One Easy Way To Deepen Any Emotional Moment - Freewrite Store

One Easy Way To Deepen Any Emotional Moment - Freewrite Store As storytellers, we become very aware of certain buzzwords as they tend to be threaded into most writing articles, workshops, and how-to books. Show don’t tell, tension, conflict, backstory†¦these are all important concepts that come up again and again because they don’t belong in one box labelled â€Å"Plot† or â€Å"Character.† Of these buzzwords, one stands above the rest: emotion. Emotion is the powerful current that flows through every part of our story, from the plot and characters to the setting, pacing, theme†¦and beyond. It touches everything, giving all layers of our story a deeper meaning, and most importantly of all, it connects readers to our characters via empathy. If we can’t create that empathy link where readers feel emotionally invested in what’s happening, the book will close and the reader will move on. So learning how to write emotion well is probably our top job as writers. The key to empathy is really very simple: draw from the real world in a way that creates an instant (and powerful) sense of emotional recognition. In other words, write about things that are true to life and important to readers. Things they themselves have experienced and felt. In this way, we can encourage â€Å"shared experiences† where the reader isn’t just following along, but actively engaging to the point where they feel something deep and meaningful themselves. There are many ways to sharpen the emotional impact of a scene. Here’s one that is often overlooked. Emotions In Conflict If there’s one thing we know about the real world, it is that life is never simple, and this trickles right down to our basic emotions. Life would be so much easier if we could always define exactly what we feel in every moment, and be able to act on these emotions. The thing is, often we can’t because we are feeling several things at once, and of these, some are in conflict. Let’s look at a familiar scenario for writers: You’ve worked like crazy to hone your craft. You’ve read novels by the bookcase, put hundreds of hours in front of the keyboard, taken workshops, joined critique groups, studied and queried, and finally†¦you’ve sold your first book! All the hard work and the heartache along the way was worth it: a contract, an advance, a release date. Huzzah! You should feel ecstatic at attaining your goal, right? Yeah†¦no.    Instead, you feel a mixture of joy, pride, vindication, worry, doubt, and fear. Why? Because while your passion and dedication paid off, now you’re faced with what’s next: a contract means expectations, responsibilities, and deadlines. What if you blow the edits? What if the book fails to sell well? What if you screw up the follow-up book your publisher also contracted?Suddenly this crowning achievement also becomes a trip into the deepest reaches of your insecurity as you question whether you’re ready for the stress and pressure of the task ahead.   Conflicting emotions are part of our every day, making them part of the reader’s every day, too. During any emotional moment, we feel a range of things. And yet often in fiction, the emotional experience we deliver is one-note, a single emotion. We describe the character as being happy though body language, internal sensations, dialogue, and POV thoughts. Or, if we provide an emotional range, it is a complementary one, where we show a character happy and grateful and peaceful all rolled into one. Emotional experiences are usually complex, and contain both positive and negative elements. A character buying their first car is probably almost jittery-excited to drive it off the lot so they can cruise by their friend’s house and show it off. But if we dig deeper, maybe instead of going full-out, pedal to the floor, they’re driving a bit more cautiously. Why? Because getting into an accident isn’t an option. They extended themselves all the way to buy this car and can’t afford to replace it. In fact, maybe the euphoric rush of this new radical ride dims a little as they start to worry about how to afford the payments. The character doesn’t always get along with his boss, and while he gripes about work (what twenty-something doesn’t?) now maybe he has a bit of newfound gratitude toward his employer. The character realizes he’s lucky to have the job, and maybe he should put in more effort to make sure he keeps it.   Like this situation, emotions affect thought and action.When conflicting emotions are involved, it creates a mesmerizing push-and pull effect that readers latch onto because they know exactly what it’s like to feel opposing things and the dilemmas that sometimes result. Your Turn! The next time you sit down to write the emotional progression of a scene, challenge yourself to include some of the other emotions bubbling beneath the surface. Showing a few hints of conflicting behavior (such as wanting to let ‘er rip to see what a new car is capable of but driving sensibly instead) can be a natural gateway allowing you to introduce opposing emotions to readers. Angela Ackerman is a writing coach, international speaker, and co-author of five bestselling books including, The Emotion Thesaurus: A Writer’s Guide to Character Expression. Her popular guides are available in six languages, are sourced by US universities, and are used by novelists, screenwriters, editors, and psychologists around the world. Angela is also the co-founder of the popular site Writers Helping Writers, as well as One Stop for Writers, an innovative online library filled with tools and resources to help writers elevate their storytelling. She would love you to visit sometime, and registration is always free.

