Human Trafficking Essay

Since biblical times, men, women and children have been trafficked across borders and sold into slavery. The modern slavery trade is called human trafficking. Young Adults should be aware of human trafficking because half of the 27 millions victims are teenagers, 600,000-800,000 people are trafficked across borders worldwide annually, and 10 minutes from here in Westminster there are buildings full of teenage girls trapped in the malicious lifestyle of a human trafficker. And so the counter argument, Erick Erickson; a human events reporter stated â€Å"if we legalized prostitution this would all go away. † Meaning every money problem, all the kidnapping, every single little piece of slavery still today would simply disappear on one action. Some see eye to eye, others oppose robustly, without a clear decision and declaration the world stands oblivious. Sex Trafficking is a major issue in our society. As more researched is being done, it has come apparent that the sexual enslavement occurs most habitually in certain regions. The Eastern Europe, former Soviet Union countries, and The United States stand out as the major source of forced prostitution. â€Å"Eighty percent of the victims are female, and seventy percent of victims are trafficked for sex purposes. †(New York Times) As next generation leaders, we should become alert of this crisis and find a way to put a stop to it so our children can have a safe and healthy lifestyle. â€Å"An ounce of cocaine wholesale: $1,200. But you can only sell it once. A woman or child: $50 to $1,000. But you can sell them each day, every day, over and over again. The markup is immeasurable. † (2005 Lifetime film â€Å"Human Trafficking†). The absolute ignorance of these so called â€Å"geniuses† is causing pain to more than 27 million lives. This 8 billion dollar industry not only affects the innocent lives being enslaved but also communities around the world. About every 45 minutes away, you can find houses full of young teens imprisoned to perform sexual acts and labor for the buyer. 00,000 is more common than an average person can believe, think twice before you step outside your door. August 7th, 2009: Police arrest 23-year-old Westminster man who is connected to dealers in the business of prostitution and human trafficking. Eleven Vietnamese women are suspected of prostitution were arrested at the business location. The case was most commonly around Orange County, particularly in the Asian American communities around Little Saigon. Little Saigon is down he street from Garden Grove High School, knowing we are around the corner from danger , we should come together and discuss the brutality we will shun from here on out in our society for the better of mankind. My position on this subject matter is out of all the 27 million lives that were unlucky enough to escape this evil, we the free citizens should come to know this as a history and prevent it from growing any larger in our community. Take action, be loud, speak up, never underestimate our power, and become an inspiration for those in need.

Othello †Race and Stereotypes

Othello’s race does not prominently impact his demise, although Shakespeare touches upon the issue of race, the reason for Othello’s demise lies somewhere else. However, the allegations of race directly lead to its tragic ending. Feelings of inadequacy and distrust without question aid in the tragedy. The fact that Othello’s skin color is important alters the interpretation of the tragedy within the play. The racism represented in Othello is not just about an instance of prejudices and prejudgments made by a crowd of people against another, but in fact has much more subtle and devastating consequences, specifically, that it is proliferated not only by the discriminatory section of society, but also by the target of this discrimination. Although Othello didn’t initially validate any of the stereotypical qualities that certain people labeled him with, he began adapting to them as he started to doubt himself. By coming to the assumption that he is in a racially inferior position, Othello struggled in dealing with the stereotypes appropriately, thereby only increasing his own struggle with his race. If Othello didn’t have such inferior complex and instead had faith within him, the conflict would never have ascended. Rather than tagging the play Othello as anti-racist or a discriminatory play, there is a substantial lesson that can be learned. From a racial perspective, the tragedy exposes the powerful outcomes that racial differences can generate when in conjunction with one’s personal self-doubt. With Iago’s manipulations the notions of race were provoked for Brabantio, Rodrigo, and Othello, activating any suppressed racial prejudices and self-doubt. It seems obvious that Iago has strong feelings of personal inadequacy and is jealous and resentful of the love shared between Othello and Desdemona. However, Iago’s motive seems to be more than that. I thought his hatred was from his own personal dissatisfaction, but when he becomes lieutenant he is still unhappy and goes for the total destruction of Othello’s life. So, I tried to see what it would be like to put my feet in Iago’s shoes, to feel his hatred and of course connect what the play is about. It then hit me that through Iago’s judgments Othello is â€Å"the Moor† and should therefore exemplify the common idea of a moor, which is not admiration, self-worth, and fortune; it is one of disconnectedness and dependency. When he says that â€Å"nothing can or shall content his soul/ Till he is evened with the Moor, wife for wife† (Act 2: Scene), he means that he is satisfied until Othello’s ife is made equal with his involving feelings of inadequacy and jealousy, which are all qualities fitting to a â€Å"moor†. Throughout the play Iago repetitively uses derogatory remarks when speaking of Othello so to encourage certain people in the play to endure racism and confirm that it was the norm. Even so, some of Iago’s semantics reveal his own prejudices. For example, Iago only refers to Othello as a â€Å"Moor† with the exception of when he refers to Othello as the â€Å"black Othello† (Act 2: Scene 3). Iago hates Othello because he is â€Å"the Moor† yet does not symbolize the expected role of what is thought of to be a black man in these times. There is neither reason nor logic behind his hatred, but discrimination against one seldom has reason, for it is characteristically irrational thinking. Iago is a clear illustration of what racism is and will justify his irrational thoughts with anything, just as Iago contributes to Brabantio and Rodrigo’s reasoning behind their actions and Othello’s reasons for acting out on his uncertainties and self-doubt ultimately leading to his demise and an all-around tragedy.

