Research Essay Example | Topics and Well Written Essays - 1250 words - 8

Research - Essay Example The demand of goods and services in the market can be defined as the total goods that people are willing and able to buy at a given price and at a given time (OConnor, Pg. 135). There could be goods and services in the market which the customers are not willing to buy or cannot afford. Such goods and services do not constitute demand. Quantity demanded on the other hand is the exact quantity of goods that are demanded at a given price. The price of the commodities influences demand (i.e.) will influence the quantity demanded. For instance, if the price of goods increases, some people might not be able to afford the commodity and as a result, the quantity demanded will decrease. Similarly, if the price decreases, some people who were not able to afford the commodity previously will now be able to afford and hence the demand will decrease (Krugman & Wells, Pp. 70). There is a law of demand which states; all other factors being held constant, an increase in price of a commodity leads to a decrease in demand. Other than price, there are a number of factors which affect the demand of a commodity. Some of them are; population, taste and preferences, nature of the goods, personal disposable income, price of substitutes as well as customer expectations among others. When the population is high, there will be more people in the market who are available to buy the goods and services. As a result, the demand will increase with an increase in population. A decrease in population on the other hand will decrease the demand. Taste and preference influence demand in that when the people have a great desire of a commodity, they are likely to buy more of it (OConnor, Pg. 137). Desire is a term that may refer to the willingness to buy. It should be noted that one may be willing to buy but they are not able to buy. This does not constitute demand. However, when people are willing to

Positive and negative impacts of social networking sites Essay Example for Free

Positive and negative impacts of social networking sites Essay THE POSITIVE PART Social networking Web sites are helping businesses advertise, thus social networking Web sites are benefiting businesses economically. Social networking Web sites are helping education by allowing teachers and coaches to post club meeting times, school projects, and even homework on these sites. Social networking Web sites are enabling advancements in science and medicine. Job hunting Stay in touch with friends Positive causes/awareness THE NEGATIVE PART The very nature of such sites encourages users to provide a certain amount of personal information. But when deciding how much information to reveal, people may not exercise the same amount of caution on a Website as they would when meeting someone in person. This happens because: the Internet provides a sense of anonymity; the lack of physical interaction provides a false sense of security they tailor the information for their friends to read, forgetting that others may see it. Sharing too much information on social networking sites can be problematic in two ways: firstly, it can reveal something about you that you’d rather your current or future employer or school administrator not know, and second, it can put your personal safety at risk. Another potential downside of social networking sites is that they allow others to know a person’s contact information, interests, habits, and whereabouts. Consequences of sharing this information can range from the relatively harmless but annoying—such as an increase in spam—to the potentially deadly—such as stalking. Another great issue of concern with social networking web sites is that of child safety. Read more:  Positive and Negative Effects of Social Media Essay Research has shown that almost three out of every four teenagers who use social networking web sites are at risk due to their lack of using online safety. (Joly, Karine, 2007) A lot of the web sites do have an age requirement but it is easily bypassed by the  lying about of one’s age. Even if they don’t lie about their age the average age requirement is around fifteen years old. Predators may target children, teens, and other unsuspecting persons online—sometimes posing to be someone else—and then slowlyâ€Å"groom† them, forming relationships with them and then eventually convincing them to meet in person In Touch with The World Family living abroad can be kept abreast of the latest happenings in your world as quickly as those living next door. Friends who you haven’t seen since school, and who have since moved away, are able to keep in touch. Social networking sites have made the world a smaller place. Conclusions As with most things in life there are positive and negative sides to social networking, both of which we have now explored. Ultimate belief is that when done in moderation, with checks and balances on how younger people in particular are using them, and with a firm grasp being kept on reality at all time, social networking sites are neither evil or a Godsend. They’re somewhere in between. Social networking isn’t for everyone, but it’s now such a massive part of all our lives, whether we embrace or reject the notion, that it can no longer be ignored. Privacy  Social networking sites encourage people to be more public about their personal lives. Because intimate details of our lives can be posted so easily, users are prone to bypass the filters they might normally employ when talking about their private lives. Whats more, the things they post remain available indefinitely. While at one moment a photo of friends doing shots at a party may seem harmless, the image may appear less attractive in the context of an employer doing a background check. While most sites allow their users to control who sees the things theyve posted, such limitations are often forgotten, can be difficult to control or dont work as well as advertised. Decreased Productivity While many businesses use social networking sites to find and communicate with clients, the sites can also prove a great distraction to employees who  may show more interest in what their friends are posting than in their work tasks. Wired.com posted two studies which demonstrated damage to productivity caused by social networking: Nucleus Research reported that Face book shaves 1.5% off office productivity while Morse claimed that British companies lost 2.2 billion a year to the social phenomenon. New technology products have become available that allow social networks to be blocked, but their effectiveness remains spotty. A False Sense of Connection According to Cornell Universitys Steven Strogatz, social media sites can make it more difficult for us to distinguish between the meaningful relationships we foster in the real world, and the numerous casual relationships formed through social media. By focusing so much of our time and psychic energy on these less meaningful relationships, our most important connections, he fears, will weaken. social networking has become a major part of society. Even big businesses and celebrities are jumping on the social networking bandwagon. Many people wake up each day and check social websites first thing in the morning instead of reaching for a newspaper. According to Mashable.com, as of June 2010, American Internet users spend more than 22 percent of their online time using a social networking site. Since people are spending such a large amount of time surfing social networks, it is important to point out some of the positive and negative effects that social networking can have on a society. Helping Small Businesses Social networking can help small businesses in a big way. Traditional mediums such as print magazine ads and radio commercials can cost thousands of dollars that some small businesses just dont have in a down economy. Social networking allows small business owners to connect with prospects and clients for free, costing nothing but time and energy. Marketers at small companies can post coupons to Facebook groups or run promotions on Twitter. In addition to generating revenue this way, companies also can get positive and negative feedback directly from consumers. Addictive A negative aspect of social networking is that it can be addictive. Spending  too much time on social networking sites can cause people to lose focus on tasks at work or around the house. Social networking needs to be used in moderation. If someone is spending so much time on social networks that they are not sleeping enough hours per night or are ignoring friends and family that want to spend time with them in person, social networking can be a serious problem. Sharing Too Much Another drawback to social networking is that some users are simply sharing too much information. People can lose their jobs or a friendship over leaking information on social networks. Even if a user of a social site has her privacy settings on the highest level, their information can still be passed on by someone on their friends list. It doesnt take much for an angry follower to copy and paste a status or download a picture if they are looking for revenge.

