How Does Poverty Affect Education - 1036 Words

Boisvert Taylor Boisvert Mrs. Spoor English 11 April 17, 2017 Poverty Research Paper Research Question: How does poverty affect Education? A child who is raised in a stressful and poverty stricken household environment is more likely to channel their stress into disruptive behavior at school and will be less likely to develop a healthy social and academic life (Bradley and Corwyn, 2002). Many say that laziness is a factor affecting education and success rate, however, it is a proven fact that getting out of the cycle of poverty is not as easy as it may seem. According to Eric Jensen (Nov 2009), Emotional and social stressors affect how a child will behave. Infants born into low socioeconomic status families often experience factors such†¦show more content†¦When a child doesn t eat a nutritional meal it can affect grey matter mass in the brain. This negatively affects cognition and the ability to listen, concentrate, and learn. Lead exposure is linked with poor memory and weak ability to think cause and effect. A kid with an ear infection is troubled with so und discrimination, which makes it hard to understand the teacher which can hurt a child s reading ability. Ear infections in low income children often go undetected or untreated because of the medical resources available. Being uneducated about the effects of a low nutritional value diet are often associated with low income families. Children who have a poor diet often show symptoms of low or high energy. Therefore, poverty affects the health and wellbeing of a child and how learning abilities are affected. A third source, Teaching With Poverty In Mind (2009), states that acute and chronic stressors are more likely to occur in Low-SES children then their more affluent peers. Stressors associated with poverty stricken children are criticism, neglect, social exclusion, lack of enrichment, malnutrition, drug use, exposure to toxins, abuse, or trauma. These long term stressors affect cortisol levels which help with the functions of learning, cognition, and working memory. Experiments d emonstrate that exposure to acute and chronic stressors shrink neurons in the frontal lobes. This are isShow MoreRelatedA Child s Education Is Vital991 Words   |  4 PagesWhat is poverty and does social class shape the character of a child’s life and education, especially those children of poverty? These questions are important to consider for educators and all involved in the goal for children to have greater achievement. It s even more important to note that forty percent of the poor, in the United States, are children (Stevenson, 1997). Knowing this is the reason that finding solutions and studying the effects of parent involvement, both at school and at homeRead MorePoverty And Poverty1103 Words   |  5 PagesPoverty is a worldwide social issue that has affected many people in many different types of ways. 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Poverty affects many students at a young age depending on the location they are in as it prevents underprivileged kids to seek higher education. However, with new opportunities [in effect], kids in poverty can have the same education as privileged kids. Poverty stricken students are disadvantagedRead MorePoverty Essay931 Words   |  4 Pages2017 Poverty is something that many have suffered or still suffer from today. Poverty has changed a lot of lives for many years now. Many countries like the Democratic Republic of the Congo, Liberia, Zimbabwe, and Niger are some of the poorest countries. This affects their education, society, environment, health, children, and even the crime rates. Poverty has become one of the greatest challenges in today’s society and is a major issue that is slowly trying to be solved over time. 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(DE-NavasRead MoreNegative Effects Of Poverty1440 Words   |  6 PagesThe negative effects of poverty have consistently led to disastrous outcomes for those who attend school in an effort to acquire a better education. These effects might be caused by the home life and financial instability. It could also be an effect on the school, which has suffered from financial instability. This can lead to an inability to give students the proper time and education that they deserve. Multiple groups are involved in efforts to assist children in poverty by having better school

Techniques Used For Extracting Useful Information From Images

