Karma And Samsara Essays - Shabda, Reincarnation, Indian Philosophy

Karma And Samsara The belief in Karma and Samsara form the basis for the Hindu's religious worldview. It has been central to Hinduism for thousands of years, and as a result forms a major part in the philosophical thinking of many Hindu's today. The ideas of Karma and Samsara are evident in almost all of the great Hindu scriptures, being touched on in the Veda's, but first properly introduced in the Upanishads. When the idea of Samsara was first introduced it led to a quest for liberation through the practice of austerity or meditation or both. To be released form this life the Hindu's needed to wipe out the effects of their past actions or Karma. It is this set of beliefs that formed the background of many of Hindu's religious movements and beliefs. Karma is the belief according to which a person's future life is determined by past and present actions. Every action, bodily, intellectual or ethical, good or bad, big or small will have its effect. Nothing other than the effects of earlier actions has determined the present state of affairs and nothing other than the present actions will determine the future circumstances. The law of Karma allows no room for chance or divine intervention as everything is inevitably determined by it. The Brhardaranyaka Upanisad simply sates ?By good actions one becomes good, by bad actions one becomes bad?(4.4.5) (Koller 1982: 59). Intertwined with belief in Karma is the idea of Samsara, which is the cycle of repeated births and deaths that subjects an individual not merely to one death but to innumerable deaths (Koller 1982:9). Hindu's believe that as a person dies the Atman (the unconscious, immaterial part of a human) carries the results of their good and bad actions (Karma) into their next existence. This previous Karma will determine what sort of position a Hindu will occupy in their new existence, for example, if a person in a low caste has been very good in their past existence they will be born into a higher caste in their next life. The ideas of Karma and Samsara have justified the unequal Caste system, which has been an integral part of Indian society for hundreds of years. At the time of the Rig Veda (the earliest Hindu scriptures around 1000 B.C.E) (Smart 1989: 60) the key concepts of Karma and Samsara had not actually been stated. However, it does mention that a person's conduct in this world determines his life after death. The brahmins (the religious leaders) stressed the importance of the sacred act of sacrificing which was supposed to have a bearing on man's fate in the next world, and consequently the Satapatha Brahmana 11.1.8,6, states that ?the Sacrifice becomes the self of the sacrificer in the next world?(Stutley 1985: 23). So, even at this early stage of Hinduism, the idea of Karma played an important role in the Hindu's worldview. It was not until the Upanishads (the principal ones dating from 800-400B.C.E) (Smart 1989:49) that we first meet with the doctrines of Karma and Samsara. The Upanishads are concerned essentially with the meaning of the sacrificial rites, and come to the conclusion that knowledge in the ?true reality' is the key rather than expertise in rituals like the Rig Veda's were. In the process they introduce profound metaphysical and religious ideas, such as Karma and Samsara. The Chandogya Upanisad sums up the ideas of Karma and Samsara ?those who are of pleasant conduct here the prospect is indeed that they will enter a pleasant womb, either the womb of a Kshatriya or the womb of a Vaisya (high Indian Castes). But those who are of a striking conduct here the prospect is indeed, that, they will enter the womb of a dog, or the womb of a swine, or the womb of an outcast?(Lipner 1994: 45). The central concept in the Upanishads is that of Brahman. Brahman is the highest truth, the eternal being on which all other beings depend on. Brahman is the same as the atman, in other words, that ultimate being out there, is the same as that eternal something within you. The goal for many Hindus became at this time to gain Moksha (release from Samsara) which

