Anti Smoking Promotion Policies Difference Health And Social Care Essay

Anti Smoking Promotion Policies Difference Health And Social Care Essay According to the Oxford Medical Companion (1994) cited in the WHO report on the global tobacco epidemic 2008, tobacco is the only legally available consumer product which kills people when it is used entirely as intended. Tobacco is the leading preventable cause of death in the World which causes one in ten deaths among adults worldwide and in 2005, tobacco caused about 5.4million deaths, an average of one death every six seconds. At the current rate, the death toll was projected to reach more than eight million annually by 2030 (over 175 million deaths by then as shown in figure 1) and a total of up to one billion deaths in the 21st century (WHO 2007).Certain behaviours have been labelled as risky behaviours associated with negative health outcomes among which smoking is and which has been the subject of UK national health strategies (Naidoo Wills 2005). Smoking causes about one fifth of all deaths in the UK, most of which are premature and has hugely significant impacts on the wid er environment and community through causing air pollution, fires, litter and environmental damage (Ewles 2005). This essay will look into why smoking is an important public health issue in England by defining it from various perspectives and will analyse why people smoke. Also, it will examine various demographical and epidemiological data related to smoking and in addition, it will examine how smoking is addressed in International, National and Local policy. It will also analyse various measures adopted at various geographical levels to address inequalities in health on promoting anti-smoking. In addition, it will look into various values, norms and ethical principles that influence anti-smoking policy development. From the gaps identified, recommendations and conclusions will be made. According to Ewles (2005), smoking in the UK can be defined from three different perspectives in terms of; the activity, the product and the market. In terms of the activity, it is the largely use of tobacco in manufactured and hand-rolled cigarettes which is the most common form of tobacco use since the early twentieth century. In terms of the product, the manufactured cigarette consists of chopped tobacco that has been cured and mixed with a variety of additives to add flavour, increase nicotine availability from smoke and improve shelf life all rolled up in a paper tube with a filter at one end. In terms of the market, UK is home to several Worlds major tobacco companies such as the Imperial Tobacco, British American Tobacco, Gallagher and Rothmans UK who all together employ 9000 people in the UK and have more than 90% of UK cigarette market. The principal constituents of cigarette smoke are tar, carbon monoxide and nicotine and the paper used for manufacturing cigarettes is treated with chemicals to prevent self-extinguishing whenever the cigarette is lit. The filter usually consists of cellulose acetate which traps some solid particles in smoke and cools it (Ewles 2005). The principal constituents of cigarette smoke are carbon monoxide, tar and nicotine which is highly addictive (Cancer Research UK 2009). FIGURE 1: Cumulative tobacco- related deaths, 2005- 2030. Source: http://www.who.int/tobacco/mpower/mpower_report_tobacco_crisis_2008.pdf The impact of tobacco smoking on public health extends beyond the direct effects on the individual smoker and personal health being to economic, environmental and social effects (Ewles 2005). Tobacco smoking is an important public health issue because the smoke is very toxic to every human tissue it touches on its way into, through and out of the smokers body (Ewles 2005). Smoking harms nearly every organ of the body thereby causing many diseases, reducing quality of life and life expectancy. Also it has been estimated that in England, 364,000 patients are admitted to NHS hospitals each year due to smoking related diseases which translates into about 7,000 hospital admission per week and 1,000 admissions per day (ASH 2006). In the UK, smoking causes about a fifth of all deaths, approximately 114,000 each year, most of which are premature with an average of 21 years early (Ewles 2005). According to Peto et. al. (2003) cited in Ewles (2005), most premature deaths caused by smoking are Lung and coronary cancer, chronic obstructive heart diseases and coronary heart diseases with 42800, 29100 and 30600 deaths respectively every year. In addition, smoking is known to also bring increased risk of many debilitating conditions like impotence, infertility, gum disease, asthma and psoriasis (Ewles 2005). Research has also shown that non-smokers are put at risk by exposure to other peoples smoke which is known as passive or involuntary smoking and is also referred to as second-hand smoke (SHS) or environmental tobacco smoke (ETS) (Cancer Research 2009). Tobacco was first introduced to Britain way back in the sixteenth century when it was commonly smoked in pipes by men. Later snuff and cigar smoking became popular among men but as a result of the invention of the cigarette making machines in the latter part of the nineteenth century, mass consumption of tobacco was made possible and in 1919, more tobacco was sold as cigarettes than in any other form (Wald Nicolaides- Bouman 1991). According to Wald Nicolaides- Bouman (1991) cited in Cancer Research UK (2009), smoking was firstly common among men and the consumption rose steadily until 1945 when it peaked at 12 manufactured cigarettes per adult male per day. After the Second World War, there was a slight dip in consumption but thereafter it remained at around 10 manufactured cigarettes per day until 1974 which marked the beginning of a steady and continuous decrease to about 4.6 manufactured cigarettes per adult male per day in 1992. On the other hand, women began to smoke cigarette s in the 1920s but not in large numbers until after the Second World War when they were smoking 2.4 cigarettes per adult female per day. Later, consumption among women continued to increase until it reached 7.0 cigarettes per day in 1974 after which it declined to 3.9 cigarettes per day in 1992 (Cancer Research UK 2009). HISTORY The link between smoking and life threatening diseases began in the early 1950s when Dr Richard Doll and Prof Austin Bradford conducted the first ever large scale study between smoking and lung cancer which was later published in 1954. In 1957, the British Medical research Council announced that, there is a direct causal connection between smoking and lung cancer. Later in 1962, the Royal College of Physicians concluded that smoking causes lung cancer, bronchitis and coronary heart diseases and recommended tougher laws on cigarette sales, advertising including smoking in the public places. In 1965, the British Government banned cigarette advertising on television and in 1971, there was an agreement between the Government and the tobacco industry that, Government health warnings must be carried out on all cigarettes packet sold in the UK. In 1973, the first tar/nicotine tables was published in UK which was later upgraded and divided cigarettes into five categories of tar content in 19 74. In 1975, the Imperial Tobacco agreed to drop brand names and logos from racing cars in UK races as control of tobacco advertising switched from the Industry to the Independent advertising Standards Authority. In 1976, Prof Sir Richard Doll and Richard Peto published the results of 20 years study of smokers and concluded that, one out of three people died from the habit. In 1983, the Latest Royal College of Physicians report featured passive smoking for the first time and asserted that more than 100,000 people died every year in the UK from smoking -related illness which later resulted in the banning of smoking on London Underground trains in 1984. In 1985, the smoking ban was extended to stations that were wholly or partly underground and in 1986, new advertising and promotion guidelines agreed on including banning tobacco advertising in cinemas. In 1987, the London Underground smoking ban was extended to entire network following the Kings Cross station fire outbreak in which 31 people died. The Independent Scientific Committee on Smoking and Health report in 1988 concluded that, non-smokers have a 10-30% higher risk of developing lung cancer if exposed to other peoples smoke and in June 1988, a UK court ruled that injury caused by passive smoking can be an industrial accident. The first nicotine skin patch became available for prescription in the UK in 1992 and in 1993, Sir Richard Dolls study results suggested that smokers were three times more likely to die in middle-age than non-smokers and up to half of all smokers may eventually die from the habit. In May 1997, the New Labour Government pledges to ban tobacco advertising and in the same year, the Government called for Formula One to be exempted from proposed EU directive on tobacco advertising and sponsorship but later backed down in the face of widespread criticism that was threatening the entire directive. In 1998, a White Paper named Smoking Kills was published after the Government -appointed Scie ntific Committee on Tobacco and Health announced that, passive smoking was responsible for causing lung cancer and heart disease in adults. In 2001, their was a new EU directive requiring larger and more prominent health warnings on tobacco packaging and in 2002, the British parliament passed legislation that began as a Private Members Bill, banning tobacco advertising named the Tobacco advertising and promotion Act. In December 2002, the British Medical Association called for the banning of smoking in the public places because of threat to non-smokers and young children. The Cancer Research