Behaviour Management Techniques in Pediatric Dentistry

Behaviour Management Techniques in Pediatric Dentistry Title of the article: Model of parental acceptance of various behavior management techniques used in pediatric dentistry Abstract: Purpose: to evaluate the parental acceptance of different behavior management techniques routinely used in pediatric dentistry. Methods: Forty parents were shown a video tape of different nine behavior management techniques. (1.) Tell Show Do, (2.) Modeling, (3.) Positive reinforcement, (4.) Distraction, (5.) Voice control, (6.) Hand over mouth exercise, (7.) physical restrain, (8.) conscious sedation and (9.) General Anesthesia. Parents were explained and asked to rate their acceptance on visual analogue scale provided in form Results: All the parents in the sample group completed the survey form and among them 37 parents accepted the positive reinforcement technique as the most acceptable. The least acceptable techniques were Hand over mouth exercise and physical restrain. The acceptance rate was in following order: Positive Reinforcement, Tell Show Do, Distraction, Modeling, Conscious Sedation, General Anesthesia, Voice Control, Hand over Mouth Exercise, Physical Restrain. Conclusion: Parents favor more affirmative approaches and management techniques that engross demonstrations geared for the child’s level of accepting. Aversive conditioning like Physical Restraint, Hand over mouth exercise and voice control is more strongly rejected than sedation and general anesthesia. Introduction: The most imperative facet in pediatric dental practice is behavior management of the child. It saves the time of not only dentists but also parents and child. The successful results can be obtained by the less anxious and well managed child. (Wright G Z. Behavior Management in Dentistry for Children. Philadelphia, WB Saunders Co, 1975) And for managing such child, the number of behavior management techniques has been explained in the literature. The intimate relationship among child, parent, dentist and society has been well explained by pedodontic triangle which provides proper child dental care. Not only this, but also it provides the information regarding the behavior management techniques to be used against the child. (Wright G Z. Behavior Management in Dentistry for Children. Philadelphia, WB Saunders Co, 1975. )(American academy of pediatric dentistry: Guideline on behavior guidance for the pediatric dental patient. Pediatr Dent 2007;29:115à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ24.) According to Kupietzky, for better understanding for their children`s treatment, parents can also participate actively in treatment decisions, and various behavior management techniques to modify their children`s behavior. This will ultimately diminish the parental anxiety. (Kupietzky A. Effects of video information on parental preoperative anxiety level and their perception of conscious sedation vs. general anesthesia for the dental treatment of their young ch ild. J Clin Pediatr Dent 2006;31:90à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ2) with growing concern about children`s rights and considering ethical aspects, pedodontists can no longer take for granted that parents will endorse any form of behaviour management technique without issue. (Klein A. Physical restraint, informed consent and the child patient. J Dent Child; 55: 121-122. 1987, Lawrence S M, McTigue D J, Wilson S, Odom J G, Waggoner W F, Fields H W Jr. Parental attitudes toward behavior management techniques used in pediatric dentistry. Pediatr Dent; 13: 151-155. 1991.) Informed consent is having a growing blow on behavior management of children. The courts uphold that treatment by health care professionals without prior consent is array and the dentist who treats a patient devoid of consent may be liable (Brown 1976). It was stated in the conference sponsored by American academy of pediatric dentistry in 1988 that informed consent must be obtained prior to employ any behavior management technique in children. (American Academy of Pediatric Dentistry: Behavior Management for the Pediatric Dental Patient Final Proceedings of a Workshop,September 30 October 2, 1988, Iowa City, IA.) There are few studies which demonstrate that behavior management techniques are not evenly acknowledged by parents or guardians and many techniques are found to be objectionable. (Murphy M G, Fields H W Jr, Machen J B. Parental acceptance of pediatric dentistry behavior management technique. Pediatr Dent; 6: 193-198. 1984. , Peretz B, Zadik D. Attitudes of parents toward their presence in the treat ­ment room during dental treatment to their children. J Clin Pediatr Dent; 23: 27-30. 