Classroom Discipline Essay

Effective discipline is a challenge for all educators. â€Å"The issue of discipline, also referred to as classroom management, continues to surface as one of the most challenging problems in education today† (â€Å"The Discipline Dilemma: Problems and Promises. †). Research suggests in order to maintain a well-disciplined classroom, teachers must establish rules and expectations, enforce limits of rules, encourage and reinforce positive behavior, and effectively manage their classrooms. Effective discipline begins with rules, enforced with logical and meaningful consequences. Desired behavior is encouraged and positively reinforced. Teachers who manage their classroom efficiently use discipline as a teaching tool so students benefit and learn stability, order, respect, and values of law. â€Å"Strictly speaking, discipline means to teach, not to punish† (â€Å"Discipline as Teaching†). Setting clear, firm rules and expectation which leave little room for interpretation will establish a solid foundation by which a classroom will function. Begin the school year by setting clear rules, and using good morals and values to build positive expectations. The use of positive language will promote the behavior desired from students. Setting positive rules and expectations will give teachers and students the right mindset to start the school year off right. Start the school year off by setting clear rules. â€Å"The formulation of classroom rules from the beginning of the year has been found to be one of the most important components of effective discipline† (â€Å"Discipline in K through 8th Grade Classrooms†) The first day of school, while teachers are getting to know students and vice versa, is a good day to establish what is expected before any misbehavior can occur. Involve students in the rule making process. This allows them to voice what they expect of their classmates. Depending on the age of students, teachers may get unusual requests for rules; however, students may also have expectations of their peers which the teacher may not have thought of. Students should not make all of the rules for the class, so their input should be limited to an appropriate, manageable number. After rules are made, they should be discussed and posted where they can be easily seen. Students should fully understand what is expected so little room is left for them to interpret what they is desired. There should be a time for questions about rules so students can get clarification on any rules they do not understand. Students should also be able to demonstrate their understanding by putting the newly established rules to use in practice scenarios. By posting rules where they are easily visible, students can be easily reminded of what is expected of them. Most importantly, teachers should be prepared to change and revise rules if they are not functioning in the intended way. Include students in the change. They should give their input on why the rule is not working and how it should be modified to suit its purpose. Teachers are ultimately responsible to make changes. Once a new or modified rule is established, it should be put into effect and students should be reminded of the change when necessary. The use of good morals and values to build positive expectations will help students build character qualities that will enhance the learning environment. â€Å"The most effective and respected teachers express their beliefs, demands, and expectations within the context of clear values and goals that benefit learning† (â€Å"`Discipline with dignity’: Beyond obedience. â€Å"). Positive expectations tell what qualities are desired and how those qualities can be achieved. For example, honesty is a quality desired by all teachers and would be achieved by telling students to tell the truth all of the time. The quality is stated in a positive manner, instead of using the negative, â€Å"do not lie. † Use a mission statement to define what is desired and expected. The statement should give purpose to classroom rules. It should give a general explanation of what is expected and should communicate positive expectations effectively. The mission statement should also be used to troubleshoot behavior, by asking students if their behavior agrees with the expectations in mission statement. Give appropriate expectations so goals are attainable. When goals are reached, teachers should acknowledge the achievement and set higher goals. Students should have individual and class goals. Students learn and mature in different ways, making individual goals just as important as goals set for the class. Responsibility is a goal all teachers have for their students and as such a goal is reached, students should be given more responsibility and independence. Teachers should use positive language to promote the behavior they want from students. Effective teachers communicate in a way that promotes what is desired, rather than what is not desired. Rules and