Discuss the global roles and responsibilities of a newly qualified nurse The WritePass Journal

Discuss the global roles and responsibilities of a newly qualified nurse Introduction Discuss the global roles and responsibilities of a newly qualified nurse IntroductionDECISION MAKING PROCESSPatient Group Direction (PGD)When can PGDs be used?Which POMs can be supplied or administered under a PGD?How should PGDs be drawn up?Pharmacy Only (P) and General Sales List (GSL) MedicinesConclusion References:Related Introduction The aim of this assignment is to discuss the global roles and responsibilities of the newly qualified nurse. The exercise will begin by briefly looking at the transition from student to nurse and thereafter outlining the basic roles of the newly qualified nurse and try to fit them into appropriate professional skills. In addition, there will be a critical examination of two roles in more detail with one of them focusing on Patient Group Directions (PGD), and justify their importance. We will then look at some legal, professional and ethical considerations before making a conclusion on the future role development of the nurse. The NMC require a student nurse to demonstrate professional and ethical practice, be competent in care delivery and care management, and show personal and professional development in order to join the register (NMC, 2010). On becoming a qualified nurse, the expectations and dynamics of relationships changes fundamentally. Suddenly the newly qualified nurse is the one who must ‘know the answer’, whether it is a query from a patient, a carer, a work colleague or a student. The newly qualified nurse will encounter many challenging situations where she or he must lead care delivery. This includes dealing with care management within the team, dealing with patients/service users, dealing with other professionals, and dealing with the required needs of the whole workplace environment. These changes require a large shift from the experience of being a student and a mentored supervised learner, so it is essential that one is equipped with all the skills required to successfully make the transition. The newly qualified nurse must demonstrate they are fit to enter the NMC register and therefore be eligible to practice as a qualified nurse. In all cases, the newly qualified nurse is seen as: Provider of care Educator Counsellor Collaborator Researcher Change Agent Patient Advocate Manager The above are typically the roles of a newly qualified nurse which can be compressed into the NMC professional skills requirements listed below: Maintaining standards of care Making ethical and legal decisions Being accountable Teamworking Teaching others Being in charge. It is recognized that there is a certain amount of overlap in these professional skills and that some concepts cross all of them, in that there are no clear lines drawn where one skill ends and another starts. For the purpose of this analysis, we will look at the issue of making ethical and legal decisions and the Patient Group Direction. Decisions and actions are taken by nurses in the course of day-to-day practice. One would not usually consider each of the skills or concepts in isolation in relation to particular incidents but would make a decision based on the factors contributing to the situation. However, when analysing any situation, in the decisions made and the actions taken, some of the individual conceptual principles may be recognized and highlighted. For example, asking a member of staff to complete a task on your behalf is delegating. This fits neatly into leadership theory and also relates to aspects of accountability. Completing a health and safety audit in the work environment might relate to management theory and responsibility taken on. Completing a review of an individual’s care and setting goals for them in multidisciplinary meetings might relate to team working theory. Reporting of poor practices or environments might relate to aspects of accountability and maintaining standards of care. However, all of the above aspects could arise from analysing one situation where the nurse has to make decisions about a certain aspect of care management thus emphasizing the great importance of making ethical and legal decisions. DECISION MAKING PROCESS Nurses are problem solvers who use the nursing process as their tool. The chief goal of ethical decision-making process is to determine right and wrong in situations where clear demarcations are not apparent, and then search for the best answer. For a newly qualified nurse, the following will be a guide to making ethical decisions: State the Dilemma State dilemma clearly, determine whether the problem/decision involves the nurse or only the patient, focus attention on ethical principles and follow the client’s wishes first while considering the family input in case of unconsciousness. Collect and Analyze Data Know client’s and family’s wishes and all information about the problem. Keep abreast of any up to date legal and ethical issues; which may also overlap. Consider Choices of Action – Most ethical dilemmas have multiple solutions, some of which are more feasible than others. The more options that are identified, the more likely it is that an acceptable solution can be identified. It may require input from outside sources and other professionals such as Social workers etc. Make the Decision – The most difficult part of the process is making the decision, following through with the action, and then living with the consequences. Ethical dilemmas produce differences of opinion and not every one is pleased with the decision but it must be emphasized that client’s wishes always supercede the decision by health care providers but ideally, a collaborative decision is made by client, family, doctor and nurse thus producing fewer complications. Act – Once a course of action has been determined, the decision must be carried out. Implementing the decision usually involves collaboration with others. Evaluate – Unexpected outcomes are common in crisis situations that result in ethical dilemmas. It is important for decision makers to determine the impact an immediate decision may have on future ones. It is also important to consider whether a different course of action might have resulted in a better outcome. If the outcome accomplished its purpose, the ethical dilemma should be resolved and if the dilemma has not been resolved, additional deliberation is needed. Patient Group Direction (PGD) The legislation (Statutory Instrument, 200a) states that ‘Patient Group Direction means – in connection with the supply of a prescription only medicine a written direction relating to the supply and administration of a description or class of prescription only medicine or a written direction relating to the administration of a description or class of description only medicine, and which in the case of either is signed by a doctor and by a pharmacist; and relates to the supply and administration, or to administration, to persons generally (subject to any exclusions which may be set out in the Direction).’ In practice this means that a PGD, signed by a doctor and agreed by a pharmacist, can act as a direction to a nurse to supply and/or administer prescription-only medicines (POMs) to patients using their own assessment of patient need, without necessarily referring back to a doctor for an individual prescription. When can PGDs be used? The law is clear that the majority of care should be provided on an individual, patient-specific basis, and that the supply and administration of medicines under PGDs should be reserved for those situations where this offers an advantage for patient care (without compromising safety), and where it is consistent with appropriate professional relationships and accountability. The RCN interprets this to mean that PGDs should only be used to supply and/or administer POMs to homogeneous patient groups where presenting characteristics and requirements are sufficiently consistent for them to be included in the PGD e.g. infants and children requiring immunisation as part of a national programme. Which POMs can be supplied or administered under a PGD? PGDs can be used to supply and administer a wide range of POMs although there are currently legislative and ‘good practice’ restrictions in relation to controlled drugs, antimicrobials and black triangle drugs. Controlled drugs The use of controlled drugs continues to be regulated under the Misuse of Drugs Act 1971 and associated regulations made under that Act. The Home Office has agreed to allow the supply and administration of substances on Schedule 4 (with the exclusion of anabolic steroids) and all substances on schedule 5 to be included in PGDs. Antimicrobials can be included within a PGD but consideration must be given to the risk of increased resistance within the general community. When seeking to draw up a PGD for antimicrobials, a local microbiologist should be involved and approval sought from the drug and therapeutics committee or equivalent. Black triangle drugs and medicines used outside the terms of the Summary of Product Characteristics Black triangle drugs (i.e. those recently licensed and subject to special reporting arrangements for adverse reactions) and medicines used outside the terms of the Summary of Product Characteristics (SPC) – sometimes called ‘off label use’ (for example, as used in some areas of specialist paediatric care) may be included in PGDs. Their use should be exceptional and justified by best clinical practice, and a direction should clearly describe the status of the products. How should PGDs be drawn up? The law (Statutory Instrument, 2000a) requires that PGDs should be drawn up by a pharmacist and the doctor who works with the nurses who will be using them. The relevant health authority should also ratify the PGD. In England, when PGDs are developed locally, HSC 2000/026 (NHSE, 2000) requires that a senior doctor and a senior pharmacist sign them off with authorisation from the appropriate health organisation, i.e. the trust, and that all nurses using the directions are specifically named within the PGD and signed by them. The RCN acknowledges this as good practice and recommends the following steps be taken throughout the UK. The NMC Standards for Medicines Management (2007) state that ‘the administration of drugs via PGDs may not be delegated and students cannot supply or administer under a PGD. Students would however be expected to understand the principles and be involved in the process (NMC 2007). Failure to ascertain that a PGD is the most appropriate route can lead to waste of valuable time and resource and place increased risk on delivery and quality of patient care. Anyone involved with PGDs (whether developing, authorising or practising under them) should understand the scope and limitations of PGDs as well as the wider context into which they fit to ensure safe, effective services for patients. Any extension to professional roles with regard to administration and supply of medicines must take into account the need to protect patient safety, ensure continuity of care and safeguard patient choice and convenience. It also has to be cost effective and bring demonstrable benefits to patient care. Any practice requiring a PGD that fails to comply with the criteria falls outside of the Law and could result in criminal prosecution under the Medicines Act. With regard to the written instruction required for the supply and administration of medicines by non-professionals, Medicines Matters (2006) (3) clarifies that a suitably trained non-professional member of staff can only administer medicines under a Patient Specific Direction (PSD). Medicine Matters (2006) states that: Patient Specific Direction is the traditional written instruction, from a doctor, dentist, nurse or pharmacist independent prescriber, for medicines to be supplied or administered to a named patient. The majority of medicines are still supplied or administered using this process. There is nothing in legislation to prevent PSDs being used to administer medicines to several named patients e.g. on a clinic list. PSDs are a direct instruction and therefore do not require an assessment of the patient by the health care professional instructed to supply or administer the medicine. Pharmacy Only (P) and General Sales List (GSL) Medicines Medicines legislation states that a PGD is not required to administer a P or GSL medicine. The use of a simple protocol is advisable for best practice and from a governance perspective. All medicines administered must be recorded in the patients medical record. Where a GSL medicine is to be supplied it must be taken from lockable premises and supplied in a pre-pack which is fully labelled and meets the GSL requirements. A PGD will be necessary for the supply of P medicines by anyone other than a registered pharmacist. Recommend further advice to be sought from a pharmacist. (Ref: NPC PGDs 2004). For safe administration of drugs, the newly qualified nurse must give the right dose of the right drug to the right patient in the right route at the right time. When giving medications, the nurse needs to be aware of possible interactions between the patient’s different drugs. It is the nurse’s responsibility to protect the patient from harm. If they think the wrong drug or the wrong dose has been ordered, they must ask for help from the nurse or the doctor in charge. The newly qualified nurse needs to know the doses of the drug which are safe to administer. Sometimes the pharmacy gives out drugs in grams when the order specifies milligrams, or the other way around. They need to know how to convert these. It is important to know what types of dilemmas newly qualified nurses may face during their careers and how they may deal with it. It is also important for nurses to understand what malpractice is and how they may protect themselves from a malpractice suit. Firstly, it is important to understand the difference between law and ethics. Ethics examines the values and actions of people. Often times, there is no one right course of action when one is faced with an ethical dilemma. On the other hand, laws are binding rules of conduct. When laws are broken, it is punishable by an authority. There are four types of situations that pertain to law and ethics. The first would be an action that is both legal and ethical. An example of this would be a nurse carrying out appropriate doctors orders as ordered. A nurse may also be faced with an action that may be ethical but not legal, such as allowing a cancer patient to smoke marijuana for medicinal purposes. The opposite may arise where an action may be legal but not ethical. Finally, an action may be neither legal nor ethical. For example, when a nurse makes a medication error and does not take responsibility to report to it appropriately. The right of service users to expect practitioners to act in their best interests is reinforced by professional codes of conduct and legislation such as the Mental Health Act. It is also reflected in equality of opportunity legislations such as the Sex Discrimination Act and the Race Relation Act, which aim to ensure that everybody has equal access to and is offered equal care by health and social care service. Patient’s right to confidentiality under statutory duties is stipulated in the Data Protection Act, Article 8 European Convention of Human Rights, Access to Personal Files Act 1987 and Access to Health Record Acts 1990. The code does require that nurses must disclose information if they believe someone may be at risk of harm in line with the law. As a nurse, respecting autonomy means you must effectively communicate with patients, be truthful, enable patients to make decisions freely, provide appropriate information and accept the patient’s preferences. Legally, patients must be given enough information to make a balanced judgement however we must be aware that if nurses fail to comply with the legal duty of disclosure, they could face a negligence claim. However, under the principle of therapeutic privilege they can legally withhold information that they think will harm the patient Some patients whether children or adults are unable either to make or to communicate their decisions therefore they lack (or have limited) capacity. The Mental Capacity Act 2005 that create and clarifies the common law on consent in England and Wales, affects everyone aged 16 and over, and provides a statutory framework to empower and protect people who may not be able to make some decisions for themselves. The moral justifications for acting without consent are the principles of beneficence (the duty to do good) and non-maleficence (the duty to do no harm). Paternalism is overriding someone’s autonomy because you think it is for their own good. However, it is justifiable if we can demonstrate that the patient is at risk of significant, preventable harm, or the action will probably prevent the harm, or the patient’s capacity for rational reflection is either absent or significantly impaired, or at a later time, it can be assumed that the patient will approve of the decision taken on his/her behalf, or the benefits to the patient of intervention outweigh the risks. Also, we live in a society where demands for accountability and taking responsibility are so commonplace that pinning the blame on someone or something has become almost a fad. The NHS’ culture of blame has developed basically because no one wants to be accountable or responsible for actions or omissions hence there are no longer any accidents or mistakes. Principles of beneficence and non-maleficence underpin the concept of fault – which lies at the heart of negligence law. Beneficence means that you must act in ways that benefit others (i.e. duty to care), and Non-maleficence means that you have a duty not to harm others nor subject them to risk of harm. Every nursing intervention that aims to benefit patients may at the same time also harm them. Sometimes the harm will be unavoidable or even intentional and at other times it can be unintentional and unexpected, therefore it is appropriate to think about the principles of non-maleficence and beneficence together in order to balance harm and benefits against each other. We can resolve this problem responsibility and accountability. These words are sometimes used interchangeably because they do overlap but in actual fact they do not mean the same thing. Being responsible can mean that it is your job or role to deal with something and/or that you have caused something to happen. Accountability on the other hand is about justifying your action or omissions and establishing whether there are good enough reasons for acting in the way you did. Even where the newly qualified nurse delegate tasks to others, such as nursing auxiliaries or care assistants she/he is accountable to the   patients through a duty of care, underpinned by a common-law duty to promote safety and efficiency, and legal responsibility through civil law, the employer as defined by your contract of employment, the profession as stated in the relevant codes of conduct and the public. Conclusion All newly qualified nurses were faced with assumptions from others that they should ‘know everything’. This was also a high expectation they had of themselves. In meeting the NMC standards of proficiency the nurse should have demonstrated the relevant knowledge and skills in order to practise in their relevant specialized fields. However, it is important to recognize that not every nurse knows everything about everything in their field, especially if they are practising in highly specialized fields. What they need is to be able to develop and adapt to changing situations. Therefore, for the nurse it is impossible to know everything, but they should have developed the skills to find out relevant information, reflect on it, and apply this to their practice. In essence they should have learned how to learn. There is a great deal to be learned once qualified, especially related to a nurse’s ‘new’ area of work and a good deal of the development needs to ta ke place ‘on the job’. References: Bach, S. Grant, A., 2009. Communication Interpersonal Skills for Nurses. Exeter: Learning Matters Ltd. Chitty, K. K., 2001. Professional Nursing: concepts challenges. 3rd ed. Pennsylvania: W. B. Saunders Company. Davis, M., 1988. Managing Care – Teaching Nurses Workbook. London: DLC South Bank Polytechnic. Dimond, B., 2008. Legal Aspects of Nursing. 5th ed. Harlow: Pearson Education Limited. Dimond, B., 2009. Legal Aspects of Consent. 2nd ed. London: MA Healthcare Limited. Lancaster, J. Lancaster, W., 1982. The nurse as a change agent. Missouri: The C.V. Mosby Company. Nursing Midwifery Council, 2010. Standards for medicine management. London: Nursing and Midwifery Council. Nursing Midwifery Council, 2010. The Code. London: Nursing and Midwifery Council. Nursing and Midwifery Council (2010). Competencies for entry to the register (Online). Available at standards.nmc-uk.org   (Accessed March 18, 2011). Royal College of Nursing (2006). Patient Group Directions: Guidance and Information for Nurses. Londoon: RCN