1998.) Various studies have been done regarding acceptance of various behavior management techniques in children. It begins with the study done by Murphy et at who first encountered in differences in parental acceptance of behaviour-management techniques. In their study, they fulfilled that tell-show-do technique was customary by most parents and general anesthesia and aversive conditioning techniques like physical restrain were least accepted. (Murphy MG, Fields HW, Machen JB. Parental acceptance of paediatric dentistry behavior management techniques. Pediatr Dent 1984; 6: 193-8.) Seven years after this study another study done by the Laurence et al stated that the enough explanation is necessary for better understanding and acceptance each techniques by parents. (Lawrence SM, McTigue DJ, Wilson S, et al. Parental attitudes toward behavior management techniques used in paediatric dentistry. Pediatr Dent 1991; 13: 151-5.) Havelka in 1992 quoted in his study that the socioeconomic status als o influence the acceptance of certain behavioral modification technique by parents. (Havelka C, McTigue D, Wilson S, Odom J. The influence of social status and prior explanation on parental attitudes toward behavior management techniques. Pediatr Dent 1992; 14: 376-81). Also, the acceptance of each behavior management technique is influenced by culture and geographic region. (Long N. The changing nature of parenting in America. Pediatr Dent 2004; 26: 121-4.) Till now there is only one Indian study was there regarding acceptance behavioral management techniques by parents. (Elango I, Baweja DK, Shivaprakash PK. Parental acceptance of pediatric behavior management techniques: A comparative study. J Indian Soc Pedod Prev Dent 2012;30:195-200) Thus, understanding parental acceptance regarding various behavior management techniques are very important which will ensure the proper child-dentist relationship as well as providing proper care. So the aim of this study was to assess the attitudes of parents towards different behavior management techniques used in pediatric dentistry. Materials and methods: 40 Parents were randomly selected from the department of pedodontics and preventive dentistry after the institutional committee ethical approval. (KA/PD- 06/2013) The inclusion criteria was decided which were, Parents of children with age 4-15 years with no previous dental history, Parents who are willing to participate and able to view and understand the videotape and Parents of all socioeconomic status irrespective of their age, gender, income, educational status, and occupation. A master video tape of various 9 behavior management techniques was made using the software windows movie maker v3.6. the behavior management techniques used were: (1.) Tell Show Do, (2.) Modeling, (3.) Positive reinforcement, (4.) Distraction, (5.) Voice control, (6.) Hand over mouth exercise, (7.) physical restrain, (8.) conscious sedation and (9.) General Anesthesia. All the behavior management techniques which were shown in the master video tape were recorded in the department of pedodontics and preventive dentistry. Before each behavior management, it was explained. The master video tape was approved by four pedodontist having more than 10 years of experience. The techniques were presented in the same sequence to all parents as follows: The video tape was 8 minutes long duration with each technique describing 20-30 seconds. After watching each behavior management technique parents were asked to give the opinion. The assessment form was filled by the parents contained the names of the techniques with two parameters of the visual analogue scale: Acceptableà ¯Ã‚ Ã…  , Not acceptableà ¯Ã‚ Ã…’ Videotape was projected using a laptop/ projector in the parent counseling room.() The subjects were asked to mark their opinion by using a vertical mark onto à ¯Ã‚ Ã…   or à ¯Ã‚ Ã…’ Following each technique Results: According to data analysis, the positive reinforcement was the most acceptable technique that was accepted by 37 parents (92.5%). The least acceptable technique was hand over mouth exercise and physical restrain that was accepted by only 5 parents (12.5%). The acceptance of various other behavior management techniques was in following order.(table 1) The same result is shown in the following bar diagram. (figure 3) Discussion: In the past years, various studies were conducted regarding the parental acceptance of various behavior management techniques by Murphy et al, Lawrence et al, Frankel, ; Havelka et al.; Scott and Garcà ­a-Godoy; Eaton et al, Elango et al. According to this study, the most acceptable techniques are positive reinforcement (92.5%) and tell show do (87.5%). These findings are in correlation with previous study done by Murphy et al. The reason for the highest rating of positive reinforcement and tell show do technique may be the parent demanding for the more child friendly behavior that will inspire the child for future dental treatment. Also in Murphy`s study, it was showed that the sedation and general anesthesia was least acceptable by parents. (Murphy MG, Fields HW Jr, Machen JB. Parental acceptance of pediatric behavior management techniques. Pediatr Dent 1984;6:193à ¢Ã¢â€š ¬Ã¢â‚¬Ëœ8.) But in our study, General anesthesia and conscious sedation both were selected by 25 % of parents. The reason may be, they don’t want their child cry in the dental clinic and want multiple dental treatment in single sitting. It was concluded in the study by Eaton et al that