The main objective over here focusses on the enhanced image searching which can be carried out by performing few of the existing techniques used for extracting useful information from images. These techniques include image classification, Feature Extraction, Face detection and recognition and image retrieval etc. 4.1 Image Classification After the image has been processed using the 3 frameworks proposed the image needs to be classified which is done using the image classification technique of image mining. Classification can be carried out by applying the method of supervised classification and unsupervised classification but here we will mainly focus upon supervised classification. Supervised Classiï ¬ cation Supervised classification is†¦show more content†¦Various trees for example R-tree, R*-tree, R+tree, SR-tree etc are used in such cases. 4.5 Face detection and Recognition The face plays an important role in today’s world in the identification of the person. Face recognition is the process concerned with the identification of one or more person in images or videos by analyzing the patterns and comparing them with one another. Algorithms that are used for face recognition basically extract facial features and compares them to a face database to find the best and suitable match. Application of face detection and recognition includes biometrics, security and surveillance systems. V. RESULT AND ANLYSIS We have taken six images which includes two Face based image, two Content based image, and one feature based image and the last image which is a combined image which includes all three types i.e. Face, content and feature. The search results obtained when the above mentioned six images were searched for on a search engine is shown in Table I. The following table shows the time taken in the searching process of the images: Image Type of Image Time taken for searching Image1 Face based 5 seconds Image2 Content based 4 seconds Image3 Feature based 5 seconds Image4 Face based 3.5 seconds Image5 Feature based 6 seconds Image6 Combined 7 seconds Table I: Time taken for Image search From the results obtained from the above searches we canShow MoreRelatedComputational Advances Of Big Data1147 Words   |  5 Pages– the data we create and copy annually – will reach 44 ZB, or 44 trillion gigabytes [1]. Under the massive increase of global digital data, Big Data term is mainly used to describe large-scale datasets. Big data is high-volume, high-velocity and high-variety information assets that demand cost-effective, innovative forms of information processing for enhanced insight and decision making [2]. 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Hannibal and the Battle of Cannae Free Essays

string(125) " already advancing with an army of more than 85,000 men, aligned in the standard offensive formation of the dreaded legions\." HANNIBAL AND THE BATTLE OF CANNAE The battle of Cannae was a major battle of the Second Punic War near the town of Cannae, an ancient village in southern part of Italy. The battle took place between the outnumbered Carthaginian army under Hannibal against the Romans under the command of Lucius Aemilius Paullus and Gaius Terentius Varro. For the most part, the Romans were overpowered by the undermanned Carthaginian forces. We will write a custom essay sample on Hannibal and the Battle of Cannae or any similar topic only for you Order Now Many historians agree that the battle of Cannae is one of the greatest strategic victories in military history. Numerous historians have examined the possible route Hannibal took from New Carthage to the Pyrenees and then over the Alps to Rome. Along with using scientific data, these historians and scientists allege that there are three possible routes Hannibal may have taken from New Carthage in Iberia across Europe to get to Italy. Scientists and historians do disagree on which route is most accurate do to the fact that the only historical accounts of Hannibal’s journey are that of Livy and Polybius. Neither historian leaves a very detailed account of the surroundings for Hannibal and his troops. Through paleobotanical reconstruction, attempts have been made to more clearly identify if the places noted by Livy and Polybius resemble any of these places today1. Hannibal came from the very well-known Carthaginian Barca family. His father, Hamilcar Barca was the military leader of Carthage during the first Punic War. At the conclusion of the First Punic War, Carthage’s mercenaries revolted and Rome took advantage of her rival’s distraction and, in spite of the recent peace agreement, took control of Sardinia and Corsica and forced Carthage to pay a large indemnity2. Carthage finally won the mercenary war, but the loss of Sicily, Sardinia and Corsica left her economic empire crippled and reduced the area from which she could hire troops. After regaining control, the Carthaginians were forced to major war concessions. Of those concessions, Carthage was to pay a war indemnity to Rome and could no longer recruit Italian sailors. Carthage also sent Hamilcar Barca to Iberia to eliminate the Spaniards and build an empire in Spain. Unfortunately, Barca was killed in an ambush at Helice in 229 B. C. E. but not until after he had been able to take over control of the Iberian southern coast. In 226 BC, Hasdrubal reached an agreement with Rome that recognized the Ebro River in northeastern