expectations should inform students what to do instead of what not to do. Teachers should refrain from using words like â€Å"do not,† â€Å"never,† among others. Rules should be put in a format that states a direction and an action. For example, â€Å"When getting in line, always line up in two lines with boys in one line and girls in another. † Telling students what not to do will leave students guessing what they are supposed to do. Teachers should speak using positive words, even when giving feedback on a negative situation. Teachers should set the example of positive behavior for students. Most students look up to their teachers. Sometimes, teachers are the only positive influence on students. In light of this, teachers should behave accordingly and be cautious of what they say and do in the presence of their students. When rules are not followed, teachers must enforce limits of rules with fair and effective punishment. It is necessary for students to be held accountable for their actions. Teachers should use action to enforce rules and communicate effectively with students to reach an understanding and solution. Students should be held accountable for their actions. â€Å"They [teachers] hold students accountable by expressing approval and disapproval, and they seek consequences that teach each student a connection between what they have done and what happens as a result of those actions† (â€Å"`Discipline with dignity’: Beyond obedience. â€Å"). When students are held accountable, they are learning that all of their choices have consequences. Broken rules should be enforced immediately. Teachers should correct misbehavior and broken rules as soon as they are noticed. Punishment should be done privately; however, correction should be immediate. If a teacher ignores one broken rule or behavior, the student will continue to test the limits of the established rules. Enforcement should be simple and should let the student know you see what is happening. For example, â€Å"It’s a good thing I like you,† â€Å"Here’s the deal: I’ll pretend I didn’t see that, and you never do it again,† â€Å"Consider yourself scolded,† â€Å"Can you solve that? Or do you need me to intervene,† â€Å"Am I driving you over the edge? † and â€Å"That’s inappropriate† (â€Å"Learning to Discipline. â€Å"). When rules are being enforced, teachers should focus on the rule broken, not the problem. For ten rules, there could be fifty problems. When enforcing rules, the problem should not be the focus. For instance, a student is talking while another student is addressing the class. When correcting the behavior of the student who is talking, the teacher should focus on the rule: Be respectful to all students and teachers. The situation can easily be corrected by saying something like, â€Å"You were talking while another student was giving a book report. Our rules say we are to be respectful to all students and teachers. † This method allows students to understand that talking is not always a problem, but they must follow the rules. Use action to enforce rules when needed. â€Å"Teachers must use action, not anger to control behavior† (â€Å"A Back-to-Basics Approach to Classroom Discipline. â€Å"). Teachers should avoid yelling at students as a control measure. Anger will upset students instead of correcting their behavior, and they may later lash out in anger. Action shows students the teacher is in control. When action is required, it should be swift and firm, without negotiation. If teachers threaten punishment, they should follow through. Punishment should be given the same day it is warranted, if possible. Once a punishment has been decided, students should not be allowed to negotiate the punishment or its terms. Use a variety of consequences and vary them for different students; not all students will respond to the same consequences. At the same time, using the same punishment over and over will not be effective. Subject work should not be given as a punishment. Use positive punishment when possible, giving students a chance to apologize in writing or in front of the class, or  rectifying a situation. Consistency is essential when disciplining students. Avoiding favorites is one way to ensure discipline will be consistent. Similar infractions should have similar consequences. If more than one student is being punished for the same offence, all of the students should receive a similar punishment. Effective communication is essential when correcting and disciplining students. A one-on-one conversation should take place that identifies the broken rule, explains the punishment and gives feedback. When speaking to students, teachers should ask for input from the student about the situation. In gathering information, teachers need to know the difference between a mistake and misbehavior; mistakes happen while learning while misbehavior is intentional. To maintain the dignity of students, teachers should have a one on one conversation to identify the reason a rule