Rationale, Treatment, Objectives Essay Example for Free

Rationale, Treatment, Objectives Essay The group has decided to teach this age group because the group believes that in this age group, the minds of the children are still very curious and retention can be increased because of their curious nature. The group has seen this topic as an important lesson to tech to children because we are human being and we need to know what is going on in our body. So we can understand what we need to eat and what is harmful to our body. We also need to know the process and we need to know how can we keep our body healthy. The group has also decided that the medium to be used for this project will be the E-Module, because it has the capacity of stimulating more than one sense of the body (hearing and sight). As discussed in previous lessons in DEVC 40, the more senses we stimulate, the more information is retained. Also, the E-Module format is more participatory, making the learner a part of the learning process. It is an interactive format, meaning learner participation is a must to proceed. It also makes learning more fun for the learner, therefore encouraging the participants to learn and get more out of the module. So this module can be very useful especially to the slow learners. They can learn while enjoying and as we all know, kids like colorful things and interactive type of learning rather than mere lecture. Finally, given the right hardware, the E-Module is accessible any since it can be put in a CD or it can be uploaded to the internet. This means the material can be viewed by anyone with a computer, or with anyone who has a connection to the internet. Treatment: The E-Module will be done using google chrome browser because it is an instant flash player. The E-Module will have a home page where the Digestive system is displayed. Links will then be displayed in one of the sides of the screen, probably on the top or the left side. These links will specify the topics that are to be discussed within the lesson. When the learner clicks on a link, he will be navigated to a page where the introduction to the topic is shown. To proceed, the student must click on the arrow next link. At the end of each sub-lesson, a brief summary will be presented. After this, the student will be given the option of continuing with the â€Å"normal† flow of the lesson or go back to the home page to choose a topic that the learner wishes to take or just continue clicking on the next tab until the final lesson is reached. At the games section, there will be games and one of it will serve as quiz. The quiz will be a traditional question and answer type or a game. At the end of the module, credits will be shown. Objectives: After viewing the E-Module, the participants must be able to perform the following: a. State at least four parts of the digestive system and its function. b. Explain in at least two sentences on digestion process. c. Identify at least six correct answers on quiz.

Estimating Cranial Capacity Essay Example for Free

Estimating Cranial Capacity Essay Human beings share approximately 94% of their DNA with their closest living relative, the chimpanzee. Yet, when one compares the proliferation and accomplishments of these two closely related species, one finds huge differences: human beings have spread across every continent but Antarctica; erected towers and pyramids hundreds of meters tall; crafted millions of beautiful works of art, literature, and music; travelled far beyond the Earth’s atmosphere, and deep into the crevices of its oceans; and engineered enough weapons to wipe the whole world of life. In contrast, chimpanzees have remained largely confined to their jungle habitats, and amongst their greatest accomplishments is the discovery that twigs can poke insects out of holes. So, if humans and chimpanzees are so closely related, what can account for such a huge difference in their abilities? One needs not think very hard to realize that the answer is brain-size. The chimpanzee brain is about half the size of the human brain, and this difference, of about 600 cubic centimeters, is the difference between sticks and space shuttles. Thus, because larger brains confer such an overwhelming evolutionary benefit in hominids, it is safe to say that a study of hominine brain size is no less than a study of hominine evolutionary advancement, as illustrated in the graph below, which is indicative of the results obtained from such studies. Fig 1: Scatter graph typical of results obtained when comparing cranial capacities of various species of fossil hominid. Since brain tissue deteriorates over time, the only way paleontologists can approximate the brain-size of extinct species is by studying the capacity of their fossilized craniums. This is known as craniometry. Given that it is such an important area of investigation, study into craniometry has been widespread and diverse, encompassing research from such eminent and eclectic figures as the evolutionary biologist T. H. Huxley and the physician and anthropologist Paul Broca. Although such studies vary greatly in their scopes and applications, almost all utilize one of two standard craniometrical methods: the glass-bead technique (and variations like the lead-shot technique) and the caliper measurement technique. Because craniometrical researchers rely so much on these two methods, it is important that the accuracy of the methods is thoroughly investigated. Aim: The purpose of this practical is to use the glass-bead and caliper techniques to measure the cranial capacity of hominid skulls, and compare the two sets of results obtained in an attempt to determine their concord, and therefore their accuracy. Materials and Methods: The Glass Bead Technique: †¢ Measuring Cylinder †¢ Glass Beads (or items of similar size such as mustard seed or lead shot) †¢ Funnel †¢ Cotton Wool †¢ The following skull specimens: P. troglodytes (male and female specimens), G. gorilla (male and female specimens), P. pygmaeus (male and female specimens), H. sapiens (male specimen) To begin with, all of the foramina (holes) in the skulls, except for the foramina magnum, were plugged with cotton wool. Next, each skull was placed upside down. A funnel was then inserted into the foramen magnum of each skull and glass beads were poured into the cranial vault. Note that glass beads were used because they are small enough to approximate the viscosity of water, and large enough to prevent them falling through minor cracks in the skulls. When the cranial vault was completely packed with glass beads, they were transferred to a measuring cylinder, and their volume was recorded.