in recent years, the approval for permission of nitrous oxide sedation has increased. (Eaton JJ, McTigue DJ, Fields HW, Beck FM. Attitudes of contemporary parents toward behavior management techniques used in paediatric dentistry. Pediatr Dent 2005; 27: 107-13.) However in our study we found that a considerable number of parents (25%) approved this technique, which was more than the previous studies by Murphy. The least acceptable techniques are hand over mouth exercise (12.5%) and physical restrain (12.5%) These findings are in correlation with previous studies done by Murphy et al. [1984] Eaton et al [2005] and J. Luis de Leà ³n et al [2010]. The reason for the same may be parents consider these techniques as illegal, unprofessional and not child friendly. HOME technique is also facing some controversy over a long period of time. For this reason many pedodontists are not using this technique and believe that parents may react negatively if they use this technique. (Bowers LT. The legality of using hand-over-mouth exercise for management of child behavior. J Dent Child 1982; 49: 257-65.) According to the report by Ouesis (2010) although HOME technique is eliminated from the AAPD guidelines, many dentists still accept this technique. (Oueis HS, Ralstrom E, Miriyala V, Molinari GE, Cassamassinmo P. Alternatives for Hand Over Mouth Exercise after its elimination from the clinical guidelines of the American Academy of Paediatric Dentistry. Pediatr Dent 2010;32:223-8) Restrain the child by pediwrap was also the least accepted technique. However it was suggested by frankle that this technique can be the accepted techniques by the mother if the child ic un cooperative. (Frankel RI. The Papoose Board and mothers’ attitudes following its use. Pediatr Dent 1991; 13: 284-8) Limitations: As the coin has two sides, the limitation in this study should not be ruled out. The first is different parents might evaluate the video tape differently and second one is failure to analyze the stress level of parents during watching the video tape. Further studies can be donre to eliminate these limitations. Conclusion: The following two conclusions can be drawn from this study, Parents prefer more positive approaches and management techniques that involve demonstrations geared for the child’s level of understanding. Aversive conditioning like Physical Restraint, Hand over mouth exercise and voice control is more strongly rejected than sedation and general anesthesia.

Essay --

Webster defines feminism as both "the theory of the political, economic, and social equality of the sexes" and "organized activity on the behalf of women's rights and interests" (Webster 418). Equality of the sexes (in terms of rights) and the furthering of women's rights are seemingly positive aspirations; yet people tend to describe feminism using negative terms, and feminism today has acquired a bad reputation. "Radical" and "extremists" are adjectives commonly applied to feminism as a whole, when, in truth, feminists who adopt extreme positions constitute the minority. Moreover, these "gender feminists," or "militant feminists," as many call them, although they receive the most public attention because of their aggressive tactics and high visibility, alienate people in broadcasting their views. Their goal, to create a "sentimental priesthood" that will achieve collective power and retribution as oppressed "victims" of a white-male supremacy, seems unreasonable (Himmelfarb 20). In contrast, "equity feminists," or "academic feminists," embrace the basic principles of feminism. They celebrate women's achievements, work for the individual rights of all women, and, as Christina Hoff Sommers aptly says, "want for women what they want for everyone, equal protection under the law" (Himmelfarb 20). Though not all feminists agree on how to reach this goal, most argue for a reasonable, realistic, and positive method. By contrasting the differing feminist ideas of writers like Adrienne Rich, Gertrude Himmelfarb, and Camille Paglia, one defines a winning brand of feminism: a philosophy founded on equity feminist ideology and dedicated to the achievement of social, political, economic, and intellectual reform. David Thomas and Camille Pag... ...minism by "constantly raising the stakes," and seeking "not mere reform or revision...but revolution" (Himmelfarb 20). In this way, they isolate themselves and lose support among both men and women for the entire feminist cause. John Ellis concludes that gender feminism "poisons relations between the sexes, and catapults into leadership roles in the women's movement angry, alienated women who divert that movement from the necessary task of exploring feasible changes" (74). People need to know that feminism, based on its essential ideals and goals, has broad appeal, and that they should not dismiss it because of a specific sector. They must look beyond the extremists to find a branch of feminism that welcomes all people and focuses on a positive and reasonable goal: a society that affords everyone the opportunity and right under the law to reach his or her potential.

