Advantages of Breastfeeding Research Paper Example | Topics and Well Written Essays - 1500 words

Advantages of Breastfeeding - Research Paper Example The World Health Organization, health care unions, and government health organizations confirm the logical confirmation of the obvious advantage of human milk as well as the risks associated with artificial milk products. The WHO along with the American Academy of Pediatrics suggests that mothers exclusively breastfeed their newborns al least for the initial six months, and carry on for at least two and a half years. Human milk gives best advantages for babies, together with premature, as well as sick infants. Human milk is only one of its kinds. Advanced nutrients as well as useful substances are present in human milk that cannot be replaced. â€Å"Breastfeeding offers best physical condition, nutritional, immunologic and developmental benefits to newborns as well as protection from postpartum complications and future disease for mothers† (Sears, p. 190). Breast milk is the most comprehensive type of nourishment for newborns. Experts have indicated, â€Å"It has just the exa ct amount of fat, sugar, water, and protein that is needed for a baby's growth and development† (American Academy of Pediatrics, p. 301). Most newborns find it convenient to digest breast milk as compared to formula-feed. As a result, breastfed babies grow precisely the way they are supposed to. They are likely to gain less extra weight and to be leaner. This may result in staying away from being overweight during the teenage years or even after that. Breast milk has antibodies in it to help defend newborns from germs and viruses. Latest researches on this topic revel that children who are not exclusively breastfed for at least six months are more expected to develop a wide range of contagious diseases together with ear infections, diarrhea, and respiratory illnesses (American Academy of Pediatrics, p. 301) and have additional hospitalizations. In addition, babies who are not breastfed have a 19 percent higher post neonatal newborn death rate in the United States. A number of studies imply that babies who are not breastfed have increasing rates of ‘sudden infant death syndrome’ (SIDS) (Newman, p. 320-23) during the initial year of life, and higher rates of â€Å"type 1 and type 2 diabetes, lymphoma, leukemia, Hodgkin's disease, overweight and obesity, high cholesterol and asthma† (Newman, p. 323). For children, breastfeeding sustains best growth and defends against severe and chronic sickness. For mothers, breastfeeding assists with improvement from pregnancy as well as from childbirth and gives lifetime health benefits. For society, breastfeeding offers a variety of financial as well as environmental rewards. Breast milk is a remarkable substance that cannot be replaced by some artificial means. Matchless in its composition and function, breast milk has a perfect balance of nutrition that the newborn can digest without difficulty. It changes eventually, and even d the course of a day, to meet the varying requirements of the growing b aby. It has substances vital for best development of the infant’s intellect, with effects on both cognitive as well as visual function. It provides growth factors that ‘join to mature the infant gut’. It gives the newborn with immune factors made to fight allergens as well as diseases particular to the mother’s and newborn’s atmosphere (Hausman, p. 192). Advantages for Children In particular, experts have identified that breastfeeding provides benefits for children no other alternative of feeding can duplicate. The advantages of breastfeeding start from the initial moments following childbirth and last for a number of years once breastfeeding stops. In comparison

Female Drill Sergeant Essay Example for Free

Female Drill Sergeant Essay Drill sergeant (DS) refers to the term that is used in United States military by the army, marine corps and air force. Becoming a drill sergeant can be through volunteering or by selection. The minimum status for attaining this state can only be at the rank of staff sergeant. Once a selected candidate, he/she should attend the Drill Sergeant School where he/she undergoes training on various aspects of the drill sergeant position. The historical start up of drill sergeant was in 1962. This followed a directive by the secretary of the army to his secretary who was Stephen Ailes to prompt a survey conduct of the recruiting process of the army corps. This survey took some long time and included surveys from the Air Force, Marine and the Navy training techniques. Various faults were found in the recruitment process and thus led to the position of the drill sergeant. The basic distinguishing feature for the drill sergeants was their hats. (http://www. jackson. army. mil/DSS/headgear. htm) However, since its inception in 1962, the position was not held by a female until 1972 where female drill sergeants were pronounced recruited and even given different hats than those held by their male counterparts. The design of their hat was done by Mildered C. Bailey who was a brigadier general. Beige was the first female drill sergeant hat though it was later replaced with one of dark green in 1983. Between 1984 and 1985, a proposal was made for an official switch by the female drill sergeants in having