Recycling Model for Waste Reduction

Recycling Model for Waste Reduction CE 1.1) Since the early schooling days, my teachers have noticed that I tend to always orient towards the chemical processes and the design-oriented aspects of control systems. And well, they were very right because later I recognize my passion of being a Materials Engineer. As it was a tough competition to get admitted in a reputed engineering university. Hence, soon after the completion of my secondary education from the Al-Falah Boys College, I studied hard and was able to ace the admission exam of the engineering university. My efforts pay off and I was able to get admitted in Dawood College of Engineering and Technology Karachi, Pakistan. From here, I studied Bachelor of Metallurgy and Material Engineering. I stayed here during the time period from 2009 till 2012. During my stay here, I have performed various practical and research-based projects in order to fulfill the requirement of my degree. In few of the non-technical subjects, I also have conducted various types of surveys . This project of Methodology used in EPAS Waste Reduction Model was performed by me as my final year project at Dawood University. This project was completed within the assigned deadline of 11 months. I have performed this project along with another group mate under the guidance of my supervisor. BACKGROUND: CE 1.2) Being a materials engineer, it is mandatory to know about the processes and the tools utilized in various processes. This project is also the illustration of various metal objects that has to be recycled using the Waste Reduction Model that is being used in EPAs. In this research, I have studied the complete methodology and studied the step by step process and stages. It is an important factor to recycle the metal objects so that they can be reutilized for various purposes. However, for some metals, the recycled version is not as pure as the original one and hence has the limited number of applications. In this study, I have studied three types of metals and their impacts. CE 1.3) Before starting the project and presenting my idea to the supervisor, I and my team member decided to conduct the beforehand research so that during the proposal defense we are very lucid with the concepts. Hence, we downloaded the related literature from the authentic websites such as Google scholar, ACM and IEEE digital libraries. We also have gone through the basic articles regarding the specifications and characteristics of specific metals. Though there were many questions in my mind unanswered which I later clarified from a supervisor. These all articles, research papers, and literature were cited properly while preparing the thesis for our project. Moreover, while performing on this project we make sure to follow an ethical and professional code of conduct. CE 1.4) When we were done with the initial home, we presented our project idea to our supervisor. He asked us few of the very basic questions to check our concepts. We were easily able to answer them all because of our initial research. The supervisor was glad about our preparation and with few additions, he approved our project. He further advised us to start with the preparation of the project milestone and the organizational plan. His advice was later proved to be very beneficial as because of this we were able to keep a check on the progress of our project. We also were assigned a co-supervisor who can guide us in the case of the unavailability of supervisor. CE 1.5) To ensure the progress and timely completion of the project, we have to submit the monthly progress reports. Along with these monthly project reports, we have to presently on a quarterly basis. And upon completion of the complete project, a detailed thesis was submitted citing all the references all along. These documents and the presentations were prepared using the Microsoft Word and PowerPoint. To ensure the safety, these files were submitted in the pdf format later. The complete project reporting mechanism is shown below in the chart. Project Reporting Mechanism: PERSONAL ENGINEERING ACTIVITY: CE 1.6) While studying the impact and the results of reproduction and recycling, we have studied each and every phase involved in the complete cycle. I divided the project into different stages to ensure its completion within the allocated time. These stages involve the following: Studying the literature Process cycle development Collection of dumped metal Transportation Stage Recycling Stage Separation of end products and recycled products Transportation to the retailed facility Studying the recycling emission factor Results analysis Documentation phase However, at different stages of the project, I was stuck. There my supervisors helped me a lot and guided me. At a stage, I also consulted a professor from another university to get better exposure. CE 1.7) In this project we have discussed the three