UK launched an advertising campaign in 2003 and was funded by the Department of Health which target smokers of mild brand of cigarette, warning on the risk associated with the habit. In January 2004, the British Heart Foundation used graphic images to reinforce the Government -sponsored anti-smoking campaign. In March 2004, the Irish Republic introduced the toughest anti-smoking laws in Europe d escribed as the landmark legislation with a complete ban on smoking at workplaces. In November 2004, a Public Health White Paper proposed to introduce smoking ban in workplaces in 2008 with the exemption of private members club and pubs that do not serve food. In, March 2005, the British Medical journal report produced data showing that smoking killed 11,000 a year in the UK and in April 2005, MSPs voted by 83 to 15 to introduce a ban on smoking in public places from April 2006 and any smoker who defy is liable to pay a  £1,000 fine. In October 2005, the discussions over the England smoking ban broke down at the cabinet level causing severe delays. In December 2006, the Government announced the smoking ban in public spaces in England known as Smoke free England, which began on the 1st of July 2007 (BBC NEWS 2007). On the 1st of October 2007, the law for selling tobacco changed and became illegal to sell tobacco products to anyone under the age of 18 (an increase from 16) (Smoke fr ee England 2007). In May 2008, the Health Bill then called the National Health Service Reform Bill was contained in the Draft Legislative Programme published and it was announced in the Queens speech during the state opening of Parliament on 3rd December 2008. The Bill was later introduced into the House of Lords on 15th January 2009 and was published on the 16th January 2009 which proposes measures to improve the quality of NHS care, the performance of NHS services and to improve public health (DOH 2009). DEMOGRAPHY EPIDEMIOLOGY The United Kingdom of Great Britain and Northern Ireland (UK) is located in Northern and or Western Europe and it comprises the Island of Great Britain (England, Scotland and Wales) and the Island of Ireland (Northern Ireland) (Wikipedia 2009). According to the 2001 census, the population of the United Kingdom was 58,789,194 and has increased to 60,587,300 according to mid -2006 estimates by the Office for National Statistics. EPIDEMIOLOGY The prevalence of smoking varies widely around the World and has been observed to be on the increase in many developing countries thereby creating huge health problems for the future. Approximately 1.3 billion people smoke cigarettes or other tobacco products Worldwide (WHO 2003) and Figure 2 shows the worldwide tobacco epidemic model which describes the rise and decline of smoking prevalence followed by similar trends for smoking. The first stage is characterized by a low smoking prevalence of less than 20%, which is commonly observed among the males with no increase in lung cancer and other chronic diseases caused by smoking. Countries in this stage includes those in the Sub-Saharan Africa that have not yet been drawn into the global economy but are vulnerable to growth and changing strategic initiatives of transnational tobacco companies (WHO 2003). Stage two of the model is characterized by increase in smoking prevalence to above 50% in men with early increase in cigarettes smoki ng among women and a shift towards smoking initiation at younger age with an increasing burden of lung cancer and other tobacco-attributable diseases. These are characteristics of countries in the Asia, Latin America and North Africa continents. In these regions, tobacco control activities have been observed to be poorly developed and the health risks associated with tobacco smoking are not well understood. There are very low public and political supports for the effective implementation of tobacco control policies (WHO 2003). The third stage is characterized by a decline in smoking prevalence in men and gradual decline among women. Here, there is a convergence of male and female smoking prevalence at 45% and the burden of smoking attributable diseases is on the increase. Also, smoking-attributable deaths comprises of 10%to 30% of all deaths within the region which is about three quarters of men. Countries within this stage are those in the Eastern and Southern Europe where health e ducation about the diseases caused by smoking decreases with the public acceptance of smoking, most especially among the educated ones (WHO 2003). The fourth stage is characterized by a decline in smoking prevalence among men and women with deaths attributable to smoking peaked at 30% to 35% of all deaths most of which are middle aged men. Among the women, smoking attributable deaths rose to about 20% to 25%. Examples of countries within this stage are the United States and United Kingdom where England falls. FIGURE 2: Four stages of the Worldwide Tobacco Epidemic. (Source: WHO 2003). According to the Cancer Research UK (2009), the survey of smoking in Britain began in 1948. Then, smoking was extremely prevalent among men and the survey showed that 82% smoked some form of tobacco while 65% smoked cigarette. Later on, smoking prevalence fell rapidly through the 1980s until the mid 1990s when the overall smoking rates stabilizes just below 30% among the population as shown in figure 3. The sharp fall in smoking prevalence during this period is as a result of several interventions put in place by the Government then such as banning of tobacco advertisement on TV in the 1960s and others. Since the mid 1990s, the rate of fall has been very slow and in 2007 it was observed that 22% of men aged 16years and over smoke cigarette. The percentage of female smokers on the other hand has remained constant between 1948 and 1970 as shown in Figure 2. Between 1970 and 2007, the % of women who smoked dropped from around 43% to 20 % still due to certain measures developed in the la te 1960s. FIGURE 3. % of person aged 16+ who smoke cigarettes in Great Britain from 1948 to 2007. Source: General household survey, ONS. Available from: http://publications.cancerresearchuk.org/WebRoot/crukstoredb/CRUK_PDFs/lung/cs_lu_f6.1.xls FIGURE 4: Prevalence of Cigarette smoking by sex, England and Govt. Office Regions 2005. Source: Cancer Research UK. Figure 4 shows the cigarette distribution of cigarette smoking prevalence in England and it can be observed that, the overall smoking prevalence in England is about 25% among men and around 22% among the women. Within the various regions in England, smoking prevalence is higher among men and women in the North East because the region is economically active and home to 588 overseas companies from 32 different countries employing over 27,000 people (UK Trade Investment 2009). There has been a link between socio economic class and high prevalence of smoking as demonstrated in Figure 5 which buttresses the reason why the prevalence is high in Northeast England. Regions with high manual employee, occupation and high numbers of Industrial factories are characterised by high smoking prevalence. FIGURE 5: Prevalence of cigarette smoking by sex and socio-economic groups in England in 1992, 1998 and 2002. Source: Cancer Research UK. As shown in figure 5, smoking prevalence is observed to be higher among manual workers than non-manual workers. From 1992 to 2002, smoking prevalence reduced as a result of some interventions introduced within these years especially the White Paper on Smoking Kills introduced in 1998 making the prevalence to reduce from 33% in 1998 among the manual workers to 28% in 2002. FIGURE 6: Prevalence of cigarette smoking by age, persons aged 16+ in Great Britain, 1974-2005. Source: Cancer Research UK. FIGURE 7: Self reported cigarette smoking percentages by sex and minority ethnic group persons aged 16+ in England 2004. Source: Cancer Research UK. Smoking is more prevalent among the younger age groups of 16-19, 20-24 and 25-34 as shown in figure 6, where highest rate was observed among the 20-24 age group. Between 1974 and 2005, smoking prevalence among the 20-24 age groups fell from 48% to 32 %. On the other hand, among the 60+ age group, smoking prevalence halved between the same year intervals from 32% to 14%. Therefore, smoking prevalence has been observed to reduce with age as smokers tend to give up in middle age or die of smoking-related illnesses. (ONS 2002). Smoking prevalence has been observed to vary among different ethnic minority groups in England as shown in figure 7. Smoking prevalence is higher among the Bangladeshi men of about 41% but rare among the women with about 3%. Although this rate is alarming but there has been a decrease as to what was observed in 2001, when cigarette smoking and tobacco use was around 44% among the men with a relatively small percentage among the women (ONS 2001). FIGURE 8: Prevalence of cigarette smoking and use of tobacco products among ethnic minorities in England 2001. Source: DOH 2001. SOCIO-ECONOMIC FACTORS Smoking in the UK has been observed to be closely associated with social class and deprivation. The prevalence of smoking among the low paid groups has been observed to be twice those of the affluent groups because of the great difficulty people in the less affluent groups experience in stopping smoking (Ewles 2005). Tobacco smoking is also widely recognised as a cause of health inequality in the UK because it is common among the deprived groups and also compromises the already poorer health of deprived population such as those that fall within the marginalized groups. Examples are people with mental problems and prisoners, who are more likely to smoke and less likely to have access to mainstream smoking cessation services (Ewles 2005). The Index of multiple deprivation ranks areas from the most deprived to the least deprived and the odds of smoking increases as deprivation in the area increases (The NHS Information centre 2008). Children smoke for all sorts of reasons. Some smoke to show their independence, others because their friends do while some smoke because adults tell them not to and others do smoke to follow the example of role models. There is no single cause. Parents, brothers and sisters who smoke are a powerful influence. Also is the way it is been advertised and the tobacco companies sponsor sport which makes children want to try it (DOH 1998). The problems of smoking during pregnancy are closely related to health inequalities between those in need and the most advantaged. Women with partners in manual groups are more likely to smoke during pregnancy than those with partners in non-manual groups: 26 per cent of women with partners in manual groups smoke during pregnancy, compared with 12 per cent with partners doing non-manual work (DOH 1998). Education is also another social determinant of health for smoking. Education empowers individuals to make healthy choices and provides practical, social and emotional knowledge needed to achieve a full and healthy life (The Annual Report of the Director of Public Health for Newham 2007). The relationship between education and smoking has been extensively examined in developed countries and in the1989 US Surgeon General report analyzed by Bao-ping et al.