Spain as the northern limit of Carthaginian interest in the area. Five years later, Hasdrubal was assassinated, and Hamilcar’s son Hannibal became the leader. At about that time, Rome began involving itself in the affairs of Saguntum, a city on the Mediterranean coast of Spain well south of the Ebro and therefore presumably in Carthaginian territory3. Hannibal viewed the Roman moves as an intervention similar to the ones that had touched off the first war. Hannibal laid siege to the town, which fell after eight months. Hannibal’s strategic insight now became evident4. When Hannibal came to the head of the Carthaginian army he took it upon himself to rebuild Carthaginian fortunes by occupying Spain. The Romans had aligned themselves with Saguntum in an attempt to show strength and power against Carthage. Since Carthage’s fleet was no longer a match for Rome’s, the invasion of Italy would need to occur by land. To that end, Hannibal did his best to speak with tribes in his line of march well in advance of the arrival of conflicts. He also established alliances with various north Italian Celtic tribes that were traditional enemies of Rome. Hannibal’s forces were the first civilized army to cross the Alps5. Exposure, desertion, accidents and fierce resistance by mountain tribes reduced his army from 40,000 to 26,000 during the trip, and most of the elephants accompanying the remarkable host also perished. Fortunately, once Italy was reached, the Celtic alliances provided replacements that brought the army back to its original strength. The Carthaginian troops endured great hardship and suffered serious casualties. Shortly thereafter, Hannibal fought two battles that demonstrated his resolve as a field commander and his determination to destroy rather than merely defeat his enemy. At the Trebia River, only 10,000 Romans escaped an ambush out of 40,000 involved, and at Lake Trasimene, nearly an entire Roman force of 25,000 was killed or captured. From then on, the Romans were hesitant to fight a large-scale engagement. Hannibal was careful to treat prisoners from Rome’s allied cities courteously, often freeing them without ransom to encourage dissatisfaction with Rome’s cause6. Captured Roman citizens, on the other hand, were held for ransom used to pay Hannibal’s men or were often sold into slavery. The Carthaginian army lived off the land causing as much damage to the economy as possible. After victory at Lake Trasimene, Hannibal moved his army to southern Italy in order to recruit additional troops7. This moving of troops by Hannibal and their subsequent looting forced the Romans to become more aggressive. Two now consuls, Gaius Terentius Varro and Lucius Aemilius Paulus, were given command of the combined legions of Rome with orders to make an end to the feared Carthaginian. Normally, the two consuls would have independent commands but, when their forces were combined, command of the whole alternated daily. Hannibal’s effective intelligence organization soon informed him that Varro was the more rash and impulsive of his opponents, and so Hannibal decided to force an action on a day that Varro was in command of the Roman forces8. Hannibal seized a grain depot to lure the Romans to the site he had chosen for battle. The depot was located at the small village of Cannae, south of Rome. Dawn of that August morning in 216 BC found Hannibal, commander of Carthage’s army in Italy, looking down at the plain separating his vantage point from the waters of the Adriatic Sea about three miles away9. The Roman enemy was already advancing with an army of more than 85,000 men, aligned in the standard offensive formation of the dreaded legions. You read "Hannibal and the Battle of Cannae" in category "Essay examples" Hannibal’s force, some 56,000 in number, faced long odds. The Roman force available for battle was large by the standards of the day. Eight full legions of infantry, some 40,000 men, were improved by 40,000 allied infantrymen. About 2,000 Roman cavalry and 4,000 allied horses completed the army, for a total strength of 86,00010. In battle, the Roman infantry usually advanced on a wide front, with cavalry on the flank. The heavy infantry was led by skirmishers, who opened the fighting with the throwing of javelins. They would then fall to the rear of the formation and were able to pass through the Roman formation because deliberate gaps were left in each line. The basic fighting unit of the heavy infantry was the maniple of about 160 men divided into two centuries. Rather than forming a constant line, the two centuries were deployed one behind the other, leaving the gaps used by the skirmishers. At the point of attack or when in a defensive position, the rear centuries could be moved up to fill the gaps11. The Hastati made up the first line of heavy infantry of the Roman army. They were equipped with a heavy shield, a helmet, light and heavy javelins and a short, straight