was broken and to gather any additional information needed to make a logical decision about a punishment. â€Å"Through conversation and social interaction with more capable adults and peers, students can negotiate ways to reach an understanding and/or a solution to the problem at hand† (â€Å"Classroom Management: Seventy-Three Suggestions for Secondary School Teachers. â€Å"). When enforcing discipline with a punishment, teachers should explain the wrong doing and why it goes against classroom rules. It is important to remember to focus on the rule, not the problem. Furthermore, the punishment should also be explained in detail to avoid any confusion. During the one-on-one conversation, teachers should give feedback on the negative behavior and why it is not desired. Include ways to keep the behavior from resurfacing. Also, talk about ways to further improve. Things discussed in this conversation should stay between the teacher and student. Reinforcement and encouragement of positive behavior by teachers is necessary for students to exhibit good behavior. The teacher must set the standards and go about efficiently and consistently shaping the appropriate behavior Teachers should encourage positive behavior. They should be a positive influence, but not force students to change. Teachers will be encouraging positive behavior by empowering students to make good choices on their own, while recognizing the consequences of the wrong choices. Ask questions before a rule is broken that requires the student’s thought and reflection. When teachers give students options regarding which choices to make, students will then think about the end result and the consequences of their choices. It is also necessary to reinforce positive behavior in a way that encourages students. Students learn to behave only as certain behaviors are reinforced. When reinforcing behavior, teachers should recognize good attitudes and the desires of their students to learn. Rewards are always a good idea when reinforcing behavior; however, students should understand a reward is something you earn, not something required. In effectively managed classrooms, the teacher is the authoritarian. Teachers should plan ahead and be prepared. The teacher should also be the final authority, especially concerning how students are to be and how the class schedule will run. In a classroom, the teacher is responsible for the learning that takes place. Successful teachers are prepared before coming to school, so they can begin reaching as soon as the late bell rings. Teachers must have lessons planned in advance and have daily objectives for each subject to be taught. Teachers should strive for a productive classroom where students are learning and achieving. â€Å"†¦two goals teachers should have: productive classroom environment and student satisfaction. â€Å"No teacher can truly succeed without achieving both goals† (â€Å"Classroom Management: Seventy-Three Suggestions for Secondary School Teachers†). Teachers should also be the authority for their students. It is the job of the teacher to lead students. Teachers have a duty to their students to structure their class schedule and decide how class time is best utilized. Teachers also have the responsibility to make an organized seating arrangement that allows students to learn and be productive, and allows for the teacher to reach each student. â€Å"Authoritarians know that students work and learn best in well-organized, directional, and purposeful classrooms† (â€Å"A Back-to-Basics Approach to Classroom Discipline. â€Å"). In conclusion, discipline is the foundation of a successful classroom. Research suggests in order to maintain a well-disciplined classroom, teachers must establish rules and expectations, enforce limits of rules, encourage and reinforce positive behavior, and effectively manage their classrooms. With established rules and positive expectations, students will know what behavior is desired. Teachers should be prepared for discipline problems with firm and fair action. Effective classroom management will allow for a productive and purposeful classroom. Whatever the causes of student misbehavior, there’s no denying that being able to skillfully handle it is a prerequisite for getting kids engaged in worthwhile content or moving peacefully from class to class. Works Cited Conte, Anthony E. The Discipline Dilemma: Problems and Promises Education. 2. 115. 308. Chemlynski, Carol. Discipline as Teaching. Education Digest. 3. 62. 42. Geiger, Brenda. Discipline in K through 8th Grade Classrooms. Education Digest. 2. 121. 383. Curwin, Richard L. `Discipline with dignity: Beyond obedience. Education Digest. 4. 63. 11. Metzger, Margaret. Learning to Discipline. Phi Delta Kappan. 1. 84. 170. McDaniel, Thomas R. A Back-to-Basics Approach to Classroom Discipline. Cleaning House. 5. 67. 254 Brainard, Edward. Classroom Management: Seventy-Three Suggestions for Secondary School Teachers. Cleaning House. 4. 74. 207.

