Essay On Abortion Recovery Essay Example For College

Since time immemorial, the abortion issue has constantly sparked massive controversy globally, dividing people into two groups. On one group, pro-lifers argue that abortion is immoral and results in murdering innocent children. On the other hand, pro-abortionists insist that there is ultimately nothing wrong with abortion since it is a form of birth control, and babies should only be born when they are wanted. The hard-line stands by organizations like the church, the policies by governments, and the numerous legislations have all contributed more to the abortion controversy than providing a solution. At some point, an individual may argue that there might never be a consensus on the abortion issue. This paper will examine abortion recovery and how religious organizations and the government perceive abortions. The paper argues this on the premise that a rise in mental health problems and physical complications are some of the adverse effects of legalized abortion in the USA.

Abortion also affects a person physically. When a teen mother goes to an abortion clinic, she is informed very little about the actual abortion procedure. Nevertheless, the woman needs to be told that having an abortion may result in various issues such as maternal death, future pregnancy complications, hemorrhage, cervical laceration, and uterine perforation (Erbe, 2010). Abortions often cause these issues because the procedure is unnatural happening in the woman’s body.

A woman’s body starts preparing for its future baby at the beginning of puberty by preparing eggs for fertilization. The woman’s body then prepares eggs for fertilization every month. Once the woman becomes pregnant, the body utilizes all the nutrients in its uterine wall for the protection and growth of the fetus since the body has been preparing for it since the onset of puberty. When abortion is conducted, the body goes from providing and nurturing the fetus to suddenly having the baby terminated (Medoff, 2016). This procedure is not similar to other methods since it is done in numerous ways that all interfere with the functioning of a woman’s reproductive system. Abortions disrupt all things that the woman’s body has been preparing for since puberty and is programmed to do; this results in massive complications in the pregnancy, abortion, and the woman’s future.

Abortion also affects an individual mentally. The overall mental health among women who opted not to have an abortion while pregnant in their teen years and early twenties dramatically differ from women who had abortions in the same age group (O’Hara & Hoffert, 1997). Once a woman has an abortion, the body becomes confused with the sudden absence of the fetus. The body responds the same way during a miscarriage. However, studies reveal that women who have abortions have a stronger correlation to massive emotional issues in the long term.

These emotional issues, which often start to appear about a year after abortion has been conducted, can include but can’t be limited to detachment, irritability, migraines, and fatigue. Unfortunately, these psychological side effects result in miscarriages and depression in the future (Schouten, 2017). These issues commonly affect women aged twenty-five years or under, and a majority of teen girls have abortions at a high rate compared to women that decide not to have an abortion. It is worth noting that most teen girls and women below twenty-five years are never well informed of the adverse side effects that abortions may cause.

Primarily, the abortion procedure affects assault victims and their health. The decision by women to have an abortion involves psychological and emotional trauma. This happens particularly in instances of rape. When a person is raped, they do not intend to keep a baby resulting from this, and the best solution is aborting the unborn child (Huss, 2021). On the subject of rape, the emotional effects of the incident are too traumatizing. A person sometimes takes a long time to recover, or some other individuals may fail to recover at all. Adding a baby to the raped victim is like adding more salt to the injury. The child would act as a continuous reminder to the victim, resulting in more emotional trauma.

Most studies about the immoralities and morality of abortion have revealed that some individuals against abortion somehow agree that aborting a pregnancy due to rape is acceptable. For example, a poll was conducted in Canada, and it was determined that thirteen percent of the respondents were against abortion at all costs., In contrast, sixty-five percent of the respondents believed it is acceptable to have an abortion in certain instances, such as rape (Medoff, 2016).

Nevertheless, even after rape, the Catholic Church has constantly argued that abortion should still not be permitted. The late Pope John Paul was at the forefront against abortion. He argued that “abortion is a threat to the dignity and freedom of humans since it cultivates the culture of accepting death as a normal occurrence.” Even in the instance of rape, the woman should seek treatment immediately after this vice has happened and should not wait to have an abortion weeks later after the occurrence of rape (Huss, 2021). Additionally, abortion should not be considered the only solution in the case of unwanted pregnancies since the child can be put to adoption. Studies indicate that close to fifteen percent of all married couples in the USA alone cannot have children. This figure is likely to increase as more women opt for abortion to control birth. This makes abortion unacceptable even in rape victims since they can opt for the adoption of the baby.

Despite this, individuals who are less educated about abortion view abortion as similar to other operations, when in a real sense, abortion is very different. Getting rid of a healthy pregnancy is unnatural and results in mental and physical problems. Abortion providers often target teen girls and other young girls since they are less educated about the actual thing that happens during an abortion. Women in this age group are vulnerable to propaganda and things they hear from organizations since they are still young.