Golf Rules and Etiquette Essay Example

Golf Rules and Etiquette Essay Example Golf Rules and Etiquette Paper Golf Rules and Etiquette Paper Golf is a game of history, tradition and respect. Anyone who plays the game of golf will need to follow the rules and etiquette on the golf course. The popularity of golf has increased dramatically over the last several years. Golf was once known as a game for the wealthy, it is now readily available for everyone to enjoy. The new found availability has led to a decrease in the historical aspect of the game, primarily knowing the rules of the game, including golf etiquette. Statistics from the American Junior Golf Association show that 13.2 million people play golf each year in the United States alone. Participants play at more than 20,000 golf courses on land valued at more than 4.5 billion dollars (Dell, 2004). The boom of new golfers has led to a decline in the rules and etiquette of golf. Palmer (2002) states. Golf always has been, and hopefully will remain a gentlemans game (p. 4). Understanding the rules should be easy, there are only thirty-four rules in the game. This is less than almost every other sport, including baseball, basketball, football, soccer, rugby and cricket (Palmer, 2002). There are no restrictions to view or access the rulebook. Thousand of rounds are played everyday at both public and private courses, without the benefit of judges, officials, referees or umpires. Golfers are their own umpires, self-policing and regularly calling rule infractions on themselves. In one public incident on television, Ian Woosnam called a penalty on himself because he had 15 clubs in his bag (Palmer, 2002). Rule 4-4 allows a maximum of 14 clubs. Why did Ian Woosnams caddie tell his boss about the 15th club in the bag? Because it would never occur to him to do anything else. The integrity of the game is more important than any single tournament or any one player, and everyone that plays the game should do so under that same code of honor (Palmer, 2002). : I have over seven years experience working on golf courses. I have taken on many responsibilities from working inside the pro-shop, to the maintenance of the course itself. In my experience form working on golf courses, and playing golf, the average golfer does not believe they should be held to the same standards as professional golfers. The average golfer believes they are paying for a service, not competing to win a tournament. The price of a round of golf directly affects the adherence to the rules and etiquette of golf. The more expensive the round of golf is the greater the chance of stretching or breaking the rules and etiquette of golf. The popularity, appearance and difficulty of the course determine the cost. The more popular courses are typically more expensive because of the costs it takes to maintain. For example the cost of a lower end, used fairway mower can cost $7,500 (Used Turf Equipment, n.d.). The better the appearance of the course, the higher the cost is to maintain, this directly relates to the cost for the golfer. The daily rate at the Pebble Beach Golf Links in California is $395.00 per person for resort guests; add another $25.00 per person for non resort guests (Room and Golf Rates, n.d.). The average golfer, golfing at a high end golf course or local course, does not believe that breaking the rules and etiquette of golf affects the experience of golfing. The game of golf itself has a long standing tradition. The exact origin of golf is not known. According to Chapman (1997). We do know that by the middle of the 15th century the Scots were playing some sort of the game in Scotland. We also know that King James II of Scotland issued a decree in 1457 that Ye fut bawe and ye golf be utterly cryt done and not usyt, which Olive Geddens has translated as Football and golf be utterly condemned and stopped (p. 9). While this history dates back several centuries, golfers do not typically play the game in the interest of history, golfers play to have fun. It would be fair to state that every sport is played to have fun, not because of the history of the game. The rules and etiquette of golf is not an easy concept to understand. There are thirty-four rules with hundreds of variations for each rule, not all of which are written in black and white. The rules are even confusing to the professionals. Arnold Palmer (2002) wrote Ive played competitive golf for over half a century now..But even after all these years playing thousands of competitive rounds, I still run across new and fascinating nuances.every so often a situation comes along that leaves me thinking, Hmm, I wonder how that is handled under the rules. (p. 2). The participation of other recreational sports does not require an understanding of the rules. The average golfer does not believe they need to have a complete understanding of the rules and etiquette of golf. As stated earlier, the cost of a round of golf has increased. According to the National Golf Association, the price of a round of golf has increased by 5.3% nationwide from 2003. (Core Golfers, n.d.). With the increased price of golf everyone should have a basic understanding of the rules and etiquette, regardless of the price of the round. Several courses have created new local rules that do not allow beginning golfers. As a result several other courses have changed their marketing to welcome beginners, offering lower prices, and often clinics on how to play and understanding the rules and etiquette. Make no mistake; golf courses like any other business, are open to make money and profits. With 13.2 million people playing golf in the United States, it is each persons responsibility to understand the rules and etiquette of golf. All golfers pay the same price to play the game. No one individual has the right to affect other golfers, regardless of the price of the round. The tradition of golf does not mean that golfers should conduct in depth research and be able to pass a test or certification before playing a round. The tradition of golf means that all golfers should have at least a basic understanding of the rules and etiquette out of respect. Respecting the course and the other players is not an option, it is a necessity. Owen (1997) states Good golf entails some housekeeping, Try to leave the course better than you found it. (p. 172). Everyone can think of a time when someone elses disrespect infringed on his or her situation. For example, someone in a restaurant sitting at a table talking loudly on a cellular telephone, the person seems oblivious that their own actions are disruptive other people in the area. Now take that concept to the golf course. Realize that your actions can affect people in your group, as well as golfers nearby. Understanding the intricacies of the game can be confusing. One way to adapt to the understanding of the rules is to purchase a copy of the rule book. Read through the main rules and have at least a high level understanding of the thirty four rules. Its amazing how many arm chair athletes can make rulings when watching a sport on television. Anyone that is going to take the time to play a sport should at least have a basic understanding of the rules. If the purchase of a rule book is out of the question, log onto the USGA or PGA websites. The USGA site dedicates a portion to the rules and to simple etiquette. The amount of time it would take to review the information is minimal compared to the amount of time it takes to play a round of golf. Everyone that plays the game of golf needs to have at least a basic understanding of the rules and etiquette of golf. Golf is a game of history, tradition and respect. The rise and popularity of current PGA professionals does not mean the basic understanding of the rules and etiquette should go unpracticed. The amount of money that is spent to play at high end resorts or local courses does not give a golfer the right to infringe on the rights of others. A basic understanding of the rules and etiquette is not a difficult concept. The information is available on-line, at a local library and even at local golf courses. By taking the time to understand the rules and etiquette and it will make for a more enjoyable round for all golfers.