(1996), it was stated after reviewing the literature of smoking that, education is the best socio demographic predictor for cigarette smoking pattern. The general agreement was that, the fewer the year of education one has, the more likely the person smokes and this again accounts for why there is high smoking prevalence among the ethnic minority groups in England. Another factor is the social norms whereby, in environments where smoking is freely permitted, it becomes a normal thing and becomes more difficult for individuals to opt out from (Ewles 2005).Other factors that prompt people to start smoking includes, the price and availability of cigarette, colourful advertisement and accessibility to treatment facilities for those that want to stop, the more available the facilities, the more people will be willing to use the facilities and stop smoking (Ewles 2005). In response to the global tobacco epidemic, May 31st of every year was declared as the World No Tobacco day, so as to globally address the danger associated with smoking tobacco. Also, the World Health Organization developed a WHO Framework Convention on Tobacco Control in May 2003 (WHO 2003), which later came into force on the 27th o February 2005 (WHO 2009). This was the first global treaty for public health negotiated under the auspices of the WHO and requires participating countries to implement a range of legislative and other measures to control smoking by taking appropriate action on passive smoking, banning tobacco promotion, providing services to smokers , monitoring smoking prevalence and international cooperation to control smuggling (Ewles 2005).In order to expand the fight against tobacco epidemic, the WHO introduced the MPOWER package of six proven policies namely: Monitor tobacco use and prevention policies, Protect people from tobacco smoke, Offer help to quit tobacco use, Warn about the dangers of tobacco use, Enforce bans on tobacco advertising promotion and sponsorship, and Raise taxes on tobacco. (WHO 2008) Smoking has been addressed at Government level in the UK since the publication of the White Paper Smoking Kills in 1998 which takes a comprehensive approach and prioritises people who want to give up, pregnant women, children and young people (DOH 1998). Between 1998 and 2009, various policies have been developed as stated earlier in this essay under the historical perspective of smoking in England which includes; 1998: Smoking Kills à ¢Ã¢â‚¬  Ã¢â‚¬Å" 2002: Tobacco Advertising and Promotion Act à ¢Ã¢â‚¬  Ã¢â‚¬Å" 2006: Health Act à ¢Ã¢â‚¬  Ã¢â‚¬Å" 2007: Smoke Free England. à ¢Ã¢â‚¬  Ã¢â‚¬Å" 2008: National Health Service Reform Bill à ¢Ã¢â‚¬  Ã¢â‚¬Å" 2009: Health Bill. GOVERNMENT MEASURES TO TACKLE SMOKING In line with the WHO directive to address tobacco epidemic, the UK signed into the International WHO framework Convention on Tobacco Control in 2003 and has implemented a range of legislative measures to control smoking at different geographical levels and between various population groups. The overall measures were broadly classified into three sets of overlapping effects namely; Changing social norms, Influencing attitudes, and Supporting individual behavioural change (Ewles 2005). Measures classified under the changing social norms and influencing attitudes includes; educational programmes such as the Government-funded mass media education campaigns aimed to educate the public on the danger associated with smoking, bans on tobacco promotion with health warnings covering 30% of the front and 40% of the back of tobacco packaging while terms such as low-tar and light have been prohibited on cigarette packet (DOH 2003). Also education on the benefit of quitting smoking was also part of the measure and explaining why people get fat after quitting as a result of increased eating unbalanced by increase activity because smoking has slight appetite suppressant effect (Ewles 2005). In addition, picture warnings started appearing on tobacco products in autumn 2008 and by October 1st 2009, all cigarette packs will have to carry picture warnings including other tobacco products by 1st October 2010 (DOH 2003). Also, another measure employed was prohibiting sales of tobacco products to people under the age of 18 by directing tobacco retailers to ask for form of identification from buyers who are teenagers. Taxation has also been used frequently to increase the price of smoking with rises in duty imposed in each years budget by the Government (Ewles 2005). On average, a price increase of 10% on a packet of cigarette reduced consumption by about 4% in developed countries, however, price control is undermined by tobacco smuggling which currently accounts for 16% of the UK market (Cancer Research 2009). Another measure is ensuring a smoke free environment which has been introduced in 2007 as smoke free England whereby smoking in enclosed public places is illegal. Under the supporting individual behavioural change is the cessation treatment programme, examples of which includes; a national telephone help lines and NHS specialist services for smokers who want to stop (Ewles 2005). To help smokers quit, the NHS Stop Smoking Services was set up between 1999 and 2000 following the recommendations of the White Paper Smoking Kills in 1998(DOH 1998). It was later observed that between April and September 2006, approximately a quarter of a million people (246,254) in England set a quit date through this NHS Stop Smoking Services and majority of these people receiving Nicotine replacement therapy (The Information Centre 2007). CHALENGES OF PUBLIC HEALTH POLICY FORMULATION AND PRACTISE The formulation of anti-smoking policy in England has always been big issue in most developed countries. In the UK, the Government needs people to smoke because the economy largely depends on it. The Government obtains  £8billion per year from excise duty on tobacco products which is approximately 2% of its annual revenue (Ewles 2005). Both in the policy formulation and in the implementation phase conflicts of commercial and health interests have been strongest on three issues: the ban on advertisement and sales promotion, the setting of upper limits for harmful substances in tobacco products, and proposals for an efprice policy. In the political process Parliament has been much more sensitive to the public health interest and to public opinion than to the lobbying power of the tobacco industry and trade, which has been more clearly visible in many Government decisions MEASURES TO REDUCE INEQUALITY IN SMOKING/ POLICY CRITIQUING After thorough review of the various policies aimed towards reducing cigarette smoking at the International, National and Local level, various gaps have been identified. Firstly, banning of smoking in public places is not enough to reduce the effect of smoking on health because be it passive or active smoking, it still endangers the life of the smoker. Therefore, abstinence should be the only message since smoking is a major cause of litter. In the UK, 200million cigarette ends are discarded each day and each takes 18months or more to biodegrade (Ewles 2005). Also, smoking in bus stops tends to serve as passive smoking to others waiting to join buses and therefore smoking in areas like this also needs to be banned. Another lapse in the smoking in the public places law is that, when people are not allowed to smoke in public places, they tend to do so when they get into their private cars and homes and these could be dangerous to young children living in the same house. Another area worth reviewing is the use of taxation to increase the price of tobacco products. High price has helped dissuade people especially young children from smoking and prompted many smokers to stop; however, smoking is concentrated among the lowest paid sector of the society and common among the addicted population who continue smoking despite prices, therefore such measures by the Government is not fair because the poor people pay disproportionately more as a consequences of their acquired addiction caused by the Government originally (Ewles 2005). Another misconception of tackling smoking is the youth smoking prevention programme which has always assumed to be the best way to tackle smoking among children and youths. The Youth-oriented media campaigns has a poor record of credibility among the target group (youths) and is often difficult to differentiate between those created by the health organizations and those created