In conclusion, pregnant teenage girls are often pressured to have abortions due to financial, school, and family issues. These women are singled out by a political message, but they are never accurately informed in the process of the exact thing that abortion entails. Research has determined that women that are more informed about the abortion procedure and the various types of abortions have a low likelihood of having an abortion themselves. Interestingly, as a woman grows older, the chances of having an abortion decrease. This fact and many others depict how pro-choice arguments influence teen mothers (Schouten, 2017). Abortion preys on vulnerable teenage girls who believe that they are being defended. In reality, these women are not being protected since they are not informed of both sides of arguments where abortions are unhealthy and result in physical and emotional effects on the woman.


Erbe, B. (2010). Erbe: Gov. Tim. Pawlenty’s Abortion Recovery Month. U.S. News Digital Weekly, 2(15), 16.

Huss, B. (2021). Well-Being Before and after Pregnancy Termination: The Consequences of Abortion and Miscarriage on Satisfaction with Various Domains of Life. Journal of Happiness Studies, 22(6), 2803–2828. Available at: Accessed on 17th February 2021.

Medoff, M. (2016). Pro-Choice Versus Pro-Life: The Relationship between State Abortion Policy and Child Well-Being in the United States. Health Care for Women International, 37(2), 158–169. Available at: Accessed on 17th February 2021.

O’Hara, B., & Hoffert, B. (1997). The Healing Choice: Your Guide to Emotional Recovery After an Abortion. Library Journal, 122(2), 96.

Schouten, G. (2017). Fetuses, Orphans, and a Famous Violinist: On the Ethics and Politics of Abortion. Social Theory & Practice, 43(3), 637–665. Available at: Accessed on 17th February 2021.

Aboukir Bay (Battle Of The Nile) (1798) Free Sample


The Battle of the Nile is among the Napoleonic wars, fought in August 1798 stands to be among the most significant victories of the British. The battle involved British and French fleets on the Egyptian coast in the Mediterranean at Aboukir Bay traces its roots from the invasion of Egypt by Napoleon as a way to constrict trade routes of the British in the Mediterranean. The British were led by Admiral Horatio Nelson, while Admiral Brueys d’Aigalliers led the French fleet. Following the invasion of Egypt by the French, the British commissioned Admiral Horatio Nelson to monitor the naval movements of the French. In an attempt to control the trade routes and prevent further trades between Britain and India, a battle raged between British fleets and French fleets.

Following the invasion of Egypt by Napoleon, the French wanted to gain control of the Mediterranean from which the British controlled. Since the ancient days, the Mediterranean had intense human activity, with trade being among the major activities. Therefore, the more control over the Mediterranean, the more trades and power an entity would gain. British held crucial strategic points in the Mediterranean: Malta, Gibraltar, and the Suez Canal. Therefore, the French invasion and capturing of Malta threatened the British control, and Admiral Nelson moved the British Fleet to secure the strategic points[1]. After the capture of Malta, the British, headed by Admiral Nelson, thought that the French would leave for Alexandria. Finding no French in Alexandria, Nelson returned to Sicily to resupply.

However, Admiral Nelson heard that the French fleet was spotted at Aboukir Bay near Alexandria, and he immediately left to attack. Admiral Horatio Nelson’s keen eye for action, excellent judgment, and ability to inspire subordinates and soldiers made him happy as he commanded the British fleet for a night attack. The French did not expect an attack at the late hours of the day, so they relaxed. Led by Admiral in command of the HM flagship, Vanguard, the British fleet attacked the anchored French ships using the Nelsonian maneuver. The battle lasted several hours, resulting in the surrender of French battleships. Majorly, the 120-gun flagship, L’Orient, blew up, killing most of the onboard fleet, including Admiral Brueys d’Aigalliers, and lucky ones got away[2]. That led to British victory in the late-night under Admiral Horatio Nelson in the Battle of the Nile at Aboukir Bay. Napoleon’s army was left stranded with disintegrated plans, and designs on India were scotched. The British prestige was upheld and maintained major control of the Mediterranean.

Army FM-3 Principles of War

The Objective

Every war has combatants led by doctrines and policies they wish to impose to attain set goals towards imminent benefits. In the Battle of the Nile, Napoleon wanted to take control of the Mediterranean under British control. With control of the Mediterranean, the French would benefit from supply routes. However, Britain was not ready to lose the trade routes and interactions with India hence the battle. After winning the battle, the British army regained Malta with the help of natives and sent the French back to Valletta, never to return. The win in the Battle of the Nile has depicted the most decisive naval encounter with the glorious success of the British Navy.