Learning Journal †Time Management Essay

The learning journal consists of my personal reflections on events in the workplace and on how I have tested new ideas from studying the module materials like Topic Guides in my work. It also consists of implementations of work based objectives or inquiries, plans for development of future work practice, shows how I have applied reflective thinking frameworks as I conducted my work based inquiries. Firstly, I would focus on the cycles of work-based inquiry on Time Management. Currently, I am undertaking trade training and representing the Army Martial Arts team. Adapted from TMA02 Task1(15/12/2013): Time management has always been an ideal topic of interests for me as it is fundamental factor which aids learning process in the workplace. Managing is evidently an effective technique as it maintains time appreciation and resources which aids in the production of positive results. Adapted from TGF Yellow(15/12/2013): (Doran, 1981, p. 35-36)SMART Framework S – I will have respective schedules for studies, work and sports planned out. By doing so, I will be having more time, achieve my set goals with more focus and produce better results too. M – I will reflect daily on my list of schedules and tick them off. If for any reason, I lack behind the schedule, I will ensure prioritising and spending time accordingly. A – If I could  finish my workload as planned out, I would be reasonably well ahead of my assigned date. This would give me more time to spend with my family especially with 2 year old son. R – I would be able to meet my goals set by myself. Not only will there be more family time to spend, I would also be eligible for my next promotion in good time and a step closer to becoming eligible for the Commissioned Officer course in the Army if I complete my OU degree. T – I am planning from the start of week 5 of BU130 till the end of the module. The framework has shown some effective results ever since and I am spending more quality time with family as well as coping with studies and training sports wise.’’ Journal(15/12/2013): Essentially, considering one of my workplace inquiries – Time Management, I am doing an Apprenticeship course plus OU modules, maintaining my fitness and representing the Martial Arts Team too. I have a son to look after at times and sometimes I struggle to make time for anything. (Simmering, 2014)I have been facing difficulties but after reading the article of the Topic Guide on Time Management from Reading 3 (The Open University, 2014a), I used the new ideas in conjunction with the application of the SMART framework. This made my schedule more practical and manageable. Journal(19/01/2014): I needed to outline the problems that I would face manage with my trade training and OU studies. I felt that it is difficult to start out and concentrate to get things done according to the set programme. (Simmering, 2014)Time management is testing as it requires motivation and discipline to work efficiently. It was easy to extend beyond schedule as procrastinating has been difficult to avoid. Adapted from TGF Green(29/01/2014): Introduction Critical Incident At times, I would have a responsibility of looking after my 2 years old son as my wife who works part-time doing her night shifts straight after my work. Just recently, I had to take my son to the A&E Department because he started having breathing problems for 2 days and we are regularly administering his doses at the given timings. The following day, as I  returned to my training, my NVQ course instructor came to me and told me to speed up to catch up with the programme schedule or he would mark the particular practical task a fail if not handed in time. I felt really upset because I thought he was being unreasonable and unfair but I had no choice so I hastily worked on my task and managed to complete it in time with an average score. Journal(21/01/2014): I have completed the introduction and incident section and I will be able to progressively focus. However, it has not turned out as planned on some areas, particularly, in my course where I have been struggling to catch up with my other classmates. Moreover, I will also have to take days off from the vocational course to train for Army Martial Arts Competition. Plus, I know that I will have more workload piled up from the time loss from Martial Arts training as my apprenticeship deadline is on the 18th of March. Unexpected incidents have caused me delays making it difficult to follow the schedule. Ideas(22/01/2014) Using the stages of Kolb’s learning cycle, we could learn to Reflect from Concrete Experience like the incident mentioned above and Generalise to put it in Action. (Kolb, 1984) Journal(25/01/2014): I found that reflecting from ideas tested is a brilliant way of learning as it teaches me to work effectively by generalising and putting it to action. I noticed by using the four stages of Kolb’s learning cycle, it does give a broader view of the learning process. Adapted from TGF Green(29/01/2014): Hi Joyce I have tried the time management schedule as planned out with achievements. However, I have had lagged behind schedule due to unexpected problems that crops up every now and then. Currently, I have cut short my breaks and worked harder to catch up with time by half, which is about an hour, daily. I thought cutting my breaks shorter has worked effectively and I am also able to be a step ahead. Journal(29/01/2014): I thought if I could do it differently, I would change my ways or improve to work quicker and catch up with the programme. It seems to work better each day as I am speeding up progressively in doing other project work and practical assignments. I am able to spend ample time on my TMA03 assignment as well. Framework for evaluation(29/01/2014) I have chosen the Pedler’s framework of bringing our feelings into our reflection According to Pedler et al. 2001 stats that it helps us to rationalise one’s thought and various ideas that could be used to improve their actions and performance in difficult situations. Taking emotions and feelings into account and analysing situations through questioning and response. It is basically learning through reflection. Our feelings – I felt disheartened by the way the instructor who unreasonably told me that I could fail the task. I had no options but to continue my work with speed as I know that arguing with him would not have got me anywhere. I am glad that I managed to pass it though. Our thoughts and ideas – My thoughts are to give a critical review of my schedule and allocate ample time for assignments and project works. I might consider cancelling some Taekwondo classes and start completing tasks faster. This will also give me extra time for my family as well as keeping me ahead of things to come. Our action-tendencies – Following strictly with the deadline will help keep myself on track with everything. I have been struggling to meet the deadline but will persevere to achieve them. As I cannot afford to lose any more time and make it a habit. Journal(20/02/2014): In addition to using the Kolb’s learning cycle, I thought the Pedler’s framework would work together. So far, results have been excellent as I could practise and maintain schedule overall. This supports my Self and Career management well. Journey Reflection(28/02/2014) In summary, I thought the process of reflecting from the beginning was really challenging and a difficult one because lots of changes were made to achieve the result wanted. Sometimes, it is not possible to control everything as planned and adjustments have to be made along the way. I thought that I had  to transform myself doing this module to become better at managing and organising my time. Word count: 1313 References: Arney, E. (2011) BU130 Writing for work and study, Milton Keynes, The Open University. Arney, E. (2012) BU130 Learning Contract Guidance, Milton Keynes, The Open University. Arney, E. (2013) BU130 Study Guide, 7th edn, Milton Keynes, The Open University. Doran, G. T. (1981) There’s A S.M.A.R.T. Way to Write Management’s Goals and Objectives, Management Review, vol 70, no. 11(AMA FORUM), pp. 35-36. Kolb, D. (1984) Experiential Learning, Englewood Cliffs, NJ, Prentice Hall. Pedler, M., Burgoyne, J. and Boydell, T. (2001) A Manager’s Guide to Self Development (4th edn.), Maidenhead, McGraw-Hill. Ramsey, C. (2010) BU130 Introducing Reflective Learning, Milton Keynes, The Open University. Simmering, M. J. (2014) Time Management – Reference for Business, (2nd edn) [Online], Encyclopaedia of Business. Available at http://www.referenceforbusiness.com/management/Str-Ti/Time-Management.html (Accessed 15 December 2013). The Open University (2014a) ‘Reading mate rial 3’, Topic Guide 1: Time management [Online]. Available at https://learn2.open.ac.uk/mod/oucontent/view.php?id=372553 §ion=3 (Accessed 15 December 2013). 