Fake Blood With Knife Chemistry Trick

Fake Blood With Knife Chemistry Trick Heres a cool chemistry trick, perfect for Halloween! Trace a knife over your skin and leave a message that appears to be written in blood. The project works equally well with a spoon  but somehow loses impact. Try it... Bleeding Knife Materials You only need a few materials for this project, however, youll either need access to a lab for the chemicals or else you can order them online. Dull knife (we dont need real blood here)5 grams ferric chloride5 grams potassium thiocyanateWater Prepare the Magic Solutions Prepare saturated solutions. Youll know the solutions are saturated if no additional solid will dissolve in the liquid. Mix a few milliliters of water with the ferric chloride to dissolve it.Separately, mix a few milliliters of water with the potassium thiocyanate to dissolve it. Perform the Trick Coat the area of skin to be bloodied or written on with the potassium thiocyanate solution. Youll get the best effect (dripping blood) if the skin remains damp, but the color appears just fine even if you let the area dry.Dip the knife blade in the ferric chloride solution.Draw on your skin with the dampened knife blade. A deep red liquid resembling blood will appear where the two solutions mix. How It Works This chemistry trick is one form of a sensitive test for the ferric ion. A red color is produced by the reaction between the ferric ion and the thiocyanate ion. Bleeding Knife Clean-Up and Safety When youre done, rinse the blade and your skin under running water to remove the chemicals. The demonstration is safe to perform, but restrict the project to your arm or hand and avoid eyes, nose or mouth to avoid ingestion of the chemicals or irritation of mucous membranes. More Halloween Chemistry Apply chemistry for more Halloween fun. You can make a glow-in-the-dark jack-o-lantern, slime that looks like ghostly ectoplasm, or a mad scientist Halloween costume.

The Essentials of Genomics and Genetics for Nurses Assignment

The Essentials of Genomics and Genetics for Nurses - Assignment Example While genetics refers to the â€Å"study of individual genes and their impact on relatively rare single gene disorders† genomics includes the â€Å"study of all the genes in the human genome together, including their interactions with each other, the environment, and the influence of other psychosocial and cultural factors† (Consensus panel, 2008, p. 8). Genomics takes into account the environmental factors and clearly demonstrates how these contribute to human health and illness. While genetics focuses on single gene disorders, genomics â€Å"takes a holistic view of genetics† (Ward, 2011, p. 2). Genomics and genetics knowledge, as well as competencies have been proved to be essential prerequisites in the prevention, diagnosis and treatment of various chronic diseases. Similarly, with the advancements made in genetic and genomic research genetic testing is now being widely employed for the diagnosis and prognosis of many common diseases like cancer. As such, gen etic and genomic competencies have become integral to the professional nursing practice today. This paper seeks to explore the essentials of genomics and genetics for nurses, and in doing so, it will look at genetic and genomic knowledge, competencies, professional responsibility, assessment and application of genomics and genetics to healthcare. ... For him, the genomic era of health care is a paradigm shift for the nurses and they need to â€Å"consider the collective influence of multiple gene variations and the cumulative effects of all manner of environmental factors on an individual‘s health, risk for disease, response to therapies, even behaviors† (Ward, 2011, p. 4). Usually, nurses need to interact with the patients much more than other health care professionals and therefore it is imperative that they possess ample genomic literacy so as to prepare, administer and explain various genomic applications to the patients. Studies and researches in the realms of genomics have opened new horizons of clinical care to the patients. The applications of genomic discoveries are visible in many areas of the health care industry. As Jenkins, Grady and Collins (2005, p. 98) have observed, â€Å"the applications of genomic discoveries in clinical care are expanding diagnosis, treatment, and prevention at an accelerating pa ce, and that knowledge will continue to improve the health of people throughout the world.† This growing importance of genomics and genetics services has increased the professional responsibility for nurses as well. Genomics has also prompted nurses and other health care professionals to think in terms of the health of the individual rather than his/her disease. Another significant impact of genetics and genomic research is that it has given way for more comprehensive personalized healthcare. Genetic and genomic services facilitate more individualized approaches to treat one’s illness or disease. Lea & Calzone (2010, p. 15) have rightly pointed out that â€Å"the influence of genetic and genomic factors in health and disease is creating opportunities for earlier diagnosis, more effective