the same hat to what was owned by the male drill sergeants. On the same point, a larger group of female drill sergeants who were at TRAining and DOctrine Command (TRADOC) unit leveraged great opposition to the proposal. It was reciprocated by the Army Chief of Staff that the female drill sergeants were to continue in wearing the same female drill sergeant hats that they used to wear. The female drill sergeant started in the late of 1971 when the continental army commandant received an official approval as permission from the army chief of staff to propagate inclusion of females in the drill sergeant state program. Starting in the February of 1972, the program saw promotion of six female non-commissioned officers in the program. They underwent thorough training after which they were given the mandate of their positions as female drill sergeants. In the United States, the female drill sergeant refers to a non-commissioned officer within the armed forces. She has the duty of participating in the initiation of the recruitment process of new recruits who enters the military. In the recruitment process the sergeant is supposed to follow the legal provisions and jurisdictions of the practices and customs of the military forces. The inclusion of the female drill sergeants in the army since 1971 was a significance factor that helped in shaping the nature of the army. Equality was signified after breaking the traditions that ignored females in the position of drill sergeants. (http://www. armystudyguide. com/content/Drill_Sergeant_Resources/drill_sergeant_information/female-campaign-hat. shtml) Like the male drill sergeants, a female drill sergeant is usually held responsible in the behavior, military education and warfare of the army recruits assigned to her. She is therefore supposed to provide full support during the initial period of the training process. They are paused with various responsibilities of ensuring physical training, weapons training and the military discipline. Their service delivery and the protocols to follow while at their service delivery is guided by the drill sergeant creed which they should follow. Generally, this is a guiding formula towards their capacities. The three levels of the army, that is the marine, air force and army have different sets of such a creed though their intention is made to serve and secure almost the same set of guidelines for the female drill sergeants. Conceptually, female drill sergeants at the three levels of the military army are also subject to different duties and different training requirements. Due to the different requirements of these military professional levels the training needs and the roles of the female drill sergeant has been different. However, the general role across the board for all levels for these female drill sergeants has been to monitor the training process of the new recruits and guiding of such training needs. (http://www. wood. army. mil/mncoa/dss/history. htm) Since the provision of female drill sergeants in 1971, the position of female drill sergeants have been legally constituted and especially with the growing demand for army professionals. However, the position has always been competitively bided and requires both physical and academic competencies. The number of the current female drill sergeants has been seen to increasingly expand and giving more opportunity for the female participation in the position. The currently changing social structures and need for human security has endorsed a credited place for the female drill sergeant. The current military environment has even mandated her with supervisory and command powers at her capacity for those she is training. Therefore, historical provision that allowed only male drill sergeants was disregarded in 1971 after visualizing the productive capacity that women could play in the military. Elsewhere, the growing demand of equal employment opportunity was significant for this change. Currently, female drill sergeants continue to enjoy equal opportunities like their male colleagues in their position. Reference History of Drill Sergeant. Retrieved on 25th August 2008 from http://www. wood. army. mil/mncoa/dss/history. htm Female Drill Sergeant Campaign Hat. Retrieved on 25th August 2008 from http://www. armystudyguide. com/content/Drill_Sergeant_Resources/drill_sergeant_information/female-campaign-hat. shtml Drill Sergeant School. Retrieved on 25th August 2008 from http://www. jackson. army. mil/DSS/headgear. htm

Women Priests Essay -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  If one was to take a step back and look at our society as a whole one would see that women’s rights have changed dramatically over the last century. Women are no longer expected to get married, have children, and stay at home to take care of their family. Women have left the home and entered the work force. There have been many laws passed to prevent the discrimination of women and to make sure that they are treated equally.   Ã‚  Ã‚  Ã‚  Ã‚  Certainly, one can say that there is still a struggle between the sexes over the organization of modern society. Society has indeed embraced a gender war of sorts through the ages which has culminated in a outcome that declares the male the victor. One example of this is that women are not allowed to be ordained as priests in the Catholic Church.   