2. Reflective Report Introduction Corresponding to the Time Management which gives support to the learning development in the workplace, the Self and Career Management, is fundamental in ensure relevance in the chosen pathway. It has to be made certain that the individual is not being trained or forced into something that is irrelevant. The importance of the Self and Career Management is stressed in the Learning Contract under Section 1 – Possible learning topics: ‘’Likewise, self and career management comes into what the individuals’ capabilities are and how one can establish their aims to achieve their goals. Without learning the appropriate skill or having the relevant qualification, it does not help for the assigned tasks. Hence, I would ensure that the courses and experiences needed are attained according to my  career path.’’ Occurrence Having acquired 8 years of service in the British Army and experienced various dilemmas, the economic and financial constraints have significantly affected the Regular Army Structure as a whole down to the hierarchy of ranks from 102,000 to 82,000 (The Guardian, 2014). Colleagues who were highly professional and skilled are forced into changing their trade skills or made redundant because of the non-availability of the quota and relevance in trade skills required including expenditures. Moreover, with pay freeze and staff retention and cut backs, it has been ever more difficult for serving soldiers. In order to ensure job suitability, one has to be competent with a relevant qualification and experience. Therefore, ideas generated from sources such as Topic Guide 3: Self and Career Management Readings 5 and 6 materials were used to adapt to such changes. (The Open University, 2014b) Discussion Session Action Taken At the moment, I am undertaking a vocational, NVQ level 3 course in order to be more competent and qualified as a senior tradesman with acquired knowledge to secure my profession and develop personally. Ideas (The Open University, 2014b)Additionally, I also obtained several ideas from Readings 5 and 6 materials and they are: – The skilful use of the self Strengths and weaknesses Self-knowledge, self-esteem and self-confidence Managing change Framework for reflection The reading material ideas, utilised in conjunction with the stages of Kolb’s learning cycle, we could learn to Reflect from Concrete Experience like the incident mentioned above and Generalise to put it in Action. (Kolb, 1984) The ‘Kolb’s experiential learning cycle’ is to be used for reflective learning on our own circumstances. This model enables one to breakdown situations into a clearer more structured way. This framework allowsassessment of a particular situation and reflection of oneself and experiences which directs into putting actions to practical adjustments Concrete Experience – I have planned out my vocational pathway to promotion and tried the Self-knowledge, self-esteem and self-confidence to discover my potential capabilities and limitations (Bourner, 1996). However, I realised that sometimes I am not so confident with my given task even though I had the subject knowledge. Reflection – I need hone my weaknesses which will boost my self-esteem and practise with confidence in any given situation. Generalisation – It was because I had a vocational learning gap for 2 years and had few exposures. Therefore, I had to practice more which could obtain me to double promotion if I get a distinction and recommended. Action (Bourner, 1996)Hence, whatever the circumstances, I must manage the changes meaning innovating and improving the standards and quality of work in order to achieve distinction and be capable of reaching my own prospective pathway. Framework for evaluation Adapted from TGF Green: I have chosen the Pedler’s framework of bringing our feelings into our reflection (Pedlar et al., 2001) It is stated on (Pedler et al., 2001) that the framework helps us to rationalise one’s thought and various ideas that could be used to improve their actions and performances in challenging situations. Taking emotions and feelings into account and analysing situations through questioning and response. It is basically learning through reflection. Components Our feelings – I thought that having seen some of my colleagues made redundant, I felt disheartened in some ways. I knew that if I had to secure my job position, I would have to move on with strong mindset and set goals. I managed to be safe as for now plus got myself loaded onto a mandatory  vocational course which will qualify me for next promotion. Our thoughts and ideas – My thoughts are to be more decisive of my qualifications that I strive to acquire and making sure my options are available according to my experiences and knowledge gained. Ideas are taken from as many resources available especially from Reading materials from the Topic Guide 3 of Self and Career Management. This will put me on track that will ensure a stable career and perhaps give me better prospects in the field of business studies (The Open University, 2014b). Our action-tendencies – It is very simple to lose focus and interests during some point of performing on the course or even give up on the qualifications. Therefore, one must have self confidence, strong willed and persevere in order to overcome such weaknesses. One must also learn relevant skills needed. I have learnt that Self and Career Management that the crucial to keep an individual’s competency updated and experiences gained appropriate to my career pathway and also keeping opportunities available. *Adapted from the Learning Contract, under Section 3 Learning Objectives. Self and Career Management (Doran, 1981, p. 35-36)Developing and maintaining records of achievements, qualifications for future planned pathways. S – Gain relevant qualifications and experiences and also recommendations. This will create foundation to secure my current position giving better opportunities too as I will also be completing my Apprenticeship – Fabricator (NVQ Level 3) in 14th of March. M – Every week, I will critically reflect on areas covered and if I am struggling, I will concentrate more to improve my weak areas, and record everything done to date. A – I aiming to achieve a distinction (above 85%) in my Apprenticeship in order to be recommended for Clerk of Works and also pass BU130 module with flying colours at the end of March. R – I would follow the organised path chosen which avoids confusion and distraction plus produce results. T – I started as of 2nd November till the 18th March to acquire as much qualifications and experiences as possible to improve my career. Conclusion In overall, I have been able to adapt ideas from resources such as the reading materials from the Topic Guides and BU130 module books with the help of classmates and Ms Joyce (Tutor) in the TGF discussion forum. Essentially,  I am more confident on dealing with situations and coming up with solutions to tackle daily problems along the way. I am able to gauge my own capabilities and push myself to enhance my personal development and have better job prospects by using the SMART framework for further future development.