The Offensive

Offensive actions keep the enemy off balance and elevate chances of victory. Offensive acts exploit the weakness and unpreparedness of the enemy[3]. In the Battle of the Nile, the French did not expect an attack at late hours. They anchored their ships and relaxed as others napped. Such carelessness allowed the British fleet to maneuver the waters and take positions. Admiral Nelson’s command was precise and well thought and, with his maneuver, made an offensive attack on the vulnerable French fleet. The French took a lot of time trying to set landward batteries. Admiral Bruey had earlier ignored warning on invading the British, claiming it was unlikely for the British to attack late in the day. The British destroyed French ships, killing many soldiers, and even the largest flagship blew up with the French Admiral. Even though the French had set up defensive positions, they lacked anticipation and knew the British were coming. The French were disoriented and chased from the Mediterranean in the British victory.

Economy of Effort

The economy of effort in battle entails joint forces with superior vessels at the front line, objective clarity, unity of command, and thorough indoctrination[4]. After missing the French in Alexandria, Admiral Nelson went to resupply in Sicily. He got reinforcements of ships from Gibraltar, and a squadron from England arrived for support. Nevertheless, the French also had a fire supply with a 120-gun ship standing at the heart of the line. Both fleets were armed with all they could secure within the time frame leading to battle. Early in the battle, Nelson’s ship was under fire leading to a minor injury on Nelson’s head, but with a surgeon on board, he was stitched and got back to command. Even with injuries, the British Navy maximized their attacks, with the injured being nursed to shape to continue with the battle. Therefore, both fleets maximized their resources towards optimal results, and indeed results were achieved.


In naval wars, combatants tend to approach the enemy with utmost precision and minimal sound without alarming the enemy[5]. The British maneuver is clearly stated as Admiral Nelson, even though young, had a keen eye and great judgment to discern the unpreparedness of the French fleet. In the days spent in the sea looking for Napoleon’s fleet, Nelson discussed with his captains and made plans to be aggressive and initiate an immediate attack. British warships were able to get within and behind the French battle line by maneuvering around its front. The French defensive measure prevented the British ships from anchoring and expected attack from the land stations. On the contrary, the British attacked from the seaward side, and some ships went for the landward side to ensure an absolute attack. The French soldiers were napping and were doomed to defeat without many supplies. Such precise maneuvers ensured effective attacks leading to victory with many French soldiers killed and only a few in the British fleet destroyed.

Surprise and Security

These two principles of war protect against enemies who wish to take advantage and imagine themselves as clever in battle. However, surprise is two-bladed, meaning it could get a win but also could backfire and lead to massive casualties[6]. In the Battle of the Nile, British Navy used the element of surprise and attacked when least expected. By the element of surprise, the British won the battle. With regard to security, the French protected the landward side and failed to deploy ships for the seaward attack similarly. According to Admiral Breuys’ plans, the French would be at an advantage in case of landward attack, and in the wake of the battle, he was wrong and died in the process. Therefore, security is crucial, and so is the element of surprise, hoping that it won’t backfire.


Davis, Paul K. 100 Decisive Battles: from ancient times to the present. ABC-CLIO, 2000.

Fox, Major Amos C. “On the Principles of War.” (2021)

Korda, Matt, Hans M. Kristensen, and Steven Aftergood. “ADDITIONAL RESOURCES.”

Mallick, Pk. “PRINCIPLES OF WAR. “(2020).

Sellers, Jordan. “Zero Ground: Mapping Maritime Commemoration in the Age of Nelson.” European Romantic Review 26, no. 6 (2015): 679-698.

[1] Davis, Paul K. 100 Decisive Battles: from ancient times to the present. ABC-CLIO, 2000.

[2] Sellers, Jordan. “Zero Ground: Mapping Maritime Commemoration in the Age of Nelson.” European Romantic Review 26, no. 6 (2015): 679-698.

[3] Mallick, Pk. “PRINCIPLES OF WAR. “(2020).

[4] Fox, Major Amos C. “On the Principles of War.” (2021)

[5] Korda, Matt, Hans M. Kristensen, and Steven Aftergood. “ADDITIONAL RESOURCES.”

[6] Mallick, Pk. “PRINCIPLES OF WAR. “(2020).

Academic Skills & Studying With Confidence University Essay Example

1.1 Introduction

Academically qualified pupils are more likely to be hired and keep their jobs for the long term. Academic achievement is critical for future advancement in increasingly demanding professions. Academic achievement has a favourable impact on the conduct and social connections with peers and family. Academic achievement requires a combination of qualities such as organisation, time management, prioritisation, focus, and drive. A learner who possesses these skills are considered to be successful in their academic.