Government Healthcare Pros and Cons

Government Healthcare Pros and Cons Government healthcare refers to government funding of healthcare services via direct payments to doctors, hospitals and other providers. In U.S. government healthcare, doctors, hospitals and other medical professionals are not employed by the government. Instead, they provide medical and health services, as normal, and are reimbursed by the government, just as insurance companies reimburse them for services. An example of a successful U.S. government healthcare program is Medicare, established in 1965 to provide health insurance for people aged 65 and over, or who meet other criteria such as disability. The U.S. is the only industrialized country in the world, democratic or non-democratic, without universal healthcare for all citizens provided by government-funded coverage. 50 Million Uninsured Americans in 2009 In mid-2009, Congress is working to reform U.S. healthcare insurance coverage which presently leaves more than 50 million men, women and children uninsured and without access to adequate medical and health services. All healthcare coverage, except for some low-income children and those covered by Medicare, is now provided only by insurance companies and other private-sector corporations. Private company insurers, though, have proven quite ineffective at controlling costs, and actively work to exclude healthcare coverage whenever feasible. Explains Ezra Klein at the Washington Post: The private insurance market is a mess. Its supposed to cover the sick and instead competes to insure the well. It employs platoons of adjusters whose sole job is to get out of paying for needed health care services that members thought were covered. In fact, multi-million bonuses are awarded annually to top healthcare executives as incentive to deny coverage to policy holders. As a result, in the United States today: Over a third of families living below the poverty line are uninsured. Hispanic Americans are more than twice as likely to be uninsured as white Americans while 21% of black Americans have no health insurance.More than 9 million children lack health insurance in America.Eighteen thousand people die each year because they are uninsured. Slate.com reported in 2007: The current system is increasingly inaccessible to many poor and lower-middle-class people... those lucky enough to have coverage are paying steadily more and/or receiving steadily fewer benefits. Latest Developments In mid-2009, several coalitions of Congressional Democrats are heatedly crafting competing healthcare insurance reform legislation. Republicans have generally not offered substantive healthcare reform legislation in 2009. President Obama has voiced support for universal healthcare coverage for all Americans which would be provided by selecting among various coverage options, including an option for government-funded healthcare (aka a public plan option or public option). However, the President has stayed safely on the political sidelines, thus far, forcing Congressional clashes, confusion, and setbacks in delivering on his campaign promise to make available a new national health plan to all Americans. Healthcare Packages Under Consideration Most Democrats in Congress support universal healthcare coverage for all Americans which offers various options for insurance providers, and includes a low-cost, government-funded healthcare option. Under the multi-option scenario, Americans satisfied with their present insurance can opt to keep their coverage. Americans dissatisfied, or without coverage, can opt for government-funded coverage. Republicans complain that the free-market competition offered by a lower-cost public-sector plan would cause private-sector insurance companies to cut their services, lose customers, would inhibit profitability, or go entirely out of business. Many progressive liberals and other Democrats believe strongly that the only fair, just U.S. healthcare delivery system would be a single payer system, such as Medicare, in which only low-cost government-funded healthcare coverage is provided to all Americans on an equal basis. Americans Favor Public Plan Option Per the Huffington Post about a June 2009 NBC/Wall Street Journal poll: ... 76 percent of respondents said it was either extremely or quite important to give people a choice of both a public plan administered by the federal government and a private plan for their health insurance. Likewise, a New York Times/CBS News poll found that The national telephone survey, which was conducted from June 12 to 16, found that 72 percent of those questioned supported a government-administered insurance plan - something like Medicare for those under 65 - that would compete for customers with private insurers. Twenty percent said they were opposed. Background Democrat Harry Truman was the first U.S. President to urge Congress to legislate government healthcare coverage for all Americans. Per Healthcare Reform in America by Michael Kronenfield, President Franklin Roosevelt intended for Social Security to also incorporate healthcare coverage for seniors, but shied away for fear of alienating the American Medical Association. In 1965, President Lyndon Johnson signed into law the Medicare program, which is a single payer, government healthcare plan. After signing the bill, President Johnson issued the first Medicare card to former President Harry Truman. In 1993, President Bill Clinton appointed his wife, well-versed attorney, Hillary Clinton, to head a commission charged with forging a massive reform of U.S. healthcare. After major political missteps by the Clintons and an effective, fear-mongering campaign by Republicans, the Clinton healthcare reform package was dead by Fall 1994. The Clinton administration never tried again to overhaul healthcare, and Republican President George Bush was ideologically opposed to all forms of government-funded social services. Healthcare reform was a top campaign issue among 2008 Democratic presidential candidates. Presidential candidate Barack Obama promised that he will make available a new national health plan to all Americans, including the self-employed and small businesses, to buy affordable health coverage that is similar to the plan available to members of Congress. See the entirety at Obama Campaign Promises: Health Care.    Pros of Government Healthcare Iconic American consumer advocate  Ralph Nader sums up the positives of government-funded healthcare  from the patients perspective: Free choice of doctor and hospital;No bills, no co-pays, no deductibles;No exclusions for  pre-existing conditions; you are insured from the day you are born;No bankruptcies due to  medical bills;No deaths due to lack of health insurance;Cheaper. Simpler. More affordable;Everybody in. Nobody out;Save taxpayers billions a year in bloated corporate administrative and executive compensation costs. Other important positives of government-funded healthcare include: 47 millions Americans lacked  healthcare insurance  coverage as of the 2008 presidential campaign season. Soaring unemployment since then have caused the the ranks of the uninsured to swell past 50 million in mid-2009.Mercifully, government-funded healthcare would provide access to  medical services  for all uninsured. And lower costs of government healthcare will cause insurance coverage to be significantly more accessible to millions of individuals and businesses.Doctors and other medical professionals can focus  on patient care, and no longer need to spend hundreds of wasted hours annually dealing with insurance companies.Patients, too, under government healthcare would never need to fritter inordinate amounts of frustrating time haggling with insurance companies. Cons of Government Healthcare Conservatives and libertarians oppose U.S. government healthcare mainly because they dont believe that its a proper role of government to provide social services to private citizens. Instead, conservatives believe that  healthcare coverage  should continue to be provided solely by private-sector for-profit insurance corporations or possibly by non-profit entities. In 2009, a handful of Congressional Republicans have suggested that perhaps the uninsured could obtain limited medical services via a  voucher system and tax credits for low-income families. Conservatives also contend that lower-cost government healthcare would impose too great of a  competitive advantage  against for-profit insurers. The  Wall Street Journal argues: In reality, equal competition between a public plan and private plans would be impossible. The public plan would inexorably crowd out private plans, leading to a single-payer system. From the patients perspective, negatives of government-funded healthcare could include: A decrease in flexibility for patients to freely choose from among the vast cornucopia of drugs,  treatment options, and surgical procedures offered today by higher-priced doctors and hospitals.Existing patient confidentiality standards, which would likely be diluted by centralized government info that would necessarily be maintained.Less potential doctors may opt to enter the medical profession due to decreased opportunities for highly compensated positions. Less doctors coupled with skyrocketing demand for doctors could lead to a shortage of medical professionals, and to longer waiting periods for appointments. Where It Stands As of late June 2009, the struggle to shape healthcare reform has only begun. The final form of successful healthcare reform legislation is anyones guess. The American Medical Association, which represents 29% of U.S. doctors, opposes any government insurance plan mainly because doctors  reimbursement rates  will be less than those from most private sector plans. Not all doctors oppose government-funded healthcare, though. Political Leaders on  Healthcare Reform On June 18, 2009, Speaker of the House  Nancy Pelosi told the press I have every confidence that we will have a public option coming out of the  House of Representatives  - that will be one that is actuarially sound, administratively self-sufficient, one that contributes as to competition, does not eliminate competition. Senate Finance Committee Chair  Max Baucus, a centrist Democrat, admitted to the press: I think a bill that passes the Senate will have some version of a public option. Moderate Blue Dog Democrats of the House say the public plan should occur only as a fallback, triggered if private insurers arent doing a good enough job on access and costs, per  Rob Kall at OpEd News. In contrast, Republican strategist and Bush advisor  Karl Rove recently penned a harshly dire  Wall Street Journal op-ed in which he warned that ... the public option is just phony. Its a bait-and-switch tactic... Defeating the public option should be a top priority for the GOP this year. Otherwise, our nation will be changed in damaging ways almost impossible to reverse. The  New York Times wisely summed up the debate  in a June 21, 2009 editorial: The debate is really over whether to open the door a crack for a new public plan to compete with the private plans. Most Democrats see this as an important element in any  health care reform, and so do we.

Human Resources Management Aspects Essay Example | Topics and Well Written Essays - 2250 words

Human Resources Management Aspects - Essay Example Equal Employment Opportunities and affirmative action are terms that people commonly use in their daily lives without understanding their real meaning, the difference between them, and their application in human resource management. Equal employment opportunities and affirmative action are the principles that were set by the government and aim at ensuring fairness in workplaces since they prohibit any form of discrimination. I have seen people treat each other differently because of their different nationality, race, ethnicity, or gender. Learning this course was important since I now understand that Equal Employment Opportunity is a principle, which forbids discrimination of any type whether racial, gender based or ethic based, against any employee or persons seeking employment (Ulrich, 2005). Without this principle, it is obvious that the hiring process, promotions, access to professional development opportunities would be faced by prejudice. Learning what affirmative action is was another significant aspect in this unit. Affirmative Action is a remedy or a principle used to handle or address past cases of discrimination. Affirmative action thus ensures that organizations commit to overcome discrimination, which starts with addressing past discriminative actions and seek to eliminate all barriers that should limit or prevent professional development of any individual. The affirmative action was enacted to ensure organizations establish measures to improve the participation. of females, persons with disability as well as minority groups. For example, I have seen some organizations advertise certain jobs in women magazines to ensure that they increase the chances of women being the main applicants. It is not a new phenomenon to hear of cases where employees have been treated unjustly because of their race, marital status, disability, transgender status, sexuality, or other factors such as carer’s responsibilities. It was interesting learning that the above actions are unlawful. However, it is not a new phenomenon to hear of cases where an employer or manager who sacked an employee, for example, just because she was pregnant or because she or he was disabled and could not handle certain tasks. This is wrong since ones colour, gender or physicality does not demonstrate or even determine his or her capability. Everyone should thus be given equal opportunity to confirm their potential (Ulrich, 2005). EEO requires employers to avoid using selective criteria to offer jobs or promotions to certain groups of people particularly the minority. However, affirmative action is results oriented and is meant to correct underutilization of minority groups, which often result if employment, promotion, and career development opportunities are given equally without considering diversity. This course exposed me to the challenges faced by managers and supervisors during the hiring process since all their

An Organizational Ethical Dilemma Coursework Example | Topics and Well Written Essays - 750 words

An Organizational Ethical Dilemma - Coursework Example A class action lawsuit was brought against Rite Aid by its employees because of the incurred losses in shareholdings and income due to the bookkeeping and accounting fraud ("Rite aid faces," 2003) The company’s reputation was severely hurt by this scandal and lost nearly a billion dollars in legal fees and in the shareholding settlement reached for the class action lawsuit. The company lost its good reputation and fell behind similar stores such as CVS and Walgreens ("Rite aid faces," 2003) The Ethical Issues There are several ethical issues that are illustrated in this particular incidence. The biggest issue is the breach of fairness. According to the book entitled â€Å"Managing Business Ethics,† a major aspect of ethics for most employees in an organization is the â€Å"climate of fairness† (Trevino, & Nelson, 2010). A climate of fairness involves all aspects of employee treatment such as â€Å"outcomes, processes, and interactions (Trevino, & Nelson, 2010). In order to be considered ethical, this climate of fairness cannot be breached. In this case, Rite Aid did not provide a fair work environment as employees were harmed in the all three of these key areas because of the fraudulent actions of several men. Instead, the company promoted a self-interest climate which is where â€Å"people protect their own interests above all and everyone is essentially out for themselves† (Trevino, & Nelson, 2010). Martin Grass and his accomplices placed their own greed above the good of the other employees and shareholders and ended up defrauding many of these people out of the money that they were entitled to ("Rite aid faces," 2003) Who is affected by the dilemma? The employees and shareholders were the individuals that were initially impacted by this ethical scandal due to the fact that they were the ones who lost out on the money they were owed. In order to rectify this situation, a class action lawsuit was filed and eventually the company h ad to pay out. The company was also affected by this dilemma as their reputation was ruined and they lost a lot of money because of the legal fees and profit loss. Finally, the customers are also affected because such a breach of ethics is going to change the perception of the organization. Customers likely felt that this was not a company they should trust. The fact that profit was impacted suggests that customers did not want to be associated with the store and its negative reputation. What are the possible consequences of specific and alternative actions (responses)? The company really did not have any other choice when it came to how they responded to this ethical dilemma. In order to save face in the long-term, they had to pay back the money to shareholders and employees. The only way to ensure that they were not ruined was to accept the short term consequences and respond appropriately. Had the company not responded appropriately, they might have been forced to go out of busin ess. Even with an appropriate reaction, Rite Aid lost billions and their stock plummeted to just a few dollars per stock in 2003("Company news; rite," 2003) What are the relevant obligations from your analysis of the dilemma? According to â€Å"Managing Business Ethics,† the obligations for a company â€Å"vary depending on the people involved and the roles they play (Trevino, & Nelson, 2010). For Rite Aid, the main obligation that they had was