Employee Selection and Performance Appraisal Essay

Employee Selection and Performance Appraisal - Essay Example Organizational operations, in both profit making and ‘non-profit’ making enterprises, require evaluation for reconciliation with set objectives as well as for comparison with operations with other enterprises in a similar industry. Assessment is the process of evaluating a subject, which can be a process, in order to ascertain its potential or quality. Management on the other hand refers to the act or responsibility of controlling people or activities. Assessment and management are therefore critical elements in the life of an organization. This paper seeks to discuss performance assessment and management of McDonalds Company. The paper will explore the established culture of employee selection and appraisal criteria that McDonalds applies in its human resource management. The paper will, with this respect, offer an overview of McDonalds human resource practices in employee selection and appraisal initiatives and then further analyze the processes. McDonalds is a multinational company that operates in a number of cultures across the world. Its human resource management is however converged to a uniform culture. With an overall workforce of more than thirty thousand employees, McDonalds has its personnel management strategies incorporated in its core objectives. In order to achieve its goal of being the best service provider in the food industry, the company’s ensures that it has a diversified cultural base with excellent employee management. McDonalds has a broad based approach in selecting its employees. This includes a special consideration to disabled people who may have some specialized capacity to service delivery. The company has also adopted a universal program for handling older employees more than 55 years of age that follows a criterion of being fair and ‘non-discriminatory’. It has therefore been open to different categories of cultured workforce. As far as recruiting is concerned, the company relies on the

Case study 2 Essay Example | Topics and Well Written Essays - 750 words

Case study 2 - Essay Example Demographically, the target market consists of women with varying income levels, and educational backgrounds, while they are generally part of the Gen X and Gen Y markets.2 Psychographically, Singh sees the global market as a composition of independent women who are smart and not afraid to take risks.3 Behaviorally, the markets are differentiated across regions, and to some extent, across nations. Regions are different, in that Asia tends to imitate Western trends, while Eastern Europe is not as similar in beauty trends as Western Europe.4 For example, some Indians want the latest global brand, not the ones based on local trends. Ravi Narayan, the head of South Asia marketing, learned that teenagers are looking for â€Å"the latest color† that they saw being advertised from an â€Å"English serial† without asking about the price.5 The case suggests that because people are more connected nowadays through access to mobile communication and international media,6 some of th em are more open to and identify with global brands. Furthermore, regions can have sharp cultural differences too. For instance, Singh once had to campaign for pricing and packaging to be different for India, where income levels are lower.7 Geographically, Espoir is sold across the globe, specifically in Western Europe, Eastern Europe, Asia, North America, and South America.8 Hence, these characteristics show that some customers may react more positively to a global marketing image than others, although the extent and degree of differences in purchasing attitudes and behaviors are under-studied. The essay proceeds to describing five arguments in favor of going ahead with the movie global branding strategy. First, a global branding strategy leverages the opportunities and resources in the global market.9 Second, a global brand can be more cost-efficient and effective than highly differentiated and fragmented local marketing strategies.10 Third, a global brand can reduce brand confusi on across regions and nations, thereby strengthening global brand positioning.11 Fourth, a global brand can also improve international cohesion among managers that can result to global innovations.12 Fifth, a global brand can result to improved global performance because of marketing and functional synergies.13 While there are pros to a global brand, there are also drawbacks. First, a global marketing strategy may oversimplify and overstandardize marketing efforts, at the expense of local cultural differences and local innovations.14 Second, Singh is risking low buy-in among head managers, which can affect the implementation process and success of the headquarters-imposed global marketing campaign. Country heads know their markets best and if they think that there are national or cultural differences, then they may be right.15 Third, Singh does not have a clear role and authority in connection to local marketing s