The research aims to perform a literature review on the topic of “academic achievements contribute to success” by highlighting numerous scholarly pieces of evidence. The study will highlight several scholarly pieces of evidence to better show the topic’s feasibility.

Topic – “Academic achievements lead to success.”

Aim – To establish the viability of the topic by highlighting various scholarly evidence.

The structure of the study consists of three sections namely an Introduction with the aim and objective. Following the findings, discussions, and analysis of the topic. This section will highlight the similar as well as dissimilar scholarly evidence based on the topic. Finally, a conclusion will give a summation of the findings of the topic.

1.2 Findings, discussions, and analysis

A literature review is an examination of academic articles on a particular subject. It gives students a broad perspective of existing knowledge, helping students to spot pertinent ideas, methodologies, and areas for further research. Searching relevant publications (such as journals and books), critically examining them, and summarising what is discovered are all part of conducting a literature review (Rowley & Slack, 2004).

A literature review can be broken down into five phases. They are divided into five categories: finding relevant literature, evaluating sources, identifying themes, disagreements, and voids, outlining the framework, and p Preparing a review of the literature.

A competent literature review does more than summarise facts; it also analyses, synthesises, and critically examines them to provide a comprehensive overview of the current state of knowledge on the topic.


According to Fauzi et al., (2020) academic achievement is crucial since it is closely tied to the good results people cherish. Grown-ups who are successful learners and have a proper education are much more likely to get a job, have steady jobs, have more employment opportunities, generate more revenue, are more likely to have health insurance, are far less likely to rely on social assistance, are less likely to engage in violent activity, are more productive as community members and generous helpers, and are happier and more confident than those who are not academically successful.

In a research Meyen (2017) stated that since competitiveness is an inevitable aspect of life, the globe is now more integrated than ever, and many people will be battling on a far larger global stage than earlier generations. Students must take into account the fact that this will need them to compete against learners from their nation as well as from a variety of other countries. Possessing the initiative and motivation to succeed will be crucial in managing some elements of life, particularly when it comes to professional and educational options. Students with strong academic abilities will be able to achieve this.

According to Park & Lee, (2013) learners with academic success have more adaptive talents. The majority of students and professionals must navigate developing technology regularly. While this may make life easier in the long run, it frequently comes with new challenges. The adoption of current technology by various companies to expand their global footprint is an excellent example of this. As a consequence, top-tier businesses encourage their workers to work remotely to fully use the Digital World. Actively working with a co-worker in a foreign place could be just one of many cultural shifts that the future generation will face in the workplace. Adaptable learners will succeed in every situation that changes with the world.

According to Snow & Uccelli, (2009) academic achievement and professional abilities may assist the learner in obtaining employment. However, it is critical to building life skills that will assist people in achieving professional success and better managing personal achievement. The current world provides several rewarding employment options in both conventional and unconventional fields. Surprisingly, it’s also where intolerance, confrontations, interpersonal issues, and a general decrease in morals are on the rise. Basic life abilities, such as intellectual, personal, and interpersonal abilities, are required to succeed and prosper in professions and personal lives as a result of these growing paradoxes. These abilities allow you to develop social and psychological abilities in addition to academic abilities, resulting in the overall development of a learner’s personality. The learning process, on the other hand, is mainly focused on academics and hence lacks to transmit critical life skills.

According to Dunn et al., (2003) even if there are connections between academic and professional achievement, there are still significant disparities. Test scores, for instance, do not assess management or risk tolerance, two characteristics critical to corporate success at the top levels. Furthermore, a grade point average (GPA) isn’t a reliable predictor of emotional intelligence or interpersonal skills such as networking. Without such crucial talents, it would be difficult to advance in a job.

Timmons et al., (2004) have stated that cracking the mould is how business people, inventors, and people in the creative sectors succeed. To put it another way, the most successful entrepreneurs may not have completed their homework or assignments timely. For years, researchers have observed a disconnect between academic performance and creative employment outcomes (Finch et al., 2013). Even while the group as a whole had a B mean, individual programs had a broad variety of scores, according to an assessment of the most creative designers. The creative students excelled in subjects that these industry executives deemed intriguing. “However, in courses that failed to pique their interest, they were perfectly happy to perform no effort at all.”