sword. The Princeps were the second line of heavy infantry. Although armed like the Hastati, the Princeps were omewhat older and more experienced and formed behind those of the Hastati, but were offset to block the gaps in the Hastati line. The third line, made up of the old veteran troops known as the Tritarii, had its centuries form behind the gaps in the second line, giving an overall checkerboard result to the formation. The Tritarii had a thrusting spear in place of the javelin of the first two lines12. In the hands of an experienced commander, the flexibility possible wi th this formation was useful, particularly against older military formation such as the phalanx. Unfortunately, the Roman method of appointing new consuls each year and rotating command daily made it unlikely that the top military talent would be allowed to pursue a logical plan. Roman courage, discipline and patriotism were rarely lacking, but the coming battle of Cannae would highlight the need for changes in the selection and responsibilities of army commander13. Aside from the top leaders, very few Carthaginians were present in Hannibal’s army. His army at Cannae consisted of North African, Spanish and Celtic personnel. Perhaps the soundest foot soldiers available to Hannibal were the Libyan-Phoenician heavy infantry. The Phoenicians living in Libya were subject to Carthaginian military service and cleared themselves well. Originally armed like Greek hoplites, they now began equipping with Roman arms captured at the Trebia and Lake Trasimene. In addition to the infantry, 2,000 Spanish cavalry were at Hannibal’s disposal. They were heavily armed and used as heavy cavalry, but the outstanding quality of their horses allowed them to rival the speed of the Numidian cavalry14. About 25,000 Celtic infantry and 5,000 Celtic cavalry made up the remainder of Hannibal’s force. These people lived for war, but without the guidance of a commander like Hannibal, their absence of discipline made them unpredictable. At the time of Cannae, Hannibal was arming these men with captured Roman weapons. He liked to use the Celts as troops that would cause disruption in enemy ranks prior to sending in his African infantry. At Cannae, the Romans were determined to crush Hannibal’s center. They formed deep battle lines in order to bring pressure to stand against the middle of the Carthaginian line. On the Roman right, the legion cavalry, some 2,400 strong, faced Hannibal’s Spaniards and Celts, totaling 7,000. The mismatch would prove a decisive element in the battle’s surprising outcome. On the Roman left, the 4,000 allied cavalry faced an equal number of Numidians. Hannibal aligned his infantry in an unusual manner. The center of his position was curved, facing outward toward the advancing Romans. The flanks bent backward from the center. Alternating units of Spanish and Celtic swordsmen held this line, and they were greatly outnumbered by the approaching Romans. Hannibal positioned himself at the left end of the line, and his youngest brother Mago, held the right. Each end of the line was anchored by a dense square of African infantry, the location of which guaranteed that they would not be engaged until long after those at the center15. As the Romans advanced, a hot west wind blew dust in their faces and obscured their vision. At a range of about 35 yards, the Romans hurled their light javelins, causing casualties among the Spaniard and Celts. These javelins often caused problems even if they only pierced a man’s shield, because the shaft was difficult to remove and weighed the shield down, making the man vulnerable to an onrushing legionary. At closer range, the heavy javelin was thrown, and then the infantry lines collided, the swift Celts and athletic Spaniards against the disciplined Roman masses. In time, the weight of the Roman assault began to take effect on Hannibal’s troops, and the center of the Carthaginian line retreated. As Hannibal’s men were forced back, they found themselves slowly backing up a slope Due to the nature of the terrain, the Romans fought uphill as they advanced and at the same time were restricted into a narrowing front as their mass of men entered the ‘V. Although the Roman infantrymen did not know it, their fate was all but sealed by this time. Hannibal had planned for his cavalry to strike the decisive blows while his infantry fought a large-scale delay. As the battle opened, Hannibal launched the Spanish and Celtic cavalry on his left against the outnumbered Roman cavalry16. The consul Aemilius accompanied these cavalrymen but they could not endure the Carthaginian ass ault. Aemilius was wounded and the bulk of the Roman cavalry was driven from the field, exposing that flank of the Roman army. While this occurred on the Carthaginian left, the Numidians on the right had been engaged with the horsemen of Rome’s allies17. The Carthaginian cavalry commander on the left, reorganized his units