The Nazi dictatorship in Germany Essay Example for Free

The Nazi dictatorship in Germany Essay How similar were the Nazi dictatorship in Germany and the Fascist dictatorship in Italy to 1939? The similarities and dissimilarities of the dictatorships in Germany and in Italy can be identified within 3 aspects: how the dictatorships were formed (took power), how they were run, can how they affected civilian life in Germany and Italy. This essay will offer comparisons in these aspects and come to a summary of the extent and nature of their similarity. Both dictatorships were popular dictatorships. Both parties exploited the surging Nationalism in Italy and Germany after WWI, and established popularity by propaganda, rhetoric and attracting promises, like Mussolinis continuation of Giolittis Risorgimento programme and Hitlers promise to overthrow the Versailles Treaty. Both parties exploited the weakness of rival political forces, that is, a lack of democratic tradition in both countries and thus a vulnerability to the influence of radical ideology. The appointment of Hitler by Hindenburg and that of Mussolini by King Victor Emmanuelle were both more of a compromise due to shortage of alternative than a positive victory on the other side. A common antipathy against Communism that pervaded in German and Italian society gave momentum to Nazi and Fascist rising. The use of terror was an effective factor for the emergence of both dictatorships. Hitlers Nazi brownshirts and Mussolinis squadrsiti both played important roles in eliminating their opponents. The minor difference in the Nazi and Fascist paths to power is most manifest in the influence of WWI. Germany was heavily scarred by the economic, military and political penalty as a consequence of her defeat. The common hatred and vigilance against other powers gave a negative cohesion to the national psychology, which was magnificently exploited by Hitler. While on the other hand, the appeal of Mussolinis policies was more of an ambitious imperial nature. The reigns of Nazi and Fascist dictatorships had more similarities than dissimilarities. Power was highly centralized and democracy suffered a complete destruction in both countries. The Reichstag fire in Germany and the issue of a formal decree banning all other political parties in Italy in 1926 destroyed the parliamentarian machinery completely in the two countries. Violence and intimidation continued to be in frequent use to combat opposition. The murder of Ernst Roehm by the SSs and the establishment of the Chamber of Fasces and Corporations imposed on the pseudo-democratic practice of corporatism in Italy were examples for this point. Fascist and Nazi dictatorships both attempted to solve the nations economic problems. Development of heavy industry and infrastructure in Germany and Italy during this period was impressive. Big businesses benefited immensely from Fascist and Nazi economic policies. This also limited the achievement of both dictatorships in dealing with economic difficulties: Nazi economy stayed heavily dependent on imports. Italian Northern-Southern imbalance stayed unsolved. A difference here is that Nazis made use of rearmament policy as a strong impetus for economic recovery. Foreign policies were instrumental in both countries in accumulating support for the dictatorships. Mussolinis victory in the Ethiopian wars brought him massive support. The Anchluss with Austria made brought Hitlers national image to a higher level. In short, both Nazi and Fascist dictatorships were extreme-right ideological rules that were enhanced by censorship and military terrorism. Their foreign policies were both aggressive and nationalistic, to confirm the greatness of the leadership. The major difference between Nazi and Fascist dictatorships was on their bearing on German and Italian societies. Though Italian Fascism initially provided a source of imitation for the formation of Nazism, but the extent to which it influenced the society was limited in contrast with Nazi society. Benedetto Croce with his outspoken antagonism towards fascism would certainly not have survived in Hitlers regime. Anti-Semitism was not as widely spread in Italian society. This is partly due to the uniqueness of stab in the back myth that Germanys failure in WWI entailed. Mussolinis personal image prevailed over his partys. The Fascist party hardly produced any powerful public personalities as Goebbels or Himmler. The presence of Church as a counterforce of the Fascist dictatorship was also a major difference between the two dictatorships. This limited Fascist control over civilian cultural, religious and intellectual life. Unlike Mussolini whose whole image was no much more than rhetoric and glamour, Hitler viewed himself as a profound intellectual thinker and substantially influenced social ideology through his thoughts like expressed in his lectures and Mein Kampff. The overall force that united Italian people was not the negative resistance and a lust for revenge like that Nazi society embodied, but a positive ambition of less depth and weight. Nazism is but a variant of fascism in a heterogeneous circumstance. The political and ideological natures of them are essentially of the same origin: the fin-de-sià ¯Ã‚ ¿Ã‚ ½cle philosophies of Social Darwinism, Nietzschean humanism, and revolt against liberal democracy as a continuum of Marxist thoughts. Nazi dictatorship extended the social implantation of fascism because of Germanys different post-war circumstance and social constitution. The difference in the leaders personalities was in minor importance but it differed the practice of certain policies, for example Hitlers invigoration of Anti-Semitism.

Mcteague As A Social Commentary Essay -- essays research papers

Written in 1899, Frank Norris’ novel, McTeague serves as a view of societal factions of his time period. Norris illustrates the stratification of society in this San Francisco community by using the concept of Social Darwinism. He gives detailed accounts of the inner workings of society along with the emotions of the time. Through his characters, Norris shows the separation of classes and the greed that grew abundantly during the late 19th century. He also gives a grim picture of survival in his depiction of the theory of natural selection. In the first chapter, Norris paints a picture of a town setting. He describes Polk Street as â€Å"one of those cross streets peculiar to Western cities, situated in the heart of the residence quarter, but occupied by small trades people who lived in the rooms above their shops. There were corner drug stores with huge jars of red, yellow and green liquids in their windows, very brave and gay; stationers’ stores, where illustrated weeklies were tacked upon bulletin boards; barber shops with cigar stands in their vestibules; sad-looking plumbers; offices; cheap restaurants, in whose windows one saw piles of unopened oysters weighted down by cubes of ice, and china pigs and cows knee deep in layers of white beans.† In this paragraph, the reader gets a visual image of a town during the 19th century. Cozy, quaint and rather poor, this town exists as an example of any other town at this time. Also, in setting the activities of the time period, No...