Alcoholism

Alcoholism Free Online Research Papers Alcoholism Alcoholism is one of the biggest medical problems in the Western world. Alcohol has been around since biblical times. The problem continues to grow every year and has a negative impact on society. Nearly every town and city has restaurants that serve alcohol, and has stores where it can be purchased. For these reasons, the nature of alcoholism needs to be exposed. The problems that arise from this disease need to be shown. The purpose of this paper is to talk about the problem, the cause and effects, and the treatment process. Alcoholism is the habitual or compulsive consumption of alcoholic liquor to excess according to Webster’s New World Dictionary. An alcoholic has no control over drinking and continues to use alcohol even though adverse consequences occur (Hurley 71). Alcohol affects the alcoholic’s family and work, they ignore responsibilities and assignments. In nineteen fifty six alcoholism was recognized as a disease by the American Medical Association. (Fishman 28) When the National Council for Education on Alcoholism (now known as the National Council on Alcohol and Drug Dependency) was formed, their first and most prominent principle was, â€Å"Alcoholism is a disease† (Nicolaus 136). The disease has serious consequences on the drinker and society as well. Even though there is much concern about drugs, next to tobacco, alcohol is the most widely used drug in the United States (Hurley 71). Alcohol impaired drivers caused thirty two percent of traffic related fatalities in two thousand eight (â€Å"Alcohol Impaired Driving†). In 1996 nearly thirty six percent of incarcerated criminals were under the influence of alcohol when committing their crime (â€Å"Alcohol and Crime†). Indeed, alcoholism has become a public concern, since it had begun to influence society as well. There are two types of alcoholism, alcohol abuse and alcohol dependency. An example of alcohol abuse is random binge drinking. A person is alcohol dependent when that person can’t stop drinking without withdrawal symptoms. â€Å"There is no known cause of alcoholism.† (Van Voorhees) Alcoholism is described as a drug addiction. There are several factors that play in its development. They are divided into two main groups, psychological and social. Psychological factors include anxiety relief, conflict in relationships, depression and low self-esteem. Some examples of social factors are the ease of getting alcohol, peer pressure, social acceptance of alcohol use, and a stressful lifestyle. (Van Voorhees) There are other factors that lead to excessive drinking. â€Å"Research suggests that certain genes may increase the risk of alcoholism, but which genes or how they work is not known.† (Van Voorhees) Studies have shown that family history is a factor as well. People whose parents abused alcohol have a higher risk of alcoholism. It is a given that alcoholism leads to physical and mental problems. But how does excessive consumption of alcohol affect the daily life of alcoholics? What are the effects of alcoholism in everyday life? The organ most sensitive to alcohol is the brain. The cerebrum is affected first. It is in control of sensation, perception, speech, and judgment. The cerebellum is the second part of the brain affected. The cerebellum is responsible for coordination and balance. A person under the influence of alcohol will have slurred speech, loss of balance and uncoordinated movements. The excessive alcohol user is usually unable to judge accurately what he or she can or cannot do. Drinking alcohol increases confidence and diminishes abilities. This misplaced confidence often leads people to judge themselves competent to perform tasks that are beyond their abilities. (Fishman 37-41) An alcoholic’s job and family are also affected by alcoholism. In couples it affects communication, which in turn, increases conflict levels. It has also been proven that domestic violence increases in alcoholic families. Alcohol use affects parenting. Family life can become chaotic and have poor quality environment. The children are exposed to the parent’s increased conflict (Alcohol and the Family). An alcoholic’s attendance to work is affected by drinking. They are chronically late and their productivity is decreased. The effects of alcohol in everyday life can be further explained through specific examples. In terms of finances, an alcoholic would be irresponsible. The bills would not be paid on time, prompting the collection agencies to take action. An alcoholic would not be stable enough to manage his or her own money; thus, incapacity for money management is an effect of alcoholism in everyday life. In terms of employment or schooling, an alcoholic is most likely to be tardy. However, the person can altogether skip school or work to drink. Even socializing with friends is affected by alcoholism. An alcoholic usually does not like it when other people offer their opinion about his or her drinking habits. He or she is irritated by comments and critiques of their drinking. As a result, the alcoholic would soon drink in