by the tobacco manufacturing companies. Therefore, discrediting smoking among the adult population will lessen the attraction for the youths because they tend to smoke in aspiration to be more adult (Ewles 2005). In addition, the law prohibiting sales to under -18s tend to add to the allure of smoking as an adult activity and thus creating challenges to children on finding a way around it buy getting the cigarette through adult friends, older siblings or black market routes(Ewles 2005). Also people who stop smoking through the nicotine replacement therapy gets addicted to the cessation programme and use the product beyond the recommended period. Since the nicotine delivery rate in the content is slow, it mostly prompts a relapse making people return to smoking (Ewles 2005). Reducing inequality in smoking has always been an issue the UK Government have been addressing and in response to this, a specific inequality target on smoking was set up in The NHS Cancer plan and the Public Service Agreement (PSA) 2004 aimed to reduce smoking rates among manual groups from 32% in 1998 to 26% by 2010 in order to reduce the health gap between the two groups. (DOH 2000). RECOMMENDATION/ CONCLUSION Evaluation of smoking patterns indicates that there has been an historic reversal of trends in total consumption, but distributional data show a widening social gradient in smoking. Two developments are needed for further improvement: a price policy that would support health policy and not contradict it, and better understanding of the socio-cultural dynamics of smoking which would be required for new innovative approaches in health education. REFRENCES Action on Smoking and Health (2006). Smoking Statistics; Illness and death. [Online]. Available from: http://old.ash.org.uk/html/factsheets/html/fact02.html (Accessed 25/04/2009). Bao-ping, Z., Giovino, G., Mowery, P. Eriksen, M. (1996). The Relationship between Cigarette Smoking and Education Revisited: Implications for Categorising persons educational status. American Journal of Public Health.1996. Vol.86, No 11. British Broadcasting Corporation (2007). Timeline: Smoking and Disease. [Online] Available from http://news.bbc.co.uk/1/hi/health/4377928.stm (Accessed 28/09/2009). <

Future Classroom With Innovative Designing Education Essay

Future Classroom With Innovative Designing Education Essay Though technology has brought about advancement in every field whether it is medicine, engineering, marketing, space or telecom technology, it is observed that there has been very little change in the basic concept and design of classrooms. By and large, the classrooms of today appear to be quite similar to that of nineties. Studies by eminent educationists indicate that it is the need of hour to bring forward innovative ideas in classroom designing and integrate it with different technological aids to overhaul our static classroom pattern. The future classroom should be designed with the objective of enhanced interaction among teachers and pupils as two way discussion have been found to be far more beneficial over old one way lecturing system. Further, integration of various multimedia aids to classroom gives a new dimension to the entire teaching learning process by making teaching interesting and meaningful. Thereby, contents are delivered to the students in the form of sounds, an imations and pictures. It greatly enhances learning as research has revealed that learners can better comprehend the sounds and pictures than words. Additionally, performance of the students can be evaluated on computers and thereby, instant feedback can be utilized to plan future strategies. *Teaching Associate, Department of Education, Ch. Devi Lal University, Sirsa (Haryana). ** Asstt. Professor, Department of Education, Ch. Devi Lal University, Sirsa (Haryana). The broad outlook of classrooms of today seems to be quite similar to that early 20th century classrooms. Instead of bringing a change to meet the contemporary needs, many of the pioneer institutes of international repute promote themselves on the basis of their historic and traditional credentials. Classrooms of today still display the centuries old tradition of being teacher focused, solely supporting the process of teaching, and in general overlooking the importance of learning. This one directional flow of information from teachers to students leads to passive learning. In such a highly constrictive classroom set up, there is little choice for the students and hence, it is not conducive for active learning. However with rapid strides in science and technology sector, our system of education is also evolving gradually and becoming more and more globalised. Influence of technology on our younger generations is changing nature of education. Hence to meet the present day needs, the e ntire education system needs to be revamped. Accordingly, the classrooms of future should be designed by infusing innovative ideas and optimum use of technology while keeping the basic concept of effective teaching-learning in mind. Technology is providing the much needed impetus for modernizing education systems across the globe. Though infusion of technology in education systems is far rapid in developed world, the need and awareness for technology-enabled education is gradually spreading across the developing nations like India as well. Further, with emergence of several public and private universities in India, education is changing fundamentally from schooling to universities. In the present manuscript, we have studied the need to change the classroom design, amalgamation of technology to the classrooms, its impact on teaching-learning process, obstacles in implementation of these innovative ideas and their effective solutions. NEED OF RE-DESIGNING THE CLASSROOM Advent of the new era of technology: The greatest impact on education systems today is that of rapidly growing technology. Technology has become so integral to our lives such that almost every activity involves the use of it in one way or the other. Even the young children are exposed to various technologies at very early stage. By the time, they go to schools; they become well acquainted to various technologies. They consider computers, wireless networks and other technological gadgets essential to life and they expect their teachers use technology. Hence, the teachers need to be tech savvy to meet the expectations of students and the standards of modern education systems. Changing attitudes: With the changing attitudes towards education systems, students want to be actively involved in discussion and debate. They want to discover knowledge rather than simply be told. Simultaneously they desire to learn by use of a range of multimedia resources. Hence, teachers cannot simply stand and deliver the information. This one way lecturing and passive listening needs to be replaced by the classroom designs and strategies which support the active discussion leading to the maximum retention by the students (Mai Neo, 2005). New methods: Students consider todays teaching and learning methods as predominantly static and one dimensional. They want more diverse styles to create regular interest and channelize their energy to maximize the output. They want interaction, spontaneity, community and mobility. Students today are equipped with laptops and wireless internet connections. They are as comfortable and effective in learning in the canteen or atrium as that of a lecture hall. There has been a shift from educational environments which support the passive acquisition of isolated facts, to environments in which the learner actively explores the world and constructs their own internal models of understanding. Hence, we need to overhaul the classroom patterns and designs to make the teaching learning most effective by inventing new strategies. Globalisation: With revolution in information and technology, the world has been virtually converted to a small village. With greater communication and mobility comes the choice, and students are becoming more and more selective with respect to the selection of universities/institutes and their careers. Hence, to attract and retain the best students and teachers from home and abroad, the universities and schools need to adopt innovation to stay competitive. DESIGNING CLASSROOM LAYOUT AND ITS IMPACT A study conducted by the Ludwig-Maximilian University (LMU) in Munich (Germany) revealed that innovation in design of classrooms significantly enhances the learning. The objective of the project was to improve classroom design in schools, to, support innovative approaches to collaborative learning and to evaluate the effects of different furniture and layouts on learning. They tested different room layouts, all designed to support group work (fixed, mobile, standing, and sitting).The results were very illuminating. In standing and more mobile positions, both accuracy of thinking and idea innovation were higher than when sitting down, but students felt marginally less comfortable working in a standing positions. Adapting the space layout according to the task significantly improved learning, decision making and teamwork. The success was dependant on clear instructions about how to use the layout and furniture and how to adapt it to the task. People needed time to adapt to the dynamics of a flexible mobile learning environment and feel comfortable. Hence, we need to shift to the classroom designing where the learner actively explores the world and constructs his/her own internal models of understanding.   