Developmental Psychology and Trust Versus Mistrust

| St. Vincent and the Grenadines Community CollegeAssociate Degree ProgrammeMID-SEMESTER EXAMINATIONS 2013| COURSE TITLE: Developmental PsychologyCOURSE CODE: PSY202SEMESTER: 2 (SAMPLE TEST)DATE: Wednesday 6st March 2013 TIME: 11:00 amDURATION: 2 hours INSTRUCTIONS: | | This paper consists of eight (8) pages and three (3) sections: Section A: Twenty (20) multiple choice questions worth a total of 20 marks. Section B: Ten (10) matching questions worth a total of 10 marks. Students should attempt ALL questions in this section. Write your answers on the writing paper provided.Section C: Nine (9) short answer questions worth a total of 30 marks. ALL QUESTIONS ARE COMPULSORY SECTION A: Multiple-choice questions Instructions for Section AAnswer ALL questions in this section. Record your choice on your answer sheet (eg 1. D ). | 1. The study of changes in behaviour from conception to death encompasses a. gerontology b. thanatology c. developmental psychology d. social psychology 2. A resear cher creates a situation on a school playground in which children are excluded one by one from a group game by the teacher so that their emotional reactions can be studied. What kind of research method is this? a. tructured observation b. case study c. experiment d. correlational study 3. Which research strategy simultaneously compares individuals of different ages? a. cross-sectional b. longitudinal c. experimental d. correlational 4. According to __________, all children pass through a series of distinct stages in their intellectual development. a. Piaget b. Bloom c. Watson d. Harlow 5. Which psychologist contended that â€Å"trust versus mistrust† is the first psychological stage? a. Jean Piaget b. Erik Erikson c. Sigmund Freud d. Lev Vygotsky 6. Preoperational means that a child cannot yet perform: a. reversible mental actions. b. symbolic thinking. . intuitive reasoning. d. mental representation of an unseen object. 7. According to Bronfenbrenner's theory, the macrosyste m is __________. a. the patterning of environmental events and transitions over the life course b. the culture in which individuals live c. involved when experiences in another social setting influence what the individual experiences in an immediate context d. the overarching system which includes all of these factors and more 8. Harlow's finding that baby monkeys prefer a terrycloth surrogate mother to a wire mother demonstrates the importance of a. imprinting or critical periods b. contact comfort c. cceptance d. good nutrition 9. When we say a child's thinking is less abstract than an adult's, we mean that a. children use more examples and generalizations. b. children use more principles, but require fewer generalizations. c. children use fewer generalizations, categories, and principles. d. adults base their understanding of the world more on particular examples and tangible sensations 10. Joey is watching a horse race. He knows that his dog at home has four legs, a tail, and fu r. When he sees the horses, he shouts out â€Å"Doggies. † Joey is demonstrating a. assimilation b. accommodation c. conservation d. irreversibility 11.Emily, who has brown eyes, has one dominant gene and one recessive gene. When we describe her actual genetic makeup, we are describing her __________. a. DNA b. genotype c. reaction range d. gametes 12. Humans have __________ pairs of chromosomes. a. 46 b. 23 c. 2 d. an undetermined number of 13. The sex chromosomes of females are ______ and the sex chromosomes of males are ______. a. YY, XX b. XX, XY c. XY, XX d. XX, Y 14. The component of a chromosome that controls heredity is ____. a. proteins b. histones c. DNA d. RNA 15. The stage of prenatal development in which the neural tube develops into the brain and spinal cord is the a.Germinal Stage b. Embryonic Stage c. Fetal Stage d. Fetus Stage 16. Which layer of embryonic cells eventually becomes the circulatory system, bones, and muscle? a. endoderm b. mesoderm c. ectoderm d . blastocyst 17. You leave your child with a babysitter. When you return, your child ignores you. Your child's behavior indicates a(n) __________ attachment. a. securely attached b. secure-avoidant c. insecure-avoidant d. insecure-ambivalent 18. Teratogens are those agents which: a. Adversely affect development b. Support development c. Improve development d. Have no effect on development 19. Which reflex normally persists longest after birth? . Babinski b. Grasping c. Moro d. Rooting 20. Which of the following is NOT considered a primitive reflex? a. Babinski b. rooting c. palmar grasping d. stepping SECTION B: Matching questions Instructions for Section BFor each question, match the appropriate item in Column II with its associated word/phrase in Column I. Record your choice on your answer sheet (e. g. , 1. A). An answer may only be used once. | Column I| Column II| 1. Trust versus mistrust| a. the process by which a schema is changed, modified, or created anew in order to underst and something new in the environment| 2.Assimilation| b. â€Å"Stealing is wrong because it is against the law. †| 3. Oedipus complex| c. infants are totally dependent on others in their environment to meet their needs| 4. Bioecological model| d. in the female, an unconscious sexual urge for the father | 5. Preconventional level of reasoning| e. biology and environment interact to produce development| 6. Accommodation| f. in the male, an unconscious sexual urge for the mother| 7. Chronosystem| g. children motivated to take the first step, to start something on their own and to be ambitious| 8.Conventional level of reasoning| h. It is wrong to take the moneybecause you may get caught and then punished| 9. Initiative versus guilt| i. the process by which an existing schema is used to understand something new in the environment| 10. Electra complex| j. the idea that changes in peopleand their environments occur in a time frame and unfold in particular patterns or sequences over a person’s lifetime| SECTION C: Short answer questions Instructions for Section CAnswer all questions in this section. Record your answer on your answer sheet with the number and sub-section clearly labelled. 1) Distinguish between cognitive and physical development. [3] 2) Describe the types of research designs used in developmental psychology. [3] 3) Outline TWO nurture factors that can influence the developmental process. [4] 4) Sometimes inherited defects can produce chromosomal abnormalities. a) What are chromosomal abnormalities? [2] b) State TWO characteristic features of a person with Down syndrome. [2] c) Give an example of another chromosomal abnormality and what it entails. [3] 5) Briefly outline what happens in fetal period of prenatal development. [3] ) List THREE important motor milestone displayed by infants in their first year. [3] 7) According to Piaget, newborns lack an understanding of object permanence a) At what stage of cognitive development do infants d evelop object permanence? [1] b) What must infants master or acquire in order to understand object permanence? [2] 8) Differentiate between separation anxiety and stranger anxiety. [3] 9) In the strange situation procedure, a baby who clings to the mother while she is present and who shows extreme distress when the mother leaves would be exhibiting which style of attachment? END OF TEST

Perfection Essay

Argumentative Essay: The Quest for perfection If you were a child with lung cancer, would you want someone to find a cure, or just live in misery for the rest of your life? Doctors Dr. Melissa Stopper and Dr. J. Burr Ross try every day to find some type of cure or treatment for patients who are battling with lung cancer. Trying to find perfection has led to many accomplishments in our society. The search for perfection leads our society to advances and saves people’s lives from misery. The Quest for perfection doesn’t lead to misery or oppression because with that quest we have found cures for diseases like lung cancer. According to the Thomara Latimer Cancer Foundation, 2.6 percent of deaths occurred in the U.S. every year. About 564,800 people are expected to die of cancer every year. Without a way of finding a cure of treatment more than that number of people will die from lung cancer. Trying to find cures for diseases has also, provided an improvement in our daily lives. Medicine, prosthetics, and contact lenses wouldn’t be here right now if Robert Bartlenn, Peter Baliff of Berlin or, Sir John Herschel didn’t try to find a way to perfect deformities. Without Robert Bartlenn, we wouldn’t have the medicine to treat AIDS or even treat Breast Cancer. People like Peter Baliff, and Sir John Herschel created prosthetics and contact lenses. Their advancements and accomplishments have made this world, a better place to live. Transportation would not be how it is today if the Wright Brothers and Karl Benz didn’t try to make their creations better. If we didn’t have the Wright Brothers create the first glider/airplane, we wouldn’t have â€Å"Southwest, Delta, American, or JetBlue† airlines like we do now. If it weren’t for Karl Benz we would be riding around in a â€Å"Toyota, Mazda, Benz, or Cadillac† without his creation. If we didn’t have these talented people, we would probably still be riding around on buggies and horses. Air Bags wouldn’t have been created if it wasn’t for John W. Hetrick. In 1951, he invented the  air bag system. Without him we wouldn’t have the safety we have today in our cars. About more than six years ago, an investigation by the Kansas City Star newspaper found that 1,400 people may have died from in head-on or frontal collisions because they didn’t have air bags. More people could’ve died but John W. Hetrick made a creation that shocked the world. An objection to these facts would be that obsession with plastic surgery to be perfect leads to low self-esteem. To that statement, my counterargument would be; that’s true but people have obsession with plastic surgery to fix or better prosthetics. Sometimes people use plastic surgery to make themselves feel important or have high self-esteem. Also, another objection is having discrimination against people that are not â€Å"perfect†. My refute to the statement above would be: Yes, but if everyone was the same there would be no judgment and discrimination. If everyone were the same there would be no name calling or bullying because everyone would be the same as each other. As an example, here is a quote by Gandhi: â€Å"The only difference between man and man all the world over is one degree, and not of kind, even as there is between trees of the same species.† – Mahatma Gandhi In my opinion, I still believe the search for perfection leads our society to many advances. Without this quest we wouldn’t the cures, advances or accomplishments today! With the information I’ve provided, do you agree or disagree that the â€Å"Quest for perfection always lead to misery and oppression†?