Creating an Online Interactive Tutorial to Assist Teachers for Literature review

Creating an Online Interactive Tutorial to Assist Teachers for Tutoring the A-Level computing Curriculum of Database Concepts - Literature review Example Furthermore, the style and strategy of teaching changes by the Professors according to the need of the syllabus of diverse courses and assessment examination transforms as well (Blue Tutors, 2010). Particularly from the different courses of the ‘A’ level, Computer Science is one of the courses that has absolutely diverse syllabus of the other courses, moreover, there are diverse methods of assessment criteria of computer science subjects. The database design concepts are the core part of the computer science subject as they are more commonly used in our professional life. Mainly, the document discuses Database Design, a topic of computer science chosen for development of an Online Interactive Tutorial to assist the teachers for tutoring the A Level computing curriculum of Database concepts. The document discusses the reasons for selection of topics, the strategies that are undertaken by the teachers to teach the computer courses, the syllabus and assessment criteria carr ied out by AQA (past examination paper and reports), the difficulties faced by students and common mistakes by the students in exams. The document presents the reviews on the traditional and existing methods to teach the topic of Database Design, identifies the problems in the existing teaching methods, specific problematic areas for students in database modelling, the requirement specifications for development of Online Tutorial to assist the teachers to educate the students regarding the database concepts. The main objective of the document is to identify a new teaching mechanism that would help the teachers to instruct the learners regarding the computer science topic of the database design subject in an effective manner. So that the students would be able recognize and categorize their mistakes through the use of the tutorial. Topic Selection The Database concepts are a vital part of the computing science curriculum. A database can only be useful if it has been developed on a go od data model. A database model is a graphical representation of the user requirement for the development of the database and mapping the graphical form of a combination of tables employed in a physical database system. In terms of teaching, the database normalisation is one of the difficult and critical topics in the database concepts for the students of ‘A’ level. The most of the problems of poor data quality arise as the result of inappropriate design include redundant data and anomalies. The major goals of a normalized database design include elimination of redundant and inconsistent data, uncomplicated representation of information, elimination of insert, update and delete anomalies. Due to the fact, the topic of database normalisation becomes the most critical topic in the database design because the quality of data is dependent on the quality of database normalisation process (Mannino, 2006). The process of database normalisation is difficult not only for the stu dents of ‘A’ level, but the teachers also face difficulties to instruct the different normalisation forms. The students understand the underlying concepts of the normalisation process including the 1NF, 2NF, 3NF, 4NF and 5NF, however, when they have been given a scenario mostly students mess up with implementing and converting the database tables from one Normal form to another. Usually the students