Ã‚  Ã‚  Ã‚  Ã‚  As a child, I attended Catholic schools until high school. I was instructed by mostly nuns. I can remember that when the priest came into the room we would have to stand up as a sign of respect towards our faith. As I got older, I began to think that nuns are part of the religious life but we don’t have to treat them with this same respect. During my catholic education, I was taught that God created us in his image and likeness. If this is true, and as Christians we believe that Christ is the fullest manifestation of God, how can they say that only men image God? Are women incapable of revealing God?   Ã‚  Ã‚  Ã‚  Ã‚  A hundred years ago, women had little standing in the Catholic Church, like in society in general. Women were not allowed to: receive communion during their monthly periods and after giving birth to a child they needed to be purified before re-entering a church building. Women were strictly forbidden to touch sacred items such as the chalice, the paten, or the alter linen. They certainly could not distribute holy communion. While in church, women need to have their heads veiled at all times. Women were also barred from entering the sanctuary except for cleaning purposes, reading Sacred Scripture from the pulpit, preaching, singing in a church choir, being alter servers, becoming full members of confraternities and organizations of the laity, and most importantly women were barred from receiving Holy Orders.   Ã‚  Ã‚  Ã‚  Ã‚  In our time today with the new awarenes... ...you were to walk into a Catholic Church this Sunday you would most likely see a women on the alter. However this women would not be weary the fancy vestments standing behind the alter. Women have come a long way, but until a women is able to be ordained as a priest, Catholic Churches will continue to play on gender roles.  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Although I am not and never will be interested in becoming a priest myself, I feel that excluding women from the priesthood because of their sex is discriminatory.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚   Bibliography Bartusch, D., Matsueda, R. â€Å"Gender, reflected appraisals, and labeling a cross-group test of an interactionst theory of delinquency.† Social Forces (1996). Greeley, A. (1984). Angry Catholic Women. Illinois: The Thomas More Press. Ruether, R. (1985). Women-Church, Theology and Practice. New York: Harper & Row Publishers. Sweeney, T. (1992). A Church Divided. NewYork: Prometheus Books. Swidler, L. (1977). Women Priest; A Catholic Commentary on the Vatican Declaration. New York: Paulist Press.   Ã‚  Ã‚  Ã‚  Ã‚  

Human Resources Challenges Essay -- Business Management

Introduction Some of the challenges that organizations' human resource department face are, operations, policies and procedures and selecting highly qualified candidates. Management depends on human resource department to select candidates through recruitment, interviewing and application screening. I will discuss a few methods that human resources departments use to select potential candidates through credit reports and social media. Credit Reports Organizations have been using traditional recruitment methods, placing help wanted ads in newspapers to look for potential candidates. Human resource department application selection process requires candidates to go through an interview, background check and credit investigation. The reason organizations do a credit investigation is to make sure candidates are creditable and trustworthy. By conducting a credit investigation human resource department can compare information on a candidate’s profile to make sure it coincides with information on their credit report. A good credit report would consist of no judgments, bankruptcy; pass due payments or any repossession. Base on the application process, this would be the ideal candidate for the job. Organizations will not hire candidates if their credit report, reported any negative blemishes. Organizations would be afraid if candidates had a lot of blemishes on their report, it would cause issue for the company, especially i f their job required a candidate to handle money transactions. Organizations view candidates as if they were having trouble handling their personal money affairs, they could not be trust to handle the organizations reasonability’s. Human resource department would not hire a highly qualified candidate wit... ...ponsibilities within an organization, the challenges they are face with is recruiting the right candidate for the position. It requires application screening, interviewing, background, and possible credit investigations. However there are many recruitment tools human resource departments can use to recruit candidates, social media, been the most popular. With so many challenges human resources face it is important to make sure they hire highly qualified candidates. Works Cited Fairley, J.. (2010, November). EMPLOYERS FACE CHALLENGES IN SCREENING CANDIDATES. Workforce Management, 89(11), 7. Retrieved November 22, 2010, from ABI/INFORM Complete. (Document ID: 2188682971). Sheehan, P.. (2010, October). Social recruiting targets job candidates. Long-Term Living, 59(10), 31. Retrieved November 22, 2010, from ABI/INFORM Complete. (Document ID: 2176149381).