Dealing Common Behavior Problems Essays

Dealing Common Behavior Problems Essays Dealing Common Behavior Problems Essay Dealing Common Behavior Problems Essay Immature: Characteristic of a lack of maturity, Lacking in development, Not fully developed or mature, Not yet mature. 2. Youth Fades Immaturity Linger Immature behavior often seems to be a consequence of childhood trauma and poor parenting. Parts  of a person may be immature, seemingly  stuck  at ages corresponding to unhealed abuse or trauma. This common stress disorder often reflects inadequate or inappropriate parenting. One sign of maturity knows youre right without needing to make others wrong. Another sign of maturity is that you perceive your parents as ordinary people. 3. Immature Behavior A child changes his/her behavior and starts to behave in a regressive manner such as baby talk, clinging to parent, thumb sucking or bed wetting. This behavior lasts for more than a few weeks. I just wanted to see what you consider to be immature acts. Each persons point of view is different so thats why I asked. It depends on how old you are and what the a cceptable social norms are for each age group. For example, Im 34 and the mother of a ten year old. It would be immature for me to leave my home in the middle of the night to go out to the club, drink and dance all night and not come home until I had to make breakfast for my kid. But it would not have been immature of me to do those types of things when I was single and in college.. So I guess, immaturity is relative to where a person is at in life. Doing or saying something without THINKING of the possible consequences. 4. What Is The Difference Between Mature And Immature Behavior? When someone falls off them, you laughed and then help or don’t help. When someone wants to talk serious to you, you make jokes or play around. When you spend $100 on trash or things you don’t need, instead of using it for something concrete. When you act like a child and blame others for your actionsgt; instead of taking control of your actions etc. 5. How Do You Deal With Immature Behavior From A Friend Or Significant Other? Well, if some one did not learn manners in front of her parents, he/ she is going to have to learn the hard way what happens when you disgust those with who you are dining, i. e. , you dont get invitations because youre too gross to eat wi th. Unfortunately you cant do much about her behavior other than act disgusted or say No, please, go ahead finish that before we talk 6. Where Do You Feel That You Fit On The Scale Of Mature Versus Immature Behavior? Maturity should be used only when absolutely necessary. 7. Example Rae said, my daughter has never been calm mature but lately its getting worse. The straw for me was when my mother came over and my daughter had a field day. She grabbed gifts out of my hands, almost breaking a glass candle jar, using a package of clothing hangers as a claw and kept swinging them at me, interrupting our conversation, taking ribbon from the gift packaging and trying to tie it around my head repeatedly, even after being told not to repeatedly. She also made a big show out of watering my house plants and spilled a large amount on the floor and didnt clean it up or tell me about it. Grabbed a cake out of the refrigerator, making a big deal out of just using one hand and almost dropping it. Yes I talked to her after my mother left and told her that her behavior was unacceptable and that I could not understand why she behaved this way and that she embarrassed me. Then we went out to dinner. She refused to eat her meal because there was a small amount of meat on her pasta. We asked her if she wanted us to get her another meal and she would refuse, then sit there and sigh loudly and stab at her plate. It was very embarrassing, especially with my 7 year old son sitting across from her. The waiter came over at the end of the meal and instead of asking us for dessert, she grabbed the little stand up paper picture and jabbed it repeatedly with her finger, crying ooh ooh ooh. My husband became very angry at this point, fed up, and told her there was no way she was getting dessert because of the way she had been acting. She ended up ruining my entire evening. We go to a store and she has to stand right by my side, touching me, the entire time. She will start walking through a store and have people walking behind her and all of a sudden, she will just stop and refuse to move until she sees that I am angry about the 4th or 5th time I tell her to move out of the way is when she finally wakes up moves. If I grab her arm and pull her out of the way, she gets very upset, like shes going to cry. Today is Saturday. This latest episode started on Thursday and shes gotten so bad that I had her go over to her Dads house today because I couldnt take any more (she thinks Im being nice by letting her go visit). My 7 yr old son, when told his sister was leaving, had one word to say GOOD. What is wrong with her? She has been tested for ADD and Anxiety, by several so-called professionals and no one can give me a solid diagnosis for either one. She is in counseling but after 3 months, the counselor finally confessed to me that she doesnt talk to him at all; they just play a board game during the sessions. She then promised me she would start talking to him, but she hasnt, so I havent taken her back to the counselor. 8. The Immature Child 9. Description: This is the type of student that is not acting their chronological age. These children look their age, but are demonstrating behaviors that would be appropriate for a much younger child. These children may suck their thumb, cry excessively over situations, talk in an baby like manner, or have the interests and motivations similar to a very young child. Not acting their age is not only noted by the adults, but other children comment on how silly or babyish the student acts. 0. Possible Causes: Children who do not act their chronological age may be developmentally disabled. There are many retarded children whose cognitive development is delayed compared to their peers. Some children experience neurological problems in the areas of reading and math. Neurological problems can also be found in the social area. The students child like beh aviors may have been reinforced in the past. Often behaviors that are cute at one age are not acceptable as a child matures physically.. Children often behave in an immature manner to gain attention. As long as they keep getting attention, even if negative, they will continue. The child may use immature behavior as a form of power. Using immature actions can often be an effective manipulative device for getting ones way. The child may also be using child like behaviors to get others to do things for them or expect less from them. This is a form of playing helpless. Immature behavior can also be a sign of the fear of growing up. Many individuals are afraid of the responsibilities and expectations made upon older children or adults. 11. Strategies: The instructor should ignore or at least respond in a matter of fact manner toward immature behavior. The teacher needs to make sure that the child is capable of their expectations, and if the student regresses to child like reactions, they should be ignored. Modeling appropriate behavior and only given recognition to requests or reactions that demonstrate age appropriate behavior, should be initiated. Anticipate the types of activi ties and situations that seem to promote immature reactions and avoid them. Make sure that the child has the prerequisite skills for your activities. Often it may help to not provide playing, as one of the choices during alternative for free time. Working on the computer, looking at books, and listening to tapes may be more mature alternatives to free play. Toys may have to be removed from the free time area. It sometimes helps to introduce activities with how the activity will help them. This will prevent the annoying why questions. If the whining why question comes up anyway, the instructor can calmly repeat the justification for completing the activity, or say, You dont have to know why, you just need to do it. Provide a highly structured environment that contains few surprises. Slowly introduce and create additional responsibilities concerning expectations. Do not acknowledge a child when they whine. Say it again in a different way and I will answer you. Be consistent with this type of response and remember that they will often try to set you up when you are very busy. Do not allow immature responses as an option of behavior in your class. 12. Solutions: Do not yell at your child or call them a baby but rather tell them that you notice they are heaving differently and ask them if they are upset about something. Consider the goal for their behavior such as; are they trying to get your attention because there is a new baby or are they upset by stress in their life and they are using old coping skills? Encourage your child to express their feelings so they do not need to act them out with immature behavior. Give your child additional time and attention, especially when they are behaving appropriately. Make sure your child is getting enough sleep. Prais e your child when they show age appropriate behavior. 2. INSECURE BEHAVIOR 6 Insecurity is defined as: ? Feeling of not being good enough to meet the challenge of a situation you face in life. Sense of helplessness in the face of problems, conflict or concerns. ? Fear of being discovered as inadequate, ill-fitted or unsuited to meet responsibilities at home, school or on the job. ? Sense of always climbing up a mountain, never being able to reach the top. ? Results from a sense of being unaccepted, disapproved or rejected. 6 Insecure people may have: ? Been raised in a chaotic, unpredictable or volatile environment in which they were kept off balance, on guard or on edge. ? Experienced a major tragedy or loss in their lives and are having a difficult time in accepting this loss and adjusting to the change. A poorly developed self-concept with low self-esteem, lacking belief in their personal goodness, skills or abilities. ? Never felt accepted by the others in their life, so much so that they became chronically shy, retiring and withdrawn in their interactions. ? Poor body images, making them believe that others see them in a negative light. This makes them self-conscious, tense and anxious in dealing with others. ? Been given very little direction, guidance or discipline in their earlier lives leaving them unable to cope with the current pressures of life. This can foster doubt in an insecure persons ability to gain recognition for their successes, and can make them doubt their ability to achieve success. 