Sneaker slaves on Dazed Digital by Pinar&Viola Essay Example for Free

Sneaker slaves on Dazed Digital by PinarViola Essay As artist and designers were always attracted by cultural excesses. Thats where the beauty and the horror of present time shines out in its optimum. This time we found beauty behind the hidden doors of the booming world of sneakers, one of the lasting veteran icons of American consumer culture. When I meet an attractive boy, his shoes are the first thing I look at. We all know that you can tell so much about a person by what they wear on their feet. Apparently Im not the only one. Shoes carry sexual connotations in mainstream culture. There is nothing scandalous about stilettos being marketed as sexy.High heels are a widely accepted vanilla expression of shoe fetishism. Yet the persuasive power of sports footwear has caused the rise of darkrooms within sneaker culture. In the dark zones of the sneaker cult, fanatics enjoy intimacy with stylish kicks on their feet and in their mouth. The iconoclastic twist of a sneakerhead making love to his sneaker could be the ultimate case of a shopper and a product becoming one, surrendered in manic mutual adoration. We were introduced to the term sneakerslaves[-3] via a friend. After a little bit of XX-browsing we found the Tumblrs Sneaker Fetish[-4], Sk8terboy[-5] and a Dutch sneaker fetish wikipedia page[-6]. The page informs us that most trainer fetishists, gay men and straight men, are based in France, Germany, Belgium and The Netherlands. Common forms of sneaker fetishism are worshipping[-7], licking[-8] and sniffing[-9] sneakers. Shoeslaves also swap[-10] each others sneakers, or eat food [-11]out of their kicks. These fetishists provide images that make our hearts beat faster. For once the bad boys always dressed to kill arent depicted in the expected realm of a street fight, a shady strip club, or in a sweaty six-pack workout scenario. In these counter-glamour images of tough boys showing their soft side, while sensually sniffing their pricey sneakers with attention and adoration. These boys show that shoe fetishism goes beyond thigh-length leather boots, killer heels and kinky combat boots. A special place in this list is taken by our daily hot kicks, the training shoe. Thanks to the mixture of pop culture, nostalgia, strong  brand-creation, high tech designs and constant launch of new models, the sneaker reached a popularity that crossed all the lines of race and economic classes. A niche of consumers turned into sneakerheads, and a niche of sneakerheads turned into sneakerslaves. The affection of urban youth for their sneakers is one of true love. One of the reasons they love their kicks so much is that the footwear embodies cultural and personal transcendence. The right pair of sneakers associates the wearer with extraordinary athletic accomplishments while exclusive special editions seem to have the power to establish an identity in a world where all the same things seem to be available everywhere. Rare models encourage the sneaker freaks to compete with each other. The shoes seem worth the investment. They have the ability to retain or increase in value despite being used. Actually, many sneakerheads dont mind rocking some classics that look a little worn-in. This kind of tolerance and compassion for a pair of shoes can flame up to an extreme. The look, the feel and the smell of brand new and/or worn sneakers, can cause an adoration that blurs out the line between sneaker freaks and sneaker fetishists. [-0] http://www.pinar-viola.com/blog/2012/11/harald-gloockler/ [-1] http://www.pinar-viola.com/blog/2012/03/chinese-gangsta-glam/ [-2] http://www.pinar-viola.com/blog/2012/03/breathable-delights/ [-3] http://cashgod13.wordpress.com/2012/04/16/slave-profile-2-sneaker-slaves/ [-4] http://sneakerfetish.org/ [-5] http://sk8erboy-eu.tumblr.com/ [-6] http://nl.wikipedia.org/wiki/Sneakerfetisjisme [-7] http://sneakersniffer.blogspot.nl/2012/06/sniff-at-all-circumstances.html [-8] http://www.youtube.com/watch?v=NCiCrJACGeg [-9] http://www.youtube.com/watch?v=XThQsiOZKCo [-10] http://youtu.be/XLbumWImcDo [-11] http://www.youtube.com/watch?feature=player_embeddedv=sHNA_DZr024

The Cosmological Argument is Self-contradictory Essay -- Philosophy Rel

The Cosmological Argument, also known as the First Cause Argument, is one of the most important arguments for the existence of God, not only because it is one of the more convincing, but also because it is one of the most used. The thought that everything that happens must have a cause and that the first cause of everything must have been God, is widespread. The cosmological argument is the argument from the existence of the world or universe to the existence of a being that brought it into and keeps it in existence. The idea that the universe has an infinite past, stretching back in time into infinity is both philosophically and scientifically problematic. All indications are that there is a point in time at which the universe began to exist. This beginning was either caused or uncaused. The cosmological argument takes the suggestion that the beginning of the universe was uncaused to be impossible. The idea of an uncaused event is absurd; nothing comes from nothing. The universe was therefore caused by something outside it. The cosmological argument thus confirms one element of Christianity, the doctrine of Creation. The Cosmological Argument ------------------------- (1) Everything that exists has a cause of its existence. (2) The universe exists. Therefore: (3) The universe has a cause of its existence. (4) If the universe has a cause of its existence, then that cause is God. Therefore: (5) God exists. This argument is subject to a simple objection, which arises in the form of the question "Does God have a cause of his existence?" Now the whole universe is a vast, interlocking chain of things that ... ... cosmological argument above. The Cosmological Argument doesn'tnecessarily have the qualities normally ascribed to God (omniscience, omnipotence, omnibenevolence) by the people who offer the argument in the first place (Christians, Jews, Muslims). The first cause/ cosmological argument states, "Everything has a cause and every cause is the result of a previous cause. There must have been something to start off this chain of events, and that something is God." This argument is self-contradictory. The premise is that everything has a cause; the conclusion is that something exists, namely God, which does not have a cause. If we are going to allow something to exist which is uncaused, it is much more sensible to say that the universe itself is uncaused than to assume the existence of God and say that God is uncaused.