and proceeded to ride behind the Roman infantry to the far side of the battlefield, where the stalemated cavalry fight continued between the Numidians and Rome’s allies. The allied horsemen now were taken by surprise and caught between the two Carthaginian forces. The allied cavalry fled the field, taking the consul Varro with them. At this point, Aemilius was dead or dying, and Varro, the other commander, no longer was with the Roman army. The Roman and allied cavalrymen had been killed, captured or driven from the field18. By that time, the Roman infantry had fought its way up the slope and into the enclosed end of the ‘V,’ the point. As the men became more tightly packed into a confined space, fewer of them could use their weapons effectively. Romans in the rear ranks continued to push forward, but found they had little room to maneuver. Hasdrubal, Hannibal’s younger brother, assaulted the Roman rear with his heavy cavalry, assisted by the Carthaginian light infantry. The encirclement was complete. Many Romans first discovered the danger when they realized they were being cut down and hamstrung by the Carthaginian troops. Historians have estimated that the fighting continued until evening and that approximately 600 Romans died per minute of the battle. Cannae represented the apex of Hannibal’s career, although he has been criticized for not attempting to end the war by sacking Rome itself at that point. Hannibal remained in Italy for 13 more years, but the determination of the Romans to fight on, regardless of losses, eventually gave them the opportunity to defeat the great Carthaginian. The failure of Carthage to rebuild its fleet in order to challenge that of the Romans made Hannibal’s task extremely tough. He attempted to reduce Rome’s naval advantage by occupying the Italian coastal cities. If Hannibal had been able to hold them, the odds against the Carthaginian fleet would have improved, but his limited number of troops made it difficult for him to isolate enough garrisons to prevent Roman recapture of the port cities. For 15 years in all, from 218 to 203 BC, Hannibal occupied large areas of Italy. He fought and defeated the Romans on numerous occasions but could not break their spirit19. After Cannae, the Romans again became cautious about entering into full-scale battle against Hannibal, but their command of the sea and the decision to invade Spain, made reinforcement of Hannibal’s army difficult. Slowly, the troops who had crossed the Alps with Hannibal decreased in number an in age. But Carthage’s absence of naval power prevented Hannibal’s alliances with Syracuse and Macedonia from becoming fruitful. The Roman navy captured a treaty between Hannibal and Philip V of Macedonia, and by the time the second received a copy and acted on it, the Roman fleet barred his troops from crossing to Italy. In spite of all the complications, Hannibal proved to be a gifted leader able to get the very best from his men. His army was made up of of mercenaries with no real obligation to the Carthaginian cause however no record shows any mutiny during the 5 years in Italy. The army did not more than just survive it maintained a high level of morale and fighting spirit. Spain was taken from Carthage and the Barcid family after Hannibal’s brother Hasdrubal repeated a crossing of the Alps with a reinforcement that gave the Romans in Spain a free hand. Hasdrubal was incapable of uniting with Hannibal before being opposed by a strong Roman army in 207 BC. In the ensuing battle, Hasdrubal was defeated and killed20. In October of 203 BC, Publius Cornelius Scipio, the conqueror of Spain, invaded North Africa and forced Hannibal to defend Carthage. Hannibal’s defeat at Zama at the hands of Scipio in the following spring, caused mostly because of a shortage of cavalry strength, ended the Second Punic War. Hannibal rose to the position of prominence in Carthage after the war and took steps that helped Carthage recover economically from the conflict. Rome viewed Carthage’s revival with suspicion, and Hannibal was forced to flee to the east, where he committed suicide in 183 BC rather than fall into Roman hands. Hannibal Barca was one of history’s greatest generals and Rome’s greatest enemy. Although later Roman tradition belittled him, it respected his prowess as a great military commander. Had Hannibal not underestimated the strength of the Romans, he might have rewritten European history. NOTES Mahaney, M. C. ,â€Å"Hannibal’s Invasion Route: An Age-Old Question Revisited within a Geoarchaeological and Palaeobotanical Context. † (Archaeometry vol. 52 (6/2010), 1097 Marcel Le Glay, et al. ,A History of Rome. (Chichester: Wiley-Blackwell, 2009), 74 Ibid, 75 John Peddie, Hannibal’s War. (Gloucechesershire: Sutton, 1997), 9 Ibid, 21-26 G. P. Baker, Hannibal. (New York: Barnes Nobles, Inc. , 1967), 101-104 Ibid, 100 Le Glay, A History of Rome Adrian Goldsworthy, Cannae, (London: Cassel Co, 2001), 