6 What do chronically insecure people believe? ? I can never accomplish the task facing me. ? Everybody is looking at me, just waiting for me to make a fool of myself. ? I am a failure. ? I am ugly and awful to look at. ? I can never win. I am a loser. ? What is the sense of trying; Ill never get it right. ? No matter how hard I work to achieve, I never get any recognition. ? I am incompetent in everything. ? How could anybody ever say anything good about me? I failed them in the past; therefore, I am a failure today. ? Once a failure, always a failure. ? There is only one direction for me to go in this organization and that is down and out. ? No one could ever like, respect or accept me. ? I dont deserve to be treated nicely. ? I dont fit in here or anywhere else for that matter. ? Everyone else looks so good, so together; I feel so out of it compared to them. ? I am an incomplete person and will always be that way. ? I am so afraid that no one will like me. ? Why would anyone care to hear what I say, how I feel or what I think? People are just nice to you in order to use you and get something they want from you. 3. What are some negative effects of insecurity? People who are insecure can: ? Have difficulties in establishing healthy, long-lasting relationships. ? Be perceived incorrectly by others as being snobbish or uppity. ? Become victims of fears that impair their freedom of action or choice. ? Be candidates for paranoia feeling others are out to get them. ? Scare others away from them by their defensive attitude. ? Be over-controlled emotionally, having problems letting others in on their emotions. This can lead others to guess what is going on until the passivity of the insecure person leads to an over-reaction by the others, resulting in conflict or rejection. ? Have problems on the job or in school when they have the knowledge, skills and abilities to do a task efficiently but are told to do it in a different, less effective manner. They get so uptight about the job and are fearful of standing up for what they believe that they get angry, hostile and resentful until they either quit or succeed in submerging their emotions. ? Get passed over for promotions, advances or honors because they are so quiet about what it is they do. This leads the insecure persons to feel more unaccepted, unappreciated and under-valued. ? Have problems meeting people and often can become debilitated socially by chronic shyness. ? Become so inward that they seek to escape into their fantasy life rather than deal with the reality of their lives. 4. In order to overcome insecurity, people need to: ? Be willing to be put in vulnerable positions in life where they might get hurt. ? Take risks to change their current behavior. ? Trust others enough to expose themselves to them, risking vulnerability and the possibility of being hurt. Have a healthy and humorous belief in them in order to overlook their exaggerated need for acceptance and approval. ? Take a rational approach to each problem they face so that they are no longer inhibited by debilitating fears or beliefs. ? Practice assertive behavior in their lives, earning respect and the acknowledgment of their rights. ? Arouse the courage to take small steps in learning to experience success and overcoming their lack of belief in self. ? Break the barrier or outer shell of the self-doubt they have hidden behind and reach out to others.. ? Open themselves to the possibility of success and accomplishment. Visualize or make a prophecy of winning at life so their energies are focused in a growth direction. ? Reward them for who they are and capitalize on their strengths, attributes, skills and competencies. 5. What steps can people take to handle insecurity? Step 1: Answer the following questions in your journal: a. What behavior traits signal my insecurity? b. What happened in my past to make me insecure? c. What are some of my beliefs that account for my insecurity? d. What are some negative consequences Ive experienced due to my insecurity? e. What behavior traits do I need to develop in order to overcome my insecurity? Step 2: After identifying your insecurity, how can you handle it? Answer the following questions in your journal: a. What substitute behavior traits could I develop that would indicate security in myself? b. What are some positive consequences of exhibiting such secure behavior traits in my life? c. What are some rational beliefs I must develop in order to exhibit secure behavior in my life? d. How will my life change if I exhibit secure behavior? e. What is my action plan to develop security in my life? f. What obstacles stand in the way of my executing this action plan? g. How can I overcome the obstacles to my development of self-confidence and security? Step 3: Implement the plan of action in Step 2. Keep a log in your journal as you go through each stage of handling your insecurity. Step 4: The following project is designed to help you develop secure behavior by learning about yourself through the eyes of the other people in your life. Step 5: If you are still feeling insecure after completing Steps 1 through 4, review the material, return to Step 1 and begin again. 3. HABIT DISORDER 1. Habit Disorder Habit Disorder  is a disorder of childhood involving repetitive, nonfunctional motor behavior (e. . , hand waving or head banging), that markedly interferes with normal activities or results in bodily injury, and persists for four weeks or longer. The behavior must not be due to the direct effects of a substance or another medical condition. In cases when  mental retardation  is present, the stereotype movement or self-injurious behavior must be of sufficient severity to become the focus of treatment. The behavior is not better explained as a compulsion (e. g. ,  OCD), a  tic, a  stereotypy  as part of a  Pervasive Developmental Disorder, or hair pulling (trichotillomania). Former versions of the  DSM  (Diagnostic Manual and Statistical Manual of Mental Disorders) used the term Stereotypy/ Habit Disorder to designate repetitive habit behaviors that caused impairment to the child. The repetitive movements that are common with this disorder include  thumb sucking,  nail biting,  nose-picking, breath holding,  bruxism, head banging, rocking/rhythmic movements, self-biting, self-hitting, picking at the skin, hand shaking, hand waving, and mouthing of objects. Habits can range from relatively benign behaviors (e. g. , nail biting) to noticeable or self-injurious behaviors, such as teeth grinding (bruxism). Many habits of childhood are a benign, normal part of development, do not rise to the diagnostic level of a disorder, and typically remit without treatment. When stereotyped behaviors cause significant impairment in functioning, an evaluation for habit movement disorder is warranted. There are no specific tests for diagnosing this disorder, although some tests may be ordered to rule out other conditions. Other conditions which feature repetitive behaviors in the differential diagnosis include obsessive-compulsive disorder,  trichotillomania, vocal and  tic disorders  (e. g.   Tourette syndrome). Although not necessary for the diagnosis, habit disorder most often affects children with mental retardation and developmental disorders. It is more common in boys, and can occur at any age. The cause of this disorder is not known. Habit disorder is often misdiagnosed as tics or Tourettes. Unlike the tics of Tourettes, which tend to appear around age six or seven, repetitive movements typically start before age two, are more bilateral than tics, and consist of intense patterns of movement for longer runs than tics. Tics are less likely to be stimulated by excitement. Children with habit disorder do not always report being bothered by the movements as a child with tics might. Prognosis depends on the severity of the disorder. Recognizing symptoms early can help reduce the risk of self-injury, which can be lessened with medications. Habit disorder due to head trauma may be permanent. If anxiety or affective disorders are present, the behaviors may persist. 2. Mental retardation (MR) is a generalized disorder, characterized by significantly impaired cognitive functioning and deficits in two or more  adaptive behaviors  that appears before adulthood. It has historically been defined as an  Intelligence Quotient  score under 70. 3. Stereotypes It may be simple movements such as body rocking, or complex, such as self-caressing, crossing and uncrossing of legs, and marching in place. 4. Pervasive Developmental Disorders The diagnostic category  pervasive developmental disorders  (PDD), as opposed to specific developmental disorders  (SDD), refers to a group of five  disorders  characterized by delays in the development of multiple basic functions including  socialization  and communication  that have traditionally been referred to as Autism. . 3. 5Richotillomania The compulsive urge to pull out ones own hair, is recognized as a disorder leading to noticeable hair loss, distress, and social or functional impairment. It is often chronic and difficult to treat. 6. 3. 6Thumb sucking It usually involves placing the  thumb  into the mouth and rhythmically repeating sucking contact for a prolonged duration. It can a lso be accomplished with any piece of skin within reach (such as the  big toe) and is considered to be soothing and therapeutic for the person. 6. 3. 7Nail biting Onychophagia  or  nail biting  is a common oral  compulsive  habit in children and adults. 6. 3. 8Nose-picking It  is the act of extracting  dried nasal mucus  or  foreign bodies  from the  nose with a  finger. Despite being a very common habit, it is a mildly  taboo  activity in most cultures, and the observation of the activity in another person commonly provokes mixed feelings of  disgust  and  amusement. 6. 3. 9Bruxism Bruxism (gnashing of teeth) is characterized by the grinding of the teeth and is typically accompanied by the clenching of the jaw. 6. 3. 0 Childrens Conditions including Behavior Disorders Behavioral and autistic spectrum problems are now becoming increasingly common and many people are looking for alternatives to the conventional drug therapy. Attention Deficit Hyperactivity Disorder (ADHD) is a hyperactive state that leads to great difficulty in controlling and managing the child. There are also major problems with concentration and, again, learning is difficult and exhausting for parents, teachers and the child 6. 3. 11 Symptoms of Childrens Conditions including Behavior Disorders There is no spontaneous affection and, due to increased sensitivity, the child can react negatively to loud noises and seeks comfort in, often bizarre, repetitive movements and activities, and does not like to make eye contact. He may be disobedient, permanently fidgety and suffer from low frustration tolerance, sleep disturbance, appetite problems, restlessness and attention seeking behavior. There are enormous problems for the parents and other cares as the child can respond in a loud, aggressive or even violent manner with minimal need for sleep so the situation is relentlessly anxiety provoking and emotionally traumatic for all concerned. The condition is significantly more common in boys. Other, associated, symptoms may include abnormal thirst, migraine in the family, asthma and eczema. 6. 3. 12 Treatments for Childrens Conditions including Behavior Disorders 1. Conventional treatments for autism are based on behavioral techniques and intensive treatments such as ‘portering’. 2. ADHD relies very heavily on drug treatments involving the use of powerful stimulatory drugs such as methylphenidate (a drug that stimulates the central nervous system. Use: treatment of narcolepsy, attention deficit disorder. Formula: C14H19NO2) (‘Ritalin’). 3. Identifying foods which may mean using an elimination diet and, after the initial ‘washout’ period, introducing foods one at a time and observing the reaction (if any). 4. Complex homeopathy, which involves the use of mixtures of herbal and low potency homeopathic preparations, can be targeted to help specific organs, particularly the pancreas which can be very effective. 5. Classical homeopathy, using single remedies is also useful in of children. 4. PERSONAL PROBLEMS 6. 4. 1Description: A personal problem can be any situation which prevents a student from completely fulfilling his or her personal and/or educational goals. The problem may have its origin either on or off campus. The counselor provides the student an opportunity to discuss, in confidence, how this problem is affecting his/her life. A professionally trained counselor can help you to focus on realistic solutions to such problems as home conflict, marital discord, peer conflict, personal discomfort, disillusionment, general unhappiness, inability to make decisions, and feelings of being overwhelmed by the demands of academic life. 6. 