secrecy. Another effect of alcoholism in everyday life is the lapses in memory and interest. Due to the aforementioned effect on the brain, it follows that even memory is not spared from the dangers of alcohol. Alcoholics usually suffer from â€Å"blackouts† (Fishman 40). These are instances when they could not remember appointments and the like. Moreover, the activities that the person used to enjoy would cease to be enjoyable, due to the effect of alcoholism (Fishman 42). These are some of the examples of how alcoholism affects everyday life. Alcoholism is a treatable disease. There are treatments available for this condition, and several medications have made it possible for alcoholics to fully recover. In the treatment of alcoholism, there are several steps to take into account: intervention, detoxification and rehabilitation (Fishman 60). The first step is intervention. It takes someone else to point out the problem for them to realize that they need to get help. The most familiar approach in intervention is the confrontation between alcoholics and the concerned party. It was only recently when studies have shown that intervention would be more effective if it was done with â€Å"compassion and empathy† (Medline). The next step is detoxification. The objective of this step is to stop the drinking of alcoholic beverages. This phase in the treatment is tough for the alcoholic, as the intake of alcohol will suddenly be stopped. That is why detoxification usually takes place in an inpatient set-up, in which the environment is â€Å"controlled and supervised† (Van Voorhees). During the process, every medication is cautiously measured to hinder withdrawal from taking place. The moment the symptoms of withdrawal are absent, the giving of medications would be gradually stopped. The duration of detoxification usually lasts from four to seven days. These days, there is a kind of detoxification that is in the outpatient set-up, but still under the guidance of a physician. While in detoxification treatment, it is important that the patient has a balanced diet, as well as vitamin supplements. This is because there are complications that happen with alcohol withdrawal, and the patient must b e as healthy as possible (Fishman 83-84). If the detoxification process stops people from consuming alcohol, the rehabilitation process guides people to fully recover by staying away from alcohol (Van Voorhees). This fourth step in the treatment is more comprehensive, as it prepares the patient for complete recovery in the long run. Not only does rehabilitation stop people from drinking, it allows them to create a network of support to encourage their continuous road to recovery. Rehabilitation programs usually involve â€Å"counseling, psychological support, therapy, education and skills training† (Fishman 85-88). There are two kinds of rehabilitation programs: the shorts of which include SMART Recovery, Women for Sobriety, and Alcoholics Anonymous (Van Voorhees). There are three recognized medications in treating alcoholism. The first one is Disulfiram. The medicine works by disrupting the metabolism of alcohol, causing a metabolite that would make the person sick if he drinks even a small amount of alcohol about two weeks after taking the medicine. The second drug is Acamprosate. It is believed that this drug helps people to abstain from alcohol; it also decreases the symptoms that come with abstinence (â€Å"Alcoholism†). The third drug is Naltrexone, which works on the brain to decrease alcohol cravings (Barbour 145-146). It is crucial that people are made aware of the causes, effects and treatments of alcoholism. This awareness would help prevent the problem of alcoholism. People should be reminded that alcoholism is not just the problem of an individual but also of society. Alcohol and the Family. Aug 2004. National Institute on Alcohol Abuse and Alcoholism, Web. 15 Dec 2009. . Barbour, Scott. Alcohol. San Diego: Greenhaven Pr, 1998. 145-146. Print. Fishman, Ross. Alcohol and alcoholism. New York, NY: Chelsea House Pub, 1986. Print Hurley, Jennifer. Addiction. San Diego: Greenhaven Pr, 2000. Print. MayoClinic.com. Alcoholism. 08 May 2008. Mayo foundation for Medical Education and Research. Web. 15 Dec 2009 . National Highway Traffic Safety Administration. Alcohol-Impaired Driving. , 2008. Web. 28 Nov. 2009. Neufeldt, Victoria, and David Guralnik. Webster. 3rd college. New York, NY: Webster, 1989. Print. Nicolaus, Martin. Empowering Your Sober Self. 1st. San Francisco, CA: Jossy-Bass, 2009. Print. United States Department of Justice. Alcohol and Crime. , 2008. Web. 28 Nov 2009. Van Voorhees, Benjamin. MedlinePlus. Alcoholism. 15 Jan 2009. Web. 15 Dec 2009. . Research Papers on AlcoholismThe Relationship Between Delinquency and Drug UseThe Effects of Illegal ImmigrationCapital PunishmentRelationship between Media Coverage and Social andThree Concepts of PsychodynamicInfluences of Socio-Economic Status of Married MalesGenetic EngineeringIncorporating Risk and Uncertainty Factor in CapitalAssess the importance of Nationalism 1815-1850 EuropeEffects of Television Violence on Children