Assess Different Sociological Explanations of SuicideAnomie Essay

Using material from Item A and elsewhere, assess different sociological explanations of suicide. (21 marks) Suicide is the  intentional  taking  of  one’s  own  life and sociologists over the years have tried to put forward various explanations for why someone may do this. Within sociology there are many different views on suicide on the causes and explanations for it, these come from two main methodologies which are Positivists who believe that sociology is a science and they should aim to make causal laws on suicide rates, compared to Interpretivists who believe that they should look for meaning behind occurrences and certain individuals experiences before the suicide. Other perspectives also put in their views on what they believe to explain suicide for example, Realists. Item A references to Durkheim’s Structural Functionalist view on suicide, as stated Durkheim believes that due to sociology being a science with the topic of suicide it is very easy to make causal laws or as said in Item A ‘social facts’. Due to the fact Durkheim believed that there were a number of causes behind suicide he form four types of suicide from a Positivist viewpoint. Egoistic suicide which is when individuals are not integrated well enough into society for example people who live alone compared to those who live with family. Secondly Altruistic suicide which is when individuals are felt to be too integrated into society causing suicide, for example members of the armed forces were said to have greater suicide rates than civilian personnel as they were too strongly integrated into a united body. Durkheim also put forward the idea of Anomic suicide, this is when the norms and values in society become unclear or confused in times of great social change and an individual is not taught to adapt to changes well enough. For example an unexpected death of a family member is sudden social change which can cause Anomic suicide. Lastly, he suggested Fatalistic suicide. Fatalism is the thinking of the individual that they can do nothing to affect their situation and individuals find their future blocked and oppressed due to society over regulating them. For example slaves and prisoners may have this mindset when they take their own lives. Durkheim said that his work on suicide had several merits as it correctly revealed that suicide is a social rather than psychological occurrence and proved his methodology that you can establish laws and show that sociology is a science. However his theory on suicide has been met with some criticism. Douglas claimed that Durkheim’s work relied too heavily on the use of official statistics on suicide and he incorrectly assumed that these were representative of the real truth. Douglas notes that official statistics are socially produced and can be distorted in many ways, for example via concealment and varying definitions of suicide by coroners meaning that the validity of the statistics is doubted. So Douglas himself put forward an explanation for suicide. Douglas adopted a Symbolic Interactionist perspective, along with a interpretive methodology which is opposite to that of Durkheim. Some would argue that Douglas selected to look at suicide as an area of investigation as he thought it would illustrate the beliefs of Interactionists and highlight the short comings of the Structural Functionalists positivist approach. Douglas used psychiatrists reports and newspaper accounts to come up with his four patterns of social meaning for suicide and within his study he took a very subjective approach looking at meaning and motives. In Douglas’ view suicide could be due to four reasons, the first to gain release from the cares of the world to find happiness, to change the opinion of others in the suicides favour, to achieve a state of fellow feeling creating a climate of sympathy or to simply get revenge towards those who are causing pain towards them. Douglas believed that his work highlighted that suicide is a rational act rather than an automatic response to the environment as people are active not passive, and also to show that sociology is not a science and we should look into meanings over statistics. Obviously this was highly criticised by Structural Functionalists such as Durkheim who believed that Douglas’ work was too unscientific and that he incorrectly assumed that the nature of man is active rather than passive. Another sociologist who takes an Interpretivist methodology is Atkinson, believing that social meaning and context is more important in finding root causes. However unlike Douglas, Atkinson is a Ethnomethodologist which has a central belief of showing that each individual use their own members methods to work out what they see. This is why Atkinson decided to study suicide, also to show how official statistics are not enough. Atkinson focused on a Coroner’s report and underwent participant observation at an office to see what methods they used to decide whether a death was suicide or not. Atkinson stated that they used ‘common sense’ theories of suicide so if certain information were to fit the theories it would be called a suicide. They would look at clues to help decided, Atkinson named a few to which he believed was important within their decisions. Firstly was there a suicide note left, this clearly is a big clue to whether or not the individual meant to kill themselves. Secondly how did the individual die as certain ways such as hanging point towards suicide, also the location of the body, usually if it is hidden away out of sight then the person is indicating that they did not want to be found. Finally did the individual have any past mental illnesses or life history that could lead them towards suicide. Atkinson therefore stated that a suicide verdict reflects the assumptions and interpretation of the clues by the coroner rather than reality and facts. Atkinson’s study was said to have some merits as it did identify what clues coroners use to arrive at a suicide verdict, but also shows that positivists use of quantative data such as official statistics is not valid as they are produced by coroners who base the label of suicide on their own social assumptions. Hindess put forward a criticism for both Douglas and Atkinson, arguing that although Interpretive researchers have maintained that suicide statistics can be misleading they haven’t stated to what extent they distort people’s ideas, so therefore it may only be slight and still be possible to make accurate causal laws from a Positivist viewpoint. Taylor has put forward his view on suicide, taking a Realist approach which is very different from the explanations already stated. Taylor has tried to combine both Interpretivist and Positivist methodologies to come to a verdict on suicide. Taylor underwent a study on the London Underground and people who had died from falling underneath a train asserting that causal factors are important in considering suicide especially that of significant others such as family. In his investigation over half of the 32 who had died were said to have committed suicide although they were no actual evidence, coroners just based this on history of mental illness. Ignoring such factors of suicide and focusing on coroners is unrealistic, so looking at causal factors is from Taylor’s view a valid approach. But it is also important to gain a fuller understanding of suicide by finding a synthesis between the causes of the occurrence which is the Structural Functionalist side but also the exploration of the social meanings behind it, showing the Interactionist approach. Taylor therefore identified a category for suicide which is Sacrifice suicide, where it has occurred by the conduct of other people towards the suicide, for example family members have made the individuals life so unbearable this is the only way out. An advantage of Taylor’s approach to suicide is that it attempts to show how both positivist and interpretive methods are useful in trying to understand suicide, however certain sociologist have criticised it for being too one sided. It has been stated that Taylor focused more on the Interactionist failing to achieve ‘Structuralism’. Another criticism from Durkheim is that Taylor’s cause of suicide that he put forward seems unimportant compared to the large scale of the structural causes central concern such as sudden social change which is a more widespread reason. To conclude many sociologists have differing views to try to explain suicide and why they think individuals do take their own lifes, however these are just theories because no one will ever know the real root cause of why someone has ended their lives unless they leave a note explaining why and in many causes this does not happen.