4. 2 What are the examples of personal problems? Few major examples are: Marriage problems Financial problems Love problems Management Problem Issues at Work Social Relationship Issues Alcohol Drug related Problems Job Related Problem 6. 4. 3Ways to Solve Personal Problems A simple strategy of life is that, it makes us learn from the mistakes may be from the birth until death. When we keenly observe at perspective part of life we come to know that we have resolved many problems at uneven situation. Pe rsonal problems are part of individual’s life, problems raise with advance of life. The basic idea how to solve the personal problems is to know the problem and find the root of problem; it may be something very crucial or sometimes find it really insane after we find the solution. Flow Chart showing easy steps to solve personal problems [pic] Skills to Solve Personal Problem There is no unique solution for a problem, problem can only be solved when one really approaches  to the situation or he/she is held to that problem. Sometimes the chances of getting a solution really confuses of choices to problem and sometimes it feels that we are just going around problem and not able get solution to that problem. It really horrifies (concern) when tiny little problem goes multiplying in the way into huge problem when we try to find the solution and makes us feel it never ends. The simple idea is to keep a pleasant mind at the situation and patiently try finding the root of the problem, cause for that problem and  significantly explore all possible solutions and  determine the kind of solution for the problem and consequences of drastic changed involved with change in system and environment. Step By Step Instruction to solve personal problems Step  1 Is there another way to achieve the goal? Sometimes we spend countless hours trying to solve a problem when simply choosing a different route to the goal would have been sufficient. Close your eyes and imagine you are looking at your goal from far above. You may see there are other ways to get what you want. Step  2 Do you know people who seem to spend their day inventing problems? When you look at their situation, you realize they have exaggerated their situation. Some people see problems everywhere, and will even create them out of nothing. Focusing on problems can make you blind to seeing solutions. Step  3 Perhaps it is time to re-examine the goal that is being blocked. Some experts tell us that the cause of suffering is excessive want. Is the thing we really want worth the effort? Can the goal be slightly altered, so that it is more realistic or achievable? Badly worded goals can have a negative effect on your success. Step  4 When you have completed the first two steps and you still need to get over or around this particular block (your problem), it is time to mobilize your resources and solve this thing. There are plenty of great problem solving sources on the internet. 5. ANTISOCIAL BEHAVIOR 6. 5. 1Definition Antisocial behaviors are  disruptive  acts characterized by covert and  overt  hostility and intentional aggression toward others. Antisocial behaviors exist along a severity  continuum  and include repeated violations of social rules, defiance  of authority and of the rights of others, deceitfulness, theft, and  reckless disregard  for self and others. Antisocial behavior can be identified in children as young as three or four years of age. If left  unchecked  these coercive  patterns will persist and  escalate  in severity over time, becoming a chronic behavioral disorder. 6. 5. 2Description Antisocial behavior may be overt, involving aggressive actions against siblings, peers, parents, teachers, or other adults, such as verbal abuse, ullying and hitting; or covert, involving aggressive actions against property, such as theft, vandalism, and fire-setting. Covert antisocial behaviors in early childhood may include noncompliance, sneaking,  lying, or secretly destroying anothers property. Antisocial behaviors also include drug and alcohol abuse and high-risk activities involving self and ot hers. 6. 5. 3Demographics Between 4 and 6 million American children have been identified with  antisocial  behavior problems. These disruptive behaviors are one of the most common forms of  psychopathology, accounting for half of all childhood mental health referrals. The gender differences in the way antisocial behavior is expressed may be related to the differing rate of maturity between girls and boys. Physical aggression is expressed at the earliest stages of development, then direct verbal threats, and, last, indirect strategies for manipulating the existing social structure. Antisocial behaviors may have an early onset, identifiable as soon as age four, or late onset, manifesting in middle or late  adolescence. Some research indicates that girls are more likely than boys to exhibit late onset antisocial behavior. Late onset antisocial behaviors are less persistent and more likely to be discarded as a behavioral strategy than those that first appear in early childhood. As many as half of all elementary school children who demonstrate antisocial behavior patterns continue these behaviors into  adolescence, and as many as 75 percent of adolescents who demonstrate antisocial behaviors continue to do so into early  adulthood. 6. 5. 4Causes and Symptoms Antisocial behavior develops and is shaped in the context of  coercive  social interactions within the  family, community, and educational environment. It is also influenced by the childs  temperament  and  irritability, cognitive ability, the level of involvement with  deviant  peers, exposure to violence, and  deficit  of cooperative problem-solving skills. Antisocial behavior is frequently accompanied by other behavioral and developmental problems such as hyperactivity, depression, learning disabilities, and  impulsivity. Multiple risk factors for development and persistence of antisocial behaviors include genetic,  neurobiological, and environmental stressors beginning at the  prenatal  stage and often continuing throughout the childhood years. Genetic factors are thought to contribute substantially to the development of antisocial behaviors. Genetic factors, including abnormalities in the structure of the  prefrontal  cortex of the brain, may play a role in an inherited predisposition  to antisocial behaviors. Neurobiological risks include maternal drug use during pregnancy, birth complications, low birth weight, prenatal brain damage,  traumatic  head injury, and chronic illness. High-risk factors in the family setting include the following: parental history of antisocial behaviors parental alcohol and drug abuse chaotic and unstable home life absence of good parenting skills use of coercive and corporal punishment parental disruption due to  divorce, death, or other separation parental psychiatric disorders, especially maternal depression economic distress due to poverty and unemployment Heavy exposure to media violence through television, movies, Internet sites,  video games, and even cartoons has l ong been associated with an increase in the  likelihood  that a child will become  desensitized  to violence and  behavein aggressive and antisocial ways. However, research relating the use of violent video games with antisocial behavior is  inconsistent  and varies in design and quality, with findings of both increased and decreased aggression after exposure to violent video games. Companions and peers are influential in the development of antisocial behaviors. Some studies of boys with antisocial behaviors have found that companions are mutually reinforcing with their talk of rule breaking in ways that predict later  delinquency  and substance abuse. 6. 5. 5When to Call the Doctor Parents and teachers who notice a pattern of repeated lying, cheating,  stealing, bullying, hitting, noncompliance, and other disruptive behaviors should not ignore these symptoms. Early screening of at-risk children is critical to deterring development of a persistent pattern of antisocial behavior. Early detection and appropriate intervention, particularly during the  preschool  years and middle school years, is the best means of interrupting the developmental trajectory  of antisocial behavior patterns. Serious childhood antisocial behaviors can lead to diagnoses of  conduct disorder  (CD) or  oppositional defiant disorder  (ODD). Children who exhibit antisocial behaviors are at an increased risk for alcohol use disorders (AUDs). 6. 5. 6Diagnosis Systematic diagnostic interviews with parents and children provide opportunity for a thorough assessment of individual risk factors and family and societal dynamics. Such assessment should include parent-adolescent relationships; peer characteristics; school, home, and community environment; and overall health of the individual. Various diagnostic instruments have been developed for evidence-based identification of antisocial behavior in children. The onset, frequency, and severity of antisocial behaviors such as stealing, lying, cheating, sneaking, peer rejection, low academic achievement, negative attitude, and aggressive behaviors are accessed to determine appropriate intervention and treatment. 6. 5. 7Treatment Enhanced parent-teacher communications and the availability of school psychologists and counselors trained in family intervention within the school setting are basic requirements for successful intervention and treatment of childhood antisocial behaviors. School-based programs from early childhood onward that teach conflict resolution, emotional literacy, and anger management skills have been shown to interrupt the development of antisocial behavior in low-risk students. Students who may be at higher risk because of difficult family and environmental circumstances will benefit from more individualized prevention efforts, including counseling, academic support, social-skills training, and behavior contracting. 6. 5. 8Prognosis The longer antisocial behavior patterns persist, the more  intractable  they become. Early-onset conduct problems left untreated  are more likely to result in the development of chronic antisocial behavior than if the disruptive behavior begins in adolescence. Longitudinal studies have found that as many as 71 percent of chronic juvenile offenders had progressed from childhood antisocial behaviors through a history of early arrests to a pattern of chronic law breaking. 6. 5. 9Prevention Healthy  nutrition  and prenatal care, a safe and secure family and social environment, early  bonding  with an emotionally mature and healthy parent, role models for prosocial behaviors, non-coercive methods of parenting, peer relationships with prosocial individuals, and early intervention when problems first appear are all excellent means of assuring development of prosocial behaviors and reducing and  extinguishing  antisocial behaviors in children. 6. 5. 10 Parental Concerns Parents may  hesitate  to seek help for children with antisocial behavior patterns out of  fear  of the child being negatively labeled or misdiagnosed. Almost all children will engage in some form of antisocial behavior at various stages of development. Skilled parents will be able to lovingly confront the child and help the child recognize that certain behaviors are  unacceptable. However if these conduct disturbances persist and  worsen, they should be taken seriously as precursors to more serious problems. Early intervention is important for the sake of the child and the entire family system.