Film reflection onWW2 Essay Example | Topics and Well Written Essays - 2500 words

Film reflection onWW2 - Essay Example The scene that is being analyzed is the first indicating scene that there are plots to kill Adolf Hitler. This scene shows how a bomb is smuggled on board a plane containing Hitler in order to kill him. This sets up the story of who is involved in the eventual plot that is the highlight of the film. It frames the desperation of those involved as well as the difficulty for killing Hitler despite the numerous attempts. There are three key narratives that frame the story. The first (N1) is that of Major General Henning von Treskow played by Kenneth Branagh who is the first in the film to attempt to assassinate Hitler. The second (N2) is that of Colonel Claus von Stauffenberg, played by Tom Cruise, whose personal life and his decision making is used to show how the event of the attempted coup affected the private life of a key participant. Finally, the third key (N3) is that of the conspirators as they participate in putting the plan into action. Another narrative or N4 is that of the le ader of the army, Major Otto Ernst Remer who was used by the conspirators in order to try to arrest the SS and contain their biggest threat to changing the German government. Key: CU – Close Up Shot ECU – Extreme Close Up LS – Long Shot TMS – Tight Medium Shot POV – Point of View MS – Medium Shot INT – Interior EXT – Exterior SEQ 6 Desperate Measures The sequence in which Major-General Henning von Treskow gives a bomb that will be on board an airplane with Adolph Hitler on board is a short, but intense sequence of events. The narrative that shows the story of Treskow is labeled N1, or narrative number 1. Shot 1. (3 sec) It begins with a medium shot pan from right to left of a vehicle as it is partially covered by shrubbery, which can be an indication that what is being done is something that is secret and should be kept under cover. The sun is just setting behind the vehicle. The camera angle is straight on, but slightly low. S hot 2. (1 sec) This shot is in the INT of the back of the truck. The shot is an ECU that focuses on liquid being poured into a bottle. The green of the glass is highlighted against the amber tones of the rest of the shot. The intensity of the scene is punctuated by low music, repetitive and with a deep drum beat that is steady throughout the course of the scene. Shot 3. (1 sec) The shot is a CU of the man pouring the liquid which quickly as Treskow comes into the tent and announces that Hitler is leaving. The tones remain low key and the lighting is minimal reflecting the nature of their business as they are constructing a bomb. Shot 4. (1 sec) The shot cuts to a TMS as Treskow enters the room confirming once more that Hitler is in the process of leaving. Light can be seen coming n through the window that is partially covered with a cloth. Shot 5. (4 sec) The scene cuts to the hand of the man creating the bomb as an ECU reveals him fumbling quickly to get the cap on the bottle. He l ays it on its back and Treskow’s hand moves to put the rest of the assembly for the bomb into the bottom. His hands are trembling as the time is short. Shot 6. (2 sec ) The shot pulls back to a TMS in which they begin to insert the detonator for the mechanism. Shot 7. (2 sec) A CU of the detonator being put in place increases the tension. Shot 8. (1 sec) TMS Treskow hears the plane and turns his head Shot 9. (1 sec) ECU of Treskow as he looks back to his