bad effect of fast food to health Essay

When you feel like eating something and think of food, the things come to mind first are the taste, odor or color. Those who have to look after their weight will think of the portion size, many others think of energy, fats, sugars, vitamins or minerals. But do you know that the food we eat may cause side effects and a list of disadvantages. We are not talking about spoiled or poor quality food. Freshly harvested or just cooked food may also cause side effects, some are serious, some are just disturbing, and some may put you into embarrassing situation. Over time, this can lead to an increased risk for illness and disease. Fast food is harmful to health. It is a cause of various diseases. Here we discuss some most common disease and other side effects caused by fast food. Obesity Obesity means having too much body fat. It is not the same as being overweight, which means weighing too much. Fast food is high in calories and sugar that contribute to increased-weight gain. Even small amount of fast food can increase your calorie intake considerably. Fast foods also replace healthy eating habits, People who consume fast foods are less likely to eat fruits, vegetables, milk etc. This change in eating habits can easily lead to obesity. Heart Disease People who eat fast food four or more times a week, they up their risk of dying from heart disease by 80 percent. Fast foods create a much higher risk of heart disease because of the high level of saturated or trans fats found in much of the food. Those fats can clog the arteries and, over time, contribute to high cholesterol levels. Type 2 Diabetes Fast food has become a way of life for many busy persons seeking a fast and inexpensive alternative to cooking at home. Although they may develop type 2 diabetes, this type of diabetes is often caused by poor lifestyle choices, such as being overweight and not being physically active. There is a side effect to consuming frequent amounts of fast food ‘obesity’ which can lead to the development of diabetes. Peptic Ulcer A peptic ulcer, also known as PUD or peptic ulcer disease, is the most common ulcer of an area of the gastrointestinal tract that is usually acidic and thus extremely painful. For almost 100 years, doctors believed that stress, spicy foods, and alcohol caused most ulcers. Fast Foods which may causes Ulcer are Pizzas, Chips, Salted snakes etc. Lack of Family Gathering fast food does not provide family members opportunity to set and eat at one place. Every one can buy and eat walking in the way, driving a vehicle and during his work in office. The satisfaction which a combine meal provide is lacking in Fast Food. Irregular Timing of Eating A healthy person need to eat at a proper time which fast food doesn’t have. Fast food can be consumed at any time or some time twice or thrice a day, while home cooked food is served at proper time which provides opportunity to take rest after eating. Waste of Money Fast food consumes too much money as compared to home prepared food. Low income people can hardly afford continuous use of fast food. It spends a lot of budget and is also cause of loss of healthy body. Loss of Appetite Normal food contains appetizer which are not properly present in fast food. Continues use of fast food may cause loss appetite, abnormal digestion and sometime food poisoning. Fast food does not satisfy all needs of stomach. Lack of Essential Nutrients A well-balanced food contains all essential elements which are necessary for human development. Whereas fast food does not have all these elements, this type of food contains some elements in high quantity while others are absent. So, fast food does not fulfill all needs of body and sometime causes disorder. Stress Foods rich in fat are reason for many diseases related to heart, blood vessels, liver and many more. It also increases the level of stress. It has  been observed that a rich fat meal can increase your stress level and make you at a greater level of stress in comparison to those who have a low fat meal. Certain foods and drinks act as powerful stimulants to the body and hence are a direct cause of stress. Like caffeine containing foods (coffee, tea, colas and chocolates), White flour, Salt, Saturated fats, Processed foods, such as junk foods and fast foods, contain synthetic additives – preservatives, emulsifiers, thickeners, stabilizers and flavor-enhancers. These foods are called â€Å"pseudostressors† or â€Å"sympathomimetics† .

