrast to Owens poem, Yeats uses imagery to present the speaker’s ambiguous perspective, the comparisons made in the lines: Yeats uses the comparisons of death to sleep to reflect the speaker’s ambiguous perspective. Normally sleep is equated with neither, negative or positive emotions, here as death is normally seen in a negative way; yet comparing the two together, reflects the speaker’s ambivalent attitude effectively in this poem. Yeats’ Contrasting the image of nightfall with death signifies the relationship between the end of day (that happens insignificantly) with the end of a person’s life, which normally would be considered significant, yet this reference is suggesting the death resulting from war is unnecessary. The question, â€Å"Was it needless death after all? † reflects the speakers opinion even further, the question mark is inserted to enhance the ambiguity of the beaker, as it implies the speakers uncertain nature. Therefore reflecting the speaker feels the revolutionaries’ rebellion is questionable in its nature. Lima Haney agrees with this notion by claiming, â€Å"Easter 1916, Yeats conveys his dismay with the civil unrest and the needless loss of life in his country,† (341) therefore reaffirming that the speaker in this poem questions the necessity of war as it produces fatalities that are unwarranted according to Haney. Yeats is able to represent this stance, using specific language such as ‘needless death,’ which also adds to the images that emphasize this notion. Owen and Yeats both use imagery in â€Å"Anthem for Doomed Youth† and â€Å"Easter 1916† to reflect the speaker’s perspective on individual’s involvement in the war. Owens use of imagery portrays a cynical perspective from a speaker who condemns the actions and stresses the consequences of warfare. Owens speaker stresses soldiers in â€Å"Anthem for Doomed Youth† who have fought in the war and the loved ones who have dealt with losses resulting from war. His use of language creates vivid imagery by comparing the deaths of soldiers to the deaths of cattle. Owen states, â€Å"What passing-bells for these who die as cattle? (Owen 1). This quote reflects the speaker’s opinion that soldiers involved in warfare are treated like a herd of animals, and their deaths are no more important than cattle, which are rounded together and killed simultaneously in a slaughterhouse. The line also sets the tone for the rest of the poem through imagery, as soldiers are portrayed in dehumidifying terms, and reflects the negative perspective of the speaker. In contrast to the poetic devices used by Owen, Yeats’ use of imagery in â€Å"Easter 1916† describes a speaker who is initially uncertain about the necessity of war, yet recognizes the revolutionaries involved on a heroic level by amortizing them. The speaker, even though ambiguous in their attitude towards war, still feels that the revolutionaries partaking in the rebellion are important enough to â€Å"write it out in a verse,† (Yeats 74) therefore the imagery of a tangible poem recognizes the revolutionaries actions as heroic enough to commemorate them in a poem that shall be read for eternity, even though the speaker doesn’t necessarily agree with the rebellion itself. This notion is further proven when Austin Ride states, † Yeats initially disapproved of the Easter rebels, heir executions won him over to a grudging and ambivalent respect for their accomplishment† (401) similar to my initial statement that through imagery, Yeats uses imagery such as commemorating revolutionaries in a tangible poem to present his speaker’s ambiguous perspective on the war, all though he was uncertain in his attitude towards the rebellion, the gesture of the revolutionaries fighting for what they believed in granted them the significance to be viewed as noble and patriotic. Owen and Yeats both use imagery to describe the bloodshed during battles to emphasize the harsh realities of war in â€Å"Anthem for Doomed Youth† and â€Å"Easter 916†. Owen presents imagery that illustrates horrendous warfare conditions that exemplify the conditions soldiers had to endure. The lines stating, â€Å"Only the monstrous anger of the guns. Only the stuttering rifles’ rapid rattle† (Owen, 2-3) refers to the soldier’s day-to-day living conditions, which consisted of living in fear with constant chaos from the sounds of gunshots constantly surrounding them, and knowing that at any moment their lives could be over. In comparison to Owen, Yeats also uses imagery to convey the bloodshed during battles to emphasize the harsh ileitis by stating, â€Å"We know their dream; enough / To know they dreamed and are dead,† (Yeats, 70-71) with the use of images of death, and comparing the dreams of the individuals involved in the rebellion to their deaths, illuminates the harsh realities of war; even though they had good intentions, and felt as if they were fighting for a noble cause, their â€Å"dreams† are what finalized their lives; therefore, showcasing the inevitability of warfare. Owen and Yeats’ language throughout the poem creates imagery that reflects the effects of warfare and how it not only hurts the individuals involved but the ones who urn from their losses as well. Owens speaker discusses individuals in â€Å"Anthem for Doomed Youth† who have to deal with the loss of loved ones resulting from war. Stating, â€Å"The pallor of girls’ brows shall be their pall; / Their flowers the tenderness of silent minds, / And each slow dusk a drawing-down of blinds. † (Owen, 12-14) refers to all the family and friends who have to deal with the horrible losses resulting from war. The â€Å"pallor of girls† signifies the paleness of women from shock and sadness, and ‘tenderness of silent minds† is referring to the silent mourning of family embers and/or friends. The phrase, â€Å"drawing-down of blinds† is also referring to the grieving of loved ones. The use of this everyday object is typically used to represent the end of day, or to be left alone. People use blinds to keep things out, such as sun, or to represent nobody is home or they do not want to be bothered. How to cite Realities of War, Papers