Health and Safety Principles in the Workplace

Health and Safety Principles in the Workplace Samantha O’Shea Q1 Explain the role of the Communication and training in the promotion and provision of the health and safety. The role of the Safety, Health and Welfare Act was originally presented in 1989 and updated in 2005. It was put in place to make further provisions for safety health and welfare of a person at work. Communication The role of communication is to discuss or exchange any health and safety problems in the workplace. Provides info for all parties to carrier out there job with good work practices and ethic. Communication is implemented by the employers, employees and also the safety officer getting together to discuss any hazard or risk in the workplace. After identifying the hazards and risks it is important to do a risk assessment. It is also important for staff to communicate about a safety statement and to discuss what information to put in it and put it in a noticeable area. There are different ways to communicate which are talking direct, monthly meetings and also visual presentations. Communication builds trust and respect between both the employers and the employees. Training The Safety, Health and Welfare at Work Act 2005, all employers must provide training. Training the staff with appropriate and relevant courses i.e. CPR, manual handling. It is up to both the employers and employees to have the right training and to maintain up skilling. It gives both the employer and the employee confidence when they know how to use the equipment. After getting trained the employers and the employees won’t be as stressed out because they will know how to do the work. It will also help the staff identify hazard, risks, control measures and also do a risk assessment. All training should be available for staff and if staff is entitled to be paid when the training is provided. (Class Notes 2014) Q2 Outline the principles and procedures of a good housekeeping in the workplace. Good housekeeping is having the workplace clean and that there is no items out of place. According to Best – Job-Interview.com (2014) â€Å"To maintain a clean, sanitary, comfortable and tidy environment for either private households or commercial establishments† Good housekeeping keeps the workplace clean and sanitary. It is important to have good housekeeping because of germs or bacteria that are the workplace won’t travel from patient, staff or visitors and also they won’t get sick in the environment. It is also important to do housekeeping because there could be a hazard such as spills on the floor or that wires could be out of place where as patients, staff or visitors could slip and fall and hurt themselves. The procedures of good housekeeping: Is to have all aisles are clear for the residents and other staff, so that no one will fall at the workplace. Clean all areas everyday that needs to be done such as floors and bathrooms. While the floors are wet to put up the proper signs on the floor so that people know that the floor is wet. To use proper bins for e.g. white bins with black bags for general waste. Clean up spills that are on the floor so that no one has an accident. Store cleaning products in the right area and that they are out of harm’s way. (Class notes 2014) Q3 Noise, Dust and Fumes are hazards which are commonly found in the workplace. For one of these hazards outline the risk associated with exposure to this hazard and control measure which might be used in the workplace. Identify at least 3 hazards which commonly encountered in your workplace and briefly describe how these are controlled. According to Health and Safety Authority (2014) â€Å"Noise means unwanted sound or loud discordant or disagreeable sound or sounds†. Noise can affect your hearing which could be temporary or permanent. It often leads to temporary deafness after leaving a noisy place or having the radio or television up to loud. Hearing damage could also happen by loud noises or sudden noises. Sometimes tinnitus could happen when you are exposed to loud or continues noise. Tinnitus is a ringing or buzzing in the ear, which sometimes accurse to hearing loss. (Health and Safety Authority, 2014) Hazard Risk Control Measure Equipment Hearing loss Tinnitus Turn down the radios and televisions Use proper personal protective equipment gears e.g. ear muffs whiles using noisy equipment. Stress Could become depressed from being stressed out in the job due to not having proper training and also poor staff levels . All Staff should be trained for their jobs for e.g. Manual handling and first aid. Also good work practice. Having good work skills and getting on with other staff. Cleaning Products Using insufficiently diluted. Also spills of cleaning products e.g. burns If a person wore proper protective equipment such as gloves and a mask. Also if a person uses the prober consciences e.g. certain amount of water to a cleaning product that needs water. Q4 Explain the type contents of a first-aid kit and their appropriate uses. A first aid kit has medical supplies or equipment in a bag or box for emergencies. According to First Aid Supplies â€Å"First Aid Fit Full†. Contents Quality Use First aid instruction leaflet 1 Explain how to use the products in the first aid kit. Alcohol free wipes 10 To clean the area that is cut. Waterproof plasters 42 To cover the cut. Triangular bandages 2 To cover a deep cut. Safety pins 6 Hold the bandages or slings together. Medium Wond Dressings 2 To cover a cut or burn. Sterile eye pads 2 To protect the eye is cut or injured to prevent it from being infected. First Aid Scissors 1 To cut the bandage or fabric. Latex Gloves 2 To protect your hands whiles working on the patent. Fabric Tape 1 Is used to hold cotton wool or for iv drips. Antiseptic cream 1 It’s for burns, cuts or grazes that they don’t get infected. Burneze Burn Relief spray 1 To cool a burn. Fabric strip 1 Is used for a deep cut to hold the skin together. Lint 1 Used for cuts and wounds. Non Adherent dressings 3 Are to cover wounds or cuts. Paper stitches (8) 1 Hold deep cuts together. Conforming Bandage 1 Is used for a wound dressing. Sterile Gauze swabs 2 Treat wounds if dirty or infected. Non Woven Dressings 3 Used for wounds e.g. after getting an operation. Cotton Crepe Bandage 1 For a stain or a break. Resuscitate Mask 1 For CPR. Tweezers 1 To take out something that is stuck in a cut. Q5 Explain the risks associated with the following hazards work environment, work practice, medication, alcohol, drugs, and outline for each, steps which on