Responsibility of the Teacher in Lifelong Learning Sector Essay

What is the role and responsibility of a teacher in the lifelong learning sector? The roles and responsibilities of a teacher in the field of lifelong learning sector that covers all publicly funded post-16 education outside universities are extremely varied and diverse. When examined closely the diverse roles of a teacher, trainer, assessor or tutor, seem to be associated a multitude/body of expectations. Ideally the teacher should have the ability to combine roles and responsibilities in a way, which firstly benefit the pupil, the education system but also the community and ultimately the state and its economy. Teachers in (LLLS) must provide significant assistance in training people, either after completion of compulsory schooling or as first contact with the education system, and thereby contribute to the national effort to remain competitive in the world economy, and thus maintain indirectly the basis of a welfare state. Professionalism is an important and essential feature of the teacher in the field of lifelong learning. This includes responsibilities for example keeping knowledge up to date, CPD, but also diligence and enthusiasm in one’s work as well as probity. Basically one could say that the teacher of lifelong learning supports the efforts not only of those of with post degree levels but also of people who only have come in contact with basic education, to learn, even in old age, to write, to read, to be able to express themselves, think in a structured manner, with the ultimate aim to involve the individual learners in all aspects of economic and social life. In this way it is possible to integrate diverse social elements and structures. This can include understanding about different needs of the Elderly, ethnically diverse groups, various nationalities or religious identities which until recently lived completely separate. This in turn helps individuals to understand and acknowledge differences and thereby ensure the peaceful coexistence of all these people living in the UK. The teacher of lifelong learning supports the expansion of knowledge, not only of people who are aiming for specialized university education, but also of those aiming to further/advance their general and specialist knowledge. In this context it is important to note that currently more students are in Further Education than at university. One in five adults now is studying in FE, 3/4 of the students are 19 years or older. The teacher lifelong learning contributes to the transformation/â€Å"creation† of students aiming for them to become active citizens. As a result this will expend the number of people who work socially and ethically responsible towards those in authority but also amongst individuals. This contributes to the creation of social cohesion. This process also encourages students to actively participate in community issues and thus engages them critically on a wider base on a national level. The students for lifelong learning, with the help of their teachers, become aware of how to effectively engage in public life, acquire appropriate knowledge, develop specific skills, acquiring values, upon which they can build their lives. It is important that teachers of lifelong learning keep up to date within their professional field through continuing professional development, aiming to evolve and develop their own teaching skills. A teacher’s duties involve a multitude of responsibilities. Amongst others, monitoring and reporting their pupils achievements in order to document student’s progress. The tutor is obliged to treat all students in a fair and equal manner, give the opportunity to all students to participate on an equal footing with equal expectation of success, to try to meet the needs of each student, to remain updated with subject development. Tutors must be well prepared, return the control to work at reasonable times Teachers must be aware of both their professional commitments and their personal limits and boundaries, knowing when and whom to recommend students for further support. There are some significant difference between roles and responsibilities amongst teachers for lifelong learning (after compulsory education) and those working at state or public schools. Particularly in light of recent changes that have taken place in the field of lifelong learning which have led an increase in numbers of students who now study at FE colleges, and access to funding (loans to finance their higher education) and resulting increased demand for professional teachers in schools etc. In conclusion, the role and responsibilities of teachers for lifelong learning are summarized as follows: 1. Teachers must be committed to their students and their learning. 2. The teachers know the subject they teach and how to teach this subject to students. 3. Teachers are responsible for managing and monitoring student learning. 4. Teachers think systematically on their practice and learn from experience. 5.The teachers are members of learning communities.

Infamous Professor Ramos Blog