metal forms including the aluminum cans, steel cans, and the copper wires. Aluminum cans are made of aluminum sheet bars. The supply of raw materials for the production of aluminum embrace limestone and salt, which must be extracted and elated; Crude oil, which must be extracted, refined and transported; which must be produced by respective first and transported materials. All the processes of mining emissions from the combustion of fossil fuels for the electricity and transport processes and non-energy production processes. These inputs are required to produce alumina (which is the main commercial mineral aluminum), aluminum castings, castings, plates and rolls for the manufacture of aluminum cans. CE 1.8) This module for the career episode is the illustration of the overall cyclic process which is shown in the figure1 below. The above figure shows the recycle cycle for the Aluminum ingot and cans in WARM. In order to recycle these cans, the aluminum objects are collected from wastes and are transported to the recycling plants. These metal pieces are transported to the metals manufacturing facility. Raw materials are added into this used metal. On undergoing the recycling process, the recycled metal is again transported to the retail facility upon separation of the end products and by-products.   After the usage of the product, the cycle repeats. The combustion of this metal (Aluminum cans) emits ash residue which is transported to the landfill. CE 1.9) The cyclic process explained previously was for the residual of aluminum cans. This recycling process is almost same as in the case of the steel cans and the copper wires. The complete cyclic process is shown in figure 2 and 3 respectively. Steel boxes are defined as three parts welded HOT steel rolled in a blast furnace and basic oxygen oven or electric arc furnace (for recycling cans) boxes. The production of steel cans involves the extraction of iron ore and lime. These raw forms are utilized in order to develop cast iron, sheet metal and lastly the manufacture of steel boxes. Figure 1: Life Cycle of Aluminum Can CE 1.10) Copper is comparable to other metals examined by the EPA, the vigor used in the ore, the commerce unit and the production and dealing out of the fuels used in production. The industrialized procedure begins with the extraction of the raw material. The ore melted and refined; the utilization of limestone electricity in this part of the results of the process is not very low energy CO2 emission process (USGS, 2004a). The refined copper melts in bars, which are led in the copper wire coils, which are annealed to facilitate the ductility and conductivity. The wire can be coated with either the good quality steel or with any good insulating material. Figure 2: Life Cycle of Steel Cans Figure 3: Life Cycle of Copper Wires CE 1.11) After defining the detailed processes we moved towards the analysis of results. The aim of the project was to define and find out the process energies at various stages for both the recycled objects and the original one. From observations, it was concluded that the process energy made for the original aluminum cans is approximately 184.74 per ton whereas this energy in case of the recycled aluminum can drop at the 36.24 per ton. However, the transportation energy for the original and recycled one is evaluated to be 0.91 and 0.44 respectively. Same parameters were observed for the steel cans and the copper wires as well. For steel cans, process energy and transportation energy for the virgin inputs are found to be 31.58 and 4.60 respectively. While in the case of the recycled steel cans these values drop as 11.78 and 4.03. For copper wires, transportation energy is 2.17 and the process energy is 101.05 for the recycled one, however, for the new metals these values were 0.46 a nd 122.52. CE 1.12) The optimum results were obtained as a result of this study and the project was completed in the allocated time efficiently. While, there are some limitations on the trial process. The factors that have been developed by aluminum bars of energy and greenhouse gas emissions here can be used from an aluminum bar, energy and the associated emission products processing aluminum bars produced for some (other than aluminum cans) as a substitute to produce an aluminum end product Probably quite significant. For example, the energy of aluminum cans associated with the processing of the aluminum ingots can generate about 25 percent of the total life cycle energy for the production of virgin aluminum cans. SUMMARY CE 1.13) This project was a great learning experience for me. I have learned various perspectives of recycling process with the help of different research articles. I was able to make this project a success due to continuous support and help of my supervisor and the team-mate. Working in collaboration with my team member, I have learned the effective skills of working as a team.