employer might take control these risks. (Please provide at least two controls per hazard) A hazard is anything that can potentially cause harm to someone e.g. spills (Health and Safety Authority 2014) Work Practise A safe way to carry out work in the workplace. Risk Control Measure Back injuries Employees/employers don’t use the equipment such as hoist that leads to back injuries. Also if staff isn’t trained properly such as manual handling could end up with back injuries. Stress Most staff could be stressed by the equipment as they mightn’t be trained in the equipment properly. Staff could be stressed because of the long ours the work in the workplace. Work Environment The place or location of where you work. Risk Control Measure Falls, Trips or Spills Do daily housekeeping routine to make sure all the rooms are safe for all the patients and also the staff. Have proper handle bars around the building for the patients. Faulty Equipment/equipment not being use properly. For the equipment to be fixed and also checked regularly. For all staff to be trained properly on the equipment. Medication Medication is used to treat an illness or disease. Risk Control Measure Out of date To check the dates regularly on all stock of medication. Also dispose of out of date medication properly. Right Dosage Give the patient the right dosage of medication so that the medication works properly. Double check the dosage on the package as packaging on tables could change. Alcohol Alcohol has a strong smell, that people use to drink or it is some medications. Risk Control Measure Wrong/poor decision making. Educational programs on alcohol. Help the employer/employee see where the made wrong decisions and help them make their decisions right. Come in late If they come in late a number amount of days to give them a warning. Explain the consequence of coming in late. Drugs A Drug/substance that has an effect on the body. Risk Control Measure Substance use at work. Giving the person sometime of work to get help. Helping them get the help. Carelessness, mistakes and errors in their judgement. Also explain to the person about the consequence about using drugs. Also explain to the person their mistakes from in their jobs and get them some help. Q6 Outline risks factors in relation to health, to include stress/lifestyle/diet/illness. Health is where someone is fit and well. Someone that isn’t sick or hasn’t got an illness long term. (Who, 2003) Stress on person can be physical on a person while working in a healthcare sector. It can be physical if someone hasn’t got the proper training in the workplace. Stress could also be mentally on a person, it could have an effect on someone’s by the person having a breakdown, panic attacks, depressed, absentees and also lack of sleep. They could be stress due to long hours in the nursing home and also a lot of work could be on one person. If someone is stressed it could have an effect on their diet. It could have an effect on someone’s health if they aren’t eating properly. If a person is not eating at proper meal times or not eating at all a person can become under nourished. Also if they are over eating in the evenings they could become over weight because they are eating the wrong foods such as sweets and takeaways and also not doing any regular exercise. Both stress and poor diet can result in poor sleeping habits which can which could lead a person to have sleep insomniac. When someone immune system is down they could easily pick up certain illness that is going on in the workplace e.g. if flus and coughs are going around they could be easily picked up. Illness can affect people because some staff members could get really sick and they could have to take a few days off which could also lead to stress because they can’t afford to take time off. Health can be affected on someone’s lifestyle. It can be affected by someone being depressed. Someone in the healthcare setting can become depressed by not talking to anybody in the workplace other than the patients or even problems at home. Reference Books Class Notes . College of Progressive Education (2008), Healthcare Support: A Textbook For Healthcare Assistance, Gill and MacMillion, Dublin. Websites Best-Job-Interview.com (2014) â€Å"Housekeeping Job Description† [online], Available: http://www.best-job-interview.com/housekeeping-job-description.html [accessed 26th September 2014]. First Aid Supplies â€Å"First Aid Fit Full† [online], Available:http://www.firstaidsupplies.org/firstaidsupplies/Main/FAK_Full_410103.htm [Accessed 26th September 2014]. Helpguide.org, â€Å"Effective Communication† [online], Available: http://www.helpguide.org/mental/effective_communication_skills.htm [accessed 30th September 2014]. Websites E Journal Health and Safety Authority, (2014) ‘Noise’ [online], Available: http://www.hsa.ie/eng/Topics/Physical_Agents/Noise/ [accessed 29th September 2014]. Health and Safety Authority (2014) â€Å"Safety and Health Management System†, [online] Available:http://www.hsa.ie/eng/Topics/Managing_Health_and_Safety/Safety_and_Health_Management_Systems/ [accessed 5th October 2014]. Health and Safety Authority (2014), â€Å"Health and Safety at work in Residential Care Facilities† [online], Available: http://www.hsa.ie/eng/Publications_and_Forms/Publications/Healthcare_Sector/Residential_Care_Facilities.pdf [accessed 2nd October 2014]. World Health Organisation (2003) â€Å"WHO Definition of Health† [online], Available: http://www.who.int/about/definition/en/print.htm [accessed 7th October 2014]. Web EBook Business Dictionary.com (2014), â€Å"Business Dictionary†, Web Finance [online], Available: http://www.businessdictionary.com/definition/work-environment.html [accessed 5th October 2014]. Collins English Dictionary (2014), â€Å"English Dictionary: Pioneers In Dictionary Publishing Since 1819†, Harper Collins Publisher [online], Available:http://www.collinsdictionary.com/dictionary/english/first-aid-kit [accessed 2nd October 2014]. Merriam – Webster (2014), [online], Available: http://www.merriam-webster.com/dictionary/medication [accessed 2nd October 2014]. Merriam – Webster (2014), [online], Available: http://www.merriam-webster.com/dictionary/alcohol [accessed 2nd October 2014]. Merriam – Webster (2014), [online], Availablehttp://www.macmillandictionary.com/us/dictionary/american/working-practices [accessed 5th October 2014]. Oxford Dictionary (2014), â€Å"Oxford Dictionaries – Language Matters† Oxford University Press [online], Available:http://www.oxforddictionaries.com/definition/english/drug [accessed 2nd October 2014].