HIV/AIDS in Human Services Essay

HIV/AIDS is a worldwide pandemic that has ravished the lives of countless millions of people, since its discovery, more than 30 years ago. HIV/AIDS can be addressed through all three models of service delivery. Each of the models (Medical Model, Public Health Model and Human Services Model) may approach this issue differently, but they all have the same central focus; which is to combat this, ever evolving, global phenomenon. The Medical Model is going to address the issue of HIV/AIDS through four elements. First, the Medical Model will indentify symptom that lead to a diagnosis, then treatment of the disease and finally, research for a possible cure (Woodside & McClam, 2011, p. 99). The first element, of symptoms, is a bit tricky in regards to HIV/AIDS. Symptoms of HIV, which is short for human immunodeficiency virus, may not show up in a positive patient for over a decade (â€Å"AIDS Healthcare Foundation | Learn About HIV and AIDS†, n.d.). AIDS, which stands for acquired immune deficiency syndrome, develops in the final stages of HIV. Once the patient has reached that point, the immune system is too weak to fight viruses and the body is more susceptible to acquire various cancers (â€Å"AIDS Healthcare Foundation | Learn About HIV and AIDS†, n.d.). Therefore, with HIV/AIDS, diagnosis of the disease will most likely come before the symptoms. Following symptoms and diagnosis, is the element of treatment. Treatment of HIV/AIDS comes in the form of Antiretrovirals (ARVs). â€Å"Today, there are 31 antiretroviral drugs (ARVs) approved by the Food and Drug Administration to treat HIV infection† (â€Å"Treatment of HIV Infection, NIAID, NIH†, 2012). These drug combinations work to give the HIV positive patients a longer, healthier life. ARVs are only a treatment to subdue the virus; they are not a cure (â€Å"Treatment of HIV Infection, NIAID, NIH†, 2012). The final element, in the Medical Health Model, is cure. This year, at the International AIDS Conference in Washington D.C, which I personal attended, talk of a cure emerged. As of today, there is no proven cure to the virus, but we are at least on the way to an AIDS Free generation, as promised by Hillary Clinton at this year’s AIDS Conference (Norman, 2012). The Medical Health Model’s strengths lie in treating the disease from the inside. But disease affects the whole person, not just their body. The Medical Health Model does not address the social or interpersonal issues associated with the virus. The mission of the Public Health Model is focused on promoting physical as well as mental health, prevention and encouraging healthy behaviors (Woodside & McClam, 2011, p.109). In relation to HIV/AIDS, this means prevention in the form of pre/post-exposure prophylaxis treatment and education, as well as social action which includes advocacy. In July of this year, Truvada was approved as a PrEP or pre-exposure prophylaxis, which is an antiretroviral drug used in the prevention of HIV. â€Å"Truvada can be prescribed for high-risk groups, such as the partners of HIV-positive people and gay men† (â€Å"Pre-exposure Prophylaxis†, n.d.). Other prevention methods are post-exposure prophylaxis treatment, used after exposure of the HIV virus; and antiretroviral treatment as prevention. The most important method of prevention is education. Education of the basics of what exactly HIV is and how it is contracted as well as abstinence and sex education is essential. Finally, the Public Health Model concentrates on social action. The Public Health Model combats stigma and discrimination, through social action, as it relates to HIV/AIDS. Individuals that are stigmatized are encouraged to â€Å"take action to resist the forces that discriminate against them† (Parker & Aggleton, n.d.). The Public Health Model addresses the issue of HIV/AIDS in the most comprehensive way. It combines medical knowledge with community action skills (Woodside & McClam, 2011, p.109). The one thing that it is missing is the attribute of problem-solving skills. Finally, the Human Service Model which â€Å"considers the problem of the individual within the context of the environment† (Woodside & McClam, 2011, p.116). The three main focal points of the Human Service Model are to enhance the client’s well-being and quality of life, teach the client problem-solving skills and prevention (Woodside & McClam, 2011, p.118). Problem-solving is implemented through intervention within three areas: emotions, thought or beliefs and behavior (Woodside & McClam, 2011, p.117). It is important for the Human Service Model to break through the stigma of the disease. Because the negative stigma attached to the disease is so huge, it prevents some from getting tested or treated or protecting themselves, not only against the disease but protection from transmission if they themselves are infected. The Human Service Model looks at the issue of HIV/AIDS from a â€Å"whole person† perspective. They must identify barriers