According to Renzulli (2021) a good score is a reflection of more than just content knowledge or intellect. Rather, it’s a mix of talents, knowledge, and personal traits. For instance, a learner with a strong work ethic and dedication may be able to improve their scores by completing weekly assignments promptly and attending class regularly. Likewise, if a learner is motivated, they will undertake extra research for assignments or seek out educational materials if they are having difficulty. Scores can be a stronger indicator of achievement than other limited measurements, such as IQ since they constitute a composite assessment of student performance. Endurance, effort, and self-discipline, three important attributes that might lead to success, are all captured in scores. On the other hand, IQ makes up for only 1% to 2% of income disparities (Lynn et al., 2002).

According to Knouse et al., (1999) new grads with a high GPA may have a better chance of getting a job application or proving their credentials. Others with a lower GPA, on the other hand, maybe obliged to limit their employment search to emerging and developing economies or smaller organisations, as well as take lower pay. Early professional setbacks, in particular, can have a long-term effect on one’s career path. Learners who graduate during an economic downturn may find it difficult to break away from joblessness and receive lower wages for up to a decade after graduation (Abel et al., 2014). Learners who do well in academia do not endure the same downturn as those who barely survive by, therefore learners with academic achievements may have an advantage when deciding on a career track.


The findings examine different parallels and differences in the author’s scholarly evidence. Academic accomplishment leads to success, according to some writers, because people who are effective learners and have a proper education are far more likely to find a job, have stable positions, have more job opportunities, create more earnings, and so on. Some authors, on the other hand, argue that academic excellence is not the only pillar of success. When it comes to dealing with real-life scenarios and handling job difficulties, a combination of soft skills, creativity, and innovation plays a significant role.


In reality, success, in my opinion, is largely determined by an individual’s interpersonal abilities, inventiveness, management skills, and soft skills. Academic abilities can land a person a white-collar position at a high-profile firm, but judging success solely based on job descriptions is inaccurate. People now have a lot more opportunities because of the changing times, which are built on creativity and invention. In the current economic climate, where jobs are scarce, an individual’s success is largely ensured if he possesses management and interpersonal abilities.

1.3 Conclusion

The study’s findings show that academic achievements indeed lead to success, but only to a limited extent. According to the findings, a student with a strong work ethic and determination may be able to enhance their grades by completing weekly assignments on time and attending class regularly. A practical field, on the other hand, demands far more than dedication and excellent work ethics. Academically proficient students may have a better chance of securing a job application or showing their credentials, yet most successful entrepreneurs may not have completed their homework or assignments on time. They have soft skills, management ability, and risk tolerance, all of which help them succeed.


Abel, J. R., Deitz, R., & Su, Y. (2014). Are recent college graduates finding good jobs?. Available at SSRN 2378472.

Dunn, L., Morgan, C., O’Reilly, M., & Parry, S. (2003). The student assessment handbook: New directions in traditional and online assessment. Routledge.

Fauzi, M. A. D. M., Hassan, Z., Setapa, M., Ramlee, N. A. Z., & Ab Rahman, S. M. (2020). Factors influencing students’ performance at Universiti Teknologi MARA (UiTM) Kelantan branch. Journal of Contemporary Social Science Research4(1), 68-77.

Finch, D. J., Hamilton, L. K., Baldwin, R., & Zehner, M. (2013). An exploratory study of factors affecting undergraduate employability. Education+ Training.

Knouse, S. B., Tanner, J. R., & Harris, E. W. (1999). The relation of college internships, college performance, and subsequent job opportunity. Journal of employment Counseling36(1), 35-43.

Lynn, R., Vanhanen, T., & Stuart, M. (2002). IQ and the wealth of nations. Greenwood Publishing Group.

Meyen, E. L. (2017). Teaching Project Team Skills: Enhanced by the WWW. Focus on Exceptional Children30(6).

Park, O. C., & Lee, J. (2013). Adaptive instructional systems. In Handbook of research on educational communications and technology (pp. 647-680). Routledge.

Renzulli, J. S. (2021). The Three-Ring Conception of Giftedness: A Developmental Model for Promoting Creative Productivity 4 (pp. 55-90). Routledge.

Rowley, J., & Slack, F. (2004). Conducting a literature review. Management research news.

Snow, C. E., & Uccelli, P. (2009). The challenge of academic language. The Cambridge handbook of literacy112, 133.,+on+the+other+hand,+is+mainly+focused+toward+academics+and+hence+lacks+to+transmit+critical+life+skills.&ots=iWzwAsqERg&sig=IrTujjPe1iMTC3nY6r5iXyMCPw4#v=onepage&q&f=false

Timmons, J. A., Spinelli, S., & Tan, Y. (2004). New venture creation: Entrepreneurship for the 21st century (Vol. 6). New York: McGraw-Hill/Irwin.