Speech To The Benefactors free essay sample

When I found out I would be speaking tonight, I figured it would be appropriate to open my speech with a scholarly quote. So†¦ I chose some lyrics from the infamous Asher Roth song, I Love College. â€Å"I wanna go to college for the rest of my life. I can get pizza for a dollar a slice. Man, I love college, AY!!! Man, I love college.† Now, while it is true that pizza for a dollar a slice is really awesome, that’s certainly not the only reason why I’m here in college. My life has taken me in a certain direction which has led me to this point. And it’s taken a lot more than just some good test scores and an application essay to do it. It’s been the people that have influenced me, and the experiences I’ve had along the way. And it has been an adventurous ride. We will write a custom essay sample on Speech To The Benefactors or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When I was younger I lived in Ireland, where education standards and curriculums are much different than the ones here in America. Even at the age of eight, I was fascinated by the differences of education and how education actually worked. I fell in love with learning, as nerdy as that sounds, and knew that I would go on to college, or, as they say in Ireland, university, to learn as much as I could. Along the way, I’ve had some pretty amazing people enter my life, all of whom have had great impacts and influence on me. My dad is one person in particular who stands out to me, because of his Carpe Diem philosophy. He’s been telling me to â€Å"Carpe Diem† since I was five, and I had no idea what that meant at the time, but I’ve realized that it is truly something to live by, especially while in college. Outside of my family, one of my favourite people of all time, my Speech and Debate coach, Ms. Harrington, has been the frontrunner of influential people in my life. At first, she was just a coach, teaching me how to dramatically interpret prose and poetry. I soon found however, that the skills she taught me and the philosophies she embodied applied to more than just the coaching sessions. She taught me to find and take advantage of the â€Å"Aha!† moment during a dramatic performance, in order to capture the true essence of the piece. But she als o taught me to find and take advantage of the â€Å"Aha!† moment in everyday life, that moment where things come together, and the world perceives you as something special; capturing the true essence of the person. For me, my education at Penn State thus far has been a giant â€Å"Aha!† moment, and the scholarship that I am here for tonight will certainly help me continue down this remarkable path. And the path is always more difficult to travel down than one expects. There are always obstacles and anxieties, and always seeming to never have enough time to study for every test you ever take, but it’s part of the experience. I’m driven by experience, the ones I’ve had in the past, the ones I’m in currently, and the ones I want to have in the future. Thanks to the scholarship I’m receiving, I’m able to continue to have those exciting future experiences. And just like the lyrics from that ridiculous song by Asher Roth, â€Å"Man, I love college.† Thank you.