THE CONCEPT OF NEW TECHNOLOGIES The idea of multi-media concept in education, has gained momentum where the integration of voice, data and video resources creates synergistic effect. The emergence of this new concept is also changing the curriculum in educational institutions across the world. Multimedia is usually a combination of computerized and electronic devices that include a combination of text, audio, still images, animation, video, and interactivity content forms as opposed to conventional media which use traditional forms of printed or hand-produced material. The concept multimedia is based on the fact that audio and visual presentation of the material leads to improvement in the comprehension and retention. Various audiovisual equipments are emerging as one of the powerful pedagogical innovations in the teaching and learning process (Richard E. Mayer, 1999). Audiovisual aids communicate facts and ideas through the eyes to the mind and emotions. Visual aids include films, slides, videos, overhead projectors, photographs, models and charts. Audio aids communicate ideas through the form of music or tape recordings, television, records, sound films, etc. The modern set of audiovisual equipments synchronizes sound with vision in the most effective manner. They strengthen teachers verbal presentation while simultaneously helping students grasp the specific ideas. These aids keep the audience engrossed throughout the presentation and help them remember particular information (Ashton Zalzala, 2004). There are a variety of audiovisual aids givin g wide range of options to the user to select the most appropriate one. Various multimedia aids LCD Screen: Liquid Crystal Display television (LCD TV) is one of the most effective ways of audiovisual communications in the teaching-learning process, where the television sets use LCD technology to produce images. LCDs are the most widely produced and sold television technology today, pushing all other technologies into niche roles. Multimedia and 3D Projector: Its a video projector that takes a signal and multiplies an image on a projection screen using a lens. The projectors need bright light to project the image. Projectors are widely used for classroom training with live applications in many schools and educational institutes. It can be connected to an interactive white board, PCs, laptops in an interactive teaching learning process. The 3D projector, one of the most advanced methods has come up with new age technology. For displaying the graphical data, planar two-dimensional media is used, whereas in computer graphics and pictures 3D projector employed. With the pictures available in the presentation, students actually become able to speak and write on a topic, thereby, enhancing their language skills as well (Glenda C. Rakes, 2006). Interactive Whiteboard: Interactive White Board (IWB) or Electronic White Board is emerging as one of the powerful innovation in the teaching and learning process. It is a type of large interactive display that connects to a computer and projector including web browsers. The projector projects the computers desktop onto the boards surface. One of the major advantages with regard to IWB is high level of interaction associated with it. Students interact physically with the board, manipulating text and images, thereby, enhancing their learning. IWB enables the students to draw, write or making notes, drag and markup onto the surface controlling the PC. The combination of mouse and keyboard allows the students to control the computer display almost exclusively from the IWB. Further, IWB can also be integrated in the process of the Learner Response System which enables the teachers analyze the student performance. With these combined facilities, teachers can present a topic and receive feedback from students and subsequently, make their presentations more effective. IWB relieves teachers from their mundane work load as they can carry out formal assessments and tests through it. Additionally, internet conferencing through IWB takes the interaction beyond the boundaries of classroom. Students in India can learn Japanese from a teacher based in Japan using a large HDMI monitor along with a web connection.   Apart from this, many Universities/Institutions abroad have started conducting online interviews of aspiring candidates through video conferencing. Hence, technology has not only revolutionized the teaching learning process but also created a slew of opportunities for competent students by providing them online access to various premier institutes of the world. Hence, it has increased the availability of choice across the boundaries and students can exercise their choice and select the institution / programme of their choice according to their potential. INTEGRATING TECHNOLOGY TO THE CLASSROOM Educationists are long debating on the role of technology in the classroom. Research in the area of educational technologies has been generally focused on the impact technologies can have on children and teachers. Ironically, the impact that children and teachers can have on the development of new technologies has been ignored.   Both the aspects are critical to understand the overall impact of technology on our learning environments.   According to a survey, the most common reason parents cite for buying home computers is their childrens education. Even the schools are graded on the basis of ratio of students to the computers.   This ratio is used to determine the ability of schools to provide quality education.  However, technology is not all about the number of desktops or laptops required in a classroom or how we can train teachers to use them.  Instead the focus should be on broader aspects viz., proper integration of technology into the curriculum, apt modification / generation of technology to support quality education in the classrooms.  Appropriate technology should be embedded in a classroom in such a way that it becomes a seamless part of any physical object in schools so that it can favorably change our learning environments. CREATION OF THE PAPERLESS SOCIETY With infusion of technology into the all the sectors of society, a paperless  society could soon become a reality. Gradually, students evaluation using the paper and pen method is being replaced by computer based tests. In distance education programs also, this is widely employed. The teachers no longer have to decipher handwriting and can quickly grade the tests and provide feedback to students. Further, teachers need not make copies of anything, but can push the information to the students tablets. THE OBSTACLES AND THE REMEDIES Availability. A potential barrier for spreading technology across the Indian education system is that in schools, computers are used in computer labs rather than classrooms. It has more to do with the financial resources available to schools and other institutes. Hence, initially the target should be pumping technology into maximum number of schools until gradually computers expand from the labs into classrooms. With growing financial prowess of Indian society and availability of technology at cheaper rates, computers and internet browsers are likely to reach rural hinterlands and then gradually shift from computer labs into individual classrooms. Training of teachers. Technology alone does not improve students achievements, rather trained teachers and authentic instructions are equal contributory factors (Johnson Dennis Jennifer Jo, 2005). To adapt to the newer technologies, teachers and school leaders need to participate in extensive professional development programmes to keep themselves up to date. The professional development activities include vendor provided face to face instructions on use of equipments and a part time instructional coach to assist teachers with professional development. Role of the Government. The experts opinion is that the Indian Government needs to play a much more active role and take the lead in technology implementation which will require a lot of funding. Though Government realizes that there is an urgent need for quality education in order to match international standards and is committed to allocate the funds, direct emphasis on need of technology is not given. Government must encourage and actively support the infusion of technology in schools as it is the only way to match the international standards in education sector. CONCLUSION The advent of new era of technology has revolutionized all the sectors including education. Extensive studies by various researchers have underlined that we must change the decades old tradition of static one way lecturing pattern in the classrooms and invent innovative classroom designs and strategies. With the integration of various advanced technological aids to classrooms we can give a new dimension to the entire teaching learning process. Various multimedia aids make teaching interesting, exciting and meaningful as instructions are presented to students in the form of sounds, animations and pictures. The most significant thing is that learning can be drastically improved with multimedia explanations than just with words. Multimedia presents various topics to the students in a meaningful and interesting way and the learners simply enjoy learning as these pictures and animations foster deep understanding. It enables the students understand the abstract concepts by seeing the pictu res and creating the real models in their minds. Additionally, it relieves the teachers of their additional responsibilities as they would be able to deliver the contents to students just with a click of mouse. They can take the instant feedback from students and then accordingly plan future strategies. Moreover, the multimedia technology can be extremely useful to us to realize our dream of paperless society. However, in developing countries like India where the basic primary education is also a distant dream for a large proportion of population, we need continuous concerted efforts from the Government as well as society in order to achieve the target of quality education integrated with technology for all.