New Year Reflection Quotes and Sayings

New Year Reflection Quotes and Sayings The New Year is a moment of quiet reflection. Reflect on the year gone by; of the happy gains and missed opportunities. Recount the good and bad of the past year. Introspect on your personal growth, and learn from the experience. New Year is the time to ensure that we bring balance to our life with positive influences overriding the negative ones. New Year Reflection Quotes Here are some wonderful New Year quotes and sayings that inspire you to re-energize yourself. E. MarshallWhen then is lost, as time is by,We look upon the yearly wineTo see our substance in the lees.Did tribe and purse most pleasing leave?To look for clear and faithful sense,That gives a bodied stance bouquet,Then see the vat at mirrors faceand find in it, the yearly pace.Thomas HoodAnd ye, who have met with adversitys blast,And been bowd to the earth by its fury;To whom the twelve months, that have recently passdWere as harsh as a prejudiced jury - Still, fill to the Future! and join in our chime,The regrets of remembrance to cozen,And having obtained a New Trial of Time,Shout in hopes of a kindlier dozen.Sir Walter ScottEach age has deemed the new-born year. The fittest time for festal cheer.Charles LambNo one ever regarded the First of January with indifference. It is that from which all date their time, and count upon what is left. It is the nativity of our common Adam.Judith CristHappiness is too many things these days for anyone to wish ill on anyone lightly. So lets ju st wish each other a bileless New Year and leave it at that. Helen FieldingI do think New Years resolutions cant technically be expected to begin on New Years Day, dont you? Since, because its an extension of New Years Eve, smokers are already on a smoking roll and cannot be expected to stop abruptly on the stroke of midnight with so much nicotine in the system. Also dieting on New Years Day isnt a good idea as you cant eat rationally but really need to be free to consume whatever is necessary, moment by moment, in order to ease your hangover. I think it would be much more sensible if resolutions began generally on January the second.Brooks AtkinsonDrop the last year into the silent limbo of the past. Let it go, for it was imperfect, and thank God that it can go.Mark TwainNew Years is a harmless annual institution, of no particular use to anybody save as a scapegoat for promiscuous drunks, and friendly calls and humbug resolutions.W.H. AudenThe only way to spend New Years Eve is either quietly with friends or in a brothel. Otherwise when the e vening ends and people pair off, someone is bound to be left in tears. Jean Paul RichterEvery man regards his own life as the New Years Eve of time.Thomas MannTime has no divisions to mark its passage, there is never a thunder-storm or blare of trumpets to announce the beginning of a new month or year. Even when a new century begins it is only we mortals who ring bells and fire off pistols.Charles LambOf all sound of all bells... most solemn and touching is the peal which rings out the Old Year.John Greenleaf WhittierWe meet todayTo thank Thee for the era done,And Thee for the opening one.

Product Assessment Essay Example | Topics and Well Written Essays - 1250 words - 3

Product Assessment - Essay Example Considering the storage, it can offer a storage space of 5 times greater than the DVD’s. The disc was jointly developed by Blu Ray Disc Association (BDA) with companies that are the leading manufacturers in consumer products and computers. Blu ray uses a blue laser instead of red which is present in DVD’s and CD’s for much greater focus and precision. The concept had also been supported by Hollywood studios and planned to release their movies on blu ray discs instead of DVD’s (Taylor, Zink, Crawford, & Armbrust, 2009). The target market for Blu ray disc are the people who wants to store excessive amount of data or the market that has likes for watching movies in high definition with clear pixels. The corporate are also considered to be their target market considering different Hollywood studio who agreed to release their movies in blu ray discs. The U.S census data highlights that the total penetration of Blu ray devices in United States is 40.8 Billion. The total spending on the blu ray disc in 2012 has been $2.22 Billion (Prange, 2012). In today’s world, technology is changing at a rapid pace and so are the consumer preferences. The company develops a product on the basis of preference for consumers and their interest. However, if a consumer finds right and suitable in adopting a technology which is much cheaper than the current idea then the new technology has chances of failure. Similarly, in the same context consumers preferences are changing and cheaper versions technology is being adopted. The U.S census data reports that the market for blu ray has declined from $2.6 Billion to $2.4 Billion (Edwards, 2012). The main reason being for this change is known to be an economic downturn. The age of digital download has arrived and customers are diverted to these preferences instead of buying a blu ray disc and storing the data. Digital download is a cheaper option and does not require money