Life in the Ocean an Example by

Life in the Ocean by Expert Prof Nelly | 07 Dec 2016 Question: Need essay sample on "Life in the Ocean" topic? We will write a custom essay sample specifically for you Proceed What is picoplankton and why is it important in the ecology of the ocean? Answer: Planktons with cells that range from 0.2 and 2.0 m are called picoplanktons. There are two types of picoplanktons depending on their feeding preferences: the photosynthetic picoplankton and the heterotrophic picoplankton. The former is the plankton that dominates the central oligotrophic regions. These regions have scarce supply of nutrients. There are three major groups under this type: cyanobacteria (Synechococcus), cyanobacteria (Prochlorococcus), and picoplanktonic eukaryotes. This plankton is important since, aside from the biological pump that distributes nutrients in the depths, it synthesizes the available nutrients to provide nutrients to other organisms in the area. The latter type of plankton, as its name suggests, is the type of plankton that do not perform photosynthesis. It can be either prokaryotes or eukaryotes. Heterotrophic picoplanktons can be found on both seawater and freshwater environments. These picoplanktons are important in the carbon cycle since they feed on organic matter (i.e. waste products, carcasses of dead creatures) descended into the depths. These creatures help in maintaining the cleanliness in the ocean floor. Question: Salinity and osmotic balance are closely related. Discuss how organisms compensate for changes in salinity when they move from the ocean to an estuary, as occurs with various species of shrimp and fish during their life cycle. Ans.: The blue crabs, shrimp, and lobsters, also called decapod crustaceans, are some of the species in which salinity is part of their life cycle. Salinity is important in the regulation of internal ion concentration of the crustaceans, decapods and fishes. In the case of the blue crabs, most of the time, the adults are found in the estuarine environment where there is a relatively low-salinity water. After mating, the female blue crab journeys into the deeper parts of the ocean to release the fertilized eggs. The grass shrimp, Palaemonetes vulgaris, also live in the low-salinity water of the estuaries. The changes in the salinity levels across the estuaries into the ocean depths are compensated by changes in the ion concentration of the species. In this way, the organisms are able to survive and complete their life cycle. During their larval stage, high salinity inhibits growth of some types of pathogenic organisms and invasive species thus shrimps and other crustaceans and fishes usually lay their eggs in high-salinity waters, e.g. ocean. The organisms then return to the low-salinity waters when they mature or reach optimum stage for survival and completion of the life cycle. Question: How does the fossilization process take place in marine organisms? Go to the web sites indicated at the end of Supplemental Activity 3 of Chapter 21 in The Endless Voyage Study Guide, and answer the question in a brief manner (not a report). Ans.: Fossil preservation of organisms depends upon three key factors: type of animal, environment, and events after death. In arid, acidic and tropical environments, bones are usually decomposed at faster rates while in the marine environment, there are factors (i.e. salinity) that serve as preservatives of the remains thus allowing preservation of the organisms details after it dies, called fossil. Fossilization in marine organisms is accomplished through rapid sedimentation and absence of process interruption. When the organism dies, its remains are quickly covered by sand or mud and some organic matter that descends from the ocean surface to the abyss. This will bury the remains and in effect, it will be protected from disturbances for thousands or even millions of years. The remains will not be available for scavengers which are present in the open environments inland. It will also be protected from erosion and washing away as well as decomposing bacteria. The sedimentation process will continue and after sometime, the surrounding sediments will harden into rocks, layers of rocks formed from sediments and remains of the organism. Organisms details maybe omitted in the process depending on the type of rock and mineral deposits that buried it. The most common types are calcite and aragonite (both form of calcium carbonate), quartz and silica. References: Thornton-Devictor, S. (2004). Transitions to the Deep: Adaptations in Decapod Crustaceans for Life Along the 3130N Atlantic Transect. Retrieved April 22, 2007, from http://www.oceanexplorer.noaa.gov/explorations/04etta/background/decapods/decapods.html#top Oram, J.J. (2005). Patterns of Temperature, Salinity, and Suspended Particulate Material in San Francisco Estuary: Water Year 2005 in the Context of Previous Water Years. Retrieved April 23, 2007, from http://www.sfei.org/rmp/2004to05/AMR_2004-2005_Ch7_Patterns.pdf Dinosaur Fossilization (n.d.). Retrieved April 23, 2007, from http://www.dinoruss.org/de_4/5c60e6e.htm How Fossils Form (n.d.). Retrieved April 23, 2007, from http://www.zoomschool.com/subjects/dinosaurs/dinofossils/Fossilhow.html

why would labour regard ...... essays

why would labour regard ...... essays Why would labour regard globalisation as a threat? Globalisation is the term that refers to the acceleration and intensification of mechanisms, processes and activities that are allegedly promoting global interdependence and perhaps, ultimately, global political and economic integration. At its core it is a revolutionary concept, involving the destruction of social, political, economic, and cultural life. Yet it would be a mistake to view Globalisation detestably as these views are only opinions! On the other hand Globalisation has had made positive changes to the international scene. It has given the world a single growing single consciousness. Communication has become instantaneous and travel takes no less than a day to the other side of the world. International travel has increased by more than 3 million from the 1980s as some sources quote! Technology has improved vastly over the last decade as communication gives access to new information, new ideas, and foreign markets. The world is becoming to cooperate more when faced with a single enemy such as terrorism, global warming, and drug trade. Globalisation also erodes cultural differences and tensions. To some extent sovereignty has been minimized, as borders no longer exists. Now domestic policy is influenced only by global market fluctuations. It is insufficient, to criticize globalization as an undesirable process, which it clearly is. Globalization leaves broken people, families, communities and societies in its wake. Its critics face two quandaries regarding what, if anything, can counter those impacts. The first is to propose a more desirable process. The second is to suggest ways of mitigating undesirable consequences, if no more desirable alternative exists. In terms of the ongoing reality, it will be almost impossible for political action to affect it very much. (Jobes, 2003) Finally, critics detect a major change in the international division of labor....