Study of Genotype X Environment Intraction in Asiatic Cotton Gossypium

Cotton is known as â€Å"White Gold†. Gossypium arboreum belongs to family Malvaecae with diploid set of genome have 13 chromosome number. Genotype Ãâ€" environment (GE) interactions have major role in development of improved cultivars. A cultivar is said to be commercially successful, if it performs well across the range of environments in which it grows. The differential response of a genotype or cultivar for a given trait across environments is defined as the genotype Ãâ€" environment interaction (G Ãâ€" E). Bilbro and Ray (1976) indicated that a successful breeding program should focus efforts on genotype yield level (average yield compared to standards), adaptation (what environment does the genotype best perform in), and stability (how consistent does the genotype yield compared to others). Genotype refers to the set of genes possessed by individual that is important for the expression of traits under investigation. The environment is defined as all non-genetic factor s that influence the expression of the trait and influence the growth and development of individuals. G Ãâ€" E interaction is a differential genotypic expression across environments (Basford and Cooper, 1998). According to Romagosa and Fox (1993), G x E interaction reduces association between phenotypic and genotypic values of a genotype. This may cause promising selections from one environment to perform poorly in one and better in another environment, forcing plant breeders to examine genotypic adaptation (Sharma et al., 1987). Varieties are tested in many environments due to changing their performance and adaptation ability. However, important G Ãâ€" E interactions decreases relationship between phenotype and genotype and also genetics improvements in breeding programmes (Comst... ... (1963) Genotype x environment interactions statistical genetics and plant breeding. Eds. Hanson, W. D. and Robinson H. F. National Academy of Science, National Research Council Publication, 982 : 164-196. Eberhart, S A and Russell R A (1966) Stability parameters for comparing varieties. Crop Science, 6 : 36-40. Lukonge E P (2005) Characterisation and diallel analysis of commercially planted cotton (Gossypium hirsutum l.) germplasm in Tanzania. Phd Thesis, University of the Free State, Bloemfontein, South Africa Myers G O (2004) Estimation of potential breeding value and genotype stability of cotton strains and varieties. http://www.cottoninc.com. Romagosa I and Fox, P N (1993) Genotype x environmental interaction and adaptation. In: M.D Hayward, N.O. Bosemark and I. Romagosa (Eds.), Plant breeding: Principles and Prospects pp 373-390. Chapman and Hall, London.

2 Samuel 12 1-31 Essay -- Scripture Analysis

2 Samuel 12 1-31 The story line begins with God sending Nathan the prophet. Who is Nathan the prophet. He is described as a messenger, a courtroom advisor a man of great integrity. A man firm in his faith to God, his social status Places him in the position to know the inner working of the royal household and with revelation from God. Nathan is skilled, faithful and willing to serve a powerful Prophetic message from God. In today’s account Nathan would be looked upon as a role model. Nathan techniques would describe him to be a great storyteller. The bible tells us Nathan, served King David and his son King Solomon. There are three major revelation accounts Nathan was involved in expressing God’s message. 1. "A House For My Name† 2 Samuel 7:4-7,12-13 2. "You Are The Man!"2 Samuel 12:1-9 3. Adonijah's Attempt To Take The Throne 1 Kings 1:9-14 More information concerning Nathan reigns of both King David and King Solomon? 2 Chronicles 29:29 and 2 Chronicles 9:29 Scripture verse 2 Samuel 12 1-4 The LORD sent Nathan to David. When he came to him, he said, "There were two men in a certain town, one rich and the other poor. 2 The rich man had a very large number of sheep and cattle, 3 but the poor man had nothing except one little ewe lamb he had bought. He raised it, and it grew up with him and his children. It shared his food, drank from his cup and even slept in his arms. It was like a daughter to him 4 "Now a traveler came to the rich man, but the rich man refrained from taking one of his own sheep or cattle to prepare a meal for the traveler who had come to him. Instead, he took the ewe lamb that belonged to the poor man and prepared it for the one who had come to him." The confrontational m... ...on my face and I hung on to every word my Pastor preaching because God had told me my deliverance was at hand. What kind of fried was Nathan He was not a friend who Gossip He was not a friend who pointed his finger He was not a friend who discredit his friend He was not a friend to make fun of the situation Nathan was a real friend to King David The bible gives us instruction on how to be a real friend and how to seek Godly counsel. God often uses other believer to strengthen, encourage and enrich our lives regardless of the negative situation or circumstances. Gal. 6:2 "Carry each other's burdens, and in this way you will fulfill the law of Christ. John 15: 12 My command is this: Love each other as I have loved you. John. 15:15 I no longer call you servants, because a servant does not know his Master’s business. Instead I have called

The Secret Life Of Great White Sharks Essay -- essays research papers

Great White Sharks are greatly misinterpreted as vicious man-eaters because of the media, movies, and people’s imaginations, but they are actually large fish who mistake people for seals and other marine life. What is a great white shark? The great white, among the least understood of Earth’s creatures, is an apex predator, meaning that it is at the top of the food chain with no natural predators. This means great whites have their pick of food when it comes to selecting their prey (Klimley 15). Carcharodon carcharias, better know as the great white shark, have existed as a group for over 350 million years (Long). Its name means â€Å"ragged-toothed† (Gorman 10). The largest white shark on record was 21 feet long and weighed 7302 pounds. Its ancestors, now extinct, were three times this size, with teeth that were six inches long (White Shark). Today sharks are represented by over 600 species (Long). Great whites are part of a grouping know as mackerel sharks, a grouping which includes the salmon, porbeagle, and maco shark (MacGregor 46). Unlike the true fishes, sharks do not have internal bone, but instead have a cartilaginous skeleton (Long). This stiff flexible material is found in the ridge of your nose and in your earlobes. Because cartilage does not leave fossil remains like bones, there are no fossils of ancient sharks- just their teeth (Klimley 56). Little is known about great whites because they are enormous, bulky, and hard to handle. And that’s when t hey’re dead. Their body temperature is sometimes ten to fifteen degrees [Celsius] warmer than the surrounding water, which makes them efficient predators in cool water (Gorman 15). The back of the shark is a dull gray color and the underside is colored white. The tail is crescent shaped. There are five gill slits on great white sharks. Studying a live great white shark up close and in detail is, for obvious reasons, practically impossible (Sanders 31). The great white is the only shark that can hold its head above water to see what is happening on the surface (MacGregor 47). It has been said that sharks do not swim through water as much as they â€Å"fly† through it with their torpedo like body (Gorman 25). The fins of a shark serve important roles in this action. As the shark moves the Caudal, back, fin to propel it forward, careful adjustment of the pectoral, side, and dorsal, top, fins keep the shark leve... ...is planet. For them to be driven to extinction by man, a relative newcomer, would be more than an ecological tragedy; it would be a moral travesty (Gorman 29). Works Cited All About Sharks. 5 Feb 2001. <<a href="http://www.ozemail.com.au/~bilsons/sharks.htm">http://www.ozemail.com.au/~bilsons/sharks.htm>. Bowman, S.C. â€Å"Shark Attacks.† Reader’s Digest July. 1995: 74-8. Gorman, Jessica. â€Å"Inside the Great White.† National Geographic Apr. 2000: 2-29. Klimley, A.P, Anderson, S.D, Henderson, R.P, and P. Pyle. Great White Sharks: the biology of Carcharodon carcharias. New York: American Publishing Inc., 1996. Long, Douglas. The White Shark. 5 Feb 2001 <<a href="http://www.ucmp.berkeley.edu/vertebrates/Doug/shark.html">http://www.ucmp.berkeley.edu/vertebrates/Doug/shark.html>. MacGregor, Elise. â€Å"Beyond Jaws.† Windsurfing Magazine. Sept/Oct. 1993: 45-9. Martin, Glen. â€Å"Great White Sharks.† Discover. June. 1999: 54-61. Sanders, Zack. â€Å"A Great White Shark.† Newsweek. Oct. 1996: 30- 36. White Sharks. 20 Feb 2001. <<a href="http://www.aqua.org/animals/species/whitshark.html">http://www.aqua.org/animals/species/whitshark.html>.