Infamous Generally, monsters are unreal and are made up to exploit the fears of the people, but in the rare cases that they are real is when the terror sets in. Charles Starkweather and Caril Ann Fugate did not have eight arms, stand at a height of forty feet, have some sort of superpower or invulnerability like some monsters that we know today. Yet, they were still capable of brutally massacring eleven people including a two-year-old child. At nineteen years old Starkweather would be executed by way of the electric chair, and Fugate would be the youngest person to be tried for first-degree murder at the age of fourteen. Monsters are supposed to be things of myth and legend, things supposed to scare people, but at the end of the day are not real. Unfortunately, real monsters do exist and are often much scarier than those shown on the big screen. The pair’s actions have led to multiple films being based on them like Natural Born Killers (1994), Badlands (1973) and books and even a song. The violence portrayed in these movies, especially Natural Born Killers (1994), has spurred multiple copycat crimes and received heavy criticism at the time of its release. The actions of the duo Starkweather and Fugate would cause repercussions many years later after the fact and in this day and age can still be referred to as monsters. Charles Starkweather and Caril Ann Fugate would carry out their killing spree in Lincoln, Nebraska, starting in 1957 all the way to their capture in 1958. Charles came from a poor working-class family both of his parents were hard workers that managed to provide for their family with the basic necessities (Murder Mystery). Often it is equated to a child’s upbringing that causes the inability to conform and function in society, but in this case, Charles had a seemingly normal home life being the third born of seven. In complete contrast of that, Charles was bullied terribly at school, mocked for being bowlegged and considered mentally slow by his peers (Murder Mystery). So, to compensate for that Starkweather would begin to fight just about anyone and develop the mentality that he needed to prove something. Tying into monster theory four, the monster dwells at the gate of difference because he was different from the rest of the kids he was alienated and picked on severely by the kids, effectively creating a monster in the waiting (Cohen 7). On the other hand, Fugate was a typical all-American girl that was introduced to Starkweather by a friend eventually becoming inseparable from the older bad boy Starkweather (Murder Mystery). After meeting it would not be long until Starkweather would then commit his first murder. Starkweather was a time bomb waiting to explode and when he would break is when the chaos would begin. The precipitating cause or tipping point for Starkweather was when he went to buy a gift for Fugate at a local gas station and lacking the funds held up the store at gunpoint and kidnapped the twenty-one-year-old shopkeeper and then executed him a few miles down the road making out clean with almost a hundred dollars. A month later Starkweather would then kill the family of Caril Ann Fugate which include her stepfather, mother, and two-year-old half-sister. Brutally murdering them all by shooting the father multiple times as well as stabbing, then beating down the mother with the back of a rifle and as well as gunshots and the most gruesome of them all, stabbing and beating the two-year-old to death (Murder Mystery). According to Starkweather’s version of the story, Fugate knew and helped dispose of the bodies of her family, whereas in Fugate’s version Starkweather said that her family was being held hostage and needed to comply with him for their release. After spending a week at the house of Fugate, the pair living like newlyweds, they had to move as suspicions began to grow suspicious from the lack of contact from the now deceased family. Starkweather would then escape to an elderly family friends’ home but would shoot the seventy-two-year-old man dead (Kingsbury). After fleeing from the house in search of a car, the two would come across â€Å"another teenage couple, Carol King and Robert Jensen† who would offer them a ride being good people of the 50’s only to be brutally murdered for it (Kingsbury). Another inconsistency arises here as according to Starkweather he only killed Jensen and Fugate murders King, on the contrary, Fugate denies taking part in the killing of either of them (Mayo 339). At this point, the authorities are out in full force and multiple militias are gathering to look for the murderous pair. On the run they almost randomly break into a house and kill three more, a married couple and their maid, shooting the and stabbing all three of them in brutal ways. The last person they would kill would be a traveling salesman after trying to change cars to avoid their pursuers, but this is also what would allow them to be caught. Fugate would run to authorities when held up at the salesmen’s car, and Starkweather would lead authorities on a chase with both of their inevitable arrests. How the press and the authorities would handle the case is what would cause repercussions that can still be seen to this day. Fugate would be interviewed on TV and radio in attempts to sway the public (Pangea). Starkweather would be allowed to dress up and become the James Dean wannabe that he aimed to be. Adding to their infamy was the mass of reporters and townspeople that would come out to see the young pair that had terrorized their city (Murder Mystery). Influencing movies such as Natural Born Killers (1994) in which the pair of killers would be made into celebrities, romanticizing the killers into something grand. This, in turn, would create many other copycat crimes one of the major ones being the shooting at the Columbine High School. The shootings and copycat crimes would then inspire the idea that that violent videogames and movies desensitize the people and create killers. The shooters of Columbine were very big fans of NBK (1994) even citing them in their manual and referencing the videogame DOOM (Block). Which also applies to monster theory that states the monster is a type of desire because all the copycats wanted to be like the killers in the movie Natural Born Killers (1994) which is based on the two young killers Starkweather and Fugate (Cohen). The idolization of killers and the infamy that comes with it can arguably be sourced to the small town of Lincoln, Nebraska, involving the story of a nineteen-year-old boy and his fourteen-year-old girlfriend.