of testing, treatment and prevention based on such things as the individual’s culture or religious beliefs. Then find ways to connect with them despite those barriers. Strengths of the Human Service Model are found in their dealing with the whole person. Their weakness lays in the lack of a medical stand point on the issue of HIV/AIDS. Two of the leading organization available to address the issue of HIV/AIDS are the International AIDS Society and UNAIDS. The International AIDS Society is made up of HIV professional from all over the world. It is today’s leader in the world’s independent associations of such professionals (â€Å"International AIDS Society – About the IAS†, n.d). Their mission states that they are â€Å"a global movement of people working together to end the HIV epidemic, applying scientific evidence and best practice at every level of the HIV response† (â€Å"International AIDS Society – IAS Mission†, n.d). The main goals of the IAS are; to encourage solutions to AIDS response issues â€Å"through dialogue and debate† (â€Å"International AIDS Society – About the IAS†, n.d), purse to apply â€Å"evidence based policies and programmes† (â€Å"International AIDS Society – About the IAS†, n.d) to strengthen the response to AIDS worldwide and to advocate significant research. Some of the ways that IAS is making a difference in the realm of HIV is through; research for a cure, conferences, such as the International AIDS Conference in Washington D.C. and policy advocacy. IAS is very effective in making changes and addressing issues in HIV. Another leading organization that is actively address the issue of HIV/AIDS is UNAIDS. UNAIDS is â€Å"the Joint United Nations Programme on HIV/AIDS† (â€Å"Special Session fact sheets: What is UNAIDS?†, n.d.). They are the â€Å"leading advocate for global action against HIV/AIDS. Its mission is to guide, strengthen and support worldwide efforts to turn the tide against the epidemic† (â€Å"Special Session fact sheets: What is UNAIDS?†, n.d.). Among their goals are: â€Å"reducing sexual transmission; preventing HIV among drug users; eliminating new HIV infections among children, gender inequalities, stigma and discrimination, and travel restrictions† (â€Å"UNAIDS†, n.d.). UNAIDS is making changes to the key issues related to HIV/AIDS in implementing care programs, as well as support for individuals not only infected with the disease, but affected by it in other ways (â€Å"UNAIDS†, n.d.). â€Å"UNAIDS brings together the resources of the UNAIDS Secretariat and 10 UN system organizations for coordinated and accountable efforts to unite the world against AIDS† (â€Å"Our work†, n.d.), in order to effectively make changes and address the issue of HIV/AIDS. Through the hard work and dedication of all three service models, we have the opportunity to possibly eradicate this globally devastating disease. This generation could just be lucky enough to see the end of HIV/AIDS. References AIDS Healthcare Foundation | Learn About HIV and AIDS. (n.d.). AIDS Healthcare Foundation | HIV/AIDS Testing, Treatment, & Advocacy. Retrieved November 2012, from http://www.aidshealth.org/learn-about-it?gclid=CI-hppW917MCFUOK4AodA0YARA IAS Home Page. (n.d.). International AIDS Society. Retrieved from http://www.iasociety.org/ International AIDS Society – About the IAS. (n.d.). International AIDS Society – IAS Home Page. Retrieved from http://www.iasociety.org/AboutIAS.aspx International AIDS Society – IAS Mission. (n.d.). International AIDS Society – IAS Home Page. Retrieved from http://www.iasociety.org/Default.aspx?pageId=68 Norman, B. (2012, July 23). Hillary Clinton vows ‘AIDS-free generation’ at conference – Brett Norman – POLITICO.com. Politics, Political News – POLITICO.com. Retrieved from http://www.politico.com/news/stories/0712/78867.html Our work. (n.d.). UNAIDS. Retrieved from http://www.unaids.org/en/ourwork/ Parker, R., & Aggleton, P. (n.d.). HIV/AIDS-related Stigma and Discrimination: A Conceptual Framework and an Agenda for Action. Population Council | Home. Retrieved from http://www.popcouncil.org/pdfs/horizons/sdcncptlfrmwrk.pdf Pre-exposure Prophylaxis. (n.d.). HIV & AIDS Information from AVERT.org. Retrieved November 2012, from http://www.avert.org/pre-exposure-prophylaxis.htm Special Session fact sheets: What is UNAIDS? (n.d.). Welcome to the United Nations: It’s Your World. Retrieved from http://www.un.org/ga/aids/ungassfactsheets/html/fsunaids_en.htm Treatment of HIV Infection, NIAID, NIH. (2012, November 14). National Institute of Allergy and Infectious Diseases (NIAID). Retrieved November 15, 2012, from http://www.niaid.nih.gov/topics/hivaids/understanding/treatment/pages/default.aspx UNAIDS. (n.d.). UNAIDS. Retrieved from http://www.unaids.org/en/ What is ENUF? (n.d.). ENUF: social action to resist HIV stigma and promote resilience. Retrieved November 2012, from http://www.enuf.org.au/home Woodside, M., & McClam, T. (2011). An introduction to human services. Belmont, CA: Brooks/Cole Cengage Learning.