The Swastika in MAUS Essay -- Maus Essays

The Swastika in MAUS The image of the swastika pervades Arthur Spiegelman's graphic novel MAUS. In a work where so much of the Holocaust has been changed in some way - after all, there are no humans in this version, only cats, mice, dogs, and pigs - we must wonder why Spiegelman chooses to retain this well-known emblem. To remove it entirely or replace it with another, invented symbol would completely disorient the reader; but some might claim that this is the effect at which Spiegelman is aiming. I believe it is not. Rather, Spiegelman uses the swastika to subtly remind the reader that while the guise in which events are presented may be somewhat unfamiliar, the novel is still a narrative of the Holocaust. The swastika, it has been pointed out, has always been a powerful symbol. Before Hitler's time, it was used across the world, often with the symbolic meaning of the sun, power, life force, or other superlatives - especially as a symbol for the Buddha. The Nazis co-opted this symbol only after much deliberation, and perhaps the Nazi regime never could have come into existence without the use of ideograms such as the swastika. The Nazis perverted this symbol by rotating it into a diagonal position and making it bolder than it traditionally was, therefore giving it more aggressiveness. Given the innate power of this symbol, Spiegelman would be hard-pressed to find an "alternative" for his depiction of the Nazis that could evoke the same response. The image found on the front cover of the book is clearly a Nazi swastika - the traditional, pre-Nazi swastika uses horizontal and vertical, not diagonal lines. However, to clarify who exactly is being identified with the Nazis, we must look to the stylized, angular cat's fa... ...entation of his father's Holocaust experience, it would be dishonest and unfair to do anything else. But then why is the swastika not only seen in places where it would have historically appeared - on Nazi flags, on the sides of Nazi vehicles - but also as a background image for a particularly gruesome event in the book and as a pattern formed by roads? It seems that this is intended to remind us that this is the Holocaust we are reading about. The blurb on the inside front flap states "Its form, the cartoon... succeeds perfectly in shocking us out of any lingering sense of familiarity with the events described." But this is not entirely true - by using the swastika, we are reminded that even though the characters are animals, this is still Holocaust history. The familiarity of the swastika still lingers in our minds and colors our perception of the entire story. The Swastika in MAUS Essay -- Maus Essays The Swastika in MAUS The image of the swastika pervades Arthur Spiegelman's graphic novel MAUS. In a work where so much of the Holocaust has been changed in some way - after all, there are no humans in this version, only cats, mice, dogs, and pigs - we must wonder why Spiegelman chooses to retain this well-known emblem. To remove it entirely or replace it with another, invented symbol would completely disorient the reader; but some might claim that this is the effect at which Spiegelman is aiming. I believe it is not. Rather, Spiegelman uses the swastika to subtly remind the reader that while the guise in which events are presented may be somewhat unfamiliar, the novel is still a narrative of the Holocaust. The swastika, it has been pointed out, has always been a powerful symbol. Before Hitler's time, it was used across the world, often with the symbolic meaning of the sun, power, life force, or other superlatives - especially as a symbol for the Buddha. The Nazis co-opted this symbol only after much deliberation, and perhaps the Nazi regime never could have come into existence without the use of ideograms such as the swastika. The Nazis perverted this symbol by rotating it into a diagonal position and making it bolder than it traditionally was, therefore giving it more aggressiveness. Given the innate power of this symbol, Spiegelman would be hard-pressed to find an "alternative" for his depiction of the Nazis that could evoke the same response. The image found on the front cover of the book is clearly a Nazi swastika - the traditional, pre-Nazi swastika uses horizontal and vertical, not diagonal lines. However, to clarify who exactly is being identified with the Nazis, we must look to the stylized, angular cat's fa... ...entation of his father's Holocaust experience, it would be dishonest and unfair to do anything else. But then why is the swastika not only seen in places where it would have historically appeared - on Nazi flags, on the sides of Nazi vehicles - but also as a background image for a particularly gruesome event in the book and as a pattern formed by roads? It seems that this is intended to remind us that this is the Holocaust we are reading about. The blurb on the inside front flap states "Its form, the cartoon... succeeds perfectly in shocking us out of any lingering sense of familiarity with the events described." But this is not entirely true - by using the swastika, we are reminded that even though the characters are animals, this is still Holocaust history. The familiarity of the swastika still lingers in our minds and colors our perception of the entire story.