Business Ethics and Corporate Social Responsibility Essay

The United States has several laws that are intended to further fair, balanced, and competitive practices. I do feel that these laws are effective in many ways. Some of those ways I will pin point in the next few paragraphs. These laws include some major concepts of law. Some of these major concepts include torts, contracts, property transactions, patents, trademarks, copyrights, and bankruptcy. These laws were made to protect the integrity of businesses, help people to maintain their business, help employees to maintain a safe work place, and make sure that there is the least amount of issues legally if possible. These business laws were set into place to prevent more than just economic issues with monopolization or CEO’s and employees becoming wealthy by illegal activity. Within these laws, there is an abundance of detail entailed; however I am aiming to give you a basic, general understanding of what some of these laws are and why they do work for the most part. Some of the se reasons that I will speak of will be to inform you how these laws help the protection of environment through environmental regulations, laws on finances to help abolish as much debt in a business as possible, and laws that concern the employment and labor in businesses that were set to serve and protect the people and the work they do for companies, their safety and a company’s safety, and also help to maintain the legality of businesses ran across the United States. Even though some laws do vary by international, statutory, administrative, and common laws, this is a partial overview of the some major concepts of business law. Environmental Laws Environmentally laws help in so many ways. Even though we can’t stop all the pollution or destruction of priceless property that consists of ecosystems that are becoming close to extinction we do have laws that are in place to stop the mass majority of the abomination of such beautiful areas. These laws that are set are also to stop demolishing our own water and air supply and prevent people from getting illness caused by chemicals that are airborne or in water lined from dumping. Some of these laws include the Clean Air Act and the Clean Water Act. The Clean Air Act (CAA) is the comprehensive federal law that regulates air emissions from stationary and mobile sources. Among other things, this law authorizes EPA to establish National Ambient Air Quality Standards (NAAQS) to protect public health and public welfare and to regulate emissions of hazardous air pollutants. (EPA, January 19th, 2014) This is placed as a law or regulation to help us to stay safe as well as a company. Can you imagine the other health concerns that could arise if there were no limitations specified or guidelines to follow? Many companies had ignored these laws in the past, and created sickness in people that underwent extensive procedures and the disease was deemed incurable. People every day die from environmental factors and this prevents even more illness from accompanying outside people and employees as well as internal employees. The vehicles that these companies use contain many toxins that go into the air we breathe. With this law there is an emission standard that is commonly referred to as â€Å"MACT†. Maximum achievable control technology is a standard that determines if there is any risk that exists and if so the necessary risks will be addressed. The Clean Water Act (CWA) establishes the basic structure for regulating discharges of pollutants into the waters of the United States and regulating quality standards for surface waters. The basis of the CWA was enacte d in 1948 and was called the Federal Water Pollution Control Act, but the Act was significantly reorganized and expanded in 1972. â€Å"Clean Water Act† became the Act’s common name with amendments in 1972. (EPA, January 19th, 2014) Here is another example on how the rules and regulations help many of us. Not just being fair to a company but also its surrounding environment consisting of people, animals, and natural elements and plant life. There now has to be permits called NPDES (National Pollutant Discharge Elimination System) that are obtained before any dumping in any surface water whether it is industrial, municipal, or  other facilities. There are also other offices that handle other areas of pollution control such as our drinking water is controlled by the OW, the Office of Water. These people unsure we have clean and safe drinking water. Bankruptcy Laws Another area that I feel laws and regulations serve people and companies a great deal of fairness is on the financial frontlines. There are areas where you can have issues dealing with your financial responsibilities and your endeavors of starting your own company just didn’t pan out as well as all would have hoped. When a situation such as this comes to light, you simply take matters to a larger level and claim bankruptcy. There are different types of bankruptcy so there are possibilities of restructuring your company or even a complete over haul on your debt disappearing. This all depends on what chapter you would like to file. I personally would never want to claim bankruptcy, but I don’t think anyone really wants to claim, some people just don’t have a choice. There are three most commonly known bankruptcy forms that are used Chapter 7, Chapter 11, and Chapter 13. Each one differs from the other a little bit, but it pretty much depends on your intention on yo ur financial situation. Chapter 7 allows the debtor to sell nonexempt property and the monies allotted from the sale pay the creditors which in turn the claim is settled permanently and the rest of money earned from that point on is now the debtors including any exempt property. In Chapter 11, this type of bankruptcy allows a period of time for the debtor to reorganize and reestablish their financial responsibilities. This is usually the chapter mostly chosen by larger companies in order to modify structures within their financial team. This is used to nullify the burden of debt payments. The last Chapter is mainly for individuals who have regular employment and incomes but are unable to pay their creditors and come to an agreement on a new payment plan between the debtor and the creditor. Chapter 13 bankruptcy is a negotiation to help consolidate. I feel this helps continue growth for many companies to keep their employees working, keep people from losing their homes, and continue to help make people thrive within our community. Without the possibilities of a bankruptcy I know many people who would have nothing and become unemployed. I also think it is a way for competition to stay alive outside in the business world. If every company folds and just  goes under without fighting for their company, well then there would only be a few of them around subtracting the amount of competition. I honestly feel these bankruptcy options actually help more than hurt the people and companies of business by allowing them a chance and a choice of financial redemption to their creditors. Employment and Labor Laws The Laws that I feel are the most effective for both parties of employees and companies are laws concerning Employment and Labor. Anything from wages and hours to plant closing and layoff are covered under these laws. These are the main ways to protect ourselves while under employment. These laws are designed to keep us safe as well as keep us in line and protect our best interest as an employee. There are many laws under this topic so I am going to choose only one that specifically talks about the unification of employees and employers in the workplace and its safety and health issues. It may seem like nothing to many people but there are a lot of harmful elements in the work place that sometimes an employer isn’t necessarily aware of. However, the rules and regulations on this topic are under the direct supervision of the Occupational Safety and Health Administration (OSHA). Safety and health conditions in most private industries are regulated by OSHA or OSHA-approved state programs, which also cover public sector employers. Employers covered by the OSH Act must comply with the regulations and the safety and health standards promulgated by OSHA. Employers also have a general duty under the OSH Act to provide their employees with work and a workplace free from recognized, serious hazards. OSHA enforces the Act through workplace inspections and investigations. Compliance assistance and other cooperative programs are also available. (United States Department of Labor, 2014) There are other laws that coincide with the damaged that can be caused and deemed harmful for employees such as worker’s compensation laws, but let us focus on what OSHA really means to employees. These people from OSHA