77-81 Ibid, 95 Dexter Hoyos, Hannibal Rome’s Greatest Enemy, (Exeter, Bristol Phoenix Press, 2008), 57-59 Goldsworthy, Cannae, 96-99 Hoyos, Hannibal Rome’s Greatest Enemy, 60 Goldsworthy, Cannae, 108-109 Ibid, 111 Peddie, Hannibal’s War, 92-93 Ibid, 94 Theodore Ayrault Dodge, Hannibal, (Boston, Da Capo Press, 1891), 372 Le Glay, A History of Rome, 77 Dodge, Hannibal, 556 BIBLIOGRAPHY Ancient Greece Rome: An Encyclopedia for Students, vol. 2. Hannibal Baker, G. P. Hannibal. New York: Barnes Nobles, Inc. , 1967 Dodge, Theodore Ayrault. Hannibal. Boston: DaCapo Press, 1891 Goldsworthy, Adrian. Cannae. London: Cassel Co, 2001 Hoyos, Dexter. Hannibal Rome’s Greatest Enemy. Exeter: Bristol Phoenix Press, 2008 Le Glay, et al. A History of Rome. Chichester: Wiley-Blackwell, 2009 Mahaney, M. C. â€Å"Hannibal’s Invasion Route: An Age-Old Question Revisited within a Geoarchaeological and Palaeobotanical Context. † Archaeometry vol. 52 (6/2010): 1096-1109. Peddie, John. Hannibal’s War. Gloucechesershire: Sutton, 1997 Radice, Betty. Livy The War with Hannibal. Translated by Aubrey de Selincourt. Baltimore: Penguin, 1965 How to cite Hannibal and the Battle of Cannae, Essay examples

Evaluating Usefulness of Evidence

Question: Discuss about theEvaluating Usefulness of Evidence. Answer: Appraisal Paper 1 Article by Von Haaren, Haertel, Stumpp and Ebner-Priemer, (2015). The article was prepared by 5 authors; Ebner-Priemer, Hey, S., Haertel, Stumpp and Von Haaren from different departments in Karlsruhe Instutute of Technology. The authors sought to find ways of reducing perceived stressors of life through physical exercise. Ethical considerations were observed in the journal in that there were no special characters that were chosen in carrying out the experiment. Instead the article explains that students were randomly picked and assigned to the AET and waiting control groups. The title, the reduction of reactivity to emotional stress describes the article. It is informative but not concise. The title indicates the research approach, that is, Ambulatory Assessment include in the randomised controlled trial. In the introduction, the authors made the purpose clear. The introduction also states the actual problem being examined, that is, the daily life stressors such as when there is excessive demand to concentrate on a particular task and lead to effects on emotional and physical functioning of the person affected. The authors clearly explain the purpose of study as examination of whether the AET intervention can improve emotional stress when one is also faced with real-life stress. The purpose clearly states that it is to enhance reactivity of the emotions to the real life stress. The section of methods details how research question were addressed or hypothesis were tested. There were randomly collected sample of about sixty-one students who were to act as a control group. In order for the experiment to be situation-specific, there was use of electronic diaries. Before and after the experiment, there was a cardiopulmonary exercise test was performed on both groups. In the discussion the authors provide an explanation of the results and how they are related to the research question, theoretical framework as well as the significance of carrying out exercises to reduce psychological and real life stress. Here, the research proved that the effects of improved reactivity to emotions raise the possibilities of having mental and physical disorders. Here the authors explain how assessment was done pre- and post- intervention. In order for the authors to make the most of subject differences in the reactivity of stress as well as show the treatment effect, there were tw o real- life periods of intervention. The authors conclude by recommending performance of exercises as an effective way of dealing with health effects that are caused by stress. According to the purpose of the study, the conclusion showed the end results of performing the tests on the stressed individuals where the individuals started to experience little stress. In the conclusion, the author recommends that more studies to be performed on the evaluation and the impact of exercises on emotional and physiological stress reactivity. The study provides high quality information because its level and hierarchy of evidence is under unfiltered information of evidence hierarchy (Schneider et al., 2012). This is because the article is a randomized control trial. The article is applicable to Marianas scenario where, as a single mother she suffers from stress disorder because of her daughter being asthmatic and her lack of adequate support from her family. She also faces other daily life stressors. The journal is applicable to the scenario as it provides suggestions of carrying out exercises as a way of buffering psychological stress. The weakness of the article is that it fails to bring out an inexpensive strategy that are easier to use in the