Diabetes :: essays research papers

Diabetes (diabetes mellitus) Diabetes is a disease characterized by excessive urination. Diabetes mellitus is caused by insufficient insulin production or lack of responsiveness to insulin, resulting in hyperglycemia (high blood glucose levels). There are 2 primary types of diabetes mellitus, type I (insulin-dependent or juvenile-onset), which may be caused by an autoimmune response, and type II (non-insulin-dependent or adult-onset). Diabetes insipidus is typically due to hormonal dysregulation. Diabetes mellitus (DM) is a chronic metabolic disorder caused by an absolute or relative deficiency of insulin, an anabolic hormone. Insulin is produced in the pancreas by the beta cells of the islets of Langerhans. Absence, destruction, or loss of these cells causes an absolute deficiency of insulin, leading to type 1 diabetes (insulin-dependent diabetes mellitus [IDDM]). Most children with diabetes have IDDM and a lifetime dependence on exogenous insulin. Type 2 diabetes (non–insulin-dependent diabetes mellitus [NIDDM]) is a heterogeneous disorder. Patients with NIDDM have insulin resistance, and their beta cells lack the ability to overcome this resistance. Although this form of diabetes previously was uncommon in children, 20% or more of new patients with diabetes in childhood and adolescence now have NIDDM, a change associated with increased rates of obesity.   Ã‚  Ã‚  Ã‚  Ã‚   Insulin is essential to process carbohydrate, fat, and protein. Insulin reduces blood glucose levels by allowing glucose to enter muscle cells and fat cells and by stimulating the conversion of glucose to glycogen as a carbohydrate store. Insulin also inhibits the release of stored glucose from liver glycogen and slows the breakdown of fat to triglycerides, free fatty acids, and ketones. Additionally, insulin slows the breakdown of protein for glucose production. Hyperglycemia results when insulin deficiency leads to uninhibited gluconeogenesis and prevents the use and storage of circulating glucose. The kidneys cannot reabsorb the excess glucose load, causing glycosuria, osmotic diuresis, thirst, and dehydration. Increased fat and protein breakdown leads to ketone production and weight loss. Without insulin, a child with IDDM wastes away and eventually dies from diabetic ketoacidosis. Information on mortality rates is difficult to ascertain without complete national registers of childhood diabetes, although age-specific mortality probably is double that of the general population. Particularly at risk are children aged 1-4 years who may die with DKA at the time of diagnosis. Adolescents also are a high-risk group. Most deaths result from delayed diagnosis or neglected treatment and subsequent cerebral edema during treatment for DKA, although untreated hypoglycemia also causes some deaths.