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The effect of the two killers Charles Starkweather and Caril Ann Fugate would cause repercussions because of not only what they did but because of their infamy that they received from it. Inciting other killers in real life to act because it inspired the thinking that if one was to murder, they would receive infamy and become something bigger than life. While not always the case as there is a multitude of reasons as to why someone may commit murder, the young couple were some of the first to inspire such thinking. In a time where people did not lock their doors, the pair surely gave the community validation to start doing so. Work Cited Block, Jerald D. â€Å"Lessons from Columbine: Virtual and Real Rage.† American Journal of Forensic Psychiatry, 2007. Boyle, Karen. â€Å"What’s Natural About Killing? Gender, Copycat Violence and Natural Born Killers.† Journal of Gender Studies, vol. 10, no. 3, Nov. 2001, pp. 311–321. EBSCOhost, doi:10.1080/09589230120086511. Cohen, Jeffrey Jerome. â€Å"Monster Culture(Seven Theses).†. Gothic Horror: A Guide for Students and readers (2007):198-217. Kingsbury, Alex. â€Å"Misfits, Lovers, and Murderers.† U.S. News World Report, vol. 143, no. 5, Aug. 2007, pp. 59–60. EBSCOhost, search.ebscohost.com/login.aspx?direct=truedb=a9hAN=26095314site=ehost-live. Mayo, Mike. â€Å"Starkweather, Charles.† American Murder, Feb. 2008, pp. 338–341. EBSCOhost, search.ebscohost.com/login.aspx?direct=truedb=khhAN=39774766site=ehost-live. Murder Mystery. â€Å"Born to Kill Charles Starkweather.† YouTube, YouTube, 13 Oct. 2018, www.youtube.com/watch?v=54wCckkgpbQ. PANGEA. â€Å"Charles Starkweather | Great Crimes Trials.† YouTube, YouTube, 27 June 2018, www.youtube.com/watch?v=oclrxiaPasI. Wischmann , Lesley. â€Å"The Killing Spree That Transfixed a Nation: Charles Starkweather and Caril Fugate, 1958.† WyoHistory.org, 8 Nov. 2014, www.wyohistory.org/encyclopedia/killing-spree-transfixed-nation-charles-starkweather-and-caril-fugate-1958.

How to Achieve Happiness Essay Example

How to Achieve Happiness Essay Example How to Achieve Happiness Essay How to Achieve Happiness Essay There is a saying that states that â€Å"Money doesn’t buy happiness,† and most of the time, the response to that is: â€Å"Yeah right, whatever, keep on dreaming† or â€Å"Yes sure, but you have to admit that it helps when you have some†. Indeed, when we think about money, we either start daydreaming about the projects we will realize once we have it in our hands or we end up having nightmares about what we will be losing once it has vanished. So for sure, the common answer would be that money is definitively necessary to be happy. However, recent studies, as author Richard O’Connor (2008) claims, show that Americans with higher wages still show no sign of being happier or even worse become sadder then what they were before. If money was supposed to be the source of happiness, why do we still not stay happy when we have some? It is probably because money just represents a small part of happiness and if this is the case then that must mean that other factors are much more important in making us truly happy. As said before, money is a source of happiness for many people or at least that is what they think. It is true that when you lack money, you usually cannot take proper care of yourself. So in this particular moment, you feel like money is a major need. Indeed, like author R. O’Connor (2008) said there are two situations where money is a definite source of happiness: firstly when it â€Å"lifts you out of poverty† and secondly when it â€Å"satisfies a basic need† (p. 42). In both of these cases, money is playing a role in people’s happiness because it helps them take care of themselves. In other words, as author Michael Argyle (2008) states by the use of â€Å"Marlow’s Theory (1954),†- showed in the pyramidal graph below stating that once our basic needs were completed, we move on to higher needs that need to be accomplished in order to gain â€Å"social acceptance, self-esteem and finally self-actualization† (P. 142). Put simply, once we have taken care and paid with our money the food, water and other primary needs we needed, we can now use the rest of our time to satisfy higher-hand needs rather than to impress our neighbors by buying the new car that we always wanted but then we end up thinking about the new plasma television that we can’t afford anymore or the last telephone bill that showed up in the mail. As a matter of fact, we obtain what we want, feel happy for a while, and then go right back to the state of being unhappy again. So, we can probably say that since we have not gained all of the things we wanted, we still haven’t reached the happiness state that we think of. We still need to work more to make sure that we can get money for our children’s college fees or we have to get that promotion in order to get a trip to Hawaii. As M. Argyle (2008) mentions: â€Å"People think that what money can buy will make them happier because spending it produces short-term positive feelings or because it will increase their control over events. † (p. 144) In fact, we are deeply conditioned to believe that money is the key source of our happiness. Indeed, when thinking about our careers we are not focused on the success or the joy of obtaining something but rather on the fact that we need to have more of things that makes us feel happy for one second, namely, material possessions. However, the research contradicts this ideology. When Dan Seligman (2010) shows a survey done by Diener et al. , where they asked random people on how happy they are, the results that came out were quite a shock, since more than one-third of the people categorized as super-rich were actually less happy than the people categorized as average. You would not expect that people considered as rich would be less happy, but they are. In fact, they just prove how much we are stuck in the belief that money equals automatically happiness when it actually has no direct