reduction of stress and that would take shorter time. Part 2- Appraisal Paper 2 Article by Kim, Yang and Schroeppel (2012). The first paper is a peer-reviewed journal with the title, A Study to Examine Effects of Kouk Sun Do (KSD) on University Students who have Symptoms of Anxiety. It was prepared by three authors: Jong-Ho Kim and Heewon Yang from the department of Recreation and Health Education and Stephen Schroeppel from Education Psychology department, all from Southern Illinois University, Carbondale. The title clearly describes the article. It is informative and concise at the same time. Before the reader gets the details of the article, they already understand that it is a report on a study that was conducted to examine the effects of Kouk Sun Do (KSD) on students who had anxiety problems. The reader can also tell that the authors took a case study research approach from the title. In the abstract, the authors provide an executive summary of the whole report. They point out that the objective of the article was to examine effects of KSD, the exercise involving mind and body, on mental health students. The population of participants included 30 students, 18 completed the pre-test as well as the post-test while 12 left during the intervention. A qualitative research method was used in data collection. In the abstract, the authors included a conclusion of the study, that is, self-induced relaxation KSD effects may reduce anxiety. The introduction makes the purpose of the study clear. The authors explain the actual problem under investigation and how it can be solved. Anxiety, a prevalent class of mental disorders is highly associated with psychiatric conditions, uneasiness, physical symptoms like shortness of breath, muscle stiffness and tension, chest pains and palpitations. Mindfulness exercises have been a growing regimen for this problems psychological treatment. Here the authors give a rationale of the observations by other researchers. For instance, different authors previously reported that mindfulness stress reduction programs that are mindful and meditation stretchers significantly treat individuals by reducing stress. KSD has been practiced for years but was never scientifically evaluated on its efficacy. The introduction sets the scope of the problem and the limits of the study. A good example is the unresearched anecdotal reports on the KSDs psychotherapeutic effects. The authors mention the purpose of the study at the end of the introduction, that is, examination of KSDs effects on the mental health of students in the university with symptoms of anxiety. However, the authors fail to offer a detailed explanation of the purpose. The methods section was broken down into participants, setting, instruments, procedures and data analysis subsections. Total participants were 30 university students. The procedure began by students completing the consent forms. The authors used level IV evidence in their hierarchy of evidence. Level IV is where evidence is obtained from a cohort study or a case-study that is well designed (Schneider et al., 2012). The authors engaged 30 participants, university students, who had certain anxiety levels. As a level IV evidence study, 18 participants acted as the treatment group because they attended the five to eight KSD sessions, while 12 participants who failed to complete acted as the control group. Concerning the evidence hierarchy, this study is located at the first part, from the bottom, of the unfiltered information since it is a case-control study. The authors did not include the strengths and weaknesses of the study that could be maintained or included in future research. This study is relevant to Marianas scenario. Part 3- Justification of Strongest Evidence Related to the Scenario According to the scenario, Mariana, a single mother suffers from a stress disorder due to different issues. She suffers from a rare blood disorder and diabetes while her 18 month daughter suffers from severe asthma. This first year student also has limited support from her family and lives in a small unit away from the university. While she attends her classes, she leaves her daughter in a child care center near the university. All these conditions are day-to-day circumstances that she has to live with and face. Among the two articles appraised, Von Haaren et al.s of 2015 provides the most relevant information that can be used for Marianas case. The discussion clearly reaffirms the reader that the information can be used without any doubts in Marianas case. Von Haaren et al. (2015) explains that they were able to prove that the aerobic intervention has the ability to reduce emotional stress when an individual is faced with real-life stress like Mariana is going through. Von Haaren et al.s article examined whether a 20-week aerobic exercise intervention (AET) has the potential of improving emotional stress while still undergoing real-life stress. In