Cómo sacar Número Seguro Social para niño y beneficios

Cà ³mo sacar Nà ºmero Seguro Social para nià ±o y beneficios   Los padres y madres de nià ±os que son ciudadanos americanos pueden solicitar su hijo un Nà ºmero del Seguro Social (SSN, por sus siglas en inglà ©s). En este artà ­culo se explica cà ³mo sacarlo, distinguiendo los trmites segà ºn si se solicita en el momento del nacimiento o posteriormente o, incluso, en el caso de que el menor est fuera de los Estados Unidos. Tambià ©n se informa de para quà © sirve el SSN y cundo los menores pueden tener derechos a recibir un cheque de la Administracià ³n del Seguro Social.  ¿Cà ³mo sacar Nà ºmero de Seguro Social para un nià ±o? Los trmites para sacar el SSN para un nià ±o depende de las circunstancias particulares de cada caso. Asà ­, si nace en Estados Unidos, lo ms conveniente es hacerlo al mismo tiempo que se aplica por el certificado de nacimiento (birth certificate). En ese momento se pregunta a los padres si desean pedir el Nà ºmero del Seguro Social para su recià ©n nacido. Si dicen que sà ­, el padre y la madre deben comunicar cul es su propio SSN, si no lo tienen o si solo lo tiene uno, no pasa nada. El bebà © tendr derecho a su tarjeta. A continuacià ³n, la oficina de de Rà ©cords Vitales del lugar de nacimiento se pone en contacto con la Administracià ³n del Seguro Social y à ©sta enviar la tarjeta por correo. Para evitar problemas, se recomienda que el nombre del bebà © està © en el buzà ³n de correos, ya que en algunos estados los carteros pueden no entregar la tarjeta si el nombre del destinatario no est incluido en el buzà ³n. Sin embargo, si el nià ±o  nace  en Estados Unidos pero se aplica por el Seguro Social en un momento posterior, habr que presentar los documentos siguientes: En primer lugar, debe completarse la planilla (forma) SS-5. En segundo lugar, debe probarse la ciudadanà ­a americana y  edad del menor para el que se pide el SSN. Generalmente puede utilizarse el certificado de nacimiento, pero tambià ©n son vlidos el reporte consular de nacimiento en el exterior, el pasaporte americano y los certificados de naturalizacià ³n o el de ciudadanà ­a. Tambià ©n debe probarse la identidad del menor. Para ello el documento que se prefiere es el pasaporte, si no lo hay puede presentarse el rà ©cord de la escuela o la tarjeta de identificacià ³n escolar, el certificado de adopcià ³n, rà ©cords de la clà ­nica en la que nacià ³n o rà ©cords bautismales Asimismo, debe probarse la identidad del padre, la madre o guardin legal que solicita la tarjeta para el nià ±o. Original o copia certificada, no se admiten fotocopias. Finalmente, si el menor ya ha cumplido los 12 aà ±os de edad, deber presentarse en persona en una oficina del Seguro Social  para ser entrevistado. En este caso la tarjeta del Seguro Social puede demorarse  tres meses. Si se trata de un nià ±o nacido fuera de Estados Unidos pero que es estadounidense porque uno o ambos de sus padres pueden transmitirle la nacionalidad se puede solicitar la tarjeta del SSN en el momento en el que se hace la cita con la embajada o consulado para solicitar el Reporte Consular de Nacimiento en el Exterior. El Reporte Consular es el documento que sirve para probar que ese nià ±o, nacido en el exterior, es estadounidense.  ¿Para quà © se utiliza el SSN de un nià ±o? Los nià ±os  no estn obligados a sacar un SSN. Pero es muy conveniente que lo tengan porque es necesario para, entre otras cosas: Desgravar por à ©l o ella a la hora de llenar las planillas de impuestos (income tax return)Para que puedan recibir beneficios del gobierno, como Medicaid, CHIP o cupones de alimentosPara abrir una cuenta bancaria a su nombrePara recibir pagos por parte de la Administracià ³n del Seguro Social  ¿Cundo un nià ±o puede recibir un pago de la Administracià ³n del Seguro Social? Los menores de 18 aà ±os que estn solteros pueden recibir un pago de la Administracià ³n del Seguro Social si son cuidados por un padre, madre o uno de los abuelos y à ©stos fallecen, se jubilan o reciben beneficios por incapacidad (disability, en inglà ©s). El menor que est estudiando a tiempo completo en high school podrà ­a recibir ese pago mientras no cumpla los 19 aà ±os de edad. Adems, los menores que sufren una incapacidad podrà ­an recibir tambià ©n un pago. Dicho beneficio podrà ­a extenderse ms all de los 18 aà ±os siempre y cuando la incapacidad fuera declarada antes de cumplir los 22 aà ±os. 3 curiosidades sobre el SSN El Nà ºmero del Seguro Social es el mismo para toda la vida de una persona. No cambia, si bien en casos extraordinarios se puede solicitar un nà ºmero nuevo como, por ejemplo, si el solicitante ha sufrido un robo de identidad o en los casos de và ­ctimas de violencia para evitar que el abusador pueda encontrarlas. Es uno de los documentos que se admiten para completar la lista C del I-9, para probar que se puede trabajar legalmente en Estados Unidos, excepto en lo casos de SSN emitidos en una tarjeta en la que se especifique not valid for employment. Finalmente, no es obligatorio llevar en todo momento la tarjeta. Por el contrario, es aconsejable dejarla en casa guardada en un lugar seguro. SSN y actividades ilegales Es ilegal cualquiera de las situaciones siguientes: Utilizar el SSN de otra personaMentir para obtener una tarjeta. Es un fraude de ley.Comprar, vender o de cualquier modo alterar o manipular la tarjeta del SSN. En caso de utilizacià ³n ilegal del nà ºmero de la tarjeta del seguro social de un menor, se puede denunciar  por internet en www.idtheft.gov o marcando al nà ºmero 1-877-438-4338. Puntos clave: Nà ºmero del Seguro Social para un nià ±o Los nià ±os no estn obligados a tener tarjeta del Nà ºmero del Seguro Social (SSN)Sin tarjeta SSN no es posible desgravar por un nià ±o ni los menores pueden cobrar beneficios como pagos de la Administracià ³n del Seguro Social.El SSN para un menor puede solicitarse conjuntamente con el Certificado de Nacimiento, posteriormente o, en el caso de estadounidenses nacidos en el exterior, en el momento de registrarlos en el consulado solicitando el Reporte Consular de Nacimiento en el Exterior.Si se cree que se est haciendo un uso fraudulento del SSN de un menor, se puede denunciar marcando al 1-877-438-4338. Este es un artà ­culo informativo. No es asesorà ­a legal.