connection to it. So then what explains our false beliefs about money? For Dan Gilbert (2004), this is called an â€Å"Impact Bias†, where one has a tendency to â€Å"exaggerate the outcomes of the situation,† where we actually end up thinking too much and getting lost in our personal obsessions and where we end up putting importance on the wrong things. To prove this matter, Gilbert (2004) did a research based on which kind of future would be a happy one. He gave two choices: winning at the lottery or ending up being paraplegic. On a first basis, a common sense person would have made up their mind really fast and would have said that winning the lottery would definitively make someone happier. However, the results showed something completely different since both types of choices lead exactly to the same degree of happiness. In fact, both types of futures end up at the same level in happiness after a period of time, not one being higher than the other. With this research, we are proven for sure that we have a really hard belief concerning money and happiness. Indeed, we think that if we have money we will be able to take control of events or achieve better comfort or a greater materialistic security. However, we forget that, by doing so, we end up focusing on getting rich than actually on life itself and as R. O’Connor explained we end up losing track of what really makes us happy. Also, we lose precious time of our life because in the end we still end up with the same amount of happiness. Nevertheless, if money isn’t the source of happiness, what is then? Well, probably anything that we use money for and probably everything that we forget while we try to gain some. In the case of author Ruth Brown (2010), family and social interactions are far more likely to have a better effect on happiness than a wealthy financial state. In her research, she has discovered that people who are considered as â€Å"successful† obtain certain advantages such as power and prestige, yet they are still unhappy since they have to spend countless stressful time working and spend less and less time with their family or relationships. As Brown (2010) mentions â€Å"humans are social animals† and therefore it is only normal that we become less happy when we are cut away from our connections even if we still gain something out of it. In other words, we would be far better if we appreciated small things in life, even if we can’t obtain everything we could want. In the opinion of the author O’Connor (2008) we should â€Å"save money for what it is really good for† (p. 266) and use it for security, freedom and time to enjoy life, in order to appreciate little things in life. We shouldn’t stand on the materialistic view of society, but just appreciate everyday life to its fullest. He also thinks that having fewer choices would be helpful. Dan Gilbert (2004) also mentions about the fact of having less choice. He presented a survey on two different groups of Harvard students who were told to choose between two pictures, keep the picture they really liked and get rid of the other, with a few changes concerning the disposal of the picture: the first group was told that they would have to get rid of the picture they least like immediately whereas the second group was given a few days to decide on which picture to surrender. His results showed that the students, who had the choice and time to get rid of the picture, were less happy than the ones who got rid of it immediately. This result shows that we just stay in our own belief system when we can simply adapt to the situations and become happy. In fact, like Gilbert stated, we choose to be unhappy like his experience showed with 66% of the students who decided to have a choice if they were decided to get rid of the picture. The more we wonder, the more we end up depressed or obsessed about it, just like money issues. Another way to be happy according to authors Paula Moyer (2007) and Martin Seligman (2004), we should apply a process of â€Å"Positive Happiness,† meaning that we should just focus on the major meanings of life and be grateful for the small things we can accomplish with our own strength. Their research was based on different groups of students that were put on a constant work pressure. The only exception between was that some of the groups were being pushed to their limits and were given no encouragements on any types of grades they would obtain whereas some of the other groups would be encouraged and taught to be grateful and happy about each effort they made without paying attention to whether the grade was acceptable or not. The results showed that the groups who actually improved the most and where happy, even if they had failed the class, were the ones that were submitted to a positive environment and who were taught to appreciate any efforts they were able to make. With these researches, we have proof that adopting a positive attitude helps a lot in reaching a constant state of happiness, since as we have saw, the happiest groups of students were the ones that were following this psychological process. They were happy because of their will to accomplish something, not because of the fact that they were going to get a grade out of it. Like Seligman (2004) explains, if we decided to be grateful for the small things we could obtain in life, we would probably be much happier. As a conclusion, when we state that â€Å"Money is the key to happiness†, we can answer that this sentence is not true in itself. We can indeed be happy on a short-term period after spending some but we can also become depressed for a long-period of time if we think too much about it. Also, with or belief system that money is the key to happiness, we actually are not focusing clearly on what really matters to us: security, relationships, time to simply enjoy life and feel grateful about positive little events that occur every day.