Individuals in Organizations Essay Example | Topics and Well Written Essays - 500 words

Individuals in Organizations - Essay Example The degree of employees' commitment in FMC Aberdeen is much higher than in other FMC facilities, including Green River. The ways for the managers to ensure personnel's commitment are encouraging their creativity, training staff, and regarding failures as a way to learn new things and succeed in future (Sonnenberg 1993) The facility seems to be a "family" for every worker, and the approach used by the managers makes people believe they are truly valued. Team work is of particular importance for FMC Aberdeen, and this also makes the staff more committed. Important factors are also bonuses and rewards introduced by the companies. Yet, the challenges both locations are likely to face are worth considering, and as far as commitment of people to their organisation goes, it is vital to pay attention to the problem of loss of motivation even by the most committed employees. In order to retain staff, its motivation should be constantly maintained and enhanced.

Retention Strategies for Nurse Retirees Essay Example | Topics and Well Written Essays - 1000 words

Retention Strategies for Nurse Retirees - Essay Example A more experienced nurse is in a better position to handle the needs of such patients. A multidisciplinary hospital like ours can derive benefits from the experience of such nurses. They can be used as senior educators, mentors or shapers of a new generation of outstanding nurses (RWJF, 2006). Thus, to utilize the services of the older nurses, the hospital must consider retraining for these nurses apart from discouraging policies that allow for an early exit from the profession. There should be no negative attitudes towards the aging workforce or their capabilities and lifelong learning should be encouraged. Mentoring is a concept that is used by all businesses and involves a mentor and a protà ©gà © engaged in a long-term relationship (NLN, 2006). Individuals who experience mentor-protà ©gà © relationship advance faster in their career and earn higher salaries at an early age. The new recruits at the hospital often feel a lack of support and recognition by colleagues but collaboration with others helps them to overcome this feeling of isolation. A personalized supportive relationship has positive outcomes for both the mentor and the mentee. The new faculty member learns community norms as well as the skills, strategies, and practices of teaching. If the role of a mentor is assigned to those that are about to retire, they would benefit from a mentoring relationship as they enter new roles in an academic setting. Through their experience, it would be easier for them to identify potential leaders in nursing and nursing education. They will be in a better position to cultivate a relatio nship in the best of interest of all concerned which includes the hospital, the mentor and the nurse herself. The mentor gets an opportunity to share her/his wisdom, knowledge and experience. The mentor also derives satisfaction from mentoring/guiding others in attaining self-clarity while also developing his/her own skills.