Write a discussion and conclusion for every chart Essay

Write a discussion and conclusion for every chart - Essay Example rvey respondents (international students) had no close American friends and would have liked more meaningful interaction with people born here† (par. 3). As such, racial discrimination still exists as the primary cause of discrimincation in contemporary university settings. Figure 2 illustrates that from among the causes of discrimination, stereotyping was identified by 7 out of 17 respondents as the predominant cause; followed by media (5); lack of knowledge (2) and gender differences (2); and poverty (1). Although poverty was noted only by one respondent as the cause of discrimination, the study written by Moorman & Wicks-Smith (2012) that â€Å"with one quick look students are generally able to size up who is wealthy and who is poor; who is a "have" and who is a "have not"† (p. 141). As such, stereotyping was the predominant cause of discrimination that is an indication of social perceptions that have persistent through time. Figure 3 illustrates that from 19 respondents, it was revealed that only 48% or 9 respondents have average knowledge about discrimination support networks; followed by 26% who does not have much knowledge; 16% who have some knowledge; and 5% for both sets of respondents who are on the extremes – a lot of knowledge and no knowledge at all. The average knowledge of students on the presence of discrimination networks indicate that there are majority of students who could not avail and access support due to insufficient awareness of the existence of support networks to address discrimination issues. As indicated, school psychologists are identified to assume the crucial role of enhancing awareness, to wit: â€Å"working for social justice in the educational setting means guiding students and staff to reflect critically on their roles in proliferating racism and discrimination and supporting systemic change to prevent ongoing inequities† (NASP, 2012, p. 2). Figure 4 illustrates the results on the methods deemed most effective by