Afterlife Essay -- essays research papers

The Afterlife   Ã‚  Ã‚  Ã‚  Ã‚  Considering my thoughts on the afterlife is something I have done several times in my life. My views and beliefs have changed over the years regarding this subject. My Catholic upbringing was probably where my first views came from. They were the traditional heaven and hell beliefs and also of purgatory. Today my thoughts are not so black and white.   Ã‚  Ã‚  Ã‚  Ã‚  I am not sure what lies beyond this life. I do believe that we just don’t disappear but that we change forms. I personally struggled with this subject because I have researched several different religions. I saw each had unique beliefs about the afterlife but all believed in one. For me I believe that we are reunited completely with our Creator. As a result all our fea...

Learning Disabilities Essays -- Special Education

â€Æ' Case Study on Learning Disabilities Learning about learning disabilities has been an eye opening experience. I have worked with children who had home life issues that they struggled with at school. But to see and realize that these children cannot change how their brain operates is difficult to watch. My case study is a typical young boy who really doesn’t want to be in school. He would rather be with his dad hunting with guns in the woods. I know now that he probably dislikes school because he struggles with completing the tasks and assignments given to him. Hopefully, this study will provide me with more insight into ways that I could help him and others like him once I become a certified teacher. A Look at the Classroom TC (a pseudonym) is a young third grader at a local elementary school. The school looks and feels like any typical elementary school anywhere in North Carolina. However, when you walk down the hall to the EC class is located, you see a room that has little light on inside. Occasionally there will be lights on but for the most part they are not. Once you quietly enter the room, one notices a whiteboard on the immediate right with a small group of 10-12 desks side by side in a â€Å"U† shape facing the board. The remainder of the room is divided into three sections. Each section has a â€Å"C† shaped table for the special needs teacher and the teacher assistant. In the last section closest to the wall, there is a metal swing hanging from a metal stand. There are several computers in the two outer divided sections but only the three computers by the teacher’s area are active. These appear to be where extra time is rewarded on these computers to play educat ional games. Because of the way the room is des... ...lout in a separate room with a small group away from the general education class. His general education classes/events include Science/Social Studies, Recess, Lunch, Field Trips and Assemblies, Art/Media/PE/Technology. Within his IEP is noted the justification for special needs services. TC needs services due to his weakness in working memory and nonverbal reasoning. He needs a small group setting with direct explicit, systematic and multi-modal instruction. He also needs repetition with his instruction and practice with the material learned. It is my hope that TC will continue to improve in his work, if he can maintain enough interest in school. Hopefully someone can provide the extra encouragement he needs to move through the difficult years of school. If he doesn’t have an attitude change about school, he will probably be one of those that dropout.