contrast to Kim, Yang and Schroeppels study, Von Haaren et al.s examined emotional stress such as the one Mariana is going through amidst real-life stress. The 61 students that were used in the study used to go through daily stress that was as a result of what life struggles. Kim, Yang and Schroeppels study did not provide the source of depression that the students were going through. In addition, the study used a very small number of participants (18 students) which might not be a good representation of a whole population of individuals suffering from stress. A sample of sixty one students provides more accurate results. The accuracy of this study and its relevance to Marianas case is further driven by the method and procedure used. The authors clearly explain the procedures used in the study. In the first two weeks of study, a pretest on cardiopulmonary exercise was done while the post test was done 3.5 months later. In addition, emotional stress was assessed before and after the intervention. The first, pre-test assessment was done when the semester begun because it was assumed that most had low stress at that period. This acted as the baseline assessment. To maximize the difference, the post-test assessment was done after the exam to act as a real-life stressful period. This difference increased the accuracy and relevance of the study. Kim, Yang and Schroeppels study did not have a baseline disqualifying it from being relevant to Marianas case. The study is well detailed using supporting materials from past researchers. According to Friesen-Storms et al. (2015), an evidence based article that uses more recently published articles is the best for provision of information. Von Haaren et al. (2015) used 71 references to support their arguments. Most of the references used were peer reviewed journals published between 2008 and 2014. The references used before this period mainly provide facts. Kim, Yang and Schroeppels study used only 58 reference materials, most of which were used before 2007, making the evidence less up-to-date. Apart from a strong evidence as a result of the materials used, Von Haaren et al.s study was strengthened by a confirmation of results from the two assessments that were carried at the same time. Kim, Yang and Schroeppels study did not have a second assessment like in the first paper, making its information to be weaker. The evidence in this article is stronger because of the fact that the study took a longer duration than the other one. Unlike in the first study that took five to eight weeks out of the 10 that were planned for, this study took a 20-week aerobic exercise intervention. Kim, Yang and Schroeppels study falls under the case-controlled studies while Von Haaren et al.s fall in the randomized Controlled trials. Although the quality of evidence with this research is a step below that of Kim, Yang and Schroeppels study in the hierarchy of evidence, the information is still unfiltered and hence of high quality (Ingham-Broomfield, 2016). According to Von Haaren et al. (2015), the previous researches that had been conducted were randomized controlled trials that had a lot of short comings. However, this research considered all the shortcomings and ended up using Ambulatory Assessment to avoid them. An Ambulatory Assessment is one which involves a wide range of methods to study people within their environments (Carpenter, Wycoff and Trull, 2016). This study used momentary self-reports, physiological and observational methods and ecological momentary assessments. The reduction of shortcomings increased the accuracy of the study. References Carpenter, R. W., Wycoff, A. M., Trull, T. J. (2016). Ambulatory Assessment. Assessment, 23(4), 414-424. doi: 10.1177/1073191116632341 Friesen-Storms, J. H., Moser, A., Loo, S., Beurskens, A. J., Bours, G. J. (2015). Systematic Implementation of Evidence-Based Practice in a Clinical Nursing Setting: A Participatory Action Research Project. Journal of Clinical Nursing, 24(1/2), 57-68. doi:10.1111/jocn.12697 Ingham-Broomfield, R. (. (2016). A Nurses' Guide to the Hierarchy of Research Designs and Evidence. Australian Journal of Advanced Nursing, 33(3), 38-43 Kim, J., Yang, H., Schroeppel, S. (2012). A Pilot Study Examining the Effects of Kouk Sun Do on University Students with Anxiety Symptoms. Stress and Health, 29(2), 99-107. https://dx.doi.org/10.1002/smi.2431 Von Haaren, B., Haertel, S., Stumpp, J., Hey, S., Ebner-Priemer, U. (2015). Reduced emotional stress reactivity to a real-life academic examination stressor in students participating in a 20-week aerobic exercise training: A randomised controlled trial using Ambulatory Assessment. Psychology of Sport and Exercise, 20, 67-75. https://dx.doi.org/10.1016/j.psychsport.2015.04.004 Schneider, Z., Whitehead, D., Elliott, D., LoBiondo-Wood, G., Haber, J. (2012). Nursing and Midwifery Research: Methods and Critical Appraisal for Evidence-Based Practice (3rd ed.).