plainly keep things clean and nontoxic for us to maintain optimal levels in the workplace without the fear of being harmed any way chemically or environmentally. Their rules and regulations keep us safe. Consider the alternative of us not having OSHA regulations. It could potentially be disastrous in many ways, by chemical ingestion, harmful inhalants, tampered scientific analysis, the possibilities are endless. Many  people could be harmed, live could be altered and ruined, and therefore this is one of the most important factors of why there are laws written for health concern in the workplace. Without rules and regulations we have no standards. Standards are how we manage to keep order and continue growth not only in the business world but also on the outside world. Everything has rules and everyone has regulations. The world needs guidelines to create order and be able to maintain and mange it to prosper in ways profitable, and non for profit. These are just a few reasons why I feel it is very important for the United States to set laws and regulations to further fair, balanced, and competitive practices. With these in place and other regulations, I can certainly say that I feel safer for growth and more determined in the work place to get my job done as efficiently as possible so I may be as effective as these laws. References http://www2.epa.gov/laws-regulations/summary-clean-air-act; retrieved 03/21/2014 Last updated on January 19, 2014; United States Environmental Protection Agency 42 U.S.C.  §7401 et seq. (1970) http://www2.epa.gov/laws-regulations/summary-clean-water-act; retrieved 03/21/2014 Last updated on January 19th, 2014; United States Environment Protection Agency 33 U.S.C.  §1251 et seq. (1972) Business in Action Sixth Edition By Courtland L. Bovee` and John Thill Copyright 2013, 2011, 2008, 2006, 2004 by Pearson Education, Inc. Upper Saddle River, New Jersey 07458 http://www.dol.gov/opa/aboutdol/lawsprog.htm; retrieved on 03/21/2014 U.S. Department of Labor | Frances Perkins Building, 200 Constitution Ave., NW, Washington, DC 20210 www.dol.gov | Telephone: 1-866-4-USA-DOL (1-866-487-2365)

Emotions Paper

The connection between motivation and emotions can be seen in everyday life. To show the connection this paper will discuss two of the historical theories of emotion and arousal as they relate to human motivation. Then it will analyze two research methods used for uncovering basic emotions. Finally it will cover the facial feedback hypothesis, particularly the event-appraisal-emotion sequence. James-Lange Theory There have been numerous theories on emotions and arousal. The James-Lange theory is one of the earliest theories of emotion (Goodwin,2008).William James was considered America's first psychologist. James was captivated with understanding the functions of consciousness. Carl Lange was a psychologist and physician in Denmark. Even though his work is directly linked to James, his deconstruction of emotions has made his work a precursor to the theories of emotion (Wassmann, 2010). He is not as popular as James but was an important contributor to the James-Lange theory. The theor y discusses how emotions are directly affected by the physiological arousal of the body in reaction to an exciting stimulus (Deckers, 2010).According to the James-Lange theory one will feel emotions in a specific sequence. The theory's sequence is emotional stimulus followed by physiological response leading to an affective experience (Deckers, 2010). For example, if a person is involved in a car accident he or she will feel the physiological responses of the body. One may experience heart pounding, hands shaking, or jaw tightening. These responses bring forth emotions like fear, panic, anger, or anxiety. Therefore the physiological arousal is what determines the emotions (Deckers, 2010). Cognitive Arousal TheoryThe cognitive arousal theory takes emotions to next level by focusing on the interaction between arousal and cognition (Deckers, 2010). According to this theory when a person experiences a situation, he or she will interpret the physiological arousal, and will extract inform ation needed to have an affective experience (Deckers, 2010). Within this theory there are two dimensions of emotions, they are quality and intensity. Quality is a person's interpretation of the experience where as the intensity of the experience depends on the degree of the arousal.For example when experiencing a car accident, one will focus in on the actual occurrence of the accident, and then based on the severity, the person will analyze and respond effectively. So according to the cognitive arousal theory the intensity of the emotional experience will be dictated by physiological arousal and will directly affect how a person feels (Deckers, 2010). Facial Feedback According to Buck (1980), facial feedback hypothesis states that the facial expressions of a person provides a necessary requirement for a person’s emotional experience or behavior to affected (page 812).A person’s facial feedback, or facial expressions, can change how another person will react to a parti cular event or situation. There are two versions that may play a role in the actual hypothesis itself based on specific personalities. Between-subjects version of facial feedback hypothesis implies that a lack of overt expression can be detrimental to the emotional process as a whole (Buck, 1980). The premise of this version is that if a person is nonexpressive with one emotion then that person would be nonexpressive on all other emotions and vice versa.Within-subjects version of the facial feedback hypothesis states that a person will have a higher emotional experience on other emotions if they are expressive in general (Buck, 1980). The backbone of this version is that if a person is expressive in general they may have a higher emotional experience across the board. The event-appraisal-emotion sequence has three varying assumptions in emotional events. To begin, different emotions can be produced by varying appraisals of the same event. For example, the end of a sporting event can elicit two different emotions.The winning team will feel excited, happiness, and victory while the losing team may feel disappointment, neglect, and failure. Next, similar appraisal of varying events can create similar emotions. Two people purchasing like vehicles may walk into a dealership and the first may pay $5,000 for a vehicle and the second may pay $10,000. Though there is a difference in purchase prices, both customers may walk out with feelings of success as they are satisfied with the purchase price of their vehicles because it fell within their budget.Lastly, the outcome of the appraisal process provokes automatic emotions. In many situations, a person will be unable to avoid feeling happiness or sadness. Research Methods Uncovering basic emotions can be handled with various research methods such as category analysis of emotion words and facial expressions. Category analysis of emotions words is based on the belief that certain words have been created or modified to desc ribe people’s emotional responses (Deckers, 2010).Words like love, sad, or angry have been labeled as such because people have experienced such emotions and needed the words to categorize the feelings. With category analysis, the feelings or the emotions drive the creation of emotion words and so without the emotions themselves, the words would not exist. Through this type of analysis, words were classified by emotional category based on word meaning and resulted in five basic emotion categories: happiness, sadness, anger, fear, and disgust (Deckers, 2010). Facial expression analysis states that there is a specific facial expression for each basic emotion.Furthermore, any â€Å"emotion† that does not have a distinctive facial expression should not be considered an emotion. There are six major facial expressions of emotions that are easily identifiable by people of different cultures throughout the world: happiness, surprise, sadness, fear, anger, and disgust. It is als o believed that the intensity of any emotion and the intensity of its corresponding facial expression will increase at the same rate.Conclusion References Buck, R. (1980). Nonverbal behavior and the theory of emotion: The facial feedback hypothesis. Journal Of Personality ;amp; Social Psychology, 38(5), 811-824. Deckers (2010). Motivation, Biological, psychological and environmental (3rd ed. ). Boston, MA: Allyn ;amp; Bacon. Dimberg, U. , ;amp; Soderkvist, S. (2011). The voluntary facial action technique: A method to test the facial feedback hypothesis. Journal Of Nonverbal Behavior, 35(1), 17-33. doi:10. 1007/s10919-010-0098-6. Goodwin, C. J. ((2008)). A History of Modern Psychology (3rd ed. ). Retrieved from The University of Phoenix eBook Collection database.