The Relationship of Childhood Sexual Abuse to Teenage Pregnancy

Running Head: RESEARCH ARTICLE REVIEW Research Article Review The Relationship of Childhood Sexual Abuse to Teenage Pregnancy Ashlee L. Glover Lindenwood University The Relationship of Childhood Sexual Abuse to Teenage Pregnancy I. Questions and Answers 1. â€Å"The purpose of this study was to examine the relationship between childhood sexual abuse and teenage pregnancy† (Roosa, Tein, Reinholtz, & Angelini, 1997). 2. â€Å"Three research questions guided this effort. First, do women who were sexually abused as children and women who had teenage pregnancy have similar developmental backgrounds (sociodemographic and risk factor profiles)? Second, does the risk for teenage pregnancy differ, based on whether a woman was sexually abused as a child, sexually precocious, or both? Third, does childhood sexual abuse contribute to an increased risk of having a teenage pregnancy after the influence of other factors related to teenage pregnancy (e. g. , social class) have been accounted for† (Roosa et al. 1997)? 3. â€Å"We expect victims of sexual abuse to have first voluntary coitus earlier, to be less likely to use contraception, to be more likely to participate in high-risk sexual behaviors (e. g. , sex with strangers), and to have a higher number of sexual partners than their peers who were not sexually abused† (Roosa et al. , 1997). 4. The variables being studied is sexual history, High-risk sexual behavior, Sexual abuse, Sexual history pa thways, childhood physical abuse, and High-risk behaviors. Roosa et al. , 1997). 5. The participants were 2,003 women, 18 to 22 years old, living in Arizona. (Roosa et al. , 1997). 6. â€Å"Participants completed the questionnaire alone or in groups. They recorded their responses on computer-scored answer sheets to ease data entry and minimize errors. After completing the questionnaire, a participant placed her answer sheet in an envelope, sealed the envelope, and gave it to either the project manager or agency representative† (Roosa et al. , 1997). 7. We used chi-square and analysis of variance to compare sociodemographic and risk factor profiles of (a) women who were sexually abused as children with their non-abused peers and (b) women who had teenage pregnancy with those who did not. Next, we compared the incidence of teenage pregnancy for five sexual history pathways using chi-square. Finally, we used logistic regression to determine whether experiences of childhood sexua l abuse contributed to risk for teenage pregnancy after the influences of other variables had been accounted for† (Roosa et al. 1997). 8. â€Å"The results of our study do not support arguments that sexual abuse is a major contributor to the risk for teenage pregnancy† (Roosa et al. , 1997). 9. The importance of the findings is that childhood sexual abuse contributed little to the likelihood of teenage pregnancy. The severity of sexual abuse was not significantly related to teenage pregnancy. Sexual abuse followed by sexual precocity was related to a higher risk of teenage pregnancy for some. (Roosa et al. , 1997). 10. The results were limited by two methodological factors. First, the sample, although large, was a sample of convenience from a single state, and participants were slightly more educated than the average for this cohort. Second, this was a cross-sectional study that relied on the recall of events that occurred several necessary years prior to the surveyâ₠¬  (Roosa et al. , 1997). 11. â€Å"It may be important for future studies to identify factors that explain the risk associated with sexual abuse for these subgroups† (Roosa et al. , 1997). It was also stated that in the future longitudinal studies are necessary to establish causality. Roosa et al. , 1997). II. Summary The United States has the highest rate of teenage pregnancy with about 25 percent of all U. S. women having a pregnancy by the age of 18 (Roosa et al. , 1997). The purpose of this study was to determine if childhood sexual abuse is a factor associated with an increased risk for teenage pregnancies (Roosa et al. , 1997). Recent studies have reported that sexual abuse is more common among pregnant teenagers than in general population and therefore could possibly be a major contributor to teenage pregnancy. Many mechanisms have been proposed to explain the linkage between childhood sexual abuse and teenage pregnancy. Roosa et al. , (1997) outlined several mechanisms including (a) some teenage pregnancies may be the direct result of sexual abuse, (b) childhood sexual abuse may socialize female victims to believe that their purpose in life is to fulfill the sexual needs of others, (c) the lowered self-esteem of sexual abuse victims may make them more vulnerable to males’ sexual advances, and (d) victims of incest may plan pregnancies as a means of escaping from their victimization. Three research questions guided this effort: First, do women who were sexually abused as children and women who had teenage pregnancy have similar developmental backgrounds (sociodemographic and risk factor profiles)? Second, does the risk for teenage pregnancy differ, based on whether a woman was sexually abused as a child, sexually precocious, or both? And for those who experienced both abuse and precocity, does the relative timing of these events make a difference in risk for teenage pregnancy? Third, does childhood sexual abuse contribute to an increased risk of having a teenage pregnancy after the influence of other factors related to teenage pregnancy (e. g. , social class) have been accounted for? (Roosa et al. , 1997) The variables being studied are sexual history, high-risk sexual behavior, sexual abuse, sexual history pathways, childhood physical abuse, and high-risk behaviors. Sexual history was assessed by asking about the respondent’s age of menarche, first coital experience, use of birth control, and pregnancy (Roosa et al. 1997). Any pregnancy occurring before age 18 was labeled a teenage pregnancy. High risk sexual behavior was described as anyone who had sex for alcohol, drugs, or money; having sex with strangers, having multiple sex partners, and not using birth control (Roosa et al. , 1997). Roosa et al. , (1997) used five mutually sexual history pathways to examine the relationship between childhood sexual abuse and teenage pregnancy: One pathway rep resented those who reported no precocious sexual activity and no sexual abuse before the age of 18. A second pathway represented women who were sexually abused before age 18 with no precocious sexual activity. A third pathway represented those who had been abused before their first precocious sexual experience. A fourth pathway represented those who had been abused before age 18 but after their first precocious sexual experience. A fifth pathway represented participants who had not experienced any sexual abuse before the age of 18 but who were sexually precocious. The last measures used were childhood physical abuse. Eight questions dealing with spanking and hitting adapted from the Conflict Tactics Scale (Roosa et al. , 1997). Participants were 2,003 women, 18 to 22 years old, living in Arizona (Roosa et al. , 1997). Participation was limited to this age range to reduce reporting bias due to widely varying time intervals since sexual history events occurred (Roosa et al. , 1997). The women were recruited at 44 sites in urban and rural areas throughout Arizona (Roosa eta l. , 1997). Participants completed the questionnaire alone or in groups, with assistance from the project manager (Roosa et al. 1997). They recorded their responses on computer-scored answer sheets to ease data entry and minimize error (Roosa et al. , 1997). To analyze the results chi-square and analysis of variance were used to compare sociodemographic and risk factor profiles of (a) women who were sexually abused as children with their non-abused peers and (b) women who had a teenage pregnancy with those who did not (Roosa et a l. , 1997). Next, they compared the incidence of teenage pregnancy for five sexual history pathways using chi-square (Roosa et al. , 1997). Finally, they used logistic regression to determine whether experiences of childhood sexual abuse contributed to the risk for teenage pregnancy after the influences of other variables had been accounted for (Roosa et al. , 1997). Using data from 2,003 women this study took three approaches to examine the relationship between childhood sexual abuse and the likelihood of teenage pregnancy. The results of the study did not support the argument that sexual abuse is a major contributor to the risk for teenage pregnancy (Roosa et al. , 1997). Childhood sexual abuse contributed little to the likelihood of teenage pregnancy in this sample (Roosa et al. , 1997). According to Roosa et al. , (1997), it may be important for future studies to identify factors that explain the risk associated with sexual abuse of different subgroups. Regardless of the strengths of associations found or the number of factors statically controlled, it cannot be determined which relationships may be casual and which may be